CHMSU Pathfit 1 Midterm Topics PDF

CARLOS HILADO MEMORIAL STATE UNIVERSITY Brgy. Alijis, Bacolod City PATHFIT 1 (MOVEMENT COMPETENCY TRAINING) MIDTERM TOPICS Module 1 –...

CARLOS HILADO MEMORIAL STATE UNIVERSITY Brgy. Alijis, Bacolod City PATHFIT 1 (MOVEMENT COMPETENCY TRAINING) MIDTERM TOPICS Module 1 – Module 1: Introduction to Physical Education Topic 1: Legal Bases of Physical Education, Health and Fitness and Importance of Physical Education  What is the legal basis of physical education? - The legal basis of physical education in the Philippines can be found in the Philippine Constitution of 1987, Article 14, Section 19.  It 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 development of a healthy and alert citizenry. - All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors Physical Education is an educational course for students at primary and secondary level of education related to the promotion of health of the human body through physical exercise and psychomotor learning. This is an introductory chapter, which will introduce briefly all the significant aspects of physical education, physical exercise, physical fitness and physical literacy. Physical Education is a course taught in school that focuses on developing physical fitness and the ability to perform and enjoy day-to-day physical activities with ease. Regular physical education classes prepare to be physically and mentally active, fit, and healthy.  PHYSICAL EDUCATION Is an integral part of the education program which aims to promote optimum development of an individual physically, mentally, socially, emotionally and even spiritually in the performance of properly selected physical activities. Health and Fitness are not only about physical appearance or muscle, but it is also about being internally, mentally and emotionally fit that will largely influence your day to day life. Example: In earlier days people like our grandparents have kept good care of their health and fitness through healthy food and by leading a better lifestyle. 5 simple tips for healthy and fitness success: 1. Exercise Daily. Exercise daily for at least an hour. 2. Eat the Right Foods and Portion Each Meal. No matter how bad your stomach is telling you to go for candy over healthy food, try to stay away from sweets. 3. Keep Track of Calories and Food Intake Per Day. 4. Be Sure to Get Sleep. 5. Stay Motivated.  FITNESS Is the ultimate goal of physical education? The ability to live a healthy, useful and satisfying life.  ILLNESS Illness is the ill feeling and /or symptoms associated with disease or a circumstance that upsets homeostasis.  WELLNESS Is the integration of many different components (mental, social, physical, emotional and spiritual) that expand one’s potential to live (quality of life) and work effectively and make a significant contribution to society? Wellness is an expanded idea of health. It is the ability to live fully with vitality and meaning.  PHYSICAL FITNESS The capacity of the individual to accomplish his/her regular daily activities without undue fatigue and still has an ample amount of reserved energy to enjoy leisure and meet emergencies. It is the ability of the body to perform tasks with vigor, alertness, and without feeling tired. IMPORTANCE OF PHYSICAL FITNESS   Improves the quality of life  Reduce the risk of heart diseases  Relieves depression  Prevents certain types of cancer  Enhance self-image  Relieves stress and anxiety  Improves mental sharpness Topic 2: Components of Physical Education and Physical Fitness Battery Test  HEALTH RELATED FITNESS - is a function of the body’s adaptation to exercise. It could be developed and maintained through a regular and proper exercise program. o Cardiovascular Endurance - The ability of the heart, lungs, blood vessels, and blood to work efficiently and to supply the body with oxygen. o Muscular Strength - The ability of muscles to lift a heavy weight or exert a lot of force one time. o Muscular endurance - The ability to use muscles for a long period of time without tiring. o Body Composition - The combination of all of the tissues that make up the body such as bones muscle, organs and body fat o Flexibility - The ability to use your joints fully through a wide range of motion.  Body Composition/ Body Mass Index (BMI) - is the body’s relative amount of fat to fat-free mass. Minimum of fat and maximum of lean mass is a sign of a healthy and fit body.  SKILL RELATED FITNESS - - it is referring to the quality of one’s movement in developing a higher degree of skills in any physical activities. o Speed - refers to a person’s ability to move fast. Speed combined with strength will provide power and force. This is a skill-related component of physical fitness that relates to the ability to perform a movement within a short period of time. o Agility - The ability to change body positions quickly and keep the body under control when moving. o Balance - The ability to keep the body in a steady position while standing and moving. o Coordination - The ability of body parts to work together when you perform an activity. o Power - The ability to combine strength with speed while moving. o Reaction Time - The ability to move quickly once a signal to start moving is received. PHYSICAL FITNESS TEST BATTERY Fitness assessments are a series of tests that measures and monitors students' physical fitness level. The series of tests assess the five components of physical fitness that make up total fitness: cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition. 7 basic Physical Fitness Test Battery 1. Long-Jump o Purpose: This test measures leg power, which is important in jumping or vaulting objects such as walls and ditches. 2. Sit-Ups o Purpose: This test measures the muscular endurance of the abdominal muscles. This is important for performing tasks that involve the use of force, and it helps maintain good posture and minimize lower back problems 3. Push-Ups o Purpose: This test measures the muscular endurance of the upper body muscles in the shoulders, chest, and back of the upper arms (the extensors). This is important for use of force involving any pushing motion. 4. Sit and Reach o Purpose: one of the linear flexibility tests which helps to measure the extensibility of the hamstrings and lower back. 5. Shuttle Run o Purpose: A popular training technique for sports which involve short bursts of speed. They help develop your acceleration, speed and your anaerobic fitness 6. Meter Run o Purpose: This is a test of anaerobic capacity, which is important for performing short intense bursts of effort such as foot pursuits, rescues and use of force situations. 7. Mile Walk/Jog/Run o Purpose: This test is a measure of cardiorespiratory endurance or aerobic power, which is determined by the body’s ability to transport and utilize oxygen to produce energy. This is important for performing tasks involving stamina and endurance (pursuits, searches, prolonged use of force situations, etc.) and for minimizing the risk of cardiovascular health problems Tests should be administered in the above order. The test battery process should be sequenced as follows: I. Warm-up (7-10 minutes) o General warm-up - 2-3 minutes of easy jogging, jumping jacks, squat-thrusts, etc. o Stretching (active and/or static) - 5-7 minutes, include stretches for shoulders, back, upper/lower legs II. Physical Fitness Test Battery (Perform) o Long-Jump  o One-minute Sit-Ups o Sit and Reach o Maximum Push-Ups o Shuttle Run o 100-Meter Run/sprint o One Mile Walk/Jog/Run III. Cool-down (5 minutes) o Walking (keep walking to avoid blood pooling in legs) o Easy stretching Topic 3: Physical Education and Healthy Safety Guidelines  The primary responsibility for the care and safety of student’s rests with the school board and its employees. An important aspect in fulfilling this role is to recognize that there is an element of risk in all physical activity and to take action accordingly. To this end, foreseeable risks have been identified and analyzed. These guidelines include procedures that help minimize, to the greatest extent possible, the risk of a preventable accident or injury.  A guideline alone does not eliminate risk regardless of how well it is written or how effectively it is implemented. Safety awareness, practiced by the teacher, based on up-to-date information, common sense observation, action, and foresight, is the key to safe programming. LIST OF DIFFERENT SAFETY GUIDELINES IN PHYSICAL EDUCATION: 1. Equipment - To provide a safe environment for class activities, the teacher must make a pre-activity check of the equipment to be used. This could be done visually or recorded on a check list. 2. Clothing and Footwear – (Protection from the elements) Wind, sun, rain, snow and insects are shielded from the body by the barrier that clothes and shoes provide. Wearing appropriate, weather conscious clothing and shoes helps strengthen the body and protect it from it from the elements and the external environment. 3. Facilities - Provide and maintain safe and creative educational environments that are important to high achievements of the students in PE. In physical education, sports facilities strive to give students a comfortable atmosphere in which they work and learn. 4. Special Rules/Instructions - Class activity must be modified according to the age and ability levels of students and the facility available. To review, every P.E. class needs to have clear safety rules and procedures to prevent injuries and provide a secure learning environment. 5. Supervision - Plays a key role in safety. Effective supervision incudes being able to identify hazards and risks in the work area and taking appropriate action. This is crucial to ensuring work tasks are carried out safely Importance of safety practices/procedures: The importance of observing safety protocols when doing any form of physical activity is that: You prevent injuries to yourself and others. You can teach others on how to performing the different physical activities in a safe manner Safe practice should be an integral part of all aspects of physical education and sports, at all ages and levels of ability. Accidents do happen, as the nature of physical activities leads to a greater potential risk, and these accidents can highlight the importance of safe practice. Safe Exercise Guidelines 1. Use Proper Equipment. Replace your athletic shoes as they wear out. Wear comfortable, loose-fitting clothes that let you move freely and are light enough to release body heat. When exercising in cold weather, dress in removable layers. 2. Balanced fitness. Develop a balanced fitness program that incorporates cardiovascular exercise, strength training, and flexibility. In addition to providing a total body workout, a balanced program will keep you from getting bored and lessen your chances of injury. 3. Warm Up. Warm up to prepare to exercise, even before stretching. Run in place for a few minutes, breathe slowly and deeply, or gently rehearse the motions of the exercise to follow. Warming up increases your heart and blood flow rates and loosens up other muscles, tendons, ligaments, and joints. 4. Stretch. Begin stretches slowly and carefully until reaching a point of muscle tension. Hold each stretch for 10 to 20 seconds, then slowly and carefully release it. Inhale before each stretch and exhale as you release. Do each stretch only once. Never stretch to the point of pain, always maintain control, and never bounce on a muscle that is fully stretched. 5. Take Your Time. During strength training, move through the full range of motion with each repetition. Breathe regularly to help lower your blood pressure and increase blood supply to the brain. 6. Drink Water. Drink enough water to prevent dehydration, heat exhaustion, and heat stroke. Drink 1 pint of water 15 minutes before you start exercising and another pint after you cool down. Have a drink of water every 20 minutes or so while you exercise. 7. Cool Down. Make cooling down the final phase of your exercise routine. It should take twice as long as your warm up. Slow your motions and lessen the intensity of your movements for at least 10 minutes before you stop completely. This phase of a safe exercise program should conclude when your skin is dry and you have cooled down. 8. Rest. Schedule regular days off from exercise and rest when tired. Fatigue and pain are good reasons to not exercise. Topic 4: Physical Education (Fitness Tests: Conditioning or Warm-Up Exercises) Fitness is the state of being physically healthy and strong. It also means a healthy body and mind. Health-related components focus on the general physical well- being or overall health status of a person Body Composition Cardiovascular Endurance Flexibility Muscular Endurance Muscular Strength Skill-related components are needed in training potential athletes and to help improve their skills in different sports. Agility Balance Coordination Power Reaction Time Speed Conditioning or Warm-Up Exercises It is preparatory physical activities that are considered low-intensity exercises. They are done before performing any physical fitness tests or exercises to prepare your body and to avoid muscle cramps and injuries. Fitness is the state of being physically healthy and strong. It also means a healthy body and mind. Health-related components focus on the general physical well- being or overall health status of a person Fitness is the state of being physically healthy and strong. It also means a healthy body and mind. Health-related components focus on the general physical well- being or overall health status of a person Low-intensity exercises: 1. Head Bending 2. Head Twisting 3. Head Rotation 4. Shoulder Rotation 5. Shoulder Stretching 6. Elbow Pull 7. Trunk Twisting 8. Toe Touching 9. Forward Lunge 10. Hamstring Stretching 11. Thigh Stretching Module 2: MOVEMENT ENHANCEMENT (MOVEMENT PATTERNS, EXERCISE-BASED) Topic 1: Different Sciences related to Human Movement, Muscular and Skeletal system The skeletal and muscular systems are very closely linked and are often referred to as the muscular-skeletal system. All sporting techniques, from the powerful executions needed in a game of rugby to the smooth elegance displayed by a gymnast on the beam, require the skeletal and muscular systems of our bodies to work together effectively and efficiently. Our skeleton provides the framework that allows movement to take place and our skeletal muscles provide the energy to pull our bones and joints into the correct positions needed for different types of physical activity. In this chapter, we will look at the structure and function of both of these body systems, which will help us understand how we move our bodies during physical activity. We will learn to describe anatomically the movements that occur at the joints and to explain how these movements take place in terms of the muscles in action and the type of contraction occurring. We can then use this knowledge to carry out a full movement analysis for specific sporting techniques. What is muscle? The term “muscle” is derived from Latin word “Musculus” diminutive of “mus” meaning mouse. They were named so because their belly resembles body of the mouse and their tendons resemble mouse’s tail. Muscles are contractile tissues that bring about movements of different body parts. They can be regarded as motors of human body because they provide all the force necessary to perform different types of movements. Structure of Skeletal Muscle A whole skeletal muscle is considered an organ of the muscular system. Each organ or muscle consists of skeletal muscle tissue, connective tissue, nerve tissue, and blood or vascular tissue. Skeletal muscles vary considerably in size, shape, and arrangement of fibers. They range from extremely tiny strands such as the stapedium muscle of the middle ear to large masses such as the muscles of the thigh. Some skeletal muscles are broad in shape and some narrow. In some muscles the fibers are parallel to the long axis of the muscle; in some they converge to a narrow attachment; and in some they are oblique. Skeletal muscle cells (fibers), like other body cells, are soft and fragile. Skeletal muscles have an abundant supply of blood vessels and nerves. This is directly related to the primary function of skeletal muscle, contraction. Before a skeletal muscle fiber can contract, it has to receive an impulse from a nerve cell. Generally, an artery and at least one vein accompany each nerve that penetrates the epimysium of a skeletal muscle. Branches of the nerve and blood vessels follow the connective tissue components of the muscle of a nerve cell and with one or more minute blood vessels called capillaries. Muscle Types In the body, there are three types of muscle: skeletal (striated), smooth, and cardiac. Skeletal Muscle Skeletal muscle, attached to bones, is responsible for skeletal movements. The peripheral portion of the central nervous system (CNS) controls the skeletal muscles. Thus, these muscles are under conscious, or voluntary, control. The basic unit is the muscle fiber with many nuclei. These muscle fibers are striated (having transverse streaks) and each acts independently of neighboring muscle fibers. Smooth Muscle Smooth muscle, found in the walls of the hollow internal organs such as blood vessels, the gastrointestinal tract, bladder, and uterus, is under control of the autonomic nervous system. Smooth muscle cannot be controlled consciously and thus acts involuntarily. The non-striated (smooth) muscle cell is spindle-shaped and has one central nucleus. Smooth muscle contracts slowly and rhythmically. Cardiac Muscle Cardiac muscle, found in the walls of the heart, is also under control of the autonomic nervous system. The cardiac muscle cell has one central nucleus, like smooth muscle, but it also is striated, like skeletal muscle. The cardiac muscle cell is rectangular in shape. The contraction of cardiac muscle is involuntary, strong, and rhythmical. Smooth and cardiac muscle will be discussed in detail with respect to their appropriate systems. This unit mainly covers the skeletal muscular system. Muscular strength enhances overall health and boosts athletic activity.  A strong body allows you to perform movements and activities that require power without getting tired.  Muscular strength helps you maintain a healthy body weight by burning calories and enhancing your body composition, which is the ratio between fat and muscle.  Building strength may also boost mood and energy levels while promoting healthy sleep patterns. This may boost confidence, provide a sense of accomplishment, and allow you to add more difficult or strenuous activities to your fitness routine.  Developing muscular strengths helps to build strong, healthier muscles and bones. This helps to develop good posture and relieve back pain.  You’ll have more stability, balance, and flexibility, making injuries and falls less likely. Introduction to the Skeletal System Humans are vertebrates, animals having a vertabral column or backbone. They rely on a sturdy internal frame that is centered on a prominent spine. The human skeletal system consists of bones, cartilage, ligaments and tendons and accounts for about 20 percent of the body weight. The living bones in our bodies use oxygen and give off waste products in metabolism. They contain active tissues that consume nutrients, require a blood supply and change shape or remodel in response to variations in mechanical stress. Bones provide a rigid framework, known as the skeleton, that support and protect the soft organs of the body. The skeleton supports the body against the pull of gravity. The large bones of the lower limbs support the trunk when standing. The skeleton also protects the soft body parts. The fused bones of the cranium surround the brain to make it less vulnerable to injury. Vertebrae surround and protect the spinal cord and bones of the rib cage help protect the heart and lungs of the thorax. Bones work together with muscles as simple mechanical lever systems to produce body movement. Bones contain more calcium than any other organ. The intercellular matrix of bone contains large amounts of calcium salts, the most important being calcium phosphate. When blood calcium levels decrease below normal, calcium is released from the bones so that there will be an adequate supply for metabolic needs. When blood calcium levels are increased, the excess calcium is stored in the bone matrix. The dynamic process of releasing and storing calcium goes on almost continuously. Hematopoiesis, the formation of blood cells, mostly takes place in the red marrow of the bones. In infants, red marrow is found in the bone cavities. With age, it is largely replaced by yellow marrow for fat storage. In adults, red marrow is limited to the spongy bone in the skull, ribs, sternum, clavicles, vertebrae and pelvis. Red marrow functions in the formation of red blood cells, white blood cells and blood platelets. Structure of Bone Tissue There are two types of bone tissue: compact and spongy. The names imply that the two types differ in density, or how tightly the tissue is packed together. There are three types of cells that contribute to bone homeostasis. Osteoblasts are bone-forming cell, osteoclasts resorb or break down bone, and osteocytes are mature bone cells. An equilibrium between osteoblasts and osteoclasts maintains bone tissue. Compact Bone Compact bone consists of closely packed osteons or haversian systems. The osteon consists of a central canal called the osteonic (haversian) canal, which is surrounded by concentric rings (lamellae) of matrix. Between the rings of matrix, the bone cells (osteocytes) are located in spaces called lacunae. Small channels (canaliculi) radiate from the lacunae to the osteonic (haversian) canal to provide passageways through the hard matrix. In compact bone, the haversian systems are packed tightly together to form what appears to be a solid mass. The osteonic canals contain blood vessels that are parallel to the long axis of the bone. These blood vessels interconnect, by way of perforating canals, with vessels on the surface of the bone. Spongy (Cancellous) Bone Spongy (cancellous) bone is lighter and less dense than compact bone. Spongy bone consists of plates (trabeculae) and bars of bone adjacent to small, irregular cavities that contain red bone marrow. The canaliculi connect to the adjacent cavities, instead of a central haversian canal, to receive their blood supply. It may appear that the trabeculae are arranged in a haphazard manner, but they are organized to provide maximum strength similar to braces that are used to support a building. The trabeculae of spongy bone follow the lines of stress and can realign if the direction of stress changes. Classification of Bones Long Bone The bones of the body come in a variety of sizes and shapes. The four principal types of bones are long, short, flat and irregular. Bones that are longer than they are wide are called long bones. They consist of a long shaft with two bulky ends or extremities. They are primarily compact bone but may have a large amount of spongy bone at the ends or extremities. Long bones include bones of the thigh, leg, arm, and forearm. Short Bones Short bones are roughly cube shaped with vertical and horizontal dimensions approximately equal. They consist primarily of spongy bone, which is covered by a thin layer of compact bone. Short bones include the bones of the wrist and ankle. Flat Bones Flat bones are thin, flattened, and usually curved. Most of the bones of the cranium are flat bones. Irregular Bones Bones that are not in any of the above three categories are classified as irregular bones. They are primarily spongy bone that is covered with a thin layer of compact bone. The vertebrae and some of the bones in the skull are irregular bones. All bones have surface markings and characteristics that make a specific bone unique. There are holes, depressions, smooth facets, lines, projections and other markings. These usually represent passageways for vessels and nerves, points of articulation with other bones or points of attachment for tendons and ligaments. What is Muscle of Respiration? Breathing comes naturally to many people, and it may not be something they think about a lot. There are lots of body parts used during respiration. However, what is breathing? Breathing is pulmonary ventilation, described as air movement between the atmosphere and the lung alveoli (Rad, 2021). Breathing is effective if it is smooth, steady, and controlled. Activity: Watch and analyze the video carefully and answer the following questions: Link: https://www.youtube.com/watch?v=6bkjJWBBnCo 1. What muscles are involved in respiration? 2. What is the difference between inspiration and respiration? 3. What functions do diaphragm and intercostal muscles have? The muscles of respiration are also called the 'breathing pump muscles', they form a complex arrangement in the form of semi-rigid bellows around the lungs. All muscles that are attached to the human rib cage have the inherent potential to cause a breathing action. According to McConnell, there are muscles that possess exactly the same basic structure as all other skeletal muscles, and they work in together to expand or compress the thoracic cavity: 1. the inspiratory muscles (they help in inhalation)  the muscles that expand the thoracic cavity;  when the air moves in/enters the lungs, the ribs and abdomen area expands/elevates to the front, sides, and back with each inhalation.  The diaphragm is the primary muscle used for breathing. It is the dome-shaped muscle found below the lungs, separating the chest cavity from the abdominal cavity. It tightens when a person inhales, allowing the lungs to expand into space in the chest. The intercostal muscles create space in the chest by contracting to pull the rib cage upward and outward during inhalation. 2. the expiratory muscles (they induce exhalation)  muscles that compress the thoracic cavity;  when the air leaves/exits the lungs; the abdomen area will contract with each exhalation During normal expiration (exhalation), the external intercostal and the diaphragm relax. The suspension of air continues until the pressure inside the lungs is parallel to the external pressure, after which inspiration (inhalation) is re-started. Like inspiration, expiration (exhalation) can be active during an exercise or by playing any instrument. The rectus abdominis and internal intercostal muscles may be recruited. The first pair increases intra- abdominal pressure, pushing the diaphragm even more upwards. The second pair pull the ribs downwards and inward, further reducing the size of the thoracic cavity. Postures That Are Ruining Your Health & How to Correct Them Poor posture takes a severe toll on your spine, shoulders, hips, and knees. In fact, it can cause a cascade of structural flaws that lead to back and joint pain, reduced flexibility, and compromised muscles, all of which limit your ability to burn fat or build strength.  Reprinted from Collective Evolution, 2016 Assess Your Posture: Wear something form-fitting and take two full-body photos—one from the front, one from the side. Relax your muscles and stand as tall as you can, feet hip-width apart. Then refer to the fix-it plan (below left) to diagnose your posture problems. 1. Look at your ear. If it’s in front of the midpoint of your shoulder, your head is too far forward. 2. Can you see your shoulder blade? That means your back is too rounded. 3. If your hips tilt forward and you have a belly pooch (even if you don’t have an ounce of fat on your body) and your lower spine is arched significantly, this means you have an anterior pelvic tilt. 4. Look at your shoulders. One shouldn’t appear higher than the other. 5. Check out your kneecaps. Do they point inward, causing your knees to touch when your legs are straightened? 6. See if you’re duck-footed. Your toes will point outward more than 10 degrees. Correcting poor posture while you are young will help prevent further more severe complications in the future. What is physical activity? (according to who) WHO defines physical activity as any bodily movement produced by skeletal muscles that requires energy expenditure. Physical activity refers to all movement including during leisure time, for transport to get to and from places, or as part of a person’s work. Both moderate- and vigorous-intensity physical activity improve health. Popular ways to be active include walking, cycling, wheeling, sports, active recreation and play, and can be done at any level of skill and for enjoyment by everybody. Regular physical activity is proven to help prevent and manage no communicable diseases such as heart disease, stroke, diabetes and several cancers. It also helps prevent hypertension, maintain healthy body weight and can improve mental health, quality of life and well-being. Regular physical activity is proven to help prevent and manage no communicable diseases (NCDs) such as heart disease, stroke, diabetes and several cancers. It also helps prevent hypertension, maintain healthy body weight and can improve mental health, quality of life and well-being. Physical activity refers to all movement. Popular ways to be active include walking, cycling, wheeling, sports, active recreation and play, and can be done at any level of skill and for enjoyment by everybody. Yet, current global estimates show one in four adults and 81% of adolescents do not do enough physical activity. Furthermore, as countries develop economically, levels of inactivity increase and can be as high as 70%, due to changing transport patterns, increased use of technology for work and recreation, cultural values and increasing sedentary behaviors. Increased levels of physical inactivity have negative impacts on health systems, the environment, economic development, community well-being and quality of life. The WHO Global action plan on physical activity 2018–2030: more active people for a healthier world, provides a framework of effective and feasible policy actions which can help support, retain and increase physical activity through cross-government and multi sectoral partnerships across all settings, as a coordinated and comprehensive response. Key facts  Physical activity has significant health benefits for hearts, bodies and minds  Physical activity contributes to preventing and managing no communicable diseases such as cardiovascular diseases, cancer and diabetes   Physical activity reduces symptoms of depression and anxiety  Physical activity enhances thinking, learning, and judgment skills  Physical activity ensures healthy growth and development in young people  Physical activity improves overall well-being  Globally, 1 in 4 adults do not meet the global recommended levels of physical activity  Up to 5 million deaths a year could be averted if the global population was more active  People who are insufficiently active have a 20% to 30% increased risk of death compared to people who are sufficiently active  More than 80% of the world's adolescent population is insufficiently physically active Children and adolescents aged 5-17 years  should do at least an average of 60 minutes per day of moderate-to-vigorous intensity, mostly aerobic, physical activity, across the week.  should incorporate vigorous-intensity aerobic activities, as well as those that strengthen muscle and bone, at least 3 days a week.  should limit the amount of time spent being sedentary, particularly the amount of recreational screen time. Adults aged 18–64 years  should do at least 150–300 minutes of moderate-intensity aerobic physical activity;  or at least 75–150 minutes of vigorous-intensity aerobic physical activity; or an equivalent combination of moderate- and vigorous-intensity activity throughout the week  should also do muscle-strengthening activities at moderate or greater intensity that involve all major muscle groups on 2 or more days a week, as these provide additional health benefits.  may increase moderate-intensity aerobic physical activity to more than 300 minutes; or do more than 150 minutes of vigorous-intensity aerobic physical activity; or an equivalent combination of moderate- and vigorous-intensity activity throughout the week for additional health benefits.  should limit the amount of time spent being sedentary. Replacing sedentary time with physical activity of any intensity (including light intensity) provides health benefits, and  to help reduce the detrimental effects of high levels of sedentary behaviour on health, all adults and older adults should aim to do more than the recommended levels of moderate- to vigorous-intensity physical activity Adults aged 65 years and above  Same as for adults; and  as part of their weekly physical activity, older adults should do varied multicomponent physical activity that emphasizes functional balance and strength training at moderate or greater intensity, on 3 or more days a week, to enhance functional capacity and to prevent falls. Squats Sit into a chair as you squat to make this exercise easier. To increase the intensity, hold dumbbells or a bar at chest level. To do it Stand with your feet slightly wider than hip distance. Slowly bend your knees to squat down. Pause in this position before returning to the starting position. Do 2 to 3 sets of 8 to 12 repetitions. Biceps curl For this exercise, you’ll need dumbbells or a barbell. To do it Stand with your feet shoulder-width apart and your knees slightly bent. Place your arms alongside your body with your palms facing up. Draw your elbows in toward your body as you slowly lift the weight. Pause and then slowly lower your hands back down to original position. Do 2 to 3 sets of 8 to 12 repetitions. Modified pushup Once you’ve mastered the form of this exercise, try doing standard pushups with your knees raised and your feet extended behind you. To do it From tabletop position, lift your feet off the floor. Keep your head, neck, and spine in line as you slowly lower your body down toward the floor. Slowly return to the starting position. Do 2 to 3 sets of 8 to 12 repetitions. Forearm plank This plank variation is a good option if you have concerns with your wrists. To do it From tabletop position, extend your feet and legs. Come onto your forearms with your elbows underneath your shoulders and your hands extended. Align your neck, spine, and hips to make a straight line with your body. Hold this position for up to 1 minute. Do it 2 to 3 times. Abdominal crunch This exercise targets your back and core to promote stability and good posture. To do it Lie on your back with your fingers interlaced at the base of your skull. Bend your knees to bring your feet in toward your low back. Slowly raise your head and shoulder blades off the floor. Pause for a few counts before lowering back down to the starting position. Do 2 to 3 sets of 8 to 12 repetitions. Jumping jacks This cardio exercise will help to get your heart rate going and your blood pumping while also building strength in your lower body. To do it Stand with your feet shoulder-width apart and your arms alongside your body. Jump up and spread your feet as far as they’ll go. At the same time, raise your arms overhead to clap your hands together. Jump back to the starting position. Do 2 to 3 sets of 15 to 30 jumps. Module 2: MOVEMENT ENHANCEMENT (MOVEMENT PATTERNS, EXERCISE-BASED) TOPIC 1: NUTRITION AND MEAL PLANNING HEALTHY EATING PLATE The Healthy Eating Plate, created by nutrition experts at Harvard School of Public Health and editors at Harvard Health Publications, was designed to address deficiencies in the U.S. Department of Agriculture (USDA) My Plate. The Healthy Eating Plate provides detailed guidance, in a simple format, to help people make the best eating choices. Use the Healthy Eating Plate as a guide for creating healthy, balanced meals whether served on a plate or packed in a lunch box. Put a copy on the refrigerator as a daily reminder to create healthy, balanced meals! NUTRITION FOR WELLNESS TERMS: Nutrition - Science that studies the relationship of food to optimal health and performance. Nutrients - Substances found in food that provide energy, regulate metabolism, and help with growth and repair of body tissues. Calorie - The amount of heat necessary to raise the temperature of one gram of water 1°C; used to measure the energy value of food and cost (energy expenditure) of physical activity NUTRIENTS The essential nutrients that the human body requires are carbohydrates, fat, protein, vitamins, minerals, and water. The first three are called fuel nutrients, because they are the only substances that the body uses to supply the energy (commonly measured in calories) needed for work and normal body functions. The three others – vitamins, minerals, and water – are regulatory nutrients. They have no caloric value but are still necessary for a person to function normally and maintain good health. Carbohydrates, fats, proteins, and water are termed “macro-nutrients”, because we need them in proportionately large amounts daily. Vitamins and minerals are required in only small amounts – grams, milligrams, and micro-grams instead of, say, ounces – and nutritionists refer them as micro-nutrients. HEALTHY EATING HABBIT The term eating habits (or food habits) refers to why and how people eat, which foods they eat, and with whom they eat, as well as the ways people obtain, store, use, and discard food. Individual, social, cultural, religious, economic, environmental, and political factors all influence people's eating habits Most fad diets fall in the following general groups:  food-specific diets, which encourage eating large amounts of a single food, such as the cabbage soup diet, low-carbs diets, high-fiber, low-calorie diets, which often prescribe double the normal amount of dietary fiber, liquid diets, such as Slim Fast meal replacement drinks, intermittent fasting involves limiting consumption of foods and calorie-containing beverages to a set window of eight hours per day, and The ketogenic diet (keto) is a low-carbs, high-fat diet that causes weight loss and provides numerous health benefits. “Best Practices for Eating”  Get moving! Exercise is an essential component to any weight loss program and may well be the number one key to maintaining the loss.  Hold yourself accountable. Accountability is essential for weight loss success. This can include regularly weighing yourself, setting goals and keeping track of what you eat.  Reduce your daily caloric intake. In order to lose weight, you must take in fewer calories than your body needs.  Don’t completely deprive yourself of the foods that you love. Deprivation can eventually lead to bringing, overeating and guilt.  Eat breakfast. This is the most important meal of the day and can be a key to weight loss.  Get adequate sleep. Studies show that individuals getting too little sleep are more at risk for weight gain, diabetes, high blood pressure and even heart disease. Most adults need 7-8 hours a night of sleep.  Eat more fiber. A high fiber diet may help lower cholesterol levels, control blood sugars and aid in weight loss. Fruits, vegetables, legumes and whole grains are great sources of fiber.  Eat more fruits and vegetables. These not only contain fiber, but also have many eneficial vitamins, minerals and phytochemicals (disease fighting compounds). MEAL PLANNING Meal planning is making a plan of meals with adequate nutrition for every member of the family within the available resources. The term ‘available resources’ means whatever the family has in terms of time, energy and money. IMPORTANCE OF MEAL PLANNING Meal planning is important for meeting the nutritional requirements of the family members. It helps us to decide what to eat each day and in each meal. We can call it our ‘daily food guide’. Meal planning helps us to: (a) fulfill the nutritional requirements of the family members (b) make the food economical (c) cater to the food preferences of individual members (d) save energy, time and money (e) use leftover food FACTORS AFFECTING MEAL PLANNING What guidelines do you keep in mind while planning meals? What all do you consider to make your meal planning effective? Yes, there are many factors such as : 1. Nutritional Adequacy This is the most important factor, which means that the nutritional requirements of all the family members are fulfilled. For example, you know a growing child needs more protein, a pregnant or lactating woman needs calcium, etc.While planning meals you will include food items from various food groups, that is, energy giving foods, body building foods and protective and regulating foods. 2. Age People normally eat according to their age. You must have observed in your family that the diet of various members of different age groups differs in quantity. A new born baby drinks only milk, a small child’s meal is also of very small quantity, an adolescent eats still more in amount and variety of foods. Similarly, you must have seen your grandfather eating less food and also that they prefer soft and easy to digest foods. 3. Sex Sex is another factor which determines the dietary intake. Dietary requirement of adolescent and adult males are more than their female counterparts. 4. Physical Activity The kind of work a person does affects the kind and amount of food they need to take. Do you remember that RDA is different for people engaged in different activities? A labourer not only eats more quantity but needs more energy because he is engaged in hard work. His body uses up more energy while performing hard work. So, if you have to plan for such a person you will include more energy giving foods in the diet. 5. Economic Considerations Money available to the family to be spent on food is another major factor. Foods like milk, cheese, meat, fruits, nuts etc. are expensive. However, alternative sources like toned milk, seasonal fruits and vegetables are less costly and at the same time nutritious. You can therefore plan a balanced diet to suit every budget. 6. Time, energy and skill considerations While planning the meals, you should consider the resources like time,energy and skill available to the family. Meals can be elaborate with different dishes but you can simplify them by cooking a simple but nutritious dish. For example, a working mother could prepare a paushtik pulao, instead of preparing three or four items for dinner. 7.Seasonal availability Some foods are available in summers while some in winters. The off season foods are expensive and less nutritious, while those in season are fresh, nutritious, tasty and cheap. Hence, while planning seasonal foods should be used. 8. Religion, region, cultural patterns, traditions and customs Regional factors influence meal planning. For example, if you are a North Indian, you will consume more of wheat, while those near the coastal region, will consume more of coconut, fish, etc. Similarly, your staple food would be rice if you are a South Indian. Religious beliefs prevalent in the family also have an influence. For example, if you are a vegetarian, your diet will not have any meat or meat product, Hindus do not eat beef and Muslims do not eat pork etc. 9.Likes and dislikes of individuals The food you serve should cater to the likes and dislikes of the individual family members. It is often better to change the form of some particularly nutritious food item, rather than omitting it completely. For example, if someone in your family does not like milk, you can give it in the form of curd, paneer, etc. Similarly, if one does not want to take green leafy vegetables in cooked form, what alternative would you suggest, so that it can be taken in adequate amount? Yes, it can be used in a variety of ways - mixed with flour and made into parantha or puri; or as culets or pakodas. 10. Satiety Value While planning meals, take care that you select foods which provide satiety value. Meals which produce inadequate satiety, will lead to onset of hunger pangs, which in turn will affect the working capacity and efficiency of a person.