MODULE 1

STUDENTS’ AWARENESS ON MSU-MAGUINDANAO VISION,

MISSION, CORE VALUES AND QUALITY POLICY
Overview:
The Vision, Mission, Core Values and Quality Policy of MSU-Maguindanao will
help to make everyone aware of what the university wants.

Learning Outcomes:
At the end of the lesson students are expected to:
a. Give feedback on the MSU Mission, Vision, Core Values and Quality Policy

Materials Needed:
 Reading Materials/Module, Activity Notebook, Paper and Pen, Gadgets (CP,
Tablet, Laptop) and different Educational Applications (Moodle, Zoom, Google
Classroom, Google Meet, Facebook and Messenger).

Duration: 2 hours

Learning Content:

MSU-MAGUINDANAO VISION, MISSION, CORE VALUES AND

QUALITY POLICY

VISION

A premier innovative center of development in the region.

MISSION

• To train and enhance human capital through:

• Quality Education experience;
• Relevant research and innovation for regional and national development; and
• Responsive community engagement and empowerment.

CORE VALUES

RISING In collaboration (Responsiveness, Inclusiveness, Sustainability, Innovative,

Global Competence, Integrity, Collaboration)

R- Responsiveness
I-inclusiveness
S- Sustainability
In- Innovativeness
G- Global Competence
In- Integrity
Collaboration

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 QUALITY POLICY
The Mindanao State University, as a leading national peace university, is
committed to innovative instruction, conduct relevant researchers and extension
programs, and continuously work to attain sustainable production.
Thus, with the MSU’s commitment to satisfy customers and providing excellent
services, it shall:
 Produce highly competent professionals to meet the demands of the 21 st
century:
 Advance its special mandate as a social laboratory for national integration
and cultural preservation;
 Promote and implement efficient and transparent practices and processes
that sustain quality services and productivity; and
 Be ethically compliant with all relevant statutory and legal requirements.
MSU continually improves its Quality Management System to be at par with the
best national and global Universities.

Learning Activity/s:
Activity: Small group discussion.
Discuss the vision, mission, core values and quality policy to your group mates.

Learning Evaluation:
Activity: Oral recitation

Reference:

MSU-Maguindanao handbook/FB Page

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 MODULE 2

BACKGROUND OF MOVEMENT COMPETENCIES

Overview:
We move forward throughout every day of our life. Each people have a specific
level of movement competency based on their degree of skill. Movement proficiency
improves one's degree of self-assurance, safety, and quality of life in activities like work,
sports, and housework. This happens because the more activity we can engage in, the
more we can live an active, joyful existence that promotes a healthy way of life. For the
students to appreciate the value of having movement competencies for each individual,
the module will discuss several movement competency principles.

Learning Outcomes:
At the end of the lesson students are expected to:
a. Recall the Background of Movement Competencies.
b. Discuss the basic concepts of movement competencies.
c. Explain the balancing of demands and capacity of individual moves through self-
evaluation of their movement activity.

Materials Needed:
 Reading Materials/Module, Activity Notebook, Paper and Pen, Gadgets (CP,
Tablet, Laptop) and different Educational Applications (Moodle, Zoom, Google
Classroom, Google Meet, Facebook and Messenger).

Duration: 6 hours

Learning Content:

Why, What, and How of Movement Competencies

To prevent potential harm from our actions, we must move with confidence. You
might even ponder why it occurred. Why it's crucial to have movement literacy and
skills. The way we move matters, regardless of who we are or the activities we engage
in. This topic will help you grasp what movement literacy means to each of us as
individuals.

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fig.2

a. Say something about the pictures.

b. What movements are both similar?

Why Movement Competency?

Ask yourself why movement is important to you. What bodily movement have you
been doing every day? What hobbies matter to me? What does an average day look
like for me? Movement proficiency is a crucial physical literacy component. Generally
speaking, movement competence is a person's movement—when we exhibit movement
proficiency you accomplish the goal, we move safely, effectively, or both the purpose of
the action we are taking.
Irrespective matter who we are or what we perform, how we act is a
manifestation of moving matters It varies whether we are engaged in a task or playing a
sport, moving about our daily lives, or carrying out a task for our jobs. Everyone needs

4
to move effectively since we all desire to be successful in whatever we do and to be
safe and free of damage.
In the conclusion, when we contemplate why movement proficiency is so
important, it boils down to being able to do everything we want to so that we can take
pleasure in life both now and in the future.

What Affects Our Movement?

When engaging in any physical exercise, several things might affect how we
move and whether we feel the need or want to do so. These are the components,
together with our motivation, our aptitude, and our environment. Both our personality
characteristics and the environment we are in have an impact on how we move. In other
words, the environment in which we are performing a task determines how we move.
We can categorize the factors that influence our movement patterns as follows:

Three categories:
 Personal Factors
While throwing a baseball, observe your unique movements and the reasons
behind them. Your physical make-up, degree of fitness, coordination, confidence,
attitude, feelings, desire, and awareness of your body and your surroundings are just a
few of the distinctive personality traits that will affect how you throw the ball. For
instance, conditions like restricted shoulder range of motion, fatigue from a late night, or
six years of summer baseball practice could all affect how you throw a ball.
 Environment
The area you are in also can influence how you throw a baseball. For instance,
your standing surface (such as grass versus pavement), your body temperature, the
outside temperature, the weather (such as rainy versus sunny), background sounds or
music, verbal coaching instructions, and the presence of social groups like friends or
peers could all affect how you throw the ball.
 Task or Activity
The duty or undertaking. The characteristics of the particular work or activity you
are engaging in will also impact how you move. Task-related elements, such as the
size, weight, and type of pitch being thrown, will affect how you move when throwing a
baseball. Imagine that instead of throwing a baseball, you were using a boomerang.

BALANCING DEMANDS AND CAPACITY OF MOVEMENT

Individuals’ demands for their daily activities depend on their capacity of doing it.
Like a laborer, activity defers from an office worker. Laborer demands more muscular
strength and endurance to carry the loads, hence the capacity of the matter of the

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movement as to how he carries the tasks. While the office worker demands only for
setting and carrying belongings. What constraints are placed on someone who enjoys
an early morning bike ride, walk, or run each day before going to school or the office?
The route's terrain imposes physical demands on individuals who are bicycling, walking,
or jogging it. The cognitive demands of observing traffic, pedestrians, and potholes
would be high. An affective, or emotional, demand might be anxiety over finishing the
task on time. Trying to keep up with friends' pace while bicycling, walking, or jogging
would be considered a behavioral demand. Hence, this topic discusses balancing each
individual's demands and capacity of movement.

a. What do pictures say about their movement pattern?

b. What is common among the three pictures?

The key to harmonizing our capacity and needs is how we move. The demands
capacity framework is the name given to this viewpoint. We must possess the capacity
(e.g., awareness, motivation, and ability) to manage the demands of our lives—the
tasks we need or desire to undertake daily activities if we are to perform at our best and
preserve good health today and in the future. The various surrounding circumstances
affect how each of us moves.

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 Your Demands Your Capacity
Your ability, awareness, motivation, and
The activities you need and want to other behaviors to perform the activities
perform the activities efficiently and safely. efficiently and safely.

Your Demands (higher risk) Your Capacity (lower benefit)

When your demands are greater than while your performance and your quality
your capacity, the risk of musculoskeletal of life decrease.
injury, cardiac distress, and respiratory
distress increases,

Your Demand Your Capacity

When Demands are lower than capacity When capacity is greater than your
demands, the risk of musculoskeletal
Lower risk and improve life and injury, cardiac distress, and respiratory
performance. distress decreases, while your
performance and your quality of life
increase.

It is then believed that building more capacity than demands will improve
movement competence. It is commonly known that developing self-assurance and skill
as a mover will improve both your performance and general health will be enhanced.
Everyone, all people, regardless of their age, talent, or interests, should work to develop
the ability to balance daily life's demands. All the needs to move will be proficient and
safe to perform.

Example: You demand to play badminton in a tournament; however, your capacity is

not enough in terms of endurance, limited skills, and poor footwork. This will lead you to
possible foot injury or cardiac overload.

MOVEMENT FEATURES AND PATTERNS

People who move well are skilled at using their muscles to move their joints,
which lowers the risk of injury and improves performance. They can enjoy their favorite
activities in ways that are a pain- and injury-free attributable to good movement. The
topic will discuss movement features and patterns and why it is significant.

7
A. B.

C.

Say something about the movements in pictures a, b, and c.

Whatever your age, stage of growth, interests, or daily schedule, you probably
desire to improve some facets of your physical performance for a variety of reasons.
Your daily physical activity may include everything from hiking to sports to household
tasks like dishwashing and laundry. For a variety of reasons, many of us wish to go from
easy to more complicated tasks, and when the demands of daily life rise, we work to
improve our ability to fulfill them. Awareness is the foundation for developing our ability
to move with competence. Have you ever considered how you jump, run, climb stairs, or
get up off the ground, do you sit in a chair or go about your daily business? Do you, for
instance, stoop at your back our lock the knee. Awareness is the key to assessing your
movement and can be sharpened by understanding a few key attributes or “movement
features”
The Seven Key Movement Features
Knowing which characteristics of a movement pattern matter is crucial as a first
step in enhancing your movement competency. Which physical characteristics may
affect your performance, injury risk, or long-term health when engaging in activities like
jumping for a rebound, lifting a backpack, or sitting in a chair while studying and improve
your general quality of life? By just becoming aware of these essential movement
characteristics, you may be able to modify your movement patterns and everyday
routines while also increasing your level of happiness.
(Exercise(nd). https://performanceredefined.ca/gallery_category/exercise/page/2/)

8
 Fundamentals of Movement Patterns
Simply understanding the fundamentals of movement patterns can enable you to
move better regardless of your work, physical activities, sports, or lifestyle. Sorting our
activities into categories like leisure, sports-related, work-related, or home tasks would
help us move more efficiently and effectively. Improving movement performance
reduces the risk of possible injury. Integrating the seven movement patterns into the
daily activities routine so that they may become a habit. No matter how intricate a
human movement seems, there are always variations of typical or basic movement
patterns. This movement pattern will help us understand the daily activities that we
commonly perform, like tying shoelaces aces opening doors, lifting groceries, and
playing our favorite sports or recreational activities. Whether you intend to compete at
the highest level or learn how to do daily duties safely and effectively, these patterns

9
correctly—specifically, by upholding the seven essential features will aid you to reach
your goal.
These are the following:
Push

A push movement pattern frequently entails removing an outside

object removing your body from an object or surface or pushing your body away from
one, such as the push-up. The majority of depictions of pushing as a basic motion
pattern only apply to the upper body. Examples of pushing actions used in daily life
include pulling a small suitcase overhead to store it in a closet and pushing a grocery
cart, lawnmower, snow shovel, or snow blower. Pushing techniques can be observed in
sports like rugby and football, and basketball is used in athletics. A defensive lineman is
pushed back by an offensive lineman. Offensive linemen to make room for throwing or
running play lilinemenre pushing in their movements.

Pull

The opposite of a push movement pattern is a pull movement

pattern. The majority of the time, you pull an object near your body or pull your body
anything. Pulling is often used to denote the upper body, similar to pushing. Pulling is
the act of contracting against a load or resistance. Hanging from monkey bars,
performing an isometric biceps curl, and carrying groceries in both hands are all
examples of a pull pattern. As everyday examples, we use a pull pattern when we lower
window shades and pull open fridge doors. We use a pull pattern when kayaking,
sailing, windsurfing, and rock climbing. Shooting a bow and arrow involves both pushing
and pulling patterns
(MovementCompetence(nd).http://thompsonbooks.com/wpcontent/uploads/2017/12/HA
L2_sampleCh2.pdf.)

Squat

The movement forces you to bend over and bend your knees and
ankles to reduce weight. The squatting motion differs from pushing and pulling and is
specific to the lower body. We use a squat pattern every time we get in and out of a car,

10
sit down, and get up off a chair. Baseball catchers, wrestlers, and football players use a
squat pattern when performing their sport-specific activities. Jumping for a rebound in
basketball is a squat pattern, as are all two-foot jumps. Snowboarding, skateboarding,
and surfing all involve a squat pattern.

Lunge

Lunge generally involves one leg extended or bent in front of the body
while the other leg is extended or bent behind the body. This pattern includes any form
of gait: walking, running, skipping, and so on. Like the squat pattern, the lunge pattern is
specific to the lower body. Performing tasks like tying your shoes, gardening, and
picking something. All of these movements include lunging. Performing tasks like tying
your shoes, gardening, and picking something, all of these movements include lunging.
Your hips, feet, and knees should all be in line with each other. baseball pitching, hitting
a cricket ball, and doing a dig in volleyball players must employ a lunge pattern. The key
characteristics are pertinent: whether you are cross-country skiing or chasing a ball.

Hinge

It describes any hip flexion- and extension-related

movement. To prevent damage, the spine should ideally be maintained in a neutral
position, either into crease performance or quality of life. Additionally, crucial to
performance is the hip hinge. The foundation of the vertical jump depends on the
athletic stance, which is also the prevailing pattern in sports like rowing. Track
competitors also start their race by positioning themselves in the blocks using a hinge
arrangement, baseball players tilt as they advance to pursue a ground baseball. To
evade defenders, basketball players hinge when dribbling the ball.

FOUR PILLARS OF HUMAN MOVEMENT

To do the functional activity, the word function must first be understood. All
movement must be functional for an individual to move freely and prevent injury in their
daily physical activities. The topic will discuss the four-pillar model that organizes the
basic movements all bodies perform in everyday life.

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 A

B.
1. What picture is doing the locomotion? And why?
2. Is picture B considered locomotor movement? Why?

The basis of sports and other forms of exercise movements is regarded as a

pillar because from such movement one can build a precise movement that might aid a
person in becoming confident and successful with their daily activities. These are
locomotion, level of change, push and pull, and rotation.

 Locomotion
Locomotion is a primary motor skill because it integrates all four pillars. With
each stride, the center of mass moves both horizontally and vertically. It is the linear
displacement of our bodies. Locomotion occurs one leg at a time, creating a structure
that transfers forces from the ground to the rest of the body. This also requires the
ability to efficiently load into the ground (deceleration) followed by the unloading or
propulsive phase (acceleration). Locomotion-based exercises might include resisted
sled walks, lunge walks, and various run /sprint drills. The basic locomotor movements
like walking, jumping, leaping, and skipping which we have learned before will be
integrated into this functional locomotion movement pattern.
 Level Changes
Level changes are characterized by movements of the trunk or lower extremities
or a combination of the two that lower or raise the center of mass (Juan Carlos” JC”
Santana. nd). Many non-locomotive works require these level adjustments, tasks like
picking up goods, squatting down, or standing up off the floor. We can perform level
adjustments with the lower body via squatting, lunging, or merely flexing the ankles,
knees, and feet to step up or down from objects. Same with locomotion, the basic non-
locomotor movements, like, bending, and swinging, will be integrated into this functional
movement pattern.
 Pushing and Pulling

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 The combined center of mass may be moved by these upper body movements.
For the sake of simplicity, we'll define a pull as any motion that involves the elbows or
hands toward the body's central axis or inward. This movement is reflexive and in our
biomechanical system.
 Rotation
Responsible for changes in direction and rotational torque production. Dancing,
throwing, and running is examples of activity with a significant amount of rotation. The
transverse plane is probably the most important and the only plane not loaded by
gravity. The human movement of the muscles system mostly relies on rotation. It is one
of the important pillars because sports are explosive and involve the transverse plane
(i.e., the plane of movement where rotation takes place).

Learning Activity/s:
a. With your understanding of the three categories that affect movement competency,
give an example that you could apply these three categories in either specific sports
movement or household chores activities.
b. Evaluate your physical demands and capacity as:
Student / player
Used the matrix below (Refer to laboratory activity)
Your Demand Your Capacity

c. Choose one household chore and one specific sports skill.

d. Identify their specific movement pattern and features by using the matrix at the
laboratory activity.
e. Identify as well the similarities of their movement pattern.
f. Recall the different basic locomotors and non-locomotors movements.
g. Integrate all the locomotors and non-locomotors movement skill-related or household
chore movements into your program.
h. Apply the four pillars to your created movement.

Learning Evaluation:
a. Presentation through infographics your understanding of your example.
b. In 300 words write your reflection on your self-evaluation of both physical demands
and capacity.
c. Presentation of the identified household chore and specific skillsefer to PED011
Workbook

13
d. What are the four pillars of movements and how does it affect movement pattern?
Explain briefly.

References:
MovementCompetence(nd).http://thompsonbooks.com/wpcontent/uploads/2017/12/
HAL2_samp leCh2.pdf.
Juan Carlos Santana (2016). Functional Training 1st ed.
https://canada.humankinetics.com/products/functional-training-pdf

14
 MODULE 3

EVALUATION OF HUMAN MOVEMENT

Overview:
The previous section covered how the four pillars of movements, along with five
movement features and seven movement patterns, generally make up movement
competency. Training is necessary to improve one's movement and become competent,
but before beginning it, your current movement competency must be evaluated.

Learning Outcomes:
At the end of the module, the students are expected to:
a. Execute and Evaluate the Human Movement Competencies

Materials Needed:
 Reading Materials/Module, Activity Notebook, Paper and Pen, Gadgets (CP,
Tablet, Laptop) and different Educational Applications (Moodle, Zoom, Google
classroom, Google Meet, Facebook and Messenger).

Duration: 2 Hours
Learning Content:

The Functional Movement Screen (FMS) is a tool used to spot abnormalities in

mobility and stability throughout seven key movement patterns, which leads to
functional movement inadequacies. These movement patterns are made to put an
individual in extreme circumstances where deficits and imbalances become apparent if
sufficient mobility and motor control are not used, providing the observable performance
of fundamental locomotors, manipulating, and stabilizing motions. Following the FMS's
identification of these weaknesses, a program of remedial exercises is to avoid
musculoskeletal ailments. (Move Well, FMS (2015).
Movement Screen as a tool to assess the movement competency of the
students.

15
 Before the assessment is to be conducted it is very vital to know and understand
the guidelines and how the test is to be administered. The following are:

A. FMS KIT
FMS Board (45 mm tall, 133 mm wide, 1.524 meters long)

Hurdle Step dimension (0.37 meter from each end to the middle of the hole for the
uprights.) The hurdle is adjusted to the height of the subject’s tibial tuberosity (Gray
Cook(2010). Dowel 1.22 meter)

B. Score Card

16
C. Screening Guidelines
Anatomical Landmarks
 Anterior Superior Iliac Spine

 The joint line of the knee/ mid-patella and tibia tuberosity.

17
 Lateral and medial malleolus

 The most distal wrist crease

 Tester Positions
Distance: Step back from the client to create enough distance, allowing them to see
the whole picture at once. Stand far enough away to allow more focus. View the
entire movement and let test criteria become evident.

Movement: The subject has three attempts to perform each test, standing to the
side or facing the person may provide the best advantage point. Take advantage of
all three trials and move around if the score is not obvious from one point.

 Verbal Instruction

18
 If you experience any pain while performing the following actions, kindly let me
know. And if at any point you are unsure of the direction, ask me to repeat it. Please
wait for me to check that you are in the appropriate setup position before you move.

SEVEN FMS SCREEN TOOLS

1. Hurdle Step Movement Pattern

Picture 1 3 Pts.
• Hips, knees and ankles remain aligned in the sagittal plane.
• Minimal to no movement in lumbar spine.
• Dowel and hurdle remain parallel.

Picture 2 2 Pts.
• Alignment is lost between hips, knees and ankles.
• movement in lumbar spine.

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• Dowel and hurdle do not remain parallel.

Picture 3 1 pt.
• Tibia and torso and femur are parallel.
• Femur is not below horizontal.
• Knees track, dowel of the feet.
• Dowel is not aligned over feet.

2. Inline Lunge Movement Pattern

Picture 1 3pts.
• Dowel contact maintained.
• Dowel remains vertical.
• Minimal to no torso movement.
• Dowel and feet remain.
• The knee the sagittal plane.
• Touched. The front center of the board.
• Front foot remains in start position.

20
Picture 2 2pts.
• Dowel does not remain vertical.
• Movement in Torso.
• Dowel and feet do not align in the sagittal plane.
• The knee does not touch the center of the board.
• The flat front foot does not remain in start position.

Picture 3 1 pt.
• Loss of balance by stepping off the patterns ability to complete movement
pattern.
• Inability to get into set up position.

3. Shoulder Mobility Movement Pattern

Picture 1 3 pts.
• Fists are within one hand length

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Picture 2 2 pts.
• Fist length in one hand and a half hand length.

Picture 1 1pt.
• Fists are not within one and half hand lengths.

4. Active Straight-Leg RaiseThe verticalt Pattern

Picture 1 3 pts.
• Vertical line of the malleolus resides between mid-thigh aa nd ASIS.
• The non-moving limb remains in neuter verticaltion.

22
 Picture 2 2 pts.
• Vertical line resides between mid-thigh a and mid patella
• The non-moving limb remains in neutral.

Picture 3 1 pt.
• Vertical line of the malleolus resides below the mid-patella.
• The non-moving limb remains in neutral position.
5. Trunk Stability Push-Up Movement Pattern

Picture 1 (top) 3 Pts.

• Men perform a repetition with thumbs Aligned with the top of the forehead.
• Women perform a repetition with thumbs aligned with the chin.

23
• The body lifts as a unit with no lag in the spine.
Picture 2 (center) 2 Pts.
• Men perform a repetition with thumbs aligned with the pain.
• Women perform a repetition with thumbs aligned with the clavicle.
• The body lifts as a unit with no lag in the spine.
Picture 3 (below) 1 Pt.
• Men are unable to perform a repetition with thumbs aligned with the chin.
• Women are unable to perform a repetition with thumbs aligned with the clavicle.

6. Rotary Stability Movement Pattern

Picture 1 (top) 3 Pts.

• Performs a correct unilateral repetition.
• Unilateral limbs remain over the board.
• Without touching down, touch the same-side elbow to the same-side knee over
the board.
Picture 2 (center) 2 Pts.
• Performs a correct diagonal repetition.
• The diagonal knee and elbow meet over the board.
• Without touching down, touch the opposite elbow and knee over the board.
Picture 3 (below) 1 pt.
• Inability to perform a diagonal repetition

Learning Activity:
Activity 1: Perform the FMS test.

24
Learning Evaluation:
1. Interpret the results of the FMS to determine your movement competence level.

References:
Farrell, S., Pavlovic, A., Barlow, C., Leonard, D., DeFina, J., Willis, B., DeFina, L.,
Haskell, W. (2019). Functional movement screening performance and association with
key health markers in older DOIlts. Journal of Strength and Conditioning Research. doi:
10.1519/JSC.0000000000003273.

MODULE 4

PROGRAM DESIGNS AND IMPLEMENTATIONS

Overview:
Being capable of moving with competence in your daily activities is vital.
Following the discussions from the earlier modules and the evaluation of your
movement competency, you will be able to create your own program to further continue
improving your ability to move effectively and efficiently so that you can undertake your
daily activities with confidence and without risk of injury. A suitable dietary plan will also
help to make your program more realistic. The planning, development, and
implementation of personal movement competency training will be covered in this
module.

Learning Outcomes:

25
 At the end of the module, the students are expected to:
a. Design and perform personal movement competency training that will develop
mobility and enhance further sports skills performance.
b. Appreciate their personal movement competency training program as they
improve in their training.

Materials Needed:
 Reading Materials/Module, Activity Notebook, Paper and Pen, Gadgets (CP,
Tablet, Laptop) and different Educational Application (Moodle, Zoom Google classroom,
Google Meet, Facebook and Messenger).

Duration: 2 Hours
Learning Content:

CLASSIFYING TRAINING STATUS

The FMS scores will serve as your yardstick for judging your movement
proficiency. Having an understanding of your status will help you with your intervention
program. This topic will describe the status how to rate or categorize your training
status.
What the picture is attempting to relay to you?

Safely and effectively a training program in a safe and effective manner, you
must first understand where to begin, e.g. training parameters, principles and training
frequency, and its type of training. Using the results of your FMS, you can identify in
what classification you are in with your movement competency.
Classification of Training Status
The classification of training depends on the parameters, movement competency
status, current training if there is, frequency, training intensity, and type of exercises that
will improve your competency.
Classification Exercises Duration of Frequency Training Recommended
Training Intensity Frequency
Beginner
Intermediate

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 Advance
(adapted and modified from IMPLEMENTING THE FOUNDATIONS OF FITNESS
PROGRAMMING)

Sequencing of training
In general, when working with athletes, the order of the exercises is best. The
main objectives are to maximize training adaptability from simple to complex training
modalities and to lessen the negative effects of neuromuscular fatigue.
For a basic understanding of the sequencing of training specifically for this
subject, the training is to mean the exercises sequenced individually and in accordance
with specific goals. This is the systematic method of planning variation of training to
attain the desired goal. Students must be able to perform movements that challenge
their ability without putting them at risk of injury and still provide them with an
appropriate stimulus in order to adapt (Nick Clayton, Joe Drake, et.al.2015). This so-
called periodization of exercises. Periodization aims to increase training gains for peak
performance, reduce injury risk, and stop training from becoming monotonous.

Example:
Goal: To improve my movement competency.
Classification Status: Beginner
Period: 1st Period 4 weeks days Body weight
2nd Period 4 weeks
3rd Period 4 weeks

1st Period
Duration: 20 minutes
Body Weight
Movement Set / repetition 3 sets Frequency
Squat 3 sets x 16 reps 2 minutes 50
secs 4 x/week
Step 3 sets x 16 reps 2 minutes 50
secs 4x/week
Hinge 3 sets x 16 reps 2 minutes and
50 secs 4x/week
Lunge 3 sets x 16 reps 2 minutes and
50 secs 4x/week

27
 Shoulder 3 sets x 16 reps 2 minutes and
Mobility 50 secs 4 x/week
Pull and Push 3 sets x 16 2 minutes and
secs. 50 secs 4x/week
Rotability 3 sets x 16 reps 2 minutes and
50 secs. 4x/week

2nd Period
Duration: 20 minutes
Pilates for Beginners

Pilates Exercises Sets/reps Time Frequency

Side bend 3 sets x 16 reps 2mins 50 seconds 4 x/week
Prone Plank
lunge

3rd Period
Duration: 20 minutes
Movement Exercises with weights
Movement Sets/reps/Weights Time Frequency
Squat with 3 sets x 8 reps x 3 per week
dumbells 4lbs

Exercise Selection
It is important to realize that in the selection of exercises, the individual should
base their decision on their desire to maintain or improve movement proficiency to
become a physically fit individual.
Exercises should be determined based on either regression or progression, but
they should all have the same movement pattern and result. Less difficult exercises
using the same movement pattern are called regression exercises. The opposite is
progression, which entails picking an exercise with a similar movement pattern but a
higher level of technical difficulty.
Example
Movement Regression 1 Regression 2 Standard Progression Progression
1 2

28
 Squat Wall assisted Goblet squat Back squat Front squat Overhead
Squat with weights squat with
weights
(adapted and modified from IMPLEMENTING THE FOUNDATIONS OF FITNESS
PROGRAMMING)

Functional Movement Exercises

This topic emphasizes the fact that significant limitations and right and left side
imbalances exist in some people. Individuals with very limited basic movement abilities
usually been affected. It is important to take note of these constraints and imbalances.
Before any physical activities, the body should be free of restrictions and imbalances.
Motor learning is substantially distorted by the important constraints in left-right
imbalances, movement awareness, mechanics, and perception of movement. They
decrease the body's capacity for work and are frequently hidden by people who learn to
make up for it and use different movement patterns. This topic discusses how to correct
left and right imbalances through exercise progressions and aid them to perform well in
their daily physical activities.

A. B.

C. D.

Can you identify which person's position in the photos above is in alignment with their
body? and who is not? Why?
A. Corrective Exercises
Essentially, the most effective stretch, exercise, or movement pattern drill would
be one that improves the score on Functional Movement Screening efficiently and

29
effectively. This indicates that the activity that changes function would be deemed as
the most favorable and suitable exercise for that person at that time.
According to the Grey Cook and Lee Bulton (2011). One movement pattern at a time is
the main objective of the corrective exercise program. The ratio of left- and rightsided
exercise should always be adjusted to account for left and right asymmetries. As a
result, more attention will be paid to the imbalance between the right and left sides of
the body, focusing on the most restrictive area (ex. 1 set on the right and 3 sets on left).
The goal is to rescreen to check for harmony and symmetry.
Movement Pattern Corrective Exercises
1. Deep Squat  Partner Stretch Prone Quad
Stretch
 Wall Sit
 Dorsiflexion Stretch
2. Hurdle Step  Partner Prone Hip Flexor
Stretch

 Stride with Hip External

Rotation
 Stride Stretch with/without
Spinal Rotation
3. In-line Lunge  Partner Thomas Test Stretch
 Gastroc/Soleus Stretch
 Latissmus Dorsi/External
Rotation Stretch
 Leg Lock Bridg
4. Shoulder Mobility  Partner Traction w/ Int/Ext
Rotation
 Wall Sit with Shoulder Press
5. Active Straight Leg Raise  Partner Straight Leg Raise
 Single Leg Lowering
Progression
6. Trunk Stability Push-Up  Incline Push-up
 Push-up Walkout
7. Rotary Stability  Bilateral Hip Flexed Rotation
Abd/Add.
 Hip Flexed Torso Rotation
 Rolling
(link: (https://www.youtube.com/watch?v=AxS02uaMvfg).

30
 Refer to Appendix __ for instruction and Illustrations of the different corrective
exercises.

B. Identify common daily physical activities (e.g. grocery, setting, walking, house
chores)
Movement is the key to exercising. Functional exercises should indeed start with
an essential first step of learning and comprehending each fundamental movement
pattern. Learning these seven fundamental movement patterns for full-body functional
fitness is a great place to start if you want to reactivate your lifestyle and commit to
functional training. The notion of concentrating on just one muscle group during a
workout is undoubtedly ineffective and unathletic. To build a body that is functionally
strong, you should concentrate on movement patterns rather than isolated muscle
groups when exercising (Kristin Wicket.al:na).

Exercise Movement Daily Activities

1. Squat The bodyweight squat is a sitting down and standing
simple movement pattern up.
that can be progressed or
regressed through altering
the level of support, range
of motion, or resistance.

2. Lunge good transfer of weight it walking, stair climbing, and

can be progressed or picking up things from the
regressed through the level floor.
of support, range of motion
or resistance.
3. Hinge picking up an object from picking up an object from
the floor. The range of the floor.
motion and resistance can
easily be adjusted and
variations like the suitcase
deadlift offer additional
flexibility and progression.
4. Push Simplest upper body push to carry heavy things such
movement but can offer as carrying goodies and
difficulties for those with baby, back packs.
reduced mobility.

31
 5. Pull pull offers a great Chain sawing, rowing or
antagonist to the resistance pitching water
6. Rotate A standing resistance band Throwing and catching,
rotation is effective in twisting
developing both rotational
strength and balance. Like
the resistance band push
and pull, it can be
performed from a seated
position if necessary.
7. Walk fundamental part of daily Walking, slow jog,
life that should be a priority
in any
training program,
Links:
https://www.wellforculture.com/sevenbasicmovements
https://www.youtube.com/watch?v=t7TfpLb_XjA
https://www.youtube.com/watch?v=f83E_zHjbcM
https://www.youtube.com/watch?v=rdsruRZdMdk

Fundamental Sports Movements Competencies Skills

Several foundational sports skills have been identified by Sport for Life as they
consider that learning is crucial, particularly for young children. Ideally, once a certain
threshold of proficiency has been reached, the following abilities become transferable.
This topic discusses how all of those fundamental movement competencies become
transferable and how one will go on to engage in any of the sports for life activities.

32
What do the images say about their movement? Is this movement needed in sports
performance?

Once a certain level of movement competencies has been optimally attained

these skills will be transferable to sporting activities. Possessing these abilities could
make it easier for you to take part in many different sports and activities. Developing
competence in using these abilities is a necessary component of becoming a well-
rounded mover. These transferable movements are throwing, catching, striking,
running, jumping, kicking, agility, balance, and coordination.

Example:
If you are competent with running you can enjoy sports in volleyball, soccer, track
and field, squash, pickle ball, badminton, tennis, and cricket.
In addition to your movement competency, learning the basic skills and tactical
options related to one or more of the games and activity categories expands the range
of sports, games, and activities you engage in. The abilities and knowledge will transfer
from one task to the next within a specific category.
Example:
Learning the tactics such as getting and possession of an object can transfer to
and from lacrosse, soccer, handball, water polo, and basketball.

Learning Activity:

33
1. Design your Movement Competency Personal Plan by following the instruction
below.
2. Classify your Movement Competency Status
3. Sequence Your training
4. Select exercises based on either regression or progression 4. Use the matrix at
lab activity.
5. Perform your Movement Competency Personal Plan within 9 weeks
6. Create your FMS Challenge Exercises

FMS CHALLENGE EXERCISES

NAME: DATE:
TIME: 15 MINUTES X THREE ROUNDS X 5 MINUTES /ROUND
Frequency: 3 X/week
Interval: any cardiovascular exercises
Circuit Station Exercise Time Interval Total Time Rounds
ST.1 Squat 30 seconds 1st 2nd 3rd
INTERVAL Ex. Jumping 10 seconds 40 secs /
jack
ST.2 Hip hinge 30 seconds
INTERVAL Jumping jack 10 seconds 40 secs /

ST.3 lunge 30 seconds

INTERVAL Jumping jack 10 seconds 40 secs. /

ST.4 push 30 seconds

INTERVAL Jumping jack 10 seconds. 40 secs. /

ST.5 Pull` 30 seconds

INTERVAL Jumping jack 10 seconds 40 secs. /

ST.6 Rotate 30 seconds

INTERVAL Jumping jack 10 seconds 40 secs. /

ST.7 Step with 30 seconds

obstacle
INTERVAL Jumping jack 10 secs. 40 secs. /
Water break for 15 seconds in every after round.
5mins/round

34
Observation:

a. (Note: Perform the suggested exercises for 4 weeks and Reevaluate the FMS

Daily Physical Activities

Activities Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Grocery
Lifting pail of
water
Sitting
down and
standing up.

walking, stair
climbing, and
picking up things
from the floor.
picking up an
object from the
floor.
to carry heavy
things such as
carrying goodies
and baby,
backpacks.
Chain sawing,
rowing, or pitching
water

Throwing
and

35
 catching,
twisting
Walking,
slow jog,

As you begin your FMS Challenge, keep track of the daily activities you
frequently perform and the number of times you have done each one. Write down what
you noticed.

7. Identify sports skills in which the movements discussed are being illustrated by
using the matrix below.
Sports Skills Movement Pattern Activities
e.g. Throwing, running, Agility exercises
Badminton smash, jumping
basketball,
volleyball

Learning Evaluation:
1. What are regression and progression exercises?
2. Apply the said exercise selection by giving two examples each.
3. Practical Examination on their MCPP
4. Perform the activities that you have identified from your selected sports skills.

References:

Nick Clayton, Joe Drake, S.Larkin, R.Linkul, M.Martino ,.N uttin g, N.Tumminello(2015).
Foundation of fitness programming.
https://www.nsca.com/contentassets/8323553f698a466a98220b21d9eb9a65/
foundationsoffitness programming_201508.pdf

Farrell, S., Pavlovic, A., Barlow, C., Leonard, D., DeFina, J., Willis, B., DeFina, L.,
Haskell, W. (2019). Functional movement screening performance and association with
key health markers in older adults. Journal of Strength and Conditioning Research. DOI:
10.1519/JSC.0000000000003273.

36
Grey Cook, Lee Bulton,Keith Fields (nd). The Functional Movement Screen and
Exercise Progressions Manual. Silo.tips_the-functional-movement-screen-and-exercise-
progressionsmanual.pdf.

MovementCompetence(nd).http://thompsonbooks.com/wpcontent/uploads/2017/12/
HAL2_samp leCh2.pdf

MODULE 5

NUTRITION AND EXERCISE

Overview:
Exercise requires to be paired with nutrition, or else your workout would be
unsuccessful. How nutrient-dense your diet is will determine how effectively it will
support your workouts and assist you in accomplishing your targets. The topic will
discuss the importance of a healthy diet and eating healthy food.

Learning Outcomes:

At the end of the topic students are expected to:

37
 a. Explain the relationship between a healthy diet and exercise through their
diet plan and monitoring intake.

Materials Needed:
 Reading Materials/Module, Activity Notebook, Paper and Pen, Gadgets (CP, Tablet,
Laptop) and different Educational Applications (Moodle, Zoom, Google classroom,
Google Meet, Facebook and Messenger).

Duration: 2 Hours (1 Meetings)

Learning Content:

The Importance of a Healthy Diet and Exercise

Eating a healthy balanced diet accompanied by regular exercise is essential in
maintaining physical and mental health and well-being. Not only are these effective in
preventing excess weight gain or in maintaining weight loss, but healthier lifestyles are
also associated with improved sleep and mood. Physical activity particularly improves
brain-related function and outcomes.
Proper nourishing of the body will help to avoid possible obesity that would link to
noncommunicable diseases (NCD), including type 2 diabetes, cardiovascular diseases,
musculoskeletal disorders (particularly osteoarthritis), and some cancers. The risk for
these NCDs increases with age and BMI (Mel Wakeman:2016). Hence, we must be
conscious of our intake.
The relationship between a healthy diet and exercise is sabotage in nature.
Sabotage because it would be useless to be doing workouts or exercises yet not
conscious of the food intake. A healthy diet is simply the food you choose to eat that is
good for your body. It can be obtained by eating foods in the proper quantities and with
the proper nutrient distribution to maintain good health while performing your activities.
Food must be in percentage intakes like carbohydrates, Fats, proteins, vitamins and
minerals, water, and fiber.

Carbohydrates are used for energy. It can be found in sweet and starchy foods.
Ex. Bananas, other fruits, bread, biscuits, breakfast cereals, potatoes, and pasta.
Physically active people should have a high energy intake of 60% in their diet.
Fats are also used for energy. Muscles use a mixture of fats and glycogen. The
mixture depends on how intense the exercise is, how long it lasts and how fit you are.
Source of fats, butter, margarine, and cooking oils and fats.
Ex of activity. The long walk and jogging for a few hours, biking for long hours.

38
 Protein. The body needs protein to repair cells, make blood, and restore and
repair muscle and other tissues. They are found in meat, liver, chicken, eggs, fish,
beans, lentils, and nuts. This can also be used as energy but only when both
carbohydrates and fats run out. Too much protein will lead to kidney problems and can
cause damage to joints and more susceptibility to injury.
Vitamins are also needed in our body but must be taken in tiny amounts. Like
Vit. A and D can be stored in the liver. Vit. C must be taken in daily consumption along
with the food because it cannot be stored.
Water. You cannot get energy from it, but water makes up about half of our body
weight. Some are in body fluids, while others are found in the blood. Mostly is in our
body cells, where it plays a vital part in reactions. If you play sports and do active
physical activities, you should drink at least 8 glasses of water to avoid dehydration.
Dehydration leads you to form kidney stones.
Fiber. It is called cellulose from the cell walls of plants. It is found in fruit,
vegetables, brown bread, bran, and other cereals, this can’t be digested. It will just
pass straight through the gut and is excreted as faces. But plays a vital role in our body.
It will prevent constipation, absorb poisonous wastes from digestive food, and it makes
you full, so you are to eat less.
This is what your plate will look like to have a healthy balanced diet.

Eating the Right Foods for Exercise Making Smart Food Choices
Your health can be significantly impacted by the food you eat. Making wise food
choices can help you have the energy you need to take advantage of all that life has to
offer. Additionally, healthy eating can lower your risk for conditions like osteoporosis,
diabetes, certain types of cancer, heart, stroke, and blood vessel problems. When it
comes to the right food to eat to fuel your body during physical activities or exercises it
is not simple to choose vegetables over doughnuts.
As you settle into an active lifestyle discover the probability of knowing foods that
give you the most beneficial effects on your body during and after exercise. Balance is
the key to the right food choices.

Learning Activity:

39
a. What are your most like and dislike foods? Fill up the template.

(Twinkl (nd). https://www.twinkl.com.ph/resource/cfe2-p-020-plan-a-healthy-meal-

activity-sheet)

b. Identify your food daily intake from breakfast to dinner by using the template.

(Twinkl (nd). https://www.twinkl.com.ph/resource/cfe2-p-020-plan-a-healthy-meal-

activity-sheet)

Learning Evaluation:

Plan your Healthy meal concerning your physical activities.

40
(Twinkl (nd). https://www.twinkl.com.ph/resource/cfe2-p-020-plan-a-healthy-meal-
activity-sheet)

References:
Matt Roberts (2002). Fitness for life Manual. DK. London
Sally Fountain and Linda Goodwin(2009). 3rd ed. PE to 16. Oxford University Press.
Oxford.
Twinkl (nd). https://www.twinkl.com.ph/resource/cfe2-p-020-plan-a-healthy-meal-
activity-sheet) Theresa Fitzpatric (2021). How to choose the right food?
https://www.wikihow.com/Choose-theRight-Food-for-You

REFERENCES

MovementCompetence(nd).http://thompsonbooks.com/wpcontent/uploads/2017/12/
HAL2_samp leCh2.pdf.
Juan Carlos Santana (2016). Functional Training 1st ed.
https://canada.humankinetics.com/products/functional-training-pdf

41
Farrell, S., Pavlovic, A., Barlow, C., Leonard, D., DeFina, J., Willis, B., DeFina, L.,
Haskell, W. (2019). Functional movement screening performance and association with
key health markers in older DOIlts. Journal of Strength and Conditioning Research. doi:
10.1519/JSC.0000000000003273.

Nick Clayton, Joe Drake, S.Larkin, R.Linkul, M.Martino ,.N uttin g, N.Tumminello(2015).
Foundation of fitness programming.
https://www.nsca.com/contentassets/8323553f698a466a98220b21d9eb9a65/
foundationsoffitness programming_201508.pdf

Grey Cook, Lee Bulton,Keith Fields (nd). The Functional Movement Screen and
Exercise Progressions Manual. Silo.tips_the-functional-movement-screen-and-exercise-
progressionsmanual.pdf.

MovementCompetence(nd).http://thompsonbooks.com/wpcontent/uploads/2017/12/
HAL2_samp leCh2.pdf

Matt Roberts (2002). Fitness for life Manual. DK. London

Sally Fountain and Linda Goodwin(2009). 3rd ed. PE to 16. Oxford University Press.
Oxford.
Twinkl (nd). https://www.twinkl.com.ph/resource/cfe2-p-020-plan-a-healthy-meal-
activity-sheet) Theresa Fitzpatric (2021). How to choose the right food?
https://www.wikihow.com/Choose-theRight-Food-for-You

42