Philippine Physical Education Review PDF

**PE REVIEWER** **Philippine Educational System featuring Physical Education** **Interdisciplinary Teaching** \- The integration of multiple academic disciplines to address complex problems and questions. \- To shape well-rounded individuals who can think critically and solve problems that span...

**PE REVIEWER** **Philippine Educational System featuring Physical Education** **Interdisciplinary Teaching** \- The integration of multiple academic disciplines to address complex problems and questions. \- To shape well-rounded individuals who can think critically and solve problems that span multiple disciplines **3 Domains of Learning** **Cognitive Domain** - Knowledge, Comprehension, Analysis, Synthesis etc. **Affective Domain** - Receiving, Responding, Valuing, Characterizing etc. **Psychomotor Domain** - Demonstrate, Replicate, Assemble, Adapt etc. **Legal basis of Physical Education in the Philippines** \- **1987 Philippine Constitution - Article XIV,** \- Section 19 (1): \"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 the development of a healthy and alert citizenry.\" \- Section 19 (2): \"All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.\" \- **Republic Act No. 6847 (The Physical Fitness and Sports Development Program of 1990)** - This law emphasizes the promotion of physical fitness and sports development programs in schools, requiring physical education as part of the regular curriculum for both public and private institutions. \- **Republic Act No. 10533 (Enhanced Basic Education Act of 2013)** - This law, which led to the K-12 program, emphasizes holistic education, including physical education, to enhance the physical well-being and overall health of students. \- Physical education is part of the curriculum from kindergarten to senior high school. **- CHED Memorandum Order (CMO) No. 39, Series of 2021** - introduces the \"Policies, Standards, and Guidelines on the Implementation of Tertiary Physical Education: Physical Activity Towards Health and Fitness (PATHFIT) Courses.\" This directive outlines the new curriculum framework for Physical Education (PE) in higher education institutions across the Philippines, replacing the traditional PE with a more modern and holistic approach focused on health, fitness, and active Key aspects of CMO No. 39 include: \- Renaming of PE to PATHFIT: The traditional Physical Education (PE) courses have been renamed to PATHFIT (Physical Activity Towards Health and Fitness) to emphasize lifelong fitness through physical activities. \- Focus on Health and Fitness: The revised curriculum promotes physical activity as a foundation for health and fitness, aligning with global trends that focus on the holistic development of students. \- Course Structure: The PATHFIT curriculum is divided into various courses, progressively building on skills and knowledge related to health, wellness, and physical activity. \- Implementation: The new policies are applicable to all undergraduate programs starting in the academic year 2022-2023. Upper-year students continue under the old PE course codes until graduation. **History of Physical Education** Where did physical education originate? **Socrates** - Father of Western philosophy **Euclid** - Father of Geometry **Hippocrates** - Father of modern medicine **Herodotus** - The Father of History **Aristotle** - Father of political Science **Theophrastus** - Father of Botany When did physical education start? **Greece (8^th^ Century BCE)**: The Greeks believed in the concept of a **\"sound mind in a sound body\"** (from the Greek term ***kalokagathia*)**, which emphasized the importance of physical education as a way to achieve balance between physical and intellectual development. **What were the programs related to physical educations programs back then?** **Military Preparedness -** Physical education was deeply connected to the military training of young men, especially in city-states like Sparta **Educational Institutions-** Gymnasiums and *palaestra* (wrestling schools) were important institutions for education, not just in physical training but also in intellectual pursuits. - The word **gymnasium** is derived from **gumnazo**, meaning ***exercise***, and **gumnos**, meaning ***naked*** or loin-clothed **Ancient Olympic Games -**The Olympic Games trace their origin to ancient Greece and were held in Olympia in honor of the god Zeus. - The first recorded Olympic Games took place in 776 BCE, though they may have begun earlier as part of religious rituals. **First ever winner of Olympic Games -** The first recorded Olympic winner was **Corubus of Elis**, who won the stadion race, a short sprint event. sprint of approximately 192 meters. Key cities and regions that were involved in or impacted by the truce included: 1. ** Olympia**: The site of the Olympic Games, located in the region of Elis. 2. ** Sparta**: Known for its military prowess and frequent conflicts with other city-states. 3. ** Athens**: A major cultural and political center, often in conflict with other Greek states. 4. ** Corinth**: A powerful city-state and important commercial hub. 5. ** Thebes**: A city-state that was frequently involved in conflicts with Athens and Sparta. **End of the Ancient Olympics:** The ancient Olympic Games continued for over a millennium but were abolished in **393 CE** by the **Roman Emperor Theodosius** I as part of his efforts to promote Christianity and end pagan practices. **Pierre de Coubertin** - A French educator and historian, Coubertin is credited with **reviving the modern Olympic Games** and emphasizing the importance of physical education and sports in education. **Catherine Beecher** - An American educator and reformer, Beecher **advocated for physical education for women** and helped establish the concept of women\'s physical education in schools. **Margaret Murray Washington** - An educator and **advocate for physical education in African American schools**, Washington worked to improve the quality of physical education for Black students during a time of segregation. **John F. Kennedy** - Kennedy\'s emphasis on physical fitness helped **raise awareness about the importance of physical education** in schools and the need for more vigorous physical activity among Americans. **ANATOMY AND PHYSIOLOGY - SKELETAL SYSTEM** **Understanding the Human Body**: Knowledge of anatomy and physiology helps students and athletes understand how their bodies function. **Injury Prevention:** By knowing the structure of muscles, bones, and joints, students can learn proper techniques for exercise and sports, reducing the risk of injuries. **Enhancing Performance:** Knowledge of the body's structure and functions allows individuals to optimize their physical abilities. **Bones are made of a mix of materials that give them strength and flexibility:** - **Collagen**: A protein that makes bones slightly flexible - **Calcium and Phosphorus**: Minerals that harden bones and make them strong - **Bone Cells**: These include cells that build new bone, break down old bone, and maintain bone tissue. - Osteoclasts (Bone Breakers), Osteoblasts (Bone Builders), & Osteocytes (Bone Maintainers) **Functions of Skeletal System** - **Support**: It acts like a frame, holding up your body and giving it shape. - **Protection**: It shields your important organs, like how your skull protects your brain and your ribs protect your heart and lungs - **Movement**: Bones work with muscles to help you move around. They act like levers to make your body move - **Mineral Storage**: Bones store minerals like calcium that your body needs. If your body needs more calcium, it can take it from your bones. - **Blood Cell Production**: Inside some bones, there's a special tissue called bone marrow that makes new blood cell. ** Major Parts of the Skeletal System** **AXIAL SKELETON**  **APPENDICULAR SKELETON** **LOWER EXTREMITY -** There are 30 bones in each lower limb. **AXIAL SKELETON ** - Skull - entire structure of head - Cranium - part of the skull that protects your brain -  Vertebral column - trunk - Sternum - (chest bone)  - Thorax - entire chest region - Thoracic Cage - rib cage **APPENDICULAR SKELETON ** - Scapula (shoulder girdle) - Clavicle (collar bone) -  Humerus (upper arm) - Radius (TS) & Ulna (PS)  (lower arm) - Carpals (W) , Metacarpals (H) , & Phalanges (F) **LOWER EXTREMITY ** - Pelvis (hip bone) - Femur (thigh bone) - Patella (knee bone) - Tibia (shin bone) - Fibula ( thinner bone) - Tarsals (A), Metatarsals (MF), & Phalanges (F) \- Newborn babies have around 305 bones, while children have 213 bones, and finally adults have 206. \- The **smallest bone** in the body is the **stapes**, found in the ear. It's about the size of a grain of rice. \- The **clavicle (collarbone)** is considered one of the **weakest** bones in the human body \- The **femur (thigh bone)** is the **strongest and longest** **bone** in the human body. \- The planes of the body are anatomical concepts often used by health professionals to describe how your body moves during exercise or other activities. \- The coronal plane is often referred to as the frontal plane. This divides the body into the front (anterior) and back (posterior) sections. Movements that occur in the coronal (frontal) plane are lateral or side-to-side. **Abduction**: moving your limbs laterally, away from the midline of the body **Adduction**: moving your limbs medially, toward the midline of the body **levation**: raising your scapula (shoulder blade) upward **Depression**: lowering your scapula (shoulder blade) downward **Inversion of the ankle**: sole of your foot turns inward toward the midline of the body  **Eversion of the ankle**: sole of your foot turns outward away from the body's midline  \- Movements that occur in the sagittal (longitudinal) plane involve forward and backward movements. **Flexion**: bending a limb to decrease the angle at a joint **Extension**: movement that increases the angle at a joint **Dorsiflexion**: bending the ankle so the top of the foot and your toes move toward your shin. **Plantar flexion**: bending the ankle so the foot pushes down and your toes point away. \- The transverse plane, or the axial plane, divides the body into upper (superior) and lower (inferior) halves. \- Movements that occur in this plane involve rotation or horizontal movement. **Rotation**: rotating the torso or a limb around its vertical axis **Horizontal abduction**: moving the arm away from the midline of the body when it's at a 90-degree angle in front of you **Horizontal adduction**: moving the arm toward the midline of the body when it's at a 90-degree angle to the side. ** Integrating Skill Related Components of Fitness into Physical Education** **Skill** - related fitness refers to abilities that help people learn skills. The six parts of skill-related fitness---agility, balance, coordination, power, reaction time, and speed---are described in table **Power** - combines speed and strength. In essence, it\'s how fast you can generate a maximal force. **Speed** - is the ability to move through as much space in the shortest time possible. **Agility** - is the ability to quickly and accurately change the direction of movements **Coordination** - is your ability to control your body's movements, especially the limbs. **Reaction time** - is the amount of time it takes your body to respond to an external stimulus. **Balance** - is the ability to maintain balance in stillness and movement. **Volleyball Positions ** **Setter (aka S) -** The setter is the player who runs the team\'s offense. They will try to receive the second touch and set it for the opposite or outside hitter. A setter needs to have strong communication skills and must be able to make quick decisions during a match **Middle Blocker (aka MB, middle hitter, middle)** - Their main role for the team is being the first line of defense against the opposing team\'s hits. The middle blocker needs to read the other team\'s attackers to quickly raise his or her arms above the net in a blocking attempt. However, this is not a defense-only position **Outside Hitter (aka OH, outside, pin, left side)** - The outside hitter must be the player who hits and blocks on the front left side of the court. In defense, their role is to support the blocking of an opponent\'s shot from where the ball crosses the net. In attack, their role is to be both a main passer and a final hitter. **Opposite Hitter (aka OPP, pin, right side) -** An opposite hitter, also know as a right-side hitter, is considered the most versatile because they can excel on offense and defense. They will not only hit the ball from the front and back row but also dig for quick attacks and set the ball if the setter is unable to do it. **Libero (aka L)** - A libero in indoor volleyball is a back-row defensive specialist. Since they only play in the back row, those players are often shorter than the front-row blockers and hitters but have impeccable ball-control skills. The position was created to promote ball-control **Specialist Positions** **Defensive Specialist (aka DS)** - Much like a libero, a defensive specialist plays in the back row and is responsible for playing defense and receiving serve. Unlike the libero, they do not wear different colored jerseys and are required to abide by the normal substitution rules, meaning they are only in for three out of the six rotations **Serving Specialist (aka SS)** - A serving specialist is a player who subs in just to serve. These players typically have a very tough or very consistent serve, and they come in for a player who is less strong behind the service line, but otherwise very valuable to have on the court as an offensive or defensive threat  **Parts of the Volleyball Court** **Volleyball baseline** - The baselines or end lines are located on the end of the court. They mark the end of the backcourt and indicate the line players must stand behind when serving. Any ball that lands beyond this line is considered out of bounds. **Volleyball sidelines** - Sidelines can be found on the side of the court. Behind these lines, you may see coaches, referees, and other players. As is the case with the baselines, any ball that lands complete outside the sideline is out. Sideline are also where two players meet for substitution. **Volleyball attack line** \- The attack line is the line in between the frontcourt and backcourts, dividing each side for front row and back row players. This line also marks where players can attack the ball on offense.   \- Backrow players are not allowed to attack a ball that is above the net from anywhere in front of the attack line. Any players in the front row must start a point in front of this line while backrow player must line up behind it.  **Volleyball center line** - The center line is located directly in the middle of the court, right underneath the net. Players near the net must be consentious of this line, as crossing it during a point will result in penalty. This is an effort to prevent players from landing on their feet or legs after jumping. **Volleyball coach restriction line** - The coach restriction line marks where the coach and volleyball team are allowed to stand and move during the game. Coaches make sure not to cross the this line as doing so multiple times may result to penalty or even a yellow card. **Volleyball service line** - The service line is the short line behind the baseline that the server stands behind before each serve. Crossing this line during a serve is considered a vilolation. **Concise Volleyball Mechanics** **Team composition and court setup** - **Players on Court**: Each team always has 6 players on the court (3 in the front row and 3 in the back row) - **Substitutes**: Teams can have up to 6 substitutes on the bench. - **Libero**: A defensive specialist wears a jersey of a different color. They cannot attack, serve, or block. **Scoring System** - **Winning the Match**: The first team to win 3 sets wins the match. - **Set Points**: Each set is played to 25 points, except the deciding fifth set, which is played to 15 points. - **Winning Margin**: A team must win a set by at least 2 points. (e.g., 25-23 or 15-13) **Serve Rules** - The server must serve the ball from behind the **end line.** - The ball must be hit within **8 seconds** after the referee's whistle. - The ball must clear the net and land inside the opponent's court. **Play Rules** **Touches**: - Each team can hit the ball a maximum of **3 times** before returning it over the net. - A block does not count as one of the touches **Rotation**: - Teams rotate **clockwise** every time they win the serve. - The player in the back-right position becomes the next server. **Back-Row Players**: - Back-row players cannot spike or block the ball in front of the attack line. **Net Play Rules** - **Touching the Net**: Players cannot touch the net during play. - **Crossing the Centerline:** Players' feet or hands may not cross completely into the opponent's court. - **Blocking**: - Front-row players can block a ball that is coming over the net. - Blocking does not count as one of the team's 3 touches. - **Attacking Over the Net**: Players can hit the ball over the net only if it is on their side, except during a block or follow-through. ELEC REVIEWER WEEK 10 1. Caned 11. hoped 2. Canned 12. hopped 3. Compelling 13. inferred 4. Conferred 14. kidnapped 5. Counseled 15. planing 6. Deferred 16. planning 7. Differing 17. submitted 8. dispelled 18. traveling 9. gagging 19. waged 10. gaging 20. Wagged **Choleric** - Easily provoked to angerExample: A choleric man beats the post which he has struck his head against. - Morris**Cordial** - Warm and hearty; sincere; deeply felt**Corporeal -** of the nature of the body as opposed to the spirit**Laconic -** sparing of words; concise**Limpid** - characterized by clearness, as of a pure liquid**Malevolent** - Wishing evil or harm towards others **A pronoun is a word that takes the place of a noun.** Example: Andrew was an apostle. He was peter's brother. **An antecedent is a word to which the pronoun stands.** Example: Andrew was an apostle. He was peter's brother. KINDS OF PRONOUNS**Personal pronouns**They refer to the speaker (i, me, we us, my, mine, our, ours); the person spoken to (you, your, yours); and the person spoken about (he, she, it, they, him, her, his, hers, its, their, theirs)\ **Interrogative Pronouns**They are used to ask a question (who, whom, whose, which, what).\ **Demonstrative pronouns**They point out the person or thing referred to (this, that, these, those)\ **Indefinite Pronouns**They do not definitely point out persons or things and do not usually have antecedents (each, either, one, anybody, some, more, all, etc.).\ **Compound pronouns**They are pronouns with --self or --selves (myself, ourselves, yourself, yourselves, himself, herself, itself, oneself, themselves).**Relative pronouns**They are used to introduce dependent clauses (who, whom, whose, which, that). WEEK 11 1. allies 11. Infirmaries 2. armies 12. medleys 3. cemeteries 13. monasteries 4. contemporaries 14. novelties 5. deploys 15. portrays 6. documentaries 16. savageries 7. eighties 17. securities 8. envoys 18. tourneys 9. forgeries 19. treacheries 10. hypocrisies 20. victories **Sardonic** - showing scornful mockery or cynical derision**Spectral** - Of or like a ghost; insubstantial**Torpid** - Benumbed; lacking energy, vigor, and responsiveness**Truculent** - Of fierce and cruel character; in a newer and milder sense, the word means pugnacious, defiant, or surly**Turbulent** - Violently disturbed or agitated**Vernal** - Of, appearing in, or pertaining to springtime; early, youthful **Making Pronouns Agree with their Antecedents** **1. A pronoun must agree\ with its antecedent.-** Use singular pronouns to refer to singular indefinite pronouns.Each of the players bought (**his**, their) own jersey. - Use plural pronouns to refer to plural indefinite pronouns.Both were within (his, **their**) boundaries.- The indefinite pronouns may be referred to by singular or plural pronouns, depending on the sense of the sentence.Some of the wooden chairs have lost (its, **their**) luster. Some of the carpet has lost (**its**, their) nap. - Pronouns that refer to compound antecedents joined by and are usually plural. Matthew and Stephanie make (his, her, **their**) own clothes.- Pronouns that refer to compound antecedents joined by or or nor usually agree with the nearer antecedent.Neither Juan **nor** his buddies brought (his, **their**) flashlights.Neither his buddies **nor** Juan brought (**his**, their) flashlight.- Antecedents of masculine gender (male sex) are referred to by he, him, his.Mr. Wilson put some papers into (**his**, her) briefcase.- Antecedents of feminine gender (female sex) are referred to by she, her, hers.The bride tossed (his, **her**) bouquet toward the unmarried girls.- Antecedent of neuter gender (no sex) referred to by it, its.The tree lost all (his, **its**) leaves. \- Antecedents of common gender (sex not known) are referred to by he, him, his.Each speaker maintained (**his**, their, his or her) poise.- Antecedents that are names of animals are generally referred to by neuter pronouns.The tiger paced back and forth in (**its**, their, his, her) cage. Cases of PronounNOMINATIVE CASE- Pronouns may be used as subjects.(**He**, Him) and (**I**, me) are on the track team.- Pronouns used as subjects must be in nominative se pronouns. Memorize the following list of nominative case pronouns: I, she, we, they, who, whoever.Molly and (her, **she**) worked on the yearbook staff.- Sometimes the pronoun subject is followed by an appositive. It is helpful to try the pronoun apart from the appositive.(Us, **We**) leaders have devised a plan.- Pronouns may be used as appositives to subjects. A pronoun appositive must be in the same case as the subject to which it refers.Mr. Grant's P.E. assistants, Chase and (**he**, him), are very reliable.- Pronouns may be used as predicate nominatives. The last group for the day will be (**they**, them).- Predicate nominatives may be compound.The grand prize winners are (**he**, him) and (**she**, her). OBJECTIVE CASE- Pronouns may be used as direct objects and as indirect objects.Jesus comforted (**them**, they).- Pronouns used as objects must be objective case pronouns. Memorize the following list of objective case pronouns: me, him, her, us, them, whom, whomever. WEEL 13 1. Aching 11. deplorable 2. Actuating 12. duly 3. Advertisement 13. famous 4. Alluring 14. graceful 5. Arrangement 15. hoeing 6. Arriving 16. imaginable 7. Awful 17. noiseless 8. Captivating 18. remoteness 9. Completeness 19. senseless 10. Courageous 20. Serviceable 1. Brilliant 11. maintenance 2. Consistent 12. occurrence 3. Convenience 13. opponent 4. Dependent 14. performance 5. Diligence 15. persistent 6. Efficient 16. pleasant 7. Experience 17. predominant 8. Guidance 18. resemblance 9. Independence 19. resistance 10. Infancy 20. Tendency **Adulterate** - To corrupt or make inferior by the admixture of foreign or baser ingredients**Construe** - To explain or interpret the meaning or intention of words or actions**Disperse** - To cause to separate in different directions; to go different ways**Disseminate** - To scatter abroad (as in sowing seed); to spread abroad (opinions, knowledge, etc.)**Edify** - To build up in faith and holiness through instruction**Prevaricate** - To evade the truth in a deceptive or ambiguous manner**Recant** - To withdraw formally or publicly something that one has openly professed or taught**Repudiate** - To refuse to accept as valid, just, or binding**Reverberate** - To resound; to continue, like a series of echoes**Saturate** - To penetrate, impregnate, or soak thoroughly and completely; to fill or load to capacity**Scintillate** - To give off sparks or tiny flashes**Sequester** - To set apart; separate for a certain purpose WEEK 14 1. Absence 11. Handsome 2. Absorption 12. Intercede 3. Accept 13. Pamphlet 4. Cafeteria 14. Precede 5. Calendar 15. Proceed 6. Campaign 16. Realize 7. Concede 17. Recede 8. Ecstasy 18. Secede 9. Exceed 19. Succeed 10. Fascinate 20. Supersede **Carrion** - Dead and decaying flesh, as of a corpse or carcass**Effectual** - Producing, or sufficient to produce, an intended effect**Efficacy** - Power or capacity to produce effects**Factious** - Given to the forming of groups within larger groups for the purpose of sowing dissension or discord**Fortitude** - Strength and firmness of mind in the face of pain, adversity, or danger; unyielding courage**Implicate** - To show close or incriminating connection, as in a plot or crime; to involve unfavorably An adjective is a word that modifies a noun or a pronoun. what kind -- happy studentswhich one -- that cakehow many -- four reportshow much -- enough food whose -- his football WEEK 15 1. Accommodate 11. Kindergarten 2. Accomplish 12. Maneuver 3. Acknowledgement 13. Naturally 4. Acquire 14. Parallel 5. Canister 15. Parliament 6. Christian 16. Particular 7. Definite 17. Scene 8. Imaginary 18. Tariff 9. Imagination 19. Technique 10. Judgment 20. Undoubtedly **Incarnate** - Invested with flesh, especially in human form **Ingratiate** - To bring oneself deliberately into the good graces of another, especially by careful attention to the art of pleasing **Munificent** - Extremely generous or liberal in giving; lavish**Portentous** - Indicating something ominous or calamitous about to happen; exciting wonder and awe**Profusion** - Lavish or unrestrained supply**Sedate** - Composed and serene; calmly deliberate; settled. WEEK 16 A **participle** is a verbal used as an adjective.A **participial** **phrase** consists of the participle together with its modifiers or complements. The modifiers may be single adverbs or prepositional phrases. An **infinitive** is a verbal that may be used as an adjective.An **infinitive** **phrase** consists of the infinitive together with its modifiers or complements. The modifiers may be single adverbs or prepositional phrases. A **clause** is a group of words that contains both a subject and a verb. It is used as a part of a sentence.An **independent** **clause** expresses a complete thought and a can stand alone as a sentence.A **dependent** (**subordinate**) clause does not express a complete thought and cannot stand alone as a sentence. A **dependent** **clause** that modifies a noun or a pronoun is called an **adjective** **clause**.**Adjective** **clauses** are introduced by words called relatives. Who, whom, which, and that are relative pronouns. Whose is a relative adjective. WEEK 17 There are three degrees of comparison:'- Positive - Comparative - Superlative The positive degree is used when no comparison is expressed. This plastic is *hard*.Luke is very *gracious*.She is *intelligent*. The comparative degree is used when only two items are being compared. Most one of the syllable adjectives and some two syllable adjectives form the comparative degree by adding er to the positive. Most two syllable adjectives form the comparative degree by using the words more or less. All adjectives of three or more syllables regularly form the comparative degree by using the word more or less.This plastic is *harder* than usual.Luke is more *gracious* than his friend.She is more *intelligent* than her brother. The superlative degree is used when three or more items are being compared. Most one-syllable adjectives and some two-syllable adjectives form the superlative degree by adding est to the positive. Most two-syllable adjectives form the superlative degree by using the words most or least. Adjectives of three or more syllables regularly form the superlative degree by using the words most or least.This plastic is the *hardest* that I have ever used.Luke is the most *gracious* person I have known.She is the most *intelligent* child in her family.Note: If in doubt about using the -er, -est endings on two-syllable words, check your dictionary. It gives the -er, -est endings when they can be used. TH REVIEWER WEEK 10: The Christian and the Bible\ Part 2 The Book of Books- The Bible is God\'s Holy, inspired Word. It is the most powerful and most quoted book in the world. Some of the greatest men in modern history have had a deep respect for the Bible: Abraham Lincoln: \"I believe the Bible is the best gift God has ever given to man. All the good from the Savior of the world is communicated to us through this book.\"Immanuel Kant: \"The existence of the Bible, as a book for people, is the greatest benefit which the human race has ever experienced. Every attempt to belittle it is a crime against humanity.\"Daniel Webster: \"If there is anything in my thought or style to commend, the credit is due to my parents for instilling in me early love for the scriptures.\" \- Hundreds of millions of people have read its sacred pages, making it the best-selling book of all time. BIBLE HISTORY- The Bible starts with an account of God\'s creation of the world, and it tells the story of the Israelites, the Promised Land, the birth of Jesus Christ, his death and resurrection and his return.- The Bible is divided into two main sections: the Old Testament (Hebrew Bible) and the New Testament. - Each section contains a collection of books that provide religious teachings, moral guidance, and narratives that are important to the respective faiths. The history of the Bible- The 66 books of the Bible were written over 1,500 years by more than 40 authors and present a cohesive picture of God's epic rescue plan for humanity. - The last book of the first part, known as the Old Testament, was finished about 330 years before the birth of Jesus Christ, the founder of Christianity. - The second part of the Bible -- the New Testament -- focuses of Jesus' life and the early Christian Church. It was finished around 90 AD. - The structure of the Bible that we have today was finalised around 400 AD although it was more than a thousand years before it was available to ordinary men and women in English.. \- It took the Old and New Testament writers fifteen centuries to complete the Bible, which was written in three languages (Hebrew, Aramaic, and Greek) and on three continents. Indeed, this collection of books is really one, not sixty-six, for it is coherent in content and progressive in truth. The Old Testament- It includes stories about the creation of the world, the patriarchs (such as Abraham, Isaac, and Jacob), the Exodus from Egypt, the establishment of the Israelite kingdom, the Babylonian Exile, and more. - These 39 books were often stories intertwined with religious teachings and moral lessons.- Some of the books of the Old Testament took many years to come together because they documented events over centuries. The Old Testament not only includes historical accounts but poetry, songs, wise sayings and the writings of prophets. - The authors wrote in ink on specially-prepared animal skins which were rolled up into scrolls. Because these deteriorated over time, writers (scribes) made exact copies and destroyed the old ones. The New Testament- The New Testament focuses on the life and teachings of Jesus Christ and the early Christian community.- The last 27 books of the Bible, known as the New Testament, were written over a much shorter period by fewer people. The first was begun around 50 AD; the last finished in 90 AD.. \- The Bible is composed of 1189 chapters (929 in the Old Testament and 260 in the New) and utilitizes 773,746 words to convey its life-changing message. This literary masterpiece contains history, laws, poetry, prophecy, biography, dramatic stories, letters, and revelations. - The Bible is composed of two main sections: the Old Testament, containing 39 books, and the New Testament, containing 27 books. Divisions of the Old Testament\ The Old Testament can be divided into five parts:**Pentateuch**. The first five historical books, written by Moses, are also called the books of the Law. Genesis \| Exodus \| Leviticus \| Numbers \| Deuteronomy**Historical** **Books**. The next twelve books tell of the establishment of the kingdom of Israel, of Israel\'s repeated turning from God to sin, and finally of the Assyrian and Babylonian exiles \-- God\'s punishment.Joshua \| Judges \| Ruth \| 1 Samuel \| 2 Samuel \| 1 Kings \| 2 Kings \| 1 Chronicles \| 2 Chronicles \| Ezra \| Nehemiah \| Esther **Poetry**. Of the next five books, Psalms \-- the Hebrew hymn book \-- is probably the best known. Job \| Psalms \| Proverbs \| Ecclesiastes \| Song of Solomon **Major** **Prophets**. Written shortly before Israel was taken into captivity and during the exile, these books prophesied the coming Messiah and other world events. They also contain warnings of impending disaster if Israel did not turn from her wicked ways.Isaiah \| Jeremiah \| Lamentations \| Ezekiel \| Daniel **Minor Prophets.** These last twelve books of the Old Testament are called minor prophets only because they are shorter, not because they are less important. They are mainly concerned with Israel and the coming Messiah. Read one of the books from the choices below, and summarize it\'s main points.Hosea \| Joel \| Amos \| Obadiah \| Jonah \| Micah \| Nahum \| Habakkuk \| Zephaniah \| Haggai \| Zechariah \| Malachi Divisions of the New Testament\ The New Testament can be divided into five parts:**Gospels.** The first four books of the New Testament tell of Christ\'s life and ministry.Matthew \| Mark \| Luke \| John**Acts.** This history of the early church, which also describes the ministries of Peter and Paul, consists of only one book. **Pauline Epistles and Hebrews.** Thirteen of the epistles (letters) were written by Paul, and were named for the church, group of churches, or individual to whom they were sent. Although the author of Hebrews is not identified, many believe Paul also authored it. Romans \| 1 Corinthians \| 2 Corinthians \| Galatians \| Ephesians \| Philippians \| Colossians \| 1 Thessalonians \| 2 Thessalonians \| 1 Timothy \| 2 Timothy \| Titus \| Philemon \| Hebrews **General Epistles.** There are seven general epistles, and they are named not for the recipients, but for the authors. James \| 1 Peter \| 2 Peter \| 1 John \| 2 John \| 3 John \| Jude **Revelation.** The last book of the New Testament is one of prophecy. It describes the end times and the triumph of Christ in His second coming. WEEK 11: The Christian and Love Part 1 THE 5 LOVE LANGUAGES- Physical touch \- Quality time- Word of affirmation- Receiving gifts- Act of service   Love is one of the greatest of all the Christian values, because it is the very nature of God. It is an unselfish, sacrificial love that gives of itself without expecting anything in return. Love is a core Christian value. Love is what motivates us to help others, to forgive, and to show compassion. Love is at the heart of everything we do as Christians. It is what drives us to be better people. WEEK 12: The Christian and Love Part 2 3 KINDS OF LOVE (1 Corinthians 13:1-13) \- Whereas in English we have one word to express all kinds of love, in Greek there are four different words for love. Let's take a quick look at those words. - We'll combine two of them with related meanings into one category, differentiating three distinct kinds of love. - Then we'll affirm three significant life truths that arise from our understanding of the different kinds of love. 1\. Eros refers to physical or sexual love.-The word eros was commonly used in the Greek-speaking world of New Testament times. The word itself is not found in the pages of the New Testament. The concept of physical love, however---expressed in the context of marriage---is found and affirmed in the New Testament (see 1 Cor. 7:5; Heb. 13:4). 2\. Philos means warm affection or friendship.- Philos was commonly used with reference to friendships or family relationships. For example, it was used in Matthew 10:37 to indicate love for father and mother or son and daughter. Philos was the word used of Jesus' love for His friend Lazarus (John 11:3,36) and His love for His disciple (John 20:2).- A related word, storgē, means "family devotion." Storgē is not a common word in the New Testament. In Romans 12:10, it is compounded with philos (philostorgoi) and can be translated "devoted" or "brotherly affection" 3\. Agapē is the sacrificial, unconditional love of God.- In the New Testament, agapē is the highest form of love. But outside of the New Testament, the word was rarely used. Prior to New Testament times, agapē did not carry any special significance as a higher kind of love. Thus, it's the New Testament understanding of the unique nature of God's love---not the word's usage in the Greek-speaking world of the first century---that gives the word agapē its special meaning.- Agapē is the word that describes God's love in John 3:16, "God loved the world in this way..." We are commanded to love God (Matt. 22:37) and love one another (John 13:34) with agapē love. Agapē is the word for love used in 1 Corinthians 13. 3 LIFE TRUTHS ABOUT LOVE1. To say that agape love is the highest form of love is not to say other kinds of love are insignificant or trivial.- God created sexual love (eros) to be expressed in marriage between husbands and wives. He also created us to be connected to friends (philos)---to live in community. - We are not trivializing these other kinds of love by saying agapē is the highest form of love. We want to affirm romantic love and friendship love as significant and meaningful. 2\. All genuine love comes from God because God is love.- A biblical definition of love must start with God. Whether that love is romantic---between husband and wife---or the bond between friends, love that is genuine comes from God because "God is love" (1 John 4:16). - If God is love, then we love others best by loving Him most. 3\. Followers of Christ are to be known by the way they love.- Jesus commanded His followers: "A new commandment I give unto you, That ye love one another; as I have loved you, that ye also love one another. By this shall all men know that ye are my disciples, if ye have love one to another." (John 13:34-35, ). - The word Jesus used for love is the verb form of agapē. The pattern of our love is "as I have loved you." In other words, we are to be known by our self-giving, sacrificial, unconditional love for one another. Paul, in 1 Corinthians 13, describes what such love looks like, practically speaking. LOVE IS AN ATTRIBUTES OF GOD \- The Love of God is one of the greatest attribute of God.- The very nature of the personality of God is to love.- The Love of God is a boundless and infinite as God himself.- There is no such thing as finding where he love of God ends.- God is not exclusive in His Love.- God loves the whole world. The WRONG use of LOVE.\ - The wrong use of love typically refers to situations where the concept of love is leading to negative or harmful outcomes.LOVE THE WORLDLOVE OF MONEYLOVE THE WORLD (1 John 2:15-17)"Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him.""For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world.""And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." LOVE OF MONEY (1 Timothy 6:9-10)"But they that will be rich fall into temptation and a snare, and into many foolish and hurtful lusts, which drown men in destruction and perdition.""For the love of money is the root of all evil: which while some coveted after, they have erred from the faith, and pierced themselves through with many sorrows." The RIGHT use of LOVE.The right use of love typically refers to situations where the concept of love is leading to positive outcomes.PUT GOD FIRST. LOVE YOUR NEIGHBOUR.PUT GOD FIRST. "And thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind, and with all thy strength: this is the first commandment." Mark 12:30"But seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you." Matthew 6:33 LOVE YOUR NEIGHBOUR."And the second is like, namely this, Thou shalt love thy neighbour as thyself. There is none other commandment greater than these."Mark 12:31"And let none of you imagine evil in your hearts against his neighbour; and love no false oath: for all these are things that I hate, saith the Lord." Zechariah 8:17 "But I say unto you, Love your enemies, bless them that curse you, do good to them that hate you, and pray for them which despitefully use you, and persecute you;" Matthew 5:44 WEEK 13: The Christian and The Holy Spirit part 1\ Who is the Holy Spirit?- While there is a degree of divine mystery to the nature of the Holy Spirit, He definitely is not a bundle of warm feelings or good memories. Neither is He a vague cosmic force.- In this lesson, you will study biblical evidence proving that the Holy Spirit is a real person who loves and cares for you. You will also discover why He came and how He can make a difference in your life.- The Holy Spirit is a person, the third person of the Trinity: Father, Son, and Holy Spirit. He is not a vague, ethereal shadow, nor an impersonal force. - He is a person equal in every way with the Father and the Son. All the divine attributes ascribed to the Father and the Son are equally ascribed to the Holy Spirit. 1\. Personality (a person) is composed of intellect, emotions, and will. In I Corinthians 2:11, what indicates that the Holy Spirit has intellect? What evidence do you observe in Romans 15:30 that the Holy Spirit has emotions? How does the Holy Spirit exercise His will as recorded in I Corinthians 12:11? 2. Find the word that describes the nature of the Holy Spirit in each of the following references. (John 16:13, Romans 8:2, Hebrews 10:29, Romans 1:4)3. What is His function, or role? (John:14:16,26, I Corinthians 3:16, John 16:13-14, Acts 1:8)4. What specific actions does the Holy Spirit perform? (Acts 13:2, Acts 8:29, Romans 8:14, John 16:7-8, Romans 8:26, II Thessalonians 2:13)5. What are His attributes? (Hebrews 9:14, Psalm 139:7, I Corinthians 2:10-11) Why Did He Come?- What is the chief reason the Holy Spirit came? (John 16:14)- What will be the logical result when the Holy Spirit controls your life? How does the diagram below compare \- How does the diagram below compare with your life?  7 benefits of the Holy Spirit1. Revealing God\'s word: The Holy Spirit helps Christians understand the Bible and reveals the meaning of scripture. 2. Convicting of sin: The Holy Spirit can convict people of sin and righteousness before it happens. 3. Providing hope and peace: The Holy Spirit can provide hope and peace during difficult times. 4. Giving strength: The Holy Spirit can give people strength and endurance during trials. 5. Providing power over temptation: The Holy Spirit can provide power over temptation. 6. Giving understanding of God\'s Word: The Holy Spirit can provide understanding of God\'s Word. 7. Calling people to salvation: The Holy Spirit can call people to salvation. WEEK 15: The Christian and The Prayer\ The Purpose of Prayer- Jesus set the perfect example of obedience in prayer. \- Although His day was filled from morning to night with many pressures and responsibilities \-- addressing crowds, healing the sick, granting private interviews, traveling, and training His disciples \-- He made prayer a top priority. If Jesus was so dependent upon His fellowship in prayer alone with His Father, how much more you and I should spend time alone with God.- The lives of the disciples and other Christians who have been mightily used of God through the centuries to reach their world for Christ all testify to the necessity of prayer. They are examples of obedience to our Lord\'s command to pray.- Someone has wisely said, \"Satan laughs at our toiling, mocks our wisdom, but trembles when he sees the weakest saint on his knees.\" Prayer is God\'s appointed way of doing God\'s work.- This lesson will help you understand why prayer is so important to our Christian life. Study the lesson carefully, taking time to meditate and apply the principles you will learn.**-** Because the Father, Son, and Holy Spirit work in perfect unity and harmony, each has a specific role in our prayers. The writer of the book of Hebrews said, \"Let us therefore come boldly (with confidence) unto the throne of grace, that we may obtain mercy, and find grace to help in time of need.\" (Hebrews 4:16)- But how do we approach the most powerful presence in the Universe? Do we pray directly to Him? Do we pray to Jesus Christ and ask Him to present our needs to the Father? How can we even approach such a holy God with boldness?- In this lesson you will learn why all three persons in the Godhead are active in our prayers and why each person performs a separate, but interconnecting role. To Whom Do We Pray?1. According to Matthew 6:6, to whom should we pray?2. From the following passages, give general reasons for your answer: I Chronicles 29:11-2, Matthew 6:9, John 16:23.3. Meditate on the principles contained in the following excerpt from How to Pray by R.A. Torrey: WEEK 16: A Guide to Effective Daily PrayerA Guide to Effective Daily Prayer- Effective prayer cannot be reduced to a magic formula. God does not respond to our requests because we have the right ritual. He is more interested in our hearts than in our words. John Bunyan, author of Pilgrim\'s Progress, said, \"In prayer it is better to have a heart without words than words without a heart.\"- God\'s Word does, however, give us certain basic elements that, when included in our communication with God, will enable us to receive His answers to our prayers. In this lesson we will consider a simple guide that you can use in your daily devotional time:AdorationConfessionThanksgivingSupplication-The guide can easily be remembered by the first letter of each word: ACTS. Adoration- Why should we praise God? (Jeremiah 32:17, I John 4:10, Philippians 1:6)- What is the best way for you to show your gratitude toward God, and your faith and trust in Him in all circumstances? (Philippians 4:6) What would you conclude that God expects of us? (I Thessalonians 5:16-18)- How do you communicate your adoration to God? Confession- Read Isaiah 59:1-2. What will hinder fellowship with God?- Psalm 51 was David\'s prayer after he had fallen out of fellowship with God. What did David conclude that God wanted of Him? (Psalm 51:6,16-17)- Read Psalm 32:1-7. What was David\'s observation about confession? What was his obeservation about not confessing his sin? (Verses 3 & 4)- What should you do when you find that your fellowship with God is broken? (I John 1:9) What sin in your life is keeping you from fellowship with God? How do you deal with that sin? Thanksgiving1. Let us never be guilty of being ungrateful to God. How often should we give thanks? (Hebrews 13:15) For what should we praise Him? (Ephesians 5:20) Why? (I Thessalonians 5:18)2. What about a situation that seems adverse? (Romans 5:3-4)3. How do you practice thankfulness when you pray? As you go about your daily life?4. Make a list of each problem, disappointment, heartache, or adversity that concerns you. Begin to thank God for each one. Doing so demonstrates your trust in Him. Supplication1. Intercession. An example of intercession is provided in Colossians 1:3. What was Paul\'s prayer for the Christians of Colosse?- Many times our efforts in leading people to Christ are fruitless because we forget the necessary preparation for witnessing. The divine order is to first talk to God about men, and then talk to men about God. If we follow this order, we will see results. Prayer really is the place where people are won to Christ; witnessing is just gathering in the results of prayer. As you meditate on the above, list the requests you can make to God for Christians and non-Christians.2. Petition. Why should we expect God to answer our prayers? (Matthew 7:9-11, Romans 8:32)According to Psalm 84:11-12, what has God promised to do?What part does belief have in our prayers? (Mark 11:24, James 1:6-7)Faith is necessary, what else? (Matthew 6:9-10, I John 5:14-15)3. Why will God not answer some prayers? (James 4:3) How does this relate to your prayer life?4. Explain II Corinthains 12:7-10 in light of Romans 8:28. What does this teach us about apparently unanswered prayer?