PATHFITT 1 Movement Enhancement PDF

**PATHFITT 1** **Movement Enhancement** - - ***PAR\_Q (See the attached paper regarding the format)*** - **Physical Fitness Test** **Physical fitness testing** - - - **Safety Guidelines that must be considered before and during the conduct of PFT:** 1. 2. 3. 4. 5. 6. 7....

**PATHFITT 1** **Movement Enhancement** - - ***PAR\_Q (See the attached paper regarding the format)*** - **Physical Fitness Test** **Physical fitness testing** - - - **Safety Guidelines that must be considered before and during the conduct of PFT:** 1. 2. 3. 4. 5. 6. 7. **TESTS** - - - **[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 - Gender Excellent Above Average Average Below Average Poor -------- ------------- ------------------ ------------------ ------------------ ------------- Male \19.3 secs Female \23.0 secs - - **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 - - - - - - - **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*** - - ***PHYSICAL FITNESS*** **Fitness** - - **Physical Fitness** - - - ***ASPECTS OF FITNESS*** 1. 2. 3. 4. 5. **Total Fitness** - - **COMPONENTS OF PHYSICAL FITNESS** Here follows the 11 components of physical fitness and its respective indicators; **Health-Related Fitness Components** 1. 2. 3. 4. 5. **Skill-Related Fitness Components** 6. 7. 8. 9. 10. 11. - **EATING DISORDER AND FOUR TYPES OF EATING** - **WHY THERE IS EATING DISORDERS?** 1. - 2. - 3. - 4. - 5. - *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.* - 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* - 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. - Tips to avoid - 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 - ***F- frequency (how often)*** ***I- Intensity (how hard)*** ***T- time (period of time)*** ***T- type (what type)*** - **Basic Position Where Most Exercises Begin** A. 1. 2. 3. 4. 5. B. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. C. 1. 2. 3. 4. D. 1. 2. 3. 4. 5. E. 1. 2. 3. F. 1. 2. G. 1. 2. 3. 4. 5. H. 1. 2. 3. 4. 5. - - **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** **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** - - - - - - **Exercise for balance** - - - - - **Jumping and Landing** - - - - - - **Running** - - - *Prepared by:* *Mr. Allan C. Guanlao MAEd. PE* *Mr. Jerard Noel M. Martinez* *CSPEAR Instructor*