Physical Activity Towards Health and Fitness 1 (PATH-FIT 1) PDF

Physical Activity Towards Health and Fitness 1 Movement Competency Training (PATH-FIT 1)  Table of Contents Module 1: Physical Education Introduction 1 Intended Learning Outcomes 1 Lesson 1. D...

Physical Activity Towards Health and Fitness 1 Movement Competency Training (PATH-FIT 1)  Table of Contents Module 1: Physical Education Introduction 1 Intended Learning Outcomes 1 Lesson 1. Definition of Physical Education 2 Lesson 2. Legal Bases of Physical Education 3 Lesson 3. Function of Physical Education 7 Lesson 4. Objectives of Physical Education 8 Lesson 5. New Direction of Physical Education 10 Lesson 6. Purpose of Physical Education 10 Assessment Task 11 Summary 14 References 15 Module 2: Physical Fitness Introduction 17 Intended Learning Outcomes 17 Lesson 1. The Meaning, Concepts, and Components of Physical Fitness 18 Lesson 2. Components of Physical Fitness 19 Lesson 3. Performance-related Fitness 25 Lesson 4. Benefits of Physical Fitness 26 Lesson 5. The Parameters of Physical Fitness 27 Assessment Task 29 Summary 38 References 38 Course Code: PATHFIT 1 Course Description: This course reintroduces the fundamental movement patterns that consist of non- locomotor and locomotor skills, which are integrated with core training to meet the demands of functional fitness and physical activity performance. Emphasis will be on exercise regression and progression for the enhancement of fitness and the adaptation of movement competencies to independent physical activity pursuits. In conjunction with fitness and wellness concepts, exercise and healthy eating principles, periodic evaluation will be conducted of one's level of fitness and physical activity, as well as eating patterns to monitor one's progress and achievement of personal fitness and dietary goals. Course Intended Learning Outcomes (CILO): At the end of this course, the students should be able to: 1. Understand with fundamental knowledge on how the body reacts and adapts to physical activities. 2. Determine their physical abilities and capabilities in order to maintain an enjoyable and helpful living. 3. Establish a goal to achieve a higher level of fitness as an individual or in a group. 4. Identify their potential skills in sports 5. Develop globally competitive students those are aware of the stages in the development of Physical Education 6. Motivate and stimulate students to pursue Physical Education subject that serves as a medium for man’s total development. Course Requirements: Class Standing - 60% Major Exams- 40 % PERIODIC GRADE 100% Prelim Grade = 60% (Class Standing) + 40% (Prelim Exam) Midterm Grade = 30% (Prelim Grade) + 70% (60% (Class Standing) + 40% (Midterm Exam) Final Grade = 30% (Midterm Grade) + 70% (60% (Class Standing) + 40% (Final Exam)  MODULE 1 PHYSICAL EDUCATION Introduction Physical Education as a subject in the curriculum has been dejectedly uncared for in the past and has suffered many setbacks due to misconceptions among the teachers and administrators who, perhaps, never had the chance to be acquainted more about the field It is, therefore, necessary that this subject area be properly defined and interpreted so that it will receive its rightful emphasis in the educational program. In this unit, the students taking PATH- FIT 1 - (Physical Activity Towards Health and Fitness) as a required subject will comprehend better about the meaning of Physical Education and the coverage of the course. There is almost undisputed agreement that optimum health is one's most esteemed possession. Schopenhauer, the German philosopher expressed this thought when he wisely remarked, "the greatest of follies is to neglect one's health for any advantage of life”. A study of history of nations shows that advancement is directly related to the physical, mental, and emotional health of the people. In the process of improving and maintaining optimum health, it is necessary for all people of all ages to participate in physical exercise; there is an ample variation in the types of exercise, which are recommended for different age groups. Intended Learning Outcomes At the end of this module the students should be able to: 1. Define physical education and interpret its meaning in relation to life situation 2. Discuss the legal bases of Physical Education 3. State the purpose of Physical Education in developing country 4. Acquire physical knowledge and skills necessary to demonstrate adequate movement in performing and health-enhancing fitness 1 Lesson 1. Definition of Physical Education (Ambrocio, et al, 2021) Physical Education has undergone many vicissitudes and numerous changes of path in the Philippine schools. There was a time when Physical Education was considered as education of the physical, hence, a muscular physique was considered as a physical educated body. The activities then were termed as "drill", "physical training" and "calisthenics". This old concept of physical education would, in all respect, mean today as strengthening the muscles. The newer and modern perception of physical education is that it is education through physical activities. In modern physical education idiom, it is education through "movement." Wunderlich (1967) describes of movement as follows: 1. It provides sensory data. 2. It broadens the perspective horizon. 3. It stimulates function and structure of all bodily organs. 4. It is the means by which an individual learns about himself in relation to his ambient environment. What "education through movement" more particularly entails are the taking of that culture-based family of activities and processes-games, dance, gymnastics, athletic sports, and outdoor pursuits- as a means "through" which the teacher can help effect enviable outcomes, despite the consequences of whether or not those activities have essential worth of their own. Moreover, Physical Education focuses on the concept of "learn to move, move to learn" An individual must know how to move in order to learn on how to move in order to acquire and learn the needed knowledge in a certain activity. Physical Education Physical Education is an integral part of the education program purposely to promote the optimum development of the individual physically, socially, emotionally, and mentally through total movement in the performance of properly selected physical activities (Andin, 2002). Phase of education concerned with the teaching and learning of skills and attitudes in play activities. It is an aspect of education that may be appropriately described as education through physical exertion. 2 Lesson 2. Legal Bases of Physical Education (Ambrocio, et al, 2021) Physical Education is important such makes it legally compulsory in most cultures, to develop character, promotes a healthy lifestyle, sets a person up for a happy and productive youth life 1987 Philippine Constitution. The 1987 Constitution is the utmost symbol of Philippine statehood. It is the central institution in our political system. However, given the ignorance and indifference to our Constitution Day unraveled by my informal survey, it appears that the “democratic principles” and the “noble and lofty ideals” enshrined in this sublime document are not yet properly instilled in our hearts and minds. Of course, there are other more telling proofs which actually show that the constitutional spirit has yet to be infused in our political consciousness. Article 1 of the International Charter of Physical Education 1, Interdisciplinary Regional Meeting of Experts on Physical Education, UNESCO, Brisbane, Australia, 1982. States that: “The practice of Physical Education and Sports is Fundamental rights for all. And this right should not be treated as different in principle from the right to the adequate food, shelter and medical care. As stated in Article XIV, Section 19, 1987 Constitution of the Republic of the Philippines, provides; “The state shall promote Physical Education and encourage sports program, league competition, and amateur sports including training for international competition to foster self-discipline, teamwork and excellence for the development of a healthy and alert citizenry.” “All educational institution shall undertake regular sport activities throughout the country and in cooperation with athletic club and other sectors.” In the Filipino people develop a teaching system for Physical Education. And all public and private school used this teaching system to improve physical fitness, self-discipline, strengthened peer relationship, and improvement of self-esteem and confidence of a person. As stated in the legal provision, the State encourage the development of healthy communities as well as a healthy citizenry by promoting Physical Education which are manifested in different forms such as sports programs league completion in the provincial, 3 regional and international arena. It is clearly stated that government in itself adheres to this kind endeavor. This kind of development can be well manifested and employed in Physical Education where in the citizens become aware of the benefits of indulging in Physical Education and Sports. As the saying goes “Healthy body makes a healthy mind and so it could reach out the communities as well in general and in proper perspective. It does not end only on that premises more so; a new endeavor has been well manifested in Presidential Decree No. 6 which states that one of the educational objectives of the Department of Education is to encourage educational practitioner to design, utilize and improve instructional technology and develop or produce textbook and other instructional materials leading to quality education. Basic Physical Education in College the services Physical Education refers to the four subjects given in the freshmen and sophomores in the first four semester of their college work as stipulated in the DECS Order No. 58, series of 1990. Cariaga (2016) Stated this declaration was made for the first time in the history a year dedicated to the promulgation of sport and physical education worldwide, with particular emphasis on men and women; also created sport and development goals conjunction with Millennium Development Goal. The first official inclusion of sport and physical activity as part of human rights was published in the 1978 International Charter of Physical Education and Sports as part of the United Nations Educational, Scientific and Cultural Organization (UNESCO). “One of the essential conditions for the effective exercise of the human rights is that everyone should be free to develop and preserve his or her physical, intellectual and moral powers, and that access to physical education and sport should consequently be assured and guaranteed for all human beings. Republic Act No. 5708 An Act Providing for the Promotion and Financing of an Integrated Physical Education and Sports Development Program for the Schools in the Philippines Republic Act No. 5708 Congress of the Philippines 21 June 1969 Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. This Act shall be known as “The Schools Physical Education and Sports Development Act of 1969.” SECTION 2. An integrated physical education and sports development program in all schools in the Philippines shall be undertaken by the Department of Education in accordance with the following guiding principles: (1) The goal of physical education is to instill in young citizens a proper appreciation of the importance of physical development hand in hand with the mental development in individual and social activities; 4  (2) The sports and other activities in a physical education program should provide opportunities for the athletic development of children and youth who have the competitive spirit as well as grace, coordination, stamina and strength; (3) A well-rounded physical education program must be addressed to physical growth, social training, and personal, discipline for all pupils and students, as well as superior athletic achievement for those who are psychologically inclined and physically gifted; and (4) An integrated program for sports development in the schools requires effective organizational planning and administration with provisions for adequate training facilities and sustained stable financing. SECTION 3. Pursuant to the guiding principles as herein above provided, the Secretary of education shall be prescribed by regulation a program of activities in the Bureau of Public Schools, Bureau of Private Schools and the Bureau of Vocational Education which shall include among others (1) A program of health education and nutrition with increased emphasis on food production activities to augment and improve the pupils' and students' diets; (2) a program of general physical fitness for all pupils in the elementary and secondary schools through an observance of a daily routine of calisthenics exercises and a separate daily period in the school program for physical education including folk dancing and gymnastics; (3) a program of competitive athletics in all schools starting in the intermediate grades with a view to identifying promising athletes whose participation in individual and team athletics should be further encouraged, developed and supervised more intensively in the secondary schools; (4) a program of intramural and inter-unit athletic competition within schools, districts and provinces prescribed by the three bureaus with proper recognition and incentive awards for outstanding performance in competitive activities; and (5) an annual program of athletic competition within and among regions and in interscholastic or national meets formulated by athletic associations organized by each bureau: Provided, that in the formulation of regulations the Secretary of Education shall seek the recommendation of the Department of Health through its Secretary with respect to the program of general physical fitness for pupils and students and the program of health education in the present. 5  SECTION 4. There shall be created in the Department of Education a Physical Education and Sports Center Development Commission composed of the assistant Secretary for Physical Education, as Chairman the Director of Public Works, the Physical Director of the University of the Philippines, the three coordinators each representing the Bureau of the Public Schools, the Bureau of Vocational Education, and the Bureau of Private Schools and the President of the Philippine Amateur Athletics Federation, as members. SECTION 5. The Assistant Secretary for Physical Education shall oversee the promotion and coordination of the school’s physical education and a sports development program under the general supervision and control of the Secretary of Education. The Physical Education and Sports Development Commission shall submit an annual report to the Secretary of Education who shall make appropriate recommendations to the President and to the Congress. The Physical education coordinators shall promote and coordinate the physical education and sports development program in their respective bureaus under the direction of the corresponding bureau director. SECTION 6. Sports centers shall be established in cities, provincial capitals or in municipalities determined by the Commission upon the recommendation of the provincial board or the city council, as the case may be, as the sports center site for the province, which shall have standard grounds and facilities for track and field and ball games, gymnasia, swimming pools and dormitory and cafeteria. The Assistant Secretary for Physical Education shall oversee the promotion and coordination of the school’s physical education and a sports development program under the general supervision and control of the Secretary of Education. SECTION 7. Within one year following the affectivity of this Act, the Department of Education shall undertake a five-year coach development program, in coordination with similar programs launched by the University of the Philippines, and the Philippine Amateur Athletic Federation (PAAF) and the Armed Forces of the Philippines, for the training of coaches in the Bureau of Public Schools, Bureau of Private Schools, and the Bureau of Vocational Education. Physical Education aims to provide children and young people with learning experiences that enable them to develop knowledge, motivation and competence to live a physically active life; physically, morally, intellectually and social within an education context where students are valued and cared. Establishing and implementing high quality physical education (PE) programs can provide students with the appropriate knowledge, skills, behaviors, and confidence to be physically fit and healthy life style. High quality physical education is the cornerstone of a physical activity program. Also, evaluation is an important part of the 6 education process. It is the way to act of making judgment around which education decision will be made meeting the needs of the students, the effectiveness of teaching and the value of the physical education program itself. The purpose of this work text to help the faculty and students to promote physical education program enhance the movement through exercise. Other Legal Bases of Teaching Physical Education in the Philippines Setting 1901 Physical exercise was one of the subjects introduce in the public schools and regular program of the athletics development 1920 Physical Education was made a required subjects in the curriculum at all public school 1937 Physical Education was made curricular subject in the secondary school curriculum 1982 MAPE was introduce and the learning area involves music, arts and physical Education. (Foundation of Physical Education by Carmen Andin) Lesson 3. Functions of Physical Education (Ambrocio, et al, 2021) Physical Education performs three function which are; 1. Biological Function – refers to the enhancement of the individuals’ growth and development through body movement 2. Integrative Function – refers to the personality integration achieved through participation in properly selected physical activities 3. Social Function – refers to the transmitting values and standards that are consistent with the needs and ideals of the society All in all, Physical Education as education “through” movement is best conceived of as being that component of the educational process which aims to improve and complement the individual chiefly through professionally selected and directed physical activities. A Major Goal of Physical Education Different people differ in their notion of fitness. In the field of Physical Education, the concept of fitness has implications for physical, social, emotional, and mental well-being. In view of these four aspects, it can be said that fitness is the ability to live a healthy, satisfying, 7 and useful life. This type of life is what the educational philosophers and thinkers’ term as the "good life." This is the ultimate goal of education. To live the "good life" means that an individual satisfies the basic needs as physical well-being, love, affection, security and self-respect. He lives blissfully with other people and is interested in them. He has an interest and yearning to serve humanity and believes in and exemplifies high ethical standards. Because of his secure relationship with people and future events, he lives a remarkable and stimulating life. Physical education as a component of the educational system strives to aid or facilitate the development of an individual so that he can achieve total fitness to allow him to envoy's the "good life. Therefore, a major goal of physical education is FITNESS. Lesson 4. Objectives of Physical Education (Ambrocio, 2021) Physical Education as part of the educational system strives to help or facilitate the development of the potentialities of the individual so that he can attain total fitness that enables him to enjoy a good and useful life. It includes the acquisition and refinement of motor skills as well as develops and maintains fitness for optimal health and well-being. (Dimapilis, 2019) The following objectives of Physical Education are viewed and stated in terms of their contributions to the outcomes of education and in the curriculum. 1. Physical Development Through cautiously selected physical education activities, an individual who participates energetically will develop and maintain good health and a high level of physical fitness. The attainment of physical skills can motivate an individual who participates further in physical activities; hence, his growth and development will be improved. 2. Social Development Involvement in Physical Education activities provide opportunities for the development of enviable social traits needed for adjustment to the social life in general. Some worthwhile traits are: 1. Friendliness 2. Cooperation 3. Respect for the rights of others 8  4. Good sportsmanship 5. Good leadership and followership 6. Honesty in group competition 3. Emotional Development The informal nature of physical education activities offers opportunities for self- expression and emotional mastery. Examples of worthwhile emotional traits are: 1. self-confidence 2. self-control 3. self-reliance 4. courage 5. determination 4. Mental Development Through participation in physical education activities, the individual develops his mental capacities as he learns the mechanical principles of underlying movements, as he obtains knowledge and understanding of the rules and strategies of the games and sports, and as he discovers ways of improving his movement in gymnastics and dance. Likewise, it enhances critical thinking how activities are done according to rules, regulations and strategies. Physical Education Program (Dimapilis, NJ, et,al, 2009) Necessarily, physical education instructor must conduct effective, sound, good, healthy and active programs or classroom activities which students may participate in and may attain the maximum benefits. An effective physical education program contributes to the growth of healthy, active and disciplined individuals who are members of the society. The Physical Education Program consists basically of three major areas, namely: 1. Service Physical Education is usually required to all students. The purpose of the program is to provide instruction and develop skills, knowledge and favorable attitudes toward physical activity. 2. Intramural Sports is the competitive phase of sports activities. Activities participated in the intramural program should parallel as closely as possible to those offered in the service curriculum. 9  3. Extramural Sports place emphasis on instruction and competition for students with relatively high levels of skills in sports. This program involves competition among athletes who compete with other athletes with comparable ability. Lesson 5 New Directions for Physical Education (Ambrocio, et al, 2021) "All our educational efforts must be directed towards the development of our national goals as a developing country." This focus, contained in the Presidential Decree No. 6-A, is entitled "Educational Development Decree of 1972," the goals of which are: 1. To achieve and maintain an accelerating rate of economic development and social progress; 2. To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and 3. To strengthen national consciousness and promote desirable cultural values in the changing world. The foregoing development goals must itself offer direction to the teaching of physical education. How will Physical Education lend significant to these goals? What can the Physical Education teacher do to contribute to the attainment of the goals? The answers to these questions will come to the fore when the purposes of physical education have been well understood. Lesson 6. Purposes of Physical Education (Ambrocio, et al, 2021) The Physical Education specialists in our country have identified the following purposes of Physical Education: 1. To develop optimum physical fitness and health of the individual so that he is capable of living the "good life" and contributing his maximum capacity to the attainment of the goals of the "New Society" 2. To produce individuals who can contribute to the economic well-being through: a. the improvement of proper work habits and work attitudes such as punctuality, cooperation, reliability, precision and accuracy, and open- mindedness; and b. proper emphasis on problem-solving skills such that an individual can identify a problem correctly and master the skills necessary or useful in the business world; 10  3. To train good leaders with moral integrity of the highest order, and develop other desirable traits necessary for effective group participation or group living essential to the New Society through; a. an adequate system of values by equipping the individual to be able to make moral choices or decisions needed in daily living, and b. offering group participation in such experiences as intramural, extramural, play days or sports fests; 4. To develop creativity and innovativeness inspired by an abiding faith in God and love of country and fellowmen; and 5. To install a love of and pride for their preservation, and develop an understanding of the culture of other for a feeling of international brotherhood and unity. Assessment Task 1 Multiple Choice. 1. This term refers to integral part of the educational process, designed to develop the individual's optimal potential through the realization of tailored and selective motor experiences. A. Physical Activity B. Physical Fitness C. Physical Education D. Physical Development 2. One of the disciplines introduced in the public schools was physical education, and a regular athletics program was created. A. 1901 B. 1937 C. 1969 D. 1920 3. This Presidential Degree is being implemented for the new direction and goals of physical education in the Philippines that entitled “Educational Development of 1972”. A. Article 1 of the International Chapter B. Presidential Decree No. 6-A 11  C. Article XIV Section 19 of 1987 Philippine Constitution D. Article XVI Section 9 of 1987 Philippine Constitution 4. Refers to the dissemination of morals and values that are in line with societal requirements and ideals. A. Biological function B. Integrative function C. Physical function D. Social function 5. Which among given choices that describes the four objectives of Physical Education? A. Physical, Mental, Social, Spiritual B. Physical, Emotional, Social, Spiritual C. Physical, Social, Emotional, Mental D. Physical, Mental, Social and Emotional 6. The secondary school curriculum now includes physical education as a subject. A. 1901 B. 1920 C. 1937 D. 1969 7. It is the acquisition of physical skills that can motivate an individual to participate further in physical activities; hence his growth and development will be enhanced. A. Physical B. Social C. Mental D. Emotional 8. Describes the process of using body movement to improve a person's growth and development. A. Biological function B. Integrative function C. Physical function D. Social function 9. It’s emphasis on instruction and competition for students with relatively high levels of skills in sports. This program involves competition among athletes who compete with other athletes with comparable ability. A. Extramural 12  B. In-School Athletic Activity C. Intramurals D. Out off-School Sports 10. All public schools now include physical education as a mandated component in their curricula. A. 1901 B. 1920 C. 1937 D. 1969 11. Which statement that students participate in and develop their positive and desirable traits such as cooperation, sportsmanship, a friendly feeling about physical activities is said to have a more positive balance about emotions increases and develops self-confidence, autonomy, and self-control? A. Emotional B. Physical C. Social D. Mental 12. Describes the integration of the personality attained via engaging in well-chosen physical activities. A. Biological function B. Integrative function C. Physical function D. Social function 13. It is the competitive phase of sports activities. Activities participated in the intramural program should parallel as closely as possible to those offered in the service curriculum. A. Extramural B. In-School Athletic Activity C. Intramurals D. Out off-School Sports 14. This physical education objective helps learners acquire knowledge and understanding of the rules and strategies of the game, teach sports and dance, and develop the ability to analyze body movements, skills and situations of the game. A. Physical 13  B. Social C. Mental D. Emotional 15. This term refers to the ability to live a healthy, satisfying, and purposeful life. A. Exercise B. Activity C. Fitness D. Recreation 16.. This Act shall be known as “The Schools Physical Education and Sports Development Act of 1969.” A. Presidential Decree No. 6-A B. Republic Act No. 5708 C. Article XIV Section 19 of 1987 Philippine Constitution D. Article XVI Section 9 of 1987 Philippine Constitution 17. The learning area for MAPE, which combines music, the arts, and physical education, was introduced. A. 1982 B. 1901 C. 1937 D. 1969 18. An individual development that enhances a more positive feeling balance increases and develops self-confidence, self-control and self-reliance and increases their personality traits such as courage and discipline is part of an individual's life. A. Physical B. Emotional C. Social D. Mental 19. What among the developmental traits that promote a healthy life prepare for a happy and productive new life? A. Importance of Physical Education B. Purpose of Physical Education C. Characteristic of Physical Education D. Benefits of Physical Education 14  20. The 1987 Philippine Constitution stipulates that all educational institutions must conduct regular sports activities throughout the country in cooperation with sports clubs and other sectors. A. Presidential Decree No. 6-A B. Article 1 of the International Chapter C. Article XIV Section 19 of 1987 Philippine Constitution D. Article XVI Section 9 of 1987 Philippine Constitution Summary Physical Education has undergone many vicissitudes and numerous changes of path in the Philippine schools. There was a time when Physical Education was considered as education of the physical, hence, a muscular physique was considered as a physical educated body. The activities then were termed as "drill", "physical training" and "calisthenics". Physical Education is an integral part of the education program purposely to promote the optimum development of the individual physically, socially, emotionally, and mentally through total movement in the performance of properly selected physical activities (Andin, 2002) Physical Education aims to provide children and young people with learning experiences that enable them to develop knowledge, motivation and competence to live a physically active life; holistically within an education context where students are valued and cared. Establishing and implementing high quality physical education (P) programs can provide students with the appropriate knowledge, skills, behaviors, and confidence to be physically fit and healthy life style. (Laset, 2019) Physical education as a component of the educational system strives to aid or facilitate the development of an individual so that he can achieve total fitness to allow him to envoy's the "good life. Therefore, a major goal of physical education is FITNESS. Physical Education as part of the educational system strives to help or facilitate the development of the potentialities of the individual so that he can attain total fitness that enables him to enjoy a good and useful life. It includes the acquisition and refinement of motor skills as well as develops and maintains fitness for optimal health and well-being. (Dimapilis, 2019) 15 References Ambrocio, JL. et,al (2021) Physical Activity Towards Health and Fitness 1. Manila City, Mindshapers Co., INC. Andin, C. (2004). Fundamentals of physical education. Quezon City, Philippines: Rex Printing. Dimapilis, N. et al (2009) Phyical Education 1. “Physical Fitness and Gymnastics”. Mandaluyong City, Books, Atbp. Publishing Corp. ONLINE REFERENCES https://www.scribd.com/document/412606598/Legal-Basis-of-Physical-Education https://www.studocu.com/ph/document/sti-college/physical-education-1/module-1/23188348 16  MODULE 2 PHYSICAL FITNESS Introduction Physical Fitness is but one part of the total fitness that includes the mental, emotional, and social aspects of the individual’s total well-being. Physical Fitness is the result of the following factors: 1. good medical and dental care; 2. proper nutrition 3. adequate rest and relaxation; and 4. regular physical activity or exercise However, no single factor can suffice for meeting the needs of our society. Physical Fitness is not permanent. The fitness level of an individual deteriorates once he stops his regular regimen of routinary exercises and physical activities. Also, this activity will be useless without the other factors contributory to the total fitness of an individual Intended Learning Outcomes At the end of module 2, the students should be able to: 1. Define what is physical fitness 2. Enumerate the benefits and parameters of Physical Fitness 3. Execute the Physical Test Properly 17 Lesson 1 The Meaning, Concept and Components of Physical Fitness Physical Fitness is the ability to perform one's daily task efficiently without undue fatigue but with extra "reserve" in case of emergency. Being physically fit means being able to perform one's daily task efficiently without undue fatigue and still have an extra energy to enjoy leisure activities and / or meet emergency demands. Based on this definition, there are (3) three important aspects that an individual should be able to meet in order to be considered physically fit. These include: 1. Being able to perform one's daily tasks without getting too tired before the end of the day. These daily activities include: a. Waking up in the morning to prepare for school or work b. Going to school or office on time c. Attending classes regularly d. Doing assignments in the library e. Meeting other individual, classmates and peer groups f. Going home g. Doing homework and household chores 2. Enjoying leisure time in some form of recreational activities. Leisure time is the amount of time that is left after the daily routine activities of an individual have been accomplished. Recreation, on the other hand, refers to any activity that is participated in by the individual during leisure time on voluntary basis because it provides an immediate satisfaction to the individual. Recreation takes place in the form of: a. Watching TV or Movies b. Talking to friends over the phone c. Reading books and magazines articles d. Doing arts and crafts e. Listening to radio f. Playing sports 3. Meeting emergency demands such as: 18  a. Doing important errands b. Performing social obligations c. Attending to visitors d. Attending to households’ problems LESSON 2 Components of Physical Fitness The components of Physical Fitness are divided into two categories the health-related components (Flexibility, Cardiovascular Endurance, Muscular Strength, Muscular Endurance and Body Composition) and the performance-related components (Agility, Balance, Coordination, Power, and Speed). 1. Health-Related Fitness Health-Related Fitness is a function of body's adaptation to exercise. It could be developed and maintain through the regular and proper exercise program. There are at least five (5) components of Health-Related Fitness. They are as follows: A. Muscular Strength refers to the ability of the muscle to exert maximum effort in brief duration. It may be developed through isotonic, isometric, or isokinetic contractions. Isotonic Contractions are voluntary contractions in which muscles shorten and lengthen alternately. The muscle contracts at varying speed against a resistance. These contractions are of two types: 1. Concentric Contraction - refers to muscles that shorten during exercise. There is no movement that occurs and the length of the muscle remains unchanged. 2. Eccentric Contraction - refers to the muscle that lengthens during an exercise. Muscles exert force due to an outside resistance. The most common example of isotonic contraction is calisthenics exercise. This makes use of a body segment or the entire body weight as a form of resistance during an exercise. Some of the most traditional calisthenics exercises that are being performed to increase muscular strength are push-ups, sit-ups, and pull-ups. Another approach to develop muscular strength involving isotonic exercise is through the use of weights. 19  Isometric Contractions are another type of contractions in which the muscles are contracted against an immovable resistance. The exercise provides maximum contraction of muscle; however, there is no observed movement during the exercise this is done for about 5 seconds. Isokinetic Contractions are similar to isotonic contractions but the muscles are exposed to fixed machines with variable degrees of resistance. Through the range of movement, resistance is equal to the force applied. Two physiological benefits derived from strength training: 1. Increase muscle strength by 10-25% within 6-8 weeks; 'and 2. Increase muscle size or muscle hypertrophy B. Muscular Endurance refers to the ability of the muscle to endure a sub maximal effort for a prolonged period of time. Performing a strength exercise such as push- up over a long period of time or performing the same exercise for many continuous repetitions is a demonstration of muscular endurance. One basic requirement in achieving muscular endurance is muscular strength. Muscle endurance is developed by employing the different strength training exercises mentioned above either for longer periods of time or an increased number of exercise repetitions. C. Cardiovascular Endurance refers to the ability of the heart, blood vessels and the lungs to adapt to physical exertion for a prolonged duration. Usually the heart rate is increased from the resting pulse rate to target heart rate that the individual has to sustain for a period of 20 to 60 minutes. With high levels of endurance, an individual has more energy and has the ability to sustain different types of activities. It is also likely that coronary heart disease (CHD) is prevented. There are important variables to consider when engaging in any cardiovascular endurance program. These are: 1. Intensity which refers to how stressful the exercise is. 2. Duration which refers to how long will the exercise be performed. 3. Frequency which refers to the number of times the individual will exercise each week. 4. Mode which refers to the kind of activity, selected such as brisk working or jogging. 20  Physiological Benefits of Cardiovascular Training Program 1. Decreased resting heart rate; 2. Decreased recovery time from a bout of exercise; 3. Increased blood volume and red blood cells to transport oxygen throughout the body; 4. Stronger heart muscle allowing it to eject more blood (stroke volume) with each heartbeat. If this occurs, the heart can rest longer between beats; 5. Increased number of capillaries for efficient exchange of oxygen, carbon dioxide and nutrients between blood and body cells; 6. Decreased rate of respiration; 7. Increased aerobic capacity which allows the body cells to utilize oxygen for better work efficiency; and 8. Prevent and/or reduction of the risk of developing coronary heart diseases. Activities that develop cardiovascular endurance 1. Prolonged brisk walking 2. Prolonged jogging 3. Stationary bicycling 4. Prolonged skipping rope 5. Playing Basketball 6. Continuous swimming 7. Rowing 8. Aerobic dancing 9. Hiking 10. Playing football D. Flexibility is the ability of the muscles and joints to go through a full range motion. Flexibility reduces the risk of injury, enhances performance and prevents muscle soreness. It is achieved through stretching designed to lengthen or elongate soft tissue structures and thereby increase the range of motion. Flexibility is influenced by three factors: 21  1. Structure of the joints; 2. Number of tissues surrounding the joint; and 3. Extensibility of the ligaments, tendons and muscle tissue that connects the joints. It involves four basic movements, namely: flexion (bending of a body segment), extension (straightening a body segment), abduction (moving a limb away from the body), and adduction (moving a limb toward the body). Body flexibility is achieved through stretching specific segments of the body. To achieve good flexibility, exercise should be performed daily. For very tight muscle-joint area, it is highly recommended that flexibility exercises be done at least twice a day. Types of Stretching (Basic Methods Used to Develop Joint Flexibility) 1. Ballistic Stretching. Ballistic stretching uses muscle contractions to force muscle elongation bobbing (i.e. up and down) movement quickly elongates the muscle with each repetition; the bobbing also activates the stretch reflex response (Nelson & Kokkonen, 2007). Usually, this type of stretching uses in sports like gymnastics and performs in a controlled manner. Example: Ballistic stretching - forward bending done in rapid bouncing movement 2. Static Stretching. This involves slowly stretching a segment of the body to the farthest point and holding that position for at least 15-30 seconds. This type of stretching is fairly endorsed by many physical educators and exercise psychologists because stretch is easy and pain free and the risk of injury is very minimal. It is performed without a partner and each stretch is easy and pain- free. Once the stretcher has achieved its full range of movement and begins to feel a mild discomfort (muscle tension) in the body part being stretched, the position is held statically. Example: Static stretching - seated hamstring stretch 3. Dynamic stretching. Dynamic stretching is the use of a muscle's own force production and the body's momentum to take a joint through the full 22  available range of motion (Clark & Lucett, 2010a). Dynamic stretching is beneficial for any sport that involves dynamic movement, especially in sports like athletics, Football etc. that prepare the body to move better specifically before start of an exercise or competition. Mason (2011a) suggested that in performing this stretching the movement should be in a slow, controlled way, relaxed, and breath steadily to execute properly. Example: Alternate lunges (right & left) 4. Proprioceptive Neuromuscular Facilitation (PNF). It involves the contract-relax approach to stretching. During the contract-relax, the partner attempts to move the limb at its lengthened range of motion and isometrically resists the partner's attempt to move the limb into a deeper stretch. Then, the stretcher relaxes the limb and the partner slowly moves the segment into a new range. This type of stretching can be done active (i.e. w/o partner) or passive (i.e. w/ partner). Example: PNF - hold-relax hamstring stretch Fitness Benefits of Flexibility Exercises 1. Increased range of muscle joint motion; 2. Reduced muscle stiffness and increased body relaxation; 3. Improved blood circulation in specific body segment; 4. Reduced incidence of injury during a major sport event; and 5. Reduced risk of cardiovascular problems in exercise. E. Body Composition refers to the proportion of lean body mass to fat body mass. It stresses one's relative fatness or leanness in relation to height. In recent years, body composition has gained wide acceptance in exercise science as one of the components of health-related fitness. Its inclusion was earlier opposed since supporters believe that fitness is for everyone, including the slim and overweight. In addition, being fat has some genetic predisposition that may be quite difficult to alter. Somatotypes Somatotyping or body typing is a system of classifying an individual according to the shape of the body. It was developed by Sheldon during the 23 1940's and 1950's. He noted that the physique of the body may be categorized into three distinct types: a) Ectomorph, b) Mesomorph, and c) Endomorph. 1. An ectomorph body type is characterized as lean and small body build with greater surface area to mass ratio. Bone size is relatively small with slender limbs and low muscle mass. 2. A mesomorph body type has a relative predominance of muscles, the bones are usually large and heavy with massive limbs, thus contributing to greater weight than the ectomorphic body type. 3. An endomorph body type is characterized by a relative predominance of soft roundness and large digestive viscera. There is a greater percent of body fat when compared to lean body mass. Figure 2.3.1 (Somatotypes) Somatotypes are of special interest to fitness enthusiasts and athletes. It helps the individual understand the extent of weight reduction or weight gain he/she expects to achieve given a well-defined exercise program. Among athletes, somatotype is highly correlated to excellent sport performance depending on the type of sport event. For instance, it has been found that among track and field athletes, physical characteristics of those successful in' shot put differ from those successful in marathon. This suggests that for one sport event, a specific body type may dictate one's superior performance over another. However, some body type is not only limited to one particular shape but can be a combination of two body types (e.g. ectomorph and mesomorph) for instance, a high jumper athlete in athletics. 24 Lesson 3. Performance Related Fitness It refers to the quality of one's movement skill. It includes 6 general components namely: 1. Balance is the ability to maintain equilibrium in relation to changes in body position. Balance can be categorized into static and dynamic balance. Static Balance is the ability to maintain equilibrium in a fixed position such as standing on one foot or on a balance beam. Dynamic Balance is the ability to maintain one's equilibrium while the body is in motion. Walking on a balance beam is one example of this type of balance. 2. Coordination is the harmonious working relationship between the skeletal muscle and nerves in one aspect of movement. Hand-eye coordination is demonstrated in certain sport skills such as catching, passing, dribbling or volleying a ball. 3. Agility is the ability of an individual to quickly shift or change direction of the body from one point to another. 4. Speed is the ability to perform a task or move from one point to another in the shortest possible time. It is also the time spent finishing or completing a performance after the initial movement has been made. Speed is influenced by the reaction time which is the time elapsed when the "go" signal has been made by an official of the first motor response. 5. Power is the ability to perform one maximum effort in a short period of time. It is a product of both strength and speed as seen in many sport activities such as track and field and weightlifting. 6. Reaction time refers to how quickly you can respond to an external stimulus. Think about a tennis match for a moment: The best competitors react almost instantaneously when the ball comes off their opponent's racquet, sprinting toward the location where they expect the ball to bounce. Lesson 4. Benefits of Physical Fitness 1. Vitality. Muscles are basic for all body action. They increase in strength with activity and deteriorate from lack of it. Fit muscles use less energy to perform the same task, leading to an increase in vitality. 25  2. Posture. A physically fit person is able to maintain his general postural alignment better than one weak musculature. Good fitness as a program stresses the development of antigravity muscles, which maintains good abdominal wall and the arm and shoulder girdle. 3. Relieves Low back Pain. A lack of physical activity has been found to be major cause for some cases of pain in the lower back. Most adults who suffer from low-back pain are relieved from this pain by exercises that strengthen the back and abdominal muscles. 4. Retards Aging Process. Continued participation in regular exercises of the proper amount and severity is of considerable value in postponing that usually takes place as a person grows old. 5. Physical Fitness and Ability to Meet Emergencies. The body that is accustomed to sedentary living habits can usually operate ineffectively even though it is operating at near maximum effort. 6. Neuromuscular Skill. The smooth, efficient coordination of the muscular system is improved as a result of regular participation in physical activity. 7. Relaxation. Overactive minds in underactive bodies often need physical outlets for accumulated emotional and muscular tensions that seem to be relieved by actions of the skeletal muscle. 8. Improvement of Personality and Social Skills. Participation in games and sports aids in improving the personality and in developing desirable social skills. 9. Mental Fitness. Because of the mental and physical relaxation that often results from physical activity, regular exercise is thought by many to be of considerable value in aiding the natural mental processes to function with increased efficiency. 10. General Growth. The physically fit person usually possesses a high degree of general resistance, which enables him in successfully avoiding minor illness. Lesson 5. The Parameters of Physical Fitness 26  Many proponents of physical education have various ideas on how to measure physical. fitness. Educators on physical education today separate the various disciplines into four measurable parameters, which are: 1. Muscular Endurance. 2. Muscular Strength 3. Cardio-respiratory Endurance 4. Joint Flexibility The above parameters are considered the hard core of physical fitness. Without strength, participation in, physical activity is not possible and the fitness of the individual is limited. When muscles are weak or lack endurance, all movements are curtailed, since all movements depend on the strength of the muscle or groups of muscles. A fit individual can maintain a lower heart rate during activity which can supply a greater volume of blood with each contraction of the heart and can recover more quickly after exercise than a less fit individual. As the late president John Fitzgerald Kennedy said, "Physical Fitness" is not only one of the most important keys to a healthy body; it is the basis of dynamic, creative, and intellectual activity in that intelligence and skill can function at the peak of their capacity when the body is healthy and strong." Activities: 1. Group Sharing/Brainstorming 2. Create an 8-week training plan to improve your physical fitness and develop the 4 parameters in physical fitness. 3. Physical Battery Test Safety Recommendations: 1. For the instructor, it is very important to review medical factor of your students. 2. Students who require medical attention should be identified by the PE teacher. If a student has an infection or is not feeling well, they should not take the test. 3. Spend 5-10 minutes warming up before the physical fitness test. 27  4. Two hours before the test, students should avoid consuming large meals. 5. For the test, students should dress appropriately (PE Uniform). 6. Students are required to measure their pulse before the test (at rest). 7. Their baseline heart rate must not exceed 120 beats per minute. 8. The instructor should instruct the students to count pulses to measure activity intensity Test Items Physical Fitness Components being Tested Standing long jump Leg strength and Power Bent Knee Curl-ups Abdominal Strength and Endurance Zipper Test Flexibility of shoulder gridle 50- Meter Sprint Speed Regular Push-Ups (Male) Arm Strength and Endurance Regular Push-Ups (Female) Basic Plank Strength/Stability of the core muscles Shuttle Run Agility Stork Balance Balance Hexagon Agility Test Agility Sit and Reach Trunk Flexibility Stick Drop Reaction Time Juggling Coordination of the Eyeand hand. 1000 Meter Run Cardio-Respiratory Endurance Three minutes Step Test General Endurance Table 2. 5.1 List of Physical Fitness Test 28  Assessment Task 2 ACTIVITY PROPER: TEST NO. 1 STANDING LONG JUMP Rules: 1. Within the testing time, permit two subsequent fair trials. 2. The distance between the take-off line and the heel of the foot closest to the take- off board or line is measured. 3. The attempt is not counted if the performer loses his balance and falls backward. 4. Taking is prohibited beyond the take-off line. Common Faults: 1. The performer swings his arms several times. 2. The performer does not begin the jump with both feet behind the front edge of the take-off board or line. 3. Bouncing and stepping forward before jumping 4. At takeoff, the performer's feet are not parallel. Figure 2.3.2 (Standing Long Jump) 29 TEST NO. 2: BENT KNEE CURL-UPS Rules: 1. There will only be one trial permitted. 2. There can be no breaks between curling up. 3. Throughout the workout, the knee must remain in a right-angle position. 4. The curl-up will only be recorded if the performer: Maintains intimate contact between his crossed arms and Before curling up once again, returns to the beginning position with the upper back resting on the mat or floor. Common Errors: The motions of curling and uncurling are not done slowly. When performing the curl- ups, the performer springs off the ground. Figure 2.3.3 (Bent Knee Curl-Ups) TEST NO. 3: ZIPPER TEST Testing Recommendation 1. Stand erect. 2. Raise your right arm, bend your elbow, and reach down across your back as far as possible, extend your left arm down and behind your back, bend your elbow up across your back, and try to reach/cross your fingers over those of your right hand as if to pull a zipper or scratch between the shoulder blades. 3. To test the left shoulder, repeat procedures 1 and 2 with the left hand over the left shoulder. Figure 2.3.4 (Zipper Test) 30 TEST NO. 4: 50 METER SPRINT Testing recommendation: 1. The runner should be told to keep moving once they reach the finish line 2. Schedule two runners at once to boost motivation Figure 2.3.5 (50 Meter Sprint) TEST NO. 5: REGULAR PUSH-UPS FOR MALES TEST NO. 6: KNEE PUSH-UPS FOR FEMALES Common Errors: 1. When the body is not kept in a straight line from the heels and, for females, from the hamstring. 2. When the elbows are not completely flexed. Figure 2.3.6.1 (Regular Push Ups for Males) Figure 2.3.6.2 (Knee Push Ups for Females) 31 TEST No. 7. Basic Plank Rules: 1. Assume a push-up position. Rest body on forearms with the palms and fingers flat on the floor. Elbows are aligned with the shoulders. 2. Legs are straight with ankles, knees and thighs touching together. 3. Support weight on forearms and toes; make sure that your back is flat. Head, neck and spine is in a straight line. 4. Keep abdominals engaged/contracted; do not let stomach drop or allow hips to rise. Figure 2.3.7 (Basic Plank) TEST NO. 8. SHUTTLE RUN Rules: 1. Do not allow the performer to throw the wooden block across the line 2. Allow two trials and record the faster time Suggestions for the Tester: 1. To eliminate the necessity of returning the books after each trial, start the runners on alternate side. 2. If the testers have stopwatches, it is practicable to have two or more students running at the same time. Figure 2.3.8 (Shuttle Run) 32 TEST NO. 9 STORK BALANCE Common Faults: 1. The hand(s) come off the hips 2. The supporting foot swivels or moves (hops) in any direction 3. The non-supporting foot loses contact with the knee. 4. The heel of the supporting foot touches the floor. Figure 2.3.9 (Stork Balance TEST NO. 10. HEXAGON AGILITY TEST Suggestion for the tester 1. The score is the time taken to complete three full revolutions. 2. The best score from two trials is recorded. 3. Comparison of the anti-clockwise and clockwise directions will show if any imbalances exist between left and right movement skills. Figure 2.3.10 (Hexagon Agility Test) Rules: 1. Only one person can perform the test at a time. 2. If jumper jump the wrong line or land on a line then the test is to be restarted 33  TEST NO. 11. SIT AND REACH Common Faults: 1. Trunk flexion movements are not slowly and gradually 2. Fast jerky motions are made 3. Knees are not kept straight. 4. Finger tips on tape measure are not even, with one hand pushed further than the other. Figure 2.3.11 (Sit and Reach) TEST NO 12: STICK DROP Rules: 1. Catch the ruler/stick with the thumb and index finger without lifting the elbow from the desk/ table as the partner drops the stick. 2. Hold the stick while the partner reads the measurement Figure 2.3.12 (Stick Drop) Suggestions for the tester: 1. Hold the ruler or stick at the top, allowing it to dangle between the thumb and fingers of the performer. 2. Hold the ruler/stick so that the 24-inch mark index finger. No part of the hand of the performer should touch the ruler/stick. 3. Drop the ruler/stick without warning and let the performer catch it with his/her thumb and index finger. 34 TEST NO. 13. JUGGLING Rules; 1. Hit the sipa/rubber band material alternately with the right and left palm upward. 2. The height of the material being tossed should be at least above the head. Two trials only Suggestions for the tester: 1. Count how many times the performer has hit the material with the right and left hand. 2. Stop the test if the material drops. Record the number of hits/trials. Figure 2.3.13 Juggling TEST NO. 14. 1000 METER RUN Rules: 1. On trial is given 2. The performer should run or walk at a pace he can sustain for the duration of the test 3. If a performer takes a rest or stops, no score is given. Figure 2.3.14 (1000-meter run) 35  TEST NO. 15. THREE MINUTE STEP TEST Note: The rate of 96 steps per minute for the boys and 88 steps per minute for the girls for the duration of 3 minutes Figure 2.3.15 (Three Minute Step Test) Assessment Task 2 Learning Activity 1: Direction: Identify the physical fitness components according to their categories. Write your answer (letter only) inside the box under to each category: A. Agility D. Flexibility G. Muscular Strength J. Muscular Endurance B. Balance E. Power H. Reaction Time K. Static Stretching C. Coordination F. Speed I. Body Composition L. Cardiovascular Endurance Health Related Fitness Performance/Skills Related Fitness 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. 11. Table 2.5.3 Components of fitness RUBRICS OF PHYSICAL BATTERY TEST 36  5 4 3 2 1 Rate Excellent Very Satisfactory Needs Poor Satisfactory Improvements 1. Mastery Showed Almost Showed Showed little Performed of the very high showed average mastery of the poorly the Physical level of mastery of mastery of fitness tests fitness Fitness mastery the fitness the fitness tests Test of the tests but tests fitness some errors test were evident 2. Proper Show Executed Executed Executed the Executed Execution excellent the fitness the fitness fitness test fitness test performa tests almost tests with with little incorrectly nce of the accurately average accuracy fitness but some accuracy tests errors were evident 3. Good Showed Showed Showed Showed a very Failed to Form very high high level of average little level of show level of balance, level of balance, balance, balance flexibility balance, flexibility and flexibility and poise and poise in flexibility poise in and poise in the performing and poise in performing the performing performin the fitness performing fitness tests the fitness g the test. the fitness tests fitness tests test 4. Showed Showed Showed Showed little Failed to Enthusiasm very high high average interest in perform interest interest in interest in executing the the fitness executing executing executing fitness tests tests the the fitness the fitness fitness tests tests tests Total Average Table 2.3. 4(Espeso, 2006) 37 Scale Equivalent Grade in Percent Interpretation (%) 5 95% - 100% You showed an excellent performance! Congratulations! I`m very proud of you. 4 89% - 94% You did a very good performance although you committed minimal errors. Try to work on it. Keep it up. 3 81%-88% You did a good performance. Try to exert more effort in getting a higher-grade next performance. Good Luck 2 75% - 80% Your grade though passing shows that you did not exert so much effort. Try to exert more effort in getting a higher-grade next performance. Good luck! 1 Below 75% You got failing grade in this activity. I am sure this is not what you are aiming for. Please see me during consultation period. Table 2,3.5 Scale Equivalence and Interpretation Summary Physical Fitness is the ability to perform one's daily task efficiently without undue fatigue but with extra "reserve" in case of emergency. Being physically fit means being able to perform one's daily task efficiently without undue fatigue and still have an extra energy to enjoy leisure activities and / or meet emergency demands. Somatotypes are of special interest to fitness enthusiasts and athletes. It helps the individual understand the extent of weight reduction or weight gain he/she expects to achieve given a well-defined exercise program. Among athletes, somatotype is highly correlated to excellent sport performance depending on the type of sport event. A fit individual can maintain a lower heart rate during activity which can supply a greater volume of blood with each contraction of the heart and can recover more quickly after exercise than a less fit individual. References Ambrocio, JL. et,al (2021) Physical Activity Towards Health and Fitness 1. Manila City, Mindshapers Co., INC. Andin, C. (2004). Fundamentals of physical education. Quezon City, Philippines: Rex Printing. 38