FITT 1 2023 Revised Handouts 1 PDF

**PATHFITT 1** **Movement Enhancement** - **ORIENTATION** - ***PAR\_Q (See the attached paper regarding the format)*** - **Physical Fitness Test** **Physical fitness testing** - Provides information on the status of your overall physical fitness. **(nakakaclassify mo yung sarili mo...

**PATHFITT 1** **Movement Enhancement** - **ORIENTATION** - ***PAR\_Q (See the attached paper regarding the format)*** - **Physical Fitness Test** **Physical fitness testing** - Provides information on the status of your overall physical fitness. **(nakakaclassify mo yung sarili mo kung ikaw ba ay mahina sa flexibility or sa heart health)** - Serves as basis in determining what P.E activities you need to perform in order to improve a particular component of physical fitness. - For school administrators, results of physical fitness test may also be used as a basis in evaluating the activities of the PE program **Safety Guidelines that must be considered before and during the conduct of PFT:** 1. Take into consideration the medical condition. 2. Condition your body before the test. 3. Do not perform strenuous activities. 4. Check your pulse rate before the test. 5. Wear proper attire. 6. If at any point during the test, you will feel dizzy or unwell; do not hesitate to inform you're professor. 7. Do not do the physical fitness test unsupervised. **TESTS** - **VERTICAL JUMP** C:\\Users\\algoyal\\Desktop\\26705567.png - **PUSH UP** - **50 METER SPRINT** **[rating                            men                         women]** very good                   \< 5.80                        \< 6.30 good                             5.80 - 6.09              6.30 - 6.59 average                        6.10 - 6.29              6.60 - 6.89 fair                                 6.30 - 6.60             6.90 - 7.20 poor                              \> 6.60                      \> 7.20 - **ILLINOIS AGILITY RUN TEST** -------- ------------- ------------------ ------------------ ------------------ ------------- Gender Excellent Above Average Average Below Average Poor Male \19.3 secs Female \23.0 secs -------- ------------- ------------------ ------------------ ------------------ ------------- - **THREE MINUTE STEP TEST** - The lower your heart rate is after the test, the fitter you are. **3 Minute Step Test (Men) - Heart Rate** ------------------- ----------- ----------- ----------- ----------- ----------- --------- **Age** **18-25** **26-35** **36-45** **46-55** **56-65** **65+** **Excellent** \130 ------------------- ----------- ----------- ----------- ----------- ----------- --------- **3 Minute Step Test (Women) - Heart Rate** ------------------- ----------- ----------- ----------- ----------- ----------- --------- **Age** **18-25** **26-35** **36-45** **46-55** **56-65** **65+** **Excellent** \134 ------------------- ----------- ----------- ----------- ----------- ----------- --------- - **BEEP TEST**  - ***Overview of Physical Education*** - For about a century, many people have been confused about the term physical education, and are not exactly sure about the term and what physical education teachers do. Even college students, who have chosen physical education as their major field shared this confusion. Despite this confusion, physical education has been accepted as part of the curriculum in all schools. What is important is that physical education is one subject that is well --taught and well-accepted. Within the past decades, dramatic changes have occurred in the field of physical education and sport. Contemporary physical education and sport has expanded to include persons of all ages and abilities. Involvement in carefully designed programs can enhance the health and quality of life of the participant. - ***Article XIV, Section 19 of 1987 Philippine Constitution*** - **SECTION 1.** ***The state shall promote physical education and encourage sports programs, league competitions and amateur sports including the training for international competitions to foster self-discipline team work & excellence for the development of healthy and alert citizenry.*** - **SECTION 2**. ***All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.*** - ***CHED Memorandum Order No. 39, s.2021*** **ARTICLE II - SECTION 3**. **Integrated Purposes of the General, Higher and Physical Education** One of the goals of general education as articulated by the Commission on Higher Education is "to help improve the Filipino quality of life". This succinctly expresses the aspiration of the Tertiary Physical Education Program. PE, more than any other subject in the curriculum, is much more direct. It is a subject that is directly applicable and relevant to a learner\'s life in school, out of school and even beyond school. Through PE, the learner can be more disciplined because the activities and tasks demand physical effort. When the learner independently engages in physical activities because he understands the benefits of caring for and nurturing one\'s health. he gains self-mastery. This self-mastery which s accompanied by self-confidence enables the learner to become more socially involved. This is not to say that individuals who are incapable of exercise or physical activities are deprived of living a full life, rather, those who are physically fit and healthy are more disposed to living a life of service for others. PE, in recognizing this fundamental humanity of all, serves therefore as an important scaffold to the goal of producing \"graduates imbued with values reflective of a humanist orientation, \[who are equipped to\] think through the ethical and social implications of a given course of action and are competent learn continuously throughout life. Thus, the Filipino learner who is fully cognizant of his role in the life of the nation and the larger community will be able to live meaningfully in a complex, rapidly changing and globalized world by actively engaging himself in his community and the nation\'s development issues and concerns. **ARTICLE III - SECTION 5**. **Tertiary PE Program Standards** *The following are the outcomes of the tertiary PE program:* 1\) **Active and Healthy Living**. This outcome is achieved through the adaptation of movement competencies to physical activity pursuits. Movement competency and confidence allows the learner to engage in a variety of moderate-to-vigorous physical activities resulting in improvements in one\'s fitness levels as well as optimizing health by way of reducing health risk factors (i.e., physical inactivity, sedentary behaviors, stress). As part of healthy living, food and beverage consumption patterns are periodically evaluated based on dietary recommendations for the purpose of building healthy eating habits. 2\) **Advocacy and Action**. At the individual level, this outcome is achieved through periodic evaluation of the learner\'s (a) physical activity levels, (b) fitness levels, and (c) dietary/eating patterns. Such evaluation is aimed at enhancing awareness and personal responsibility for making healthy choices (i.e., taking action). At the school and/or community level, the learner is provided with and/or seeks opportunities for participation in and/or lead (e.g. organize) physical activity-related events (e.g. intramurals, PA- based clubs, fitness and wellness activities, etc.). These opportunities advocacy) - ***PHYSICAL EDUCATION*** - is an integral part of the educational program designed to promote the optimum development of an individual physically, mentally, socially, emotionally, and spiritually through total body movement in the performance of properly selected physical activities. - ***PHYSICAL FITNESS*** **Fitness** - The ability to carry out daily tasks efficiently with enough physical capacity to cope with the physical needs of life. - States that it is the ability to carry out daily tasks efficiently with enough energy left over to enjoy leisure time pursuits and to meet unforeseen emergencies. **Physical Fitness** - The ability to carry out daily tasks with vigor and alertness, without undue fatigue, and with ample energy to enjoy leisure time pursuits and to meet unforeseen emergencies. - (Physical fitness at any age depends upon eating the correct foods, having sufficient rest, taking adequate daily exercise, and maintaining a strong mental attitude.) - ***ASPECTS OF FITNESS*** 1. **Physical Fitness** - refers to the ability of an individual to perform his daily tasks efficiently without undue fatigue and has some extra "reserves" in case of emergency. 2. **Social Fitness** -- is the ability to mingle with different types of people and interest and concern for others. 3. **Emotional Fitness** -- refers to the ability of an individual to control his emotions or feelings. 4. **Mental Fitness** -- is the ability to cope with common problems of everyday living. 5. **Spiritual Fitness** - is the beliefs and practices that strengthen your connectedness with sources of hope, meaning, and purpose. **Total Fitness** - It refers to the fitness of the whole person including physical, mental, social, emotional and spiritual fitness - **COMPONENTS OF PHYSICAL FITNESS** Here follows the 11 components of physical fitness and its respective indicators; **Health-Related Fitness Components** 1. **Cardio respiratory Endurance** -- the ability of the lungs and heart to take in and transport adequate amounts of oxygen to the working muscles. 2. **Muscular Endurance** -- the ability of the muscles to apply a sub maximal force repeatedly or to sustain a muscular contraction for a certain period of time. 3. **Muscular strength** -- the maximal one effort force that ca be exerted against a resistance. 4. **Flexibility** - the functional capacity of a joint to move through a full range of motion. 5. **Body Composition** -- the ratio of lean body tissue (muscle and bone) to body fat tissue. **Skill-Related Fitness Components** 6. **Agility** - quickness of movement 7. **Speed** - the ability of the individual to make a successive movement of the same kind in the shortest time 8. **Balance** -- the state of equilibrium. 9. **Power** -- refers to muscular power which is the ability to release maximum force in the shortest period of time; the ability of the muscle to exert effort. 10. **Reaction Time** -- the amount of time it takes to start a movement once your senses signal the need to move. 11. **Coordination** -- the ability to use the senses together with body parts in performing tasks smoothly and accurately. - **EATING DISORDER AND FOUR TYPES OF EATING** - **Eating Disorder** is an illness that are characterized by irregular eating habits and stress concern about size. Can develop during any stage in life but typically appear during teen years or adulthood. Commonly coexist with other conditions such as anxiety, depression etc. **WHY THERE IS EATING DISORDERS?** 1. **Genetic** - Some genes identified in the contribution to eating disorders have been shown to be associated with specific personality traits. They are believed to be highly heritable and often exist prior to the onset of the eating disorder. These traits are: Obsessive thinking, Perfectionistic tendencies, Sensitivity to reward and punishment, Emotional instability, Hypersensitivity, Impulsivity, Strictness. 2. **Biochemical** - Anorexia Nervosa -- characterized by low weight, fear of gaining weight and a strong desire to be thin, resulting in food restriction. 3. **Psychological** - This eating disorder are common in individuals who struggle with clinical depression, anxiety disorders and obsessive-compulsive disorder, Low self-esteem, Feelings of hopelessness and inadequacy, Trouble coping with emotions or expressing your emotions and Perfectionism. 4. **Cultural** - Most individuals are exposed to cultural pressures regarding weight or appearance. 5. **Environmental** - Environment can cause eating disorder because of family or other relationship problems, history of physical or sexual abuse, activities that encourage thinness or focus on weight, peer pressure, being bullied because of weight or appearance in general. *Eating disorders are illnesses, not character flaws or choices. Individuals don't choose to have an eating disorder. You also can't tell whether a person has an eating disorder just by looking at their appearance. People with eating disorders can be underweight, normal weight or overweight. It's impossible to diagnose anyone just by looking at them.* - **Four Types of Eating You Should Know Fueling for Performance** Nutrition is critical for both academic and sports performance. Student- athletes need to fuel early and often in order to meet their daily energy needs. Fueling before exercise has been shown to improve performance over exercising in the fasted state. Consuming 30 to 60 grams of carbohydrate each hour during prolonged exercise will prevent the under- fueling trap. It's just a matter of timing, wrong timing/ timing of intake definitely cause imbalance nutrition. Because the body is needed to reach the level of optimum efficiency. People should have 'food strategies and time management'. To ensure the timing of food and fluids before, during or after exercise and especially to those who are non- athletes. *Tips: 1. Know your limitations 2. Eat fruits and vegetables 3. Control yourself* - **Emotional Eating** Tips to Stop Emotional Eating 1\. Identify the triggers - such as stress, emotions, social influences, boredom 2\. Find ways to overcome them instead of eating - manage yourself, like if you are bored, read a book, go to an amusement park, watch comedy shows -when having problems, confront it with confidence, - if lonely, just call someone, play with pets etc. 3\. Practice Mindful eating - Awareness of your physical and emotional cues, Awareness of your non-hunger triggers for eating, Awareness on how you buy, prepare and eat your food, Choosing foods that give you both enjoyment and nourishment, Learning to meet your emotional needs in ways other than eating. 4\. Pause and think - Construct a strategy to avoid this All this can help, but not if you can't stand for it, let's make a change. - **Social Eating** Tips to avoid - **Distracted Eating** Tips 1\. Make the time to eat 2\. Take a break on gadgets etc. 3\. Chew food mindfully Make sure you're truly reaping the nutritious benefits of your food choices and take time to eat. Your behaviors are strongly influenced by your environments. Constantly being on the go, working at a desk all day, and watching TV and laptops all influence your brain and behaviors when it comes to food choices. Bring your focus back to your food, be mindful when eating and chew thoroughly to improve your health and your waistline. - **Types of Warm-up Exercise** **Dynamic warm-up-** moving from one place to another - ***FITT Principle*** ***F- frequency (how often)*** ***I- Intensity (how hard)*** ***T- time (period of time)*** ***T- type (what type)*** - **Basic Position Where Most Exercises Begin** A. **Standing Positions** 1. **Feet together or Feet Parallel** 2. **Stride Position** 3. **Lunge Position** 4. **Half-Knee Bend** 5. **Full Knees Bend or Squat Position** B. **Sitting Positions** 1. **Long Sitting Position** 2. **Hook Sitting Position** 3. **Long Sitting Rest Position** 4. **Tuck Sitting Position** 5. **Stride Sitting Position** 6. **Side Sitting Position** 7. **Hurdle Sitting Position** 8. **Heels Sit** 9. **Cross Sitting** 10. **Frog Sitting or Tailor Sitting** C. **Kneeling Positions** 1. **Kneeling Position** 2. **Stride Kneeling Position** 3. **Half-kneeling Position Right or Left** 4. **Kneeling Position One Leg** D. **Lying Positions** 1. **Back or Supine Lying Position** 2. **Front or Prone Lying Position** 3. **Side Lying Position** 4. **Hook Lying Position** 5. **Tuck Lying Position** E. **Arm Support Positions** 1. **Supine or Back Arm Support** 2. **Prone or Front Arm Support** 3. **Side Arm Support** F. **Four-Base Positions** 1. **Dog Stand Position** 2. **Bridge Stand Positions** G. **Hand Positions** 1. **Hands on Waist** 2. **Hands on Chest** 3. **Hands on Shoulders** 4. **Hands on Neck** 5. **Hands on Hips** H. **Arm Positions** 1. **Arms Forward** 2. **Arms Sideward** 3. **Arms Upward** 4. **Arms Oblique Positions** 5. **Arms in T-Positions** - **Anatomical Reference Position, Directional and Movement Terms** - **Physical Activity to Be Executed and Graded** - **Breathing and Bracing** **Dead Bug Series** **Level 1 Single leg raise (Left and Right) 15 reps** **Level 2 Contra lateral arm and leg (Left and Right) 15 reps** **Level 3 Single leg raise elevation (Left and Right) 15 reps** **Level 4 Contra lateral arm and leg elevation (Left and Right) 15 reps** **Rolling (10 counts)** **Step 1 Left arm extend on top of head, Right arm across then roll** **Step 2 Right arm across then roll** **Step 3 Roll back** **Step 4 Do steps 1 to 3 to the other side** **Push-Up** **Push-up plank - Elbow push-up to Full push-up** **Modified Push-Up (10 counts)** **Planking Series** **Level 1 Elbow plank 15 secs.** **Level 2 Full plank 15 secs.** **Level 3 Left arm raise 15 secs.** **Level 4 Right arm raise 15 secs.** **Level 5 Left leg raise 15 secs.** **Level 6 Right leg raise 15 secs.** **Level 7 Contra lateral L arm &R leg raise 15 secs.** **Level 8 Contra lateral R arm &L leg raise 15 secs.** **Bird Dog Series** **Dog stand** **Step 1 arm raise L & R 15 secs.** **Step 2 leg raise L & R 15 secs.** **Step 3 Contra lateral L arm &R leg raise 15 secs.** **Contra lateral R arm &L leg raise 15 secs.** **Step 4 Knee to elbow (L to R , R to L)** **Bridge Exercise** **Step 1 Bend both legs to the ground 15 reps.** **Step 2 Hips elevation 15 reps.** **Step 3 Hips and L,R foot elevation 15 reps.** **Squat Sequence (10 counts)** - **Crawling** - **Army crawl** - **Baby crawl** - **Bear crawl** - **Spiderman crawl** - **Gorilla crawl** - **Lateral crawl** **Exercise for balance** - **One leg** - **One leg (close eyes)** - **Toe touches** - **Superman** - **Airplane** **Jumping and Landing** - **Squat** - **Jump** - **Land (soft & quiet)** - **Absorb** - **Step off** - **Absorb** **Running** - **Arm action (arm swing)** - **Leg kick (wall mountain climbers)** - **Elastic band (Running)**