Reviewer Pathfit PDF

1| P a g e REVIEWER PATHFIT fitness a nd w ell-being of stu de nts or individu a l. PHYSICAL EDUCATION...

1| P a g e REVIEWER PATHFIT fitness a nd w ell-being of stu de nts or individu a l. PHYSICAL EDUCATION - P h ysica l ed uc a tion is pro ce ss of le a rning - C om m o nly know n a s PE , is a fie ld th a t a nd pra cticing p hy sica l a ctivities a nd fo cu se s on im pro ving he a lth a nd fitness ex erc ise tha t a re intende d to e nh a nc e th rou gh e xe rcise , sports, ga m e s, a nd o th er ph ysica l fitness, m o tor skills, co ordina tion, ph ysica l a c tiv itie s. a nd o ve ra ll h e a lth a nd w ell-b eing. - It a im s to pro vide ind iv idu a ls w ith th e THE SIGNIFICANCE OF PHYSICAL EDUCATION know led ge, a bilities a nd e xp erience nee de d to enga ge in ph ysic a l a ctivity. - P h ysica l ed uc a tion is not ju st ru nning a rou nd - P E inclu de s fitness, h ea lth , and m oto r skills a nd play ing ga m es. It pla ys a v ita l role in rela ted ex erc ise p rom ote soc ia l a bilities, enh a ncing ov era ll w e ll-be ing, both p h ysica lly le a dersh ip, tea m w ork a nd spo rtsm ansh ip. It a nd m e nta lly. co m m only offe red in sch oo l, colleg e, - It contribu tes to im pro ve d ca rdiov asc u la r u niv ersities a nd fitne ss c enters. fitness, inc rea se d m u scu la r stre ngth , a nd - P h ysica l edu c a tion is a su bjec t or field end u ranc e, th ere by prom o ting ph ysic a l inv olv es ph ysic a l a c tiv itie s a nd e xe rcises, h ea lt h. w ith goa l of im pro ving th e p hy sica l h ea lth , THE FOUNDATION OF PHYSICAL EDUCATION ▶ The e xa m ine s th e so cia l a nd cu ltu ral fa cto rs th a t influ enc e ph ysic a l ac tiv ity a nd spo rts pa rticip at ion. ▶ The inc lu de s m oto r be h av io rs biom ec h anics, a nd ex erc ise ph ysiology. ▶ The focu se s o n te ac h ing a nd lea rning princip les, cu rricu lu m d ev elo pm e nt, a nd instru c tion d esig n. TO ESTABLISH A HIGH-QUALITY PHYSICAL EDUCATION PROGRAM, A STRONG PEDAGOGICAL FOUNDATION IS ESSENTIAL. THE PE CURRICULUM AT DIFFERENT LEVELS : b u ild on prev iou s know led ge a nd skills ; enh a nce fitness, h ea lth, a nd introd u ces spo rts p sych o logy , b iom e ch a nics, a nd spo rts/recre a tion : Foc u ses o n sex stra nd m oto r sport skills, h e a lth a nd fitness, sp ort re la ted va lue s a nd a ttitu d e, sa fe ty kno w le dge a nd pra ctice, know ledg e of m ov em ent, a nd a e sthe tic se nsitiv ity. It a lso e m ph a siz es co m m unica tio n, c olla bora tio n, crea tivit y, a nd c ritica l th inking skills, w hich a re e ssentia l for th e stu d ents pe rsona l a nd p rofessio na l gro w th. THERE ARE 8 SUBDISCIPLINE ▶ - th is is th e stu dy o f ho w ex a m ined. Th e go a l is to u nde rsta nd th e ir th e body resp ond to ph ysic a l a ctivity a nd im p ac t on a thletic p erfo rm a nce. ex erc ise , inc lu ding e ne rgy m eta bo lism. ▶ - th is su b disc ipline stu dies ca rd iov a scu la r fu nctio n, a nd neu ro m usc u la r h ow th e ne rvo us system c ontrols a nd fu nc tion. co ordinat es m ov em e nt, includ ing m o tor ▶ - th is su bd isc ipline de ve lop m ent, le a rning, a nd co ntrol. inv olv es th e a na lysis of th e ph ysic s a nd ▶ - th is su bd iscipline ex plo re m ec h a nics of hu m a n m otio n in sp orts a nd eth ica l, m o ral a nd soc ia l issu e re la ted to ph ysica l a c tiv itie s. Th e focu s is on im prov ing spo rts, su c h a s th e ro le of sp ort in so cie ty pe rfo rm anc e a nd pre ve nting inju ries. a nd th e na tu re o f com p etition. ▶ - Psyc h olo gic a l fa ctors like ▶ - th is su bdiscip line stu dies th e m otiva tio n, a nxiety. and c onfidenc e a re h isto rica l de ve lop m ent a nd ev olu tio n o f 2| P a g e spo rts a nd ph ysica l a c tiv itie s, a nd h ow the y issu e s like socia l ineq u a lity, so cia l c oh e sion, h a ve be en sh a pe d by soc ia l, c ultu ra l, a nd a nd so cia l ch a nge. po litica l fa cto rs. ▶ - stu dies e ffec tiv e ▶ - th e so cia l c u ltu ra l tea c h ing a nd le a rning stra teg ies for ph ysic a l dim ension of sport is a na lyz ed , inclu d ing a ctivit ies, w ith fo cu s o n e nha nc ing th e qu a lity of ph ysic a l ed uc a tion. The Components of Physical Education: Health and Wellness Education: Foc us on nu trition, sle ep , a nd stre ss m a na gem e nt. Physical Activity: Inclu d es ind iv idu a l and tea m sp orts to pro m ote fitne ss. Motor Skills Development: Enh a nce s ba la nce , c oord ina tion, a nd a gility. Fitness Assessment: E va lu a te s fitne ss le ve ls a nd a rea s for im prov em e nt. Safety and Injury Prevention: T e a ch es prop er e qu ip m e nt u sa ge a nd risk m itig a tion. Teamwork and Social Skills: Enc ou ra ge s co ope ra tion th ro u gh gro u p a c tivities. Lifelong Physical Activity: A im s to instill long-term a ctiv e lifestyles. LEGAL FRAMEWORK ▶ The em ph a siz es yo uth de ve lop m ent th rou gh ph ysica l, m ora l, a nd intellec tu a l w e ll-be ing, p rom oting e du ca tio n a nd sp orts. ▶ m and at es th e pro m o tion of ph ysic a l e du ca tio n, spo rts pro gra m s, a nd c om pe titio ns to ensu re a h ea lth y citize nry. ▶ The re qu ire s a ll sch oo ls to im ple m ent a ph ysica l e du c ation p rogra m. ▶ The pro vid es g u ide line s fo r tertia ry-lev el ph ysic a l e du ca tion pro gra m s, spe cific a lly the P A T H FIT initia tive. PATHFIT AND PHYSICAL EDUCATION DIFFERENTIATION PATHFIT: A h o listic fitness prog ram foc u sed on e xe rcise, nu trition, a nd life style. Physical Education: A n a ca d em ic su bjec t th a t te a ch es fitne ss a nd h e a lth skills. PATHFIT 1 Rules: The ABCs of Physical Activities Towards Health and Fitness 3| P a g e 4| P a g e PHYSICAL FITNESS: LESSON 2 is th e b ody's a b ility to pe rfo rm ph ysica l a ctivities w ith ou t ex ce ssiv e fa tig ue. It inclu d es h ea rt h ea lth , m u scle st rength , fle xibility, a nd c oord ina tion. Reg u la r e xe rcise, a h ea lthy diet, goo d slee p, a nd st ress m a na gem e nt a re key to m a inta ining fitne ss, w h ile gene tics, lifestyle, a nd a ge also p la y a ro le. A h olistic ap proa c h co m bining ph ysica l fitne ss w ith w ellness p ra ctic es lea d s to b ette r ov era ll h ea lth a nd qu a lity o f life. Physical fitness can be divided into two types: health-related and motor-skill-related fitness. Health-related fitness inclu de s five c om po ne nts: 1. : A bility of th e c ircu lat ory a nd re spirato ry system s to su pply o xyg en to m u scles d uring p rolo ng ed a ctiv ity. 2. : A b ility of a m u scle o r gro u p o f m u sc les to m a inta in repe a ted contra c tions ove r tim e. 3. : A bility o f a m u sc le or g rou p of m usc le s to prod uc e m a x im a l forc e ag a inst re sista nce. 4. : R at io o f b ody fa t to le a n bo dy m a ss. 5. : Ex tent to w h ich a joint or set o f jo ints ca n m o ve. T h ese co m p onents a re e ssentia l fo r go od h e a lth , disea se pre ve ntion, a nd im prov ed qu a lity of life. Motor-skill-related fitness co nsists o f six c om po nents: 1. : A bility to m o ve qu ic kly in a new direction. 2. : A b ility to m ainta in sta bility w h ile sta tio na ry or in m otio n. 3. : A bility to h a rm oniz e m o ve m ents of v a riou s b ody pa rts. 4. : A b ility to gene ra te m a x im u m force in a brie f period. 5. : A b ilit y to rea ct qu ic kly to a stim u lu s. 6. : A bility to m o ve sw iftly or c ov er a d ista nce ra pidly. A c c o rd in g to th e W o rld H ea lth O rg a n iz a tio n ( 1 9 4 8 ), is d e fin e d a s a s ta te o f c o m p le te p h ys ic a l, m en ta l, a nd s o c ia l w ell-b e ing , n o t m e rely th e a b s en c e o f d is ea s e o r w ea k n e s s. T h is d efin itio n h ig h lig hts th e h o lis tic n a tu re o f h e a lth , e n c o m p a s s in g va rio u s a s p ec ts o f a n in d iv id u a l's life. The Three Components of Health ▶ inv o lv es ta k in g c a re o f yo u r b o d y th ro u g h reg u la r ex erc is e , g o o d n u tritio n , p ro p e r res t, a n d a v o id in g h a rm fu l s u b s ta n c e s. ▶ f o c u s e s o n m a in ta in in g e m o tio n a l w e ll-b ein g , m a n a g in g s tres s , a n d s e ek in g s u p p o rt w h e n n e ed ed. ▶ is a b o u t ha v in g p o s itive re la tio n s h ip s a n d a s e n s e o f b elo n g ing to a c o m m u n ity. 5| P a g e Practicing Healthful Behaviors 1. Stay active w ith reg u la r ex erc is e to k e ep yo u r h e a rt h ea lth y a n d m a in ta in s tro n g m u s c les a n d b o n es. 2. Eat a balanced diet f u ll o f fru its , v eg eta b le s , w h o le g ra in s , lea n p ro tein s , a n d h e a lth y fa ts to n o u ris h yo u r b o d y w ith e s s en tia l n u trie n ts. 3. Get 7-9 hours of quality sleep e a c h n ig h t to rec o v er p h ys ic a lly a n d m en ta lly, a n d b o o s t yo u r en e rg y lev els. 4. Stay hydrated b y d rin k in g e n o u g h w a ter to s u p p o rt p ro p er b o d ily fu n c tio n s. 5. Manage stress w ith m in d fu ln es s p ra c tic es s u c h a s m e d ita tio n , d ee p b re a th in g , o r yo g a to red u c e s tres s a n d im p ro ve yo u r m e n ta l w ell-b e ing. 6. Avoid harmful substances s u c h a s s m o k in g , e xc es s iv e a lc o ho l, a n d d ru g s to p ro te c t yo u r b o d y a n d m ind. 7. Get routine check-ups to d e te c t a n y he a lth is s u es e arly a n d tak e p rev en ta tiv e m ea s u res. 8. Prioritize your mental health b y s ee k in g h elp if n ee d e d a n d e ng a g in g in p o s itive a c tiv itie s lik e h o b b ie s o r s p en d in g tim e w ith lo ve d o n e s. 9. Maintain good hygiene b y w a s h in g yo u r h a n d s reg u la rly to p re ve n t in fe c tio n s. 1 0. Build positive relationships fo r a s en s e o f b elo n g in g a n d s u p p o rt. 1 1. Protect your skin from the sun w ith s u n s c re en a n d p ro te c tive c lo th in g to p rev en t s k in d a m a g e a n d red u c e yo u r ris k o f s k in c a n c e r. 1 2. Follow safety guidelines d u rin g p h ys ic a l a c tivitie s to p rev en t in ju ries a n d s ta y s a fe. 1 3. Practice mindful eating , p a yin g a tte n tio n to h u n g er a n d fu lln e s s c u es to red u c e o ve rea tin g a nd im p ro ve d ig e s tio n. 1 4. Limit screen time , e s p e c ia lly b efo re b e d tim e , fo r b e tte r s lee p q u a lity a n d re d u c e d e ye s tra in. 1 5. Stay active in daily routines, s u c h a s w a lk in g o r c yc lin g s h o rt d is ta n c e s , to in c re a s e yo u r p h ys ic a l a c tiv ity lev els. 1 6. Volunteer and engage in charitable activities fo r a s e n s e o f p u rp o s e a nd to g ive b a c k to yo ur c o m m u n ity. 1 7. Maintain personal hygiene b y b a th in g reg u la rly a n d ta k in g c a re o f yo u r tee th a n d g u m s. 1 8. Reduce your intake of sugary drinks a n d c h o o s e w a ter o r n a tu ra l ju ic es in s tea d to lo w e r yo u r ris k o f o b e s ity a n d o th e r h e a lth is s u es. 1 9. Challenge your mind w ith p u z zle s , re a d in g , o r le a rn in g n e w s k ills to s ta y s h arp a n d im p ro v e yo u r c o g n itive a b ilitie s. 2 0. Encourage positive self-talk , fo s terin g c o n fid e n c e a n d re d u c in g s tres s. Risk Behaviors refe r to a c tio n s th a t h a v e th e p o te n tia l to c a u s e h a rm to o ne ’s he a lth a n d w ell-b ein g. E x a m p les o f s u c h b eh a v io rs in c lu d e s u b s ta n c e a b u s e , re c k le s s d riv in g , u n p ro te c ted s ex , p o o r n u tritio n , la c k o f p h ys ic a l a c tiv ity, s e lf-h a rm , v io len c e, ris k y s ex u a l b e h a vio rs , in tern et a d d ic tio n , a n d ex c e s s ive g a m b lin g. Health Literacy refe rs to a n in d ivid ua l's a b ility to eff ec tiv ely u n d ers ta n d , in terp ret, a n d u s e h e a lth -re la te d in fo rm a tio n to m a k e in fo rm ed d ec is io n s a n d ta k e a p p ro p ria te a c tio n s reg a rd ing th e ir h ea lth (N utb ea m , 2 0 0 0 ). It en c o m p a s s es a ra n g e o f s k ills , in c lu d in g rea d in g , w ritin g , n u m era c y, a n d c ritic a l th in k in g , a ll o f w h ic h a re n ec e s s a ry to a c c e s s a n d c o m p re h en d h e a lth -re la ted m a teria ls. 6| P a g e 1. : T h e a b ility to c ritic a lly a n a lyz e h ea lth in fo rm a tio n , d is tin g u is h in g b etw ee n relia b le s o urc es a n d m is in fo rm a tio n. 2. : T h e c a p a c ity to e xp re s s h ea lth c o n c ern s , p o s e relev a n t q u es tio n s to h ea lth c a re p ro vid e rs , a n d c le arly c o m m u n ic a te tre a tm e n t p re feren c es. 3. : T a k in g re s p o n s ib ility fo r th e ir h e alth ed u c a tio n b y p e rs is ten tly s eek in g in fo rm a tio n to m a k e w ell-in fo rm ed d ec is io n s a b o u t p ers o n a l w ell-b e in g. 4. : T h e a b ility to a s s e s s va rio u s h ea lth c a re o p tio n s a n d m a k e k n o w led g e a b le c h o ic e s b a s ed o n a n u n d ers ta n d in g o f p o ten tia l ris k s a n d b en e fits. 5. : T h e c o n fid en c e to a d v o c ate f o r th e ir h ea lth n e ed s , s ee k s u ita b le c a re , a n d v o ic e c o n c e rns in h ea lth c a re s ettin g s. 6. : R ec o g n iz in g th e im p a c t o f c u ltu ra l b e lie fs a n d p ra c tic e s o n h ea lth a n d h ea lth c a re, trea tin g d iv ers e p e rs p e c tiv es w ith res p ec t a n d a n o p en m in d. 7. : E m b ra c in g th e p u rs u it o f n ew h ea lth in fo rm a tio n a n d a d v a n c e s in th e field , u p d a tin g k n o w le d g e fo r b e tte r h e a lth d e c is io n s. 8. : B ein g a w a re o f a n d a c tiv ely en g a g in g in a c tiv ities th a t p ro m o te p e rs o n a l w e ll-b ein g a s w ell a s th e w elfa re o f th e w id e r c o m m un ity. Global Recommendations on Physical Activity for Health T h e W o rld H e a lth O rg a n iza tio n (W H O ) p ro vid es g u id e lin e s o n p h ys ic a l a c tivity le ve ls fo r d ifferen t a g e g ro u p s to p rev en t n o n -c o m m u n ic a b le d is e a s es lik e h ea rt d is e a s e, c a n c e r, a n d d ia b e te s. T h es e rec o m m e n d a tio n s a d d re s s th e g ro w ing is s u e o f p h ys ic a l in a c tivity, w h ic h is th e fo urth le a d in g c a u s e o f d e a th g lo b a lly. Key Recommendations by Age Group: 1. Ages 5-17: o At least 60 minutes o f m o d e ra te to v ig o ro u s p h ys ic a l a c tiv ity d a ily, w ith vig o ro u s a c tivities in c lu d e d a t le as t 3 times per week. 2. Ages 18-64 : o At least 150 minutes o f m o d era te -in te n s ity o r 75 minutes o f v ig o ro u s -in te ns ity a ero b ic a c tivity w e ek ly, o r a n eq u iv a len t c o m b in a tio n. o A c tiv ities s h o u ld b e in b o u ts o f 10 minutes o r m o re. o F o r a d d itio n a l h ea lth b en e fits , a im f o r 300 minutes o f m o d era te -in ten s ity o r 150 minutes o f v ig o ro u s -in te n s ity a c tivity w e ek ly. o In c lu d e m u s c le-s tren g th en in g a c tivitie s o n 2 or more days per week. 3. Ages 65 and above : o F o llo w th e s a m e g u id e lin e s a s a d ults (1 8 -6 4 yea rs ). o E n g a g e in b a la n c e-e n h a n c in g a c tivities o n 3 or more days per week if m o b ility is p o o r. o P erfo rm m u s c le-s tren g th e n in g ac tiv itie s o n 2 or more days per week. o B e p h ys ic a lly a c tive a s a b ilities a n d h ea lth c o n d itio n s a llo w. Wellness is a h o lis tic c o n c e p t th a t en c o m p a s s e s p h ys ic a l, m en ta l, an d s o c ia l w ell-b e in g. It in v o lv es a c tive ly e n g a g in g in h e a lth y b e h a vio rs a n d m a k in g c h o ic e s th a t en h a n c e o v era ll q u a lity o f lif e. P rio ritizin g w elln es s c an lea d to a fu lfillin g life , a s it a ffec ts o u r e m o tio n s , b e ha v io r, a n d rela tio n s h ip s. K ey p ra c tic es fo r a c h ie vin g o p tim a l w e lln e s s in c lu d e reg u la r ex erc is e , h ea lthy e a tin g , s tres s m a n a g em e n t, a n d s o c ia l c o n n e c tio n s. 7| P a g e The Nine (9) Dimensions of Wellness T h ere a re nine d im ensio ns of w e llne ss: e m o tiona l, env ironm enta l, fina nc ia l, inte lle ctu a l, occ u pa tio na l, spiritu a l, ph ysica l, so cia l, a nd se xu a l. L et u s define ea c h dim e nsion a nd dete rm ine w h a t distingu ish e s it: 1. : Inv olv es u nde rsta nding a nd m a na ging you r e m otio ns, de ve lop ing re silience , a nd see king su pport w h en ne ed ed. 2. : Enta ils being a w a re of th e env ironm enta l im pa c t of yo ur a ctio ns a nd ta king step s to red uc e you r e cologica l foo tprint. 3. : Inv olve s m a nag ing y ou r fina nces effe ctiv ely, sa ving for th e fu tu re , a nd a v oid ing ex ce ssiv e d eb t or fina ncial stre ss. 4. : E nta ils ke ep ing a n o pe n m ind a s you e nc ou nter new ide a s a nd e xp and ing yo u r know led ge. 5. : Inv olv es finding fu lfillm ent in yo ur w ork or c a ree r a nd a c hiev ing a ba la nce be tw e en w o rk a nd leisu re tim e. 6. : Involve s ta king ca re of you r b ody th rou gh regu la r ph ysic a l a ctivity, h ea lt hy ea ting , a de qu a te slee p, a nd ne ce ssa ry m ed ica l ca re. 7. : Involve s bu ilding a nd m a inta ining h ea lt hy relationsh ips w ith fa m ily, frie nds, a nd co m m unity m em b ers, c ontrib u ting to a p ositiv e socia l e nviro nm ent. 8. : Inv olv es u nd ersta nding a nd respe cting you r ow n se xu a lity a nd sex ua l h ea lth , a s w ell a s eng a ging in co nsensu a l a nd h ea lth y se xu a l relationsh ips. 9. : Enta ils disc ov ering one's life 's m e a ning a nd pu rpo se, d ev elo ping a sense of co nnection to som e thing b igge r th a n one self, a nd liv ing in a cc orda nc e w ith pe rsona l v a lu e s. Wellness Scale The is a n im p orta nt to ol for m ea su ring an indiv id ua l's o ve ra ll w ell-being a cross differe nt a spe cts of h e a lth. It c onsid ers va riou s d im ensio ns o f a pe rson's life , inc lu ding p h ysic al, e m otio na l, soc ia l, inte lle ctu a l, oc cu pa tiona l, a nd spirit ua l a spec ts (M yers, 2 004 ). T h is se lf-a sse ssm e nt h e lps indiv idu a ls ide ntify a rea s of streng th a nd w ea kness, ena bling th e m to set w ellness go a ls a nd d ev elo p perso naliz ed stra teg ie s. B y ta king a pro a ctiv e a pp roa ch to h ea lth , th e W e llne ss S ca le enc ou ra ge s po sitiv e c h a nges tha t ca n le a d to a n im p rove d sense of life sa tisfa ction (M yers, 2 004 ). Re gu la r u se of th is too l a llow s indiv id ua ls to m onitor p rogre ss a nd a dju st st rate gies to a ch iev e a ba la nce d a nd fu lfilling life. 8| P a g e LESSON 3 Body Composition M a inta ining a he a lth y bo dy c om po sitio n is cru c ia l to ove ra ll h e a lth , a nd it sta rts w ith u nderstand ing th e diffe rent tissu e s pre sent in th e b ody. re fe rs to th e v a riou s tissu es in th e b ody, includ ing fa t, m u scle, bo ne, a nd w a ter, a s w ell a s th e rela tiv e a m ou nts o f ea ch. T h is is a n im po rta nt fa c tor in ov era ll h ea lth , as it a ffe cts ph ysica l a p pea ra nc e, m e ta bolism , a nd th e risk o f ch ronic illnesse s. Body fat is ty pic ally d iv ide d into tw o ca te gories: : T his type h elps re gu la te h orm one s a nd p rote ct int erna l o rga ns. : Fou nd in m u sc le tissu e, u nder th e skin, and aro u nd orga ns. N o t a ll type s of b ody fa t a re h a rm fu l; som e a re nece ssa ry for h e alth. w h ich inclu des bo ne s, o rga ns, m u sc les, w a ter, a nd conne ctiv e tissu e, is m eta bo lic a lly a ctiv e a nd u ses c a lories for ene rgy, u nlike bo dy fa t (S co tt, 20 18). A he a lth y b ody c om po sitio n is ch a ra cte riz ed by a m od era te a m o u nt of bo dy fa t a nd a high proportion o f lea n m u scle m a ss. The Importance of Body Composition A n u nh ea lth y b ody c om po sitio n c a n ex ac erb a te ch ro nic d isea se s su ch a s h ea rt disea se, d ia be tes, a nd ob esity. C onv erse ly, a h ea lthy bo dy co m position enh a nces ph ysica l pe rform a nc e, energ y lev els, a nd ov era ll fitness. A h e a lth y bo dy com p ositio n ca n im prov e self-e stee m a nd c onfide nc e. U nde rsta nding bo dy co m position pro vid es insig h ts int o ho w a p erso n's bod y is respo nding to th e ir nu tritio n a nd e xe rcise h ab its. By c om pre h ending th e ir bo dy com p osition, indiv id ua ls c a n m a ke inform e d de cisions a bo u t th eir diet a nd ex erc ise rou tines to a c h iev e the ir desired goa ls. Factors Affecting Body Composition 1. : Y ou r ge netics c a n sig nific a ntly im pa ct you r m u sc le m a ss a nd b ody fa t distribu tion. S om e indiv id ua ls m a y be pre dispo sed to g aining m u scle m o re e a sily, w hile oth ers m a y store fa t differently. 2. : A s y ou ag e, you r bo dy na tu ra lly lo ses m u scle m a ss a nd b one de nsity, w h ic h ca n lea d to a h ig h er pe rce ntag e of bod y fa t. 3. s: H o rm ona l d ifference s c an a ffect bo dy c om po sitio n be tw ee n m en a nd w o m en, w ith w om en typica lly h a v ing a h igh er p erce nta ge o f bod y fa t. C ondit ions like an u nde ra ctiv e th yroid ca n a lso a lter bod y c om position. 4. : Y ou r die t, e xe rcise, a nd sleep p a tterns significa ntly influ enc e bod y c om po sitio n. Ea ting a w e ll-ba la nc ed diet a nd m a int aining a n a ctive life style c a n h e lp you lose b ody fa t a nd ga in le a n m u scle m a ss. C onve rsely, a sed enta ry life style com b ined w ith a d iet high in p roce ssed fo ods, a d ded su ga rs, a nd u nh ea lth y fa ts c a n lea d to incre a sed bod y fa t and de cre a sed m u sc le m a ss. 5. : T h ese ca n lea d t o c ha nge s in body co m position, a s d ecrea sed ph ysic a l a ctivit y often a lters h o rm o na l ba lanc e. 6. : C hronic stre ss a nd po or slee p ca n a ffe ct h orm ona l le ve ls and m e ta bolism , fu rth er influ enc ing b ody com p osition. Body Fat Percentage re fe rs to th e p erc enta ge of b ody w eig h t tha t is m ad e u p o f fa t (a dip ose tissu e) in rela tion to tota l b ody w e igh t. It is a cruc ia l m ea su re m ent u sed to e va lu a te a n individ u a l's ov era ll bod y c om po sitio n. U nlike bo dy w eig h t a lone , bo dy fa t pe rce ntag e p rov ide s a m ore a c cu ra te indic a tor o f h e a lth a nd fitne ss. 9| P a g e T h e id ea l b ody fa t perc enta ge va ries ba se d on fa ctors su c h as a g e, ge nder, a nd fitne ss lev el. T ypica lly, a h e a lth y bo dy fa t pe rce nta ge rang es from : Men: 10-20 % Women: 18 -2 8% T h e A m e ric an C o u n c il o n E x erc is e ( A C E ) re c o m m e nd s th e fo llo w in g b o d y fa t p erc en ta g e ra n g e s fo r m en a n d w o m en : Body Fat Percent Norms Women Men Essential Fat 1 0 % to 1 3 % 2 % to 5 % Athletes 1 4 % to 2 0 % 6 % to 1 3 % Fitness 2 1 % to 2 4 % 1 4 % to 1 7 % Acceptable 2 5 % to 3 1 % 1 8 % to 2 4 % Obese O ve r 3 2 % O ve r 2 5 % Methods of Measuring Body Fat Percentage (BFP) If y ou 're lo oking to m e asu re you r bod y fa t p erc enta ge (B FP ), se ve ra l m et ho ds a re a va ila ble tod ay. T h e se m eth o ds a re com m only u sed to h e lp ind iv idu a ls a c h iev e th e ir h e alth a nd fitness g oa ls. H e re a re som e of th e m ost pop ula r m eth od s: 1. : T h is m eth od u ses c a lip ers to m ea su re th e thickness of skinfo lds a t va riou s po ints on th e bo dy. T he se m e a su rem ents are th en inpu t into a n equ a tio n to e stim a te bod y fa t p erc enta ge. W ith a n error m a rgin of only 3% , th is m eth od is q u ite a ccu ra te. 2. ): A low -lev el ele ctric c urre nt is p a ssed th ro u gh th e b ody in th is m eth o d, a nd th e resista nc e to t he cu rre nt is m e a su red. T h e cu rre nt is slow ed d ow n m ore b y fa t th a n by le a n tissu e, w h ic h a llow s fo r th e estim a tion of b ody fa t p erce nta ge. 3. ): T h is m eth od u se s low -do se X -ra ys to m ea su re b one de nsity, fa t m ass, a nd le a n tissu e m a ss. It is c onside red th e m o st a cc u ra te w a y to m ea su re body fa t perc enta ge. 4. : A p erson is w eig he d on la nd a nd th e n a ga in w h en sub m erge d u nd erw a te r in th is m eth o d. T h e d iffere nce in w eig ht is u se d to ca lc u la te bod y de nsity a nd estim a te bo dy fa t pe rce nta ge. 5. : A sm a ll ch a m be r m e a sure s th e a m ou nt o f air d ispla c ed by a pe rson, w h ic h is th en u sed to ca lc u la te body vo lu m e and estim at e b ody fa t p erc enta ge. 6. : T h is m eth od u se s ne a r-infra re d lig h t to pene tra te th e skin a nd m e asu re th e a m ou nt o f ligh t a b sorbe d b y fa t ce lls. T h e e stim a te d bo dy fa t pe rce nta ge is b ase d o n th is m e a su rem ent. Body Mass Index (BMI) Body Mass Index (BMI) is a m eth o d o f ca lc u la ting bod y fa t ba se d on a perso n's w eigh t a nd h eig h t. It is often u tilize d to dete rm ine w h eth e r a perso n is u nde rw eigh t, norm a l w eig h t, ov erw e igh t, o r obe se. T h e B M I is ca lcu la te d by div id ing a perso n's w eig h t in kilog ram s by th e ir h e igh t in m ete rs squ a re d. T h e form u la for BM I is: BMI = weight (kg) / height (m²) B M I ca n be inte rpre ted a s fo llow s: Underweight: B M I be low 18.5 Normal weight: BM I b etw e en 1 8.5 a nd 24.9 10 | P a g e Overweight: B M I be tw e en 25 a nd 2 9.9 Obesity: B M I of 30 or h igh er It sh ou ld be note d th a t BM I is a rou gh estim a te of bo dy fa t a nd m ay not b e a c cu ra te fo r pa rticu la rly a th letic individu a ls o r th ose w ith signific ant m usc le m a ss. BODY TYPE T h e bod y type o f a n ind iv idu a l is influ enc ed by h ow m u sc le m a ss a nd fa t a re distribu ted t hro u gh ou t th eir b ody. S om e ind iv idu a ls h a ve slend er a nd elonga ted bod y struc tu res, w h ile oth e rs posse ss m ore c urv a ce ou s figu res. A dd itio nally, c erta in peo ple m a y stru gg le to g a in w e igh t, w h ere a s oth ers m a y fa c e ch a lle nges in lo sing w eig h t. T h is cla ssific a tion of b ody typ es, know n a s , w a s introdu c ed by p sych ologist W illia m H. S h eldon in th e 194 0s (M cA rdle e t a l., 2 014). S om a totyp es c a tego riz e b odies b ase d o n th eir pro pensit y fo r le a nne ss or fa t stora g e. T h e th re e prim a ry so m a totype s a re a s fo llo w s: 1. : C h a ra cte riz ed by a lea n a nd slende r b uild w ith d iffic u ltie s in g aining w eig h t. 2. : Fea tu ring a h igh e r pro portion of stored fa t, g rea ter m usc le m a ss, a nd e a se in ga ining w e igh t. 3. : Ex h ibiting a n a th letic a nd rob ust p h ysiqu e , t ypic a lly not fa lling into th e c ate go ries o f u nde rw eigh t or ov erw e igh t. Fem a le s e xh ib it dive rse b ody sh a pes influe nce d by fa c tors su c h a s ge netic s, a ge , die t, a nd a c tiv ity lev el. C om m o n fe m ale b ody sh a pes inclu d e: 1. : W eigh t te nd s to a ccu m u la te in t he lo w er h ips and th igh s. 2. : C h a ra cte riz ed by b roa de r sh ou ld ers and a sm a lle r lo w e r bod y. 3. : M a rked by eq ua l h ip and sh ou ld er w idth w ith m inim al w a ist definition. 4. : B oth th e u ppe r a nd low e r h a lv es o f the bo dy are e qu a lly broa d , w ith a narrow e r w a ist. 5. : Fe atu re s narrow e r u p per a nd low e r bod y ha lve s, w ith w e igh t co ncentra te d in th e c h est a nd a bd om en a re a s. Factors Influencing Body Types: B ody sh a p e is a ffe cte d by g enet ics, se x, a nd a g e, w h ic h dic ta te ske let al stru ctu re , fa t distribu tio n, a nd w eigh t tend encies. H orm ona l diffe rence s b etw e en m a les a nd fe m a les a lso pla y a role , a s d o a g e-relat ed ch a nges in h orm one le ve ls a nd m eta b olism. D ie t a nd ph ysica l a c tivity signific a ntly im p ac t bo dy co m position, w ith ba la nce d ea ting a nd regu la r ex erc ise being c ruc ia l for m a inta ining a h ea lth y b ody sh a pe. Tips to Improve Body Image: M a ny indiv id ua ls fee l pre ssu re to c onform to a n "ide a l bod y" sh ap e, w h ich ca n le ad to discom fort w ith th e ir a pp ea ra nce. It's im p orta nt to u nd ersta nd th at no sing le bod y sh a pe is ide al; foc using o n h ea lth is m ore be neficial. NOTE: I summarized this reviewer in my own method. There are other topics that might not be included here. Goodluck and Padayon! 11 | P a g e