COURSE OUTLINE IN P.

E 1 MOVEMENT ENHANCEMENT

Course Code : P.E 1

Course Title : Movement Enhancement
Course Credit : 2 unts/2 hrs./wk
Pre-requisite : None

PRELIM - MIDTERM

CHAPTER 1: WELLNESS
Lesson 1: Eight Dimensions of Wellness
Lesson 2: Fitness Concepts

CHAPTER 2: EXERCISE PRESCRIPTION AND TRAINING PRINCIPLES

Lesson 3: Exercise Prescription
Different Training Principles
Lesson 4: Locomotor and Non-Locomotor Movement

CHAPTER 3: EVALUATING PHYSICAL FITNESS

Lesson 5: Physical Fitness
Lesson 6: Evaluating Physical Fitness

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 PREFACE

Physical Education is an essential part of the holistic education process of all students and
it is that phase of the General Education (GE) program that contributes to the total growth and
development of each student primarily through movement activities and exercises.
Our current way of life does not provide the human body with sufficient physical activity
to enhance or maintain adequate health. Moreover, many present lifestyle patterns are such a
serious threat to our health that they actually increase the deterioration rate of the human body and
often lead to premature illness and mortality. (Hoeger, W. and Hoeger, S. “Principles and Labs for
Physical Fitness”,2015)
One of the biggest challenges that we face in the 21st century is to teach individuals how to
take control of their personal health habits to ensure a healthier, happier, and more productive life.
Teaching for wellness involves teaching individuals’ concepts that will help them develop an
active and positive lifestyle. The information presented in this module has been written with this
objective in mind.
The emphasis of this module is to prepare and motivate all students to engage in activities
in order to promote their health and physical well-being. This module also aims to help students
experience a variety of movement activities, become competent in various motor skills and
movements, and develop an understanding of movement principles.
This module will enable students to become more active and enjoy being active, learn
important fitness and wellness concepts, develop good values and social skills, and maintain a
positive self-image and healthy lifestyle habits. Later on in life, the experiences and insights they
will discover from this physical fitness and wellness literacy could serve them in good stead in
whatever circumstances of life they will find themselves in.

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 CHAPTER 1
LESSON
WELLNESS
1
I. Introduction

Maintaining an optimal level of wellness is absolutely crucial to live a good life. Wellness matters
because everything we do and every emotion we feel relates to our well-being. In turn, our well-
being directly affects our actions and emotions. It’s an ongoing circle. Therefore, it is important
for everyone to achieve optimal wellness in order to subdue stress, reduce the risk of illness and
ensure positive interactions.

II. Learning Outcomes

At the end of this lesson, you should be able to:
• identify the different dimensions of wellness.
• explain the different dimensions of wellness.
• apply the different dimensions of wellness in daily living

III. Learning Activities

Pre-Assessment Activity
Personal Wellness Assessment with 8 Dimensions of Wellness
Circle the number that applies to you for each statement. Then, total up the number for each of the
4 columns. Write the sum of all your totals for each column in the light gray box on the right of
the chart. That number is your score for that dimension.

Most
Rarely,
Some of
PHYSICAL if ever
times the
Always
time
I maintain a desirable weight. 1 2 3 4
I engage in vigorous exercises for over 30 minutes a day
(i.e. brisk walking, cycling) up to 5 times a week and 1 2 3 4
strengthening exercises 2 or more days a week.
I get 7-8 hours of sleep each night and awake feeling
refreshed. 1 2 3 4
I listen to my body; when there is something wrong, I
seek professional advice. 1 2 3 4
I abstain from drug abuse both over the counter (OTC)
and illicit. 1 2 3 4
I responsibly use alcohol. (i.e. designating sober drivers
and avoiding binge drinking). 1 2 3 4
I know my important health numbers: cholesterol, blood
pressure, blood glucose, body weight, etc. 1 2 3 4
I protect my skin from sun damage by using sunscreen,
wearing hats, and/or avoiding tanning booths and sun 1 2 3 4
lamps.

I eat at least 5 servings of fresh fruits and vegetables 1 2 3 4

daily and drink water regularly.

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I protect myself from STDs or unwanted pregnancy by
either abstaining from sexual behavior or using proper 1 2 3 4
protection such as condoms.

Rarely Some Most of

EMOTIONAL if ever times the time Always

I am able to ask for assistance when I need it, from either

friends and family, or professionals. 1 2 3 4
I am able to recognize the stressors in my life and have
ways to reduce those stressors. 1 2 3 4

I accept responsibility for my own actions. 1 2 3 4

I am able to set priorities. 1 2 3 4
I try to avoid chronic worry and I am not usually 1 2 3 4
suspicious of others.
I feel good about myself and believe others like me for
who I am. 1 2 3 4
I am flexible and adapt or adjust to life's challenges in a
positive way. 1 2 3 4
I can express all ranges of feelings (i.e. hurt, sadness,
fear, anger, and joy) and manage related behaviors in a 1 2 3 4
healthy way.
I maintain balance of work, family, friends, and other
obligations. 1 2 3 4
I do not let my emotions get the better of me and I think 1 2 3 4
before I act.
TOTAL

Rarely Some Most of

OCCUPATIONAL if ever times the time Always

I balance work with play and other aspects of my life. 1 2 3 4

I take advantage of opportunities to learn new skills,
which will enhance my future employment 1 2 3 4
possibilities.
I know what skills are necessary for the occupations I
am interested in. 1 2 3 4
I strive to develop good work habits. (Examples:
punctuality, dependability, and initiative). 1 2 3 4
Enjoyment is a consideration I use when choosing a
possible career. 1 2 3 4
I work effectively with others. 1 2 3 4
I am developing the necessary skills to achieve my
career goals. 1 2 3 4
I have confidence in my job search skills (resume
writing, interviewing, etc.). 1 2 3 4
I have explored different career options. 1 2 3 4
I know where to find employment if needed. (job 1 2 3 4
service, online resources)

TOTAL

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 Rarely Some Most of

ENVIRONMENTAL if ever times the time Always

I am concerned about environmental pollution and actively

try to preserve and protect natural resources. 1 2 3 4
If I see a safety hazard, I take the steps to fix the problem. 1 2 3 4
I reduce, reuse, and recycle products. 1 2 3 4

I live with the awareness of wholeness and the 1 2 3 4

interconnectedness of all living systems.

I use both sides of the paper when taking class notes or 1 2 3 4

doing assignments.
I have adopted water saving habits (i.e. I try not to leave
the faucet running too long when I wash dishes, brush my 1 2 3 4
teeth, shave, or bathe).
I participate in campus events that help my community.
(Food drives, fundraisers, planting trees, disaster relief, 1 2 3 4
Habitat for Humanity).

I spend time outdoors enjoying nature. 1 2 3 4

I use ecologically friendly products (i.e. eco-friendly
cleaning supplies, organic products, energy efficient 1 2 3 4
appliances), whenever possible.

I walk, bike, use public transportation or carpool. 1 2 3 4

TOTAL

Rarely Some Most of

SOCIAL if ever times the time Always

I am involved in at least one university or community

group. 1 2 3 4
I plan time with family and friends. 1 2 3 4
I enjoy the time I spend with others. 1 2 3 4
I respect the diversity of others (i.e., race, ethnicity,
religion, gender, ability, or sexual orientation). 1 2 3 4
I give priority to my own needs by saying 'no' to
others' requests of me when applicable. 1 2 3 4
I participate in a wide variety of social activities and
enjoy being with people who are different than me. 1 2 3 4
I try to be a "better person" and work on behaviors that
have caused problems in my interactions with others. 1 2 3 4
I have someone I can talk to about my private
feelings. 1 2 3 4
I consider how what I say might be perceived by
others before I speak. 1 2 3 4
I give and take equally in cooperative relationships. 1 2 3 4

Rarely Some Most of

SPIRITUAL if ever times the time Always

I have a deep appreciation for the depth of life, death and

understanding universal human connection or 1 2 3 4
consciousness.
I recognize that there are many spiritual paths and that
every spiritual tradition recognizes and teaches basic 1 2 3 4
precepts or laws of wise and conscious human conduct

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 while seeking qualities of altruism, optimism, hope and
forgiveness.

I integrate my "spiritual practice" within everyday life of 1 2 3 4

work, family and relationships.
I make time for relaxation in my day. 1 2 3 4
I take time alone to think about what's important in life -
who I am, what I value, where I fit in, and where I'm 1 2 3 4
going.
I have faith in a greater power, be it a God-like force, or
something else. 1 2 3 4
I work for peace in my interpersonal relationships, in my
community, and in the world at large 1 2 3 4
My values guide my decisions and actions. 1 2 3 4
I have a sense of purpose in my life. 1 2 3 4
I am accepting of the views of others. 1 2 3 4
TOTAL

Rarely Some Most of

INTELLECTUAL if ever times the time Always

I seek personal growth by learning new skills. 1 2 3 4

I listen to ideas different from my own and constantly
re-examine my judgments on social, cultural, age,
gender, religion, sexual orientation, race, disability, 1 2 3 4
national origin, ethical, and political issues.

I look for ways to use my creativity and critical thinking 1 2 3 4

skills.
I am open to new ideas. 1 2 3 4
I keep informed about social, political and/or current
issues. 1 2 3 4
I watch educational programs on television every week,
(News, political discussions, documentaries, public TV, 1 2 3 4
or the Discovery channel).
I learn about different topics that interest me from books,
magazines, newspapers, and the Internet. 1 2 3 4
Before making decisions, I gather facts. 1 2 3 4
I know about available campus resources in my area of
study 1 2 3 4
I know how to access academic resources when 1 2 3 4
necessary.

TOTAL

Rarely Some Most of

INTELLECTUAL if ever times the time Always

I always have the money for what I need. 1 2 3 4

I review my bank statements when I receive them. 1 2 3 4
I pay all of my bills on time. 1 2 3 4
I balance or reconcile my bank accounts regularly. 1 2 3 4
I keep my Social Security Card or Number in a secure place. 1 2 3 4
I save part of my income every time I receive any money
(from work, family, gifts, or refunds of any kind). 1 2 3 4
I pay my credit card bill off completely every month. 1 2 3 4

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I check my credit report to look for any errors (TransUnion,
Experian, or Equifax). 1 2 3 4
I follow a spending plan every month. 1 2 3 4
Every time I get a new Debit card I change the PIN
(Personal Identification Number). 1 2 3 4
TOTAL

Personal Wellness Checklist

Write in your scores from each of the dimensions and compare it to the maximum score .

DIMENSION OF MAXIMUM SCORE YOUR SCORE

WELLNESS
PHYSICAL 40
EMOTIONAL 40
OCCUPATIONAL 40
ENVIRONMENTAL 40
SOCIAL 40
SPIRITUAL 40
INTELLECTUAL 40
FINANCIAL 40

Scores of 30-40: Outstanding! Your answers demonstrate that you’re already taking positive steps
in this dimension of wellness. You’re improving your own well-being and also setting a good
example for those around you. Although you achieved a high overall score in this domain, you
may want to check for low scores on individual items to see if there are specific areas you might
want to address. You might also choose to focus on another area where your scores weren’t so
high.
Scores of 20-29: Your behaviors in this area are good, but there is room for improvement. Take a
look at the items on which you scored lower. What changes might you make it improve your score?
Even a small change in behavior can help you achieve better health and well-being.
Scores of 19 and below: Your answers indicate some potential health and well-being risks. Review
those areas where you scored lower and review resources to help you develop and set achievable
goals.

Analysis

Reflect on your answers in the previous activity and answer the following questions.

1. Based on the result of the Personal Wellness Assessment, in which dimensions of wellness
you have to work on to improve?

2. What do you think is the importance of gaining understanding about wellness as a person?

3. Which dimensions of Wellness are you having success in?

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Abstraction
Wellness is an active process of becoming aware of and making choices toward a healthy
and fulfilling life. Wellness is more than being free from illness, it is a dynamic process of
change and growth.
"...a state of complete physical, mental, and social well-being, and not merely the absence
of disease or infirmity."- The World Health Organization "a conscious, self-directed and
evolving process of achieving full potential." - The National Wellness Institute

Eight Dimensions of Wellness

There are eight dimensions of wellness: occupational, emotional, spiritual, environmental,
financial, physical, social, and intellectual. Each dimension of wellness is interrelated with
another. Each dimension is equally vital in the pursuit of optimum health. One can reach
an optimal level of wellness by understanding how to maintain and optimize each of the
dimensions of wellness.

Emotional Wellness
Emotional wellness relates to understanding your feelings and coping effectively with
stress. It is important to pay attention to self-care, relaxation, stress reduction and the
development of inner resources so you can learn and grow from experiences.
Environmental Wellness
Environmental wellness inspires us to live a lifestyle that is respectful of our surroundings.
This realm encourages us to live in harmony with the Earth by taking action to protect it.
Environmental well-being promotes interaction with nature and your personal
environment. Everyone can have a strong environmental conscious simply by raising their
awareness.

Financial Wellness
Financial Wellness involves the process of learning how to successfully manage financial
expenses. Money plays a critical role in our lives and not having enough of it impacts health
as well as academic performance. Financial stress is repeatedly found to be a common
source of stress, anxiety and fear for college students.

Intellectual Wellness
Intellectual wellness involves having an open mind when you encounter new ideas and
continuing to expand your knowledge. It encourages active participation in scholastic,
cultural and community activities.
Occupational Wellness
Occupational wellness is about enjoying your occupational endeavors and appreciating
your contributions. This dimension of wellness encourages personal satisfaction and
enrichment in one’s life through work.
Physical Wellness
Physical wellness relates to maintaining a healthy body and seeking care when needed.
Physical health is attained through exercise, eating well, getting enough sleep and paying
attention to the signs of illness and getting help when needed.

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 Social Wellness
Social wellness helps you perform social roles effectively and comfortably, and create a
support network. This dimension of wellness allows you to not only develop encouraging
relationships with peers, but also intimate relationships with romantic partners
Spiritual Wellness
Spiritual wellness allows you to develop a set of values that help you seek meaning and
purpose. Spirituality can be represented in many ways, for example, through relaxation or
religion. But being spiritually well means knowing which resources to use to cope with
issues that come up in everyday life.

Application
Wellness is needed to be practiced in the day-to-day live. As an exercise of being an advocate of
wellness, create a vlog as to how you will apply the different dimensions of wellness.

Instructions: In a video less than 10 minutes, create a Vlog as to how you apply the
different dimension of wellness in your daily living. Upload the video in your facebook page.
Table 1. Rubrics for grading students’ performance in the Vlog.

Score Content Completeness Creativity Communication

levels
25 The content of your Your vlog follows all of Your vlog The rules “Speak
vlog could vary, but the Nine Rules: features something Clearly,” “Make Notes,”
your topic must be to get the “Stay on Topic,” and
convincingly talking 1.Use the Rule of audience’s “Be Excited” are
about what are the Thirds. attention. followed very well.
different 2.Use good lighting. Your vlog is attractive (If you followed
Dimensions of 3. Choose a Quality to look at. Think “Use the above rules, your
wellness and how Background. Good Lighting,” vlog has a clear
you observe it on 4.Speak Clearly. “Choose a Quality message, delivered in
your daily life. 5.Make Notes. Background,” and “Use a clear voice)
6.Stay on Topic. the Rule of Thirds.” “Use Good
7.Avoid background If your vlog has a Lighting” and
noises. creative story, humor, “Choose a Quality
8.Eliminate pauses, a good script, multiple Background” must
silences, and mistakes. characters, makes also be followed
9.Be excited. good use of props or very well.
visuals, or other well- (If you followed the
done elements, this will above rules, you are in
help your creativity clear surroundings.)
points. If you add a Call to
Vlogs that do a Action at the end, this
great job of holding the will positively
audience’s attention enhance your project
will help you in this in my eyes.
category.
20 The topic is not well Your vlog follows 7 or 8 Vlog doesn’t have any At least one of the six (6)
understood; Little out of 9 rules. clever way to get or keep rules mentioned above is
effort is shown to do a the audience’s attention not handled well.
good job covering the OR Vlog is not attractive
topic. to look at because any of
the above rules were not
followed.
15 The topic is CLEARLY Your vlog follows 5 or 6 Vlog doesn’t ever At least two of the six
not understood. out of 9 rules. attempt to get or hold the (6) rules mentioned
audience’s attention OR above are not handled
Vlog is unattractive well.
because multiple rules
mentioned above were
not followed.

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 10 Your vlog doesn’t Your vlog follows 4 or Vlog doesn’t ever At least three of the six
have a clear topic. fewer of the 9 rules. attempt to get or hold the (6) rules mentioned
audience’s attention OR above are not handled
well.
You have not Vlog is totally
followed the rules unattractive because no
“Stay On Topic” or attempt was made to
“Make Notes” make it attractive by
because your vlog following the rules
does not make sense. mentioned above.

Assessment

Direction: Match each of the following dimensions of wellness term with their correct definition.

___________1. Emotions a. Becoming fit reduces your risk of major

diseases, increases energy and stamina,
and may prolong your life.
___________2. Environmental b. Fit employees miss fewer days of work, are
more productive, and incur fewer medical
costs.
___________3. Financial c. Fit individuals often become more aware
of the need for healthy air and food and
develop deeper appreciation of the
physical world.
___________4. Intellectual d. Fit individuals report greater alertness, better
concentration, more creativity, and
improved personal health habits.
____________5. Occupational e. Fitness fosters appreciation for the
Relationship between body and mind and
may lead to greater realization of your
potential.
____________6. Physical f. Fitness lowers tension and anxiety, lifts
depression, relieve stress, Improves mood,
and promotes a positive self-image
____________7. Sexual g. It is related to the quality of relationships,
how we feel in our sin, how connected we
are with our sexuality –it is elated to our
emotional, physical and relational well-
being.

____________8. Social h. Money plays a critical role in our lives and

not having enough impacts health as well
as academic performance.

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____________9. Spiritual i. Wellness reflects how one feels about life,
as well as one’s ability to function
effectively
j. Physical activities provide opportunities to
meet new people and to work out with
friends or family

Agreement

In the space provided below, use several paragraphs to describe your current state of
wellness. Do you think the ratings are indicative of your true state of wellness?

References

The Regents of the University of California, Davis campus. (n.d.). UC

Davis, Student Health and Counselling Services.
Retrieved from shcs.ucdavis.edu:
https://shcs.ucdavis.edu/wellness/what-is-wellness
file:///C:/Users/admin/Documents/module/Self-Assessment-Well-
Being-Worksheet.pdf
file:///C:/Users/admin/Documents/module/CSP_Wellness_8_Dimensions.pdf

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 LESSON

2 FITNESS CONCEPTS

I. Introduction
Physical activity and exercise is important for everyone. Children, adolescents, and adults
of all ages need regular physical activity. Physical activity promotes good health, and you should
stay active throughout all stages of your life regardless of your body type or Body Mass Index
(BMI). Understanding the benefits of physical fitness and knowing how active you should be can
help you maintain good health and improve the overall quality of your life. It is of great importance
to know with Physical Fitness concepts for you to reduce the onset of obesity, to reduce common
health problems due to the lack of physical activity, and to learn how to increase your fitness level
for a better quality of life.

II. Learning Outcome

At the end of this lesson, you should be able to:
• identify the different fitness concepts
• discuss the different fitness concepts
• apply the fitness concepts in exercise program

III. Learning Activities

Pre-Assessment Activity
The following statements are common reasons of people who do not regularly engage
in physical activity. In a scale 1 to 7, how well does the statement describes you with1 being the
highest and 7 for statements that do not hold true for you.
_____Exercise is hard and tiring
_____Engaging to physical activities made me experience back pains
_____I would rather do something else than exercise.
_____I think I do not look good when I exercise.
_____I do not have the money to enroll in a fitness center or gym.
_____My parents do not encourage me to exercise.
_____I have a very busy schedule.
_____I do not know any sport or exercise.

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Analysis

1. Based on the activity, what are your top barriers? Write specific ways on how you can
overcome these barriers
2. How can you prevent yourself from injuries when participating physical activities?
3. What are the guidelines to improve fitness level safely and effectively?

Abstraction
Physical fitness involves the performance of the heart, lungs and the muscles of the body.
It is also defined as the ability to carry out daily tasks and physical activities without
undue fatigue.

9 Fitness Concepts
1. Rest and Recovery

Consecutive days of hard resistance training for the same muscle group can be
detrimental. The muscles must be allowed sufficient recovery time to adapt. Strength
training can be done every day only if the exercised muscle groups are rotated, so that
the same muscle or muscle group is not exercised on consecutive days. There should
be at least a 48-hour recovery period between workouts for the same muscle groups.
For example, the legs can be trained with weights on Monday, Wednesday, and Friday
and the upper body muscles on Tuesday, Thursday, and Saturday.

Recovery is also important within a workout. The recovery time between different
exercises and sets depends, in part, on the intensity of the workout. Normally, the
recovery time between sets should be 30 seconds to 3 minutes.

2. Proper form and Injury Prevention

Corrective exercises are great for warm-ups, but can be done at any time during the
workout. Try to know your body’s limits, and never move forward with a new exercise
unless you know all the mechanics and possible risks involved. Both a warm-up and
cool-down period are essential parts of any exercise session. Warming up brings about
important physiological changes that reduce the risk of injury, while also preparing the
body for higher levels of effort and energy utilization.
Specifically, a gradual warm-up:

• Leads to efficient calorie burning by increasing your core body temperature

• Produces faster, more forceful muscle contractions
• Increases your metabolic rate so oxygen is delivered to the working muscles
more quickly
• Prevents injuries by improving the elasticity of your muscles
• Gives you better muscle control by speeding up your neural message pathways
to the muscles
• Allows you to work out comfortably longer because all your energy systems are
able to adjust to exercise, preventing the buildup of lactic acid in the blood
• Improves joint range of motion
• Psychologically prepares you for higher intensities by increasing your arousal
and focus on exercise

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 3. Celebrate Small Successes

It is always important to take note of and praise any accomplishment, no matter how
small. Do not get down on the process and realize that as long as progress is being
made, you will eventually get to where you want to be if you keep at it with a positive
outlook. Every new step in the right direction deserves recognition.

4. Positive Attitude

Positive attitude is key for good results. It’s hard to progress too much while lugging
around negative thoughts all the time. Being confident in your ability to get into better
shape is all you need in order to actually get going and make some strides toward your
fitness goals.

5. Sleep More

Much like water, sleep is another basic part of life you might not think of much when
you’re trying to get into better shape. It plays a huge role in muscle development and
general fitness due to the recovery it provides.

6.Stay Hydrated

During athletic activity, a sports drink and/or water would be the preferable beverage,
and if the event lasts more than an hour, the sports drink would be the drink of choice.
However, fluid consumption during meals can include drinks like milk and juice, as
well as sports drinks and water. "The first indicators of dehydration are thirst,
irritability, and general discomfort," said Casa. "And, if the dehydration progresses the
signs and symptoms may include headache, cramps, chills, vomiting, nausea, head or
neck heat sensations, and decreased performance.” Water is one of the most essential
components of the human body, yet many people do not understand the importance of
a well-hydrated body nor how much water is lost during the day. Water regulates the
body's temperature, cushions and protects vital organs, and aids the digestive system.
And, because water composes more than half of the human body, it is impossible to
sustain life for more than a week without it.
Here are some tips to keep you well hydrated:
• Drink fluids frequently
• Drink one to two cups of fluid at least one hour before the start of exercise.
• Drink eight ounces of fluid 20 to 30 minutes prior to exercising.
• Drink four to eight ounces of fluid every 10 to 15 minutes or so during
exercise.
• Drink an additional eight ounces of fluid within 30 minutes after exercising.
• Drink two cups of fluid for every pound of body weight lost after exercise.
• Drink at least eight cups of fluid a day, or more if physically active
• Make fluids easily accessible
• Carry individualized fluid containers
• Begin all summer activity well hydrated
• During activity, drink the equivalent of how much you sweat
• Don’t just drink when you’re thirsty
• Avoid caffeine

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 • Both caffeine and alcohol can have a diuretic effect, so be sure to
compensate for this additional water loss.

5. Keep a log and constantly reassess

When you log your workouts, you can see when you need to increase weights,
remember what you like and don’t like and make educated adjustments to your
program. The log goes hand in hand with consistency, since it provides a constant
reminder of where you’ve been, where you are and where you’re going with your
training

6. Diet Adjustments

It is always important to take note of and praise any accomplishment, no matter

how small. Don’t get down on the process and realize that as long as progress is being
made, you’ll eventually get to where you want to be if you keep at it with a positive
outlook. Every new step in the right direction deserves recognition.

7. Consistency

Putting your body on a set schedule is always conducive to getting results. Making
strides toward your goals on a daily basis through exercise, proper diet and appropriate
recovery time. Routine is very much tied in with results.

Assessment

Direction: Identify what type of fitness concept is being portrayed/describe in each number.
Write your answer on the space provided.

_________________1. Athletes understand the importance of exercise training for optimal

performance and improvement. However, to repose and regain is also an important aspect of an
exercise program because it allows the body time to repair and strengthen itself in between
workouts. It also allows the athlete to recover, both physically and psychologically.
__________________2. It is often said a game is won or lost in the locker room before the start
of the match. Having a cheerful attitude goes a long way in determining the eventual outcome of
the game between closely matched participants. Play to your strength, give it your, enjoy the game,
you have nothing to lose.
________________3. It is important to know your body’s limits, and never move forward with
a new exercise unless you know all the mechanics and possible risks involved.

__________________4. Consecutive days of hard resistance training for the same muscle group
can be detrimental. The muscles must be allowed sufficient recovery time to adapt. Strength
training can be done every day only if the exercised muscle groups are rotated, so that the same
muscle or muscle group is not exercised on consecutive days.

_________________5. The best athletes in the world are able to perform at a regularly high-level
day in and day out, week in and week out for months and even years on end. Athletes needs to
engage in the minimal training he need per time. That way, you'll get your desired results.

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_________________6. Water regulates the body's temperature, cushions and protects vital organs,
and aids the digestive system. And, because water composes more than half of the human body, it
is impossible to sustain life for more than a week without it.

____________________7. Sleep is another basic part of life you might not think of much when you’re
trying to get into better shape. It plays a huge role in muscle development and general fitness due
to the recovery it provides. If you are completing intense workouts, you may need even more than
that 8-hour span in order to effectively recover your muscles in preparation for the next workout.
________________8. Putting your body on a set schedule is always conducive to getting results.
Making strides toward your goals on a daily basis through exercise, proper diet and appropriate
recovery time. Routine is very much tied in with results.

__________________9. When you properly understand how you use your time at work, you can
minimize or eliminate low value activities. This will help you understand whether or not you're
doing your most important work during the right time of day. For instance, if you're more energetic
and creative in the morning, you'd be better off doing your most important work during this time.

__________________10. Do not get down on the process and realize that as long as progress is
being made, you will eventually get to where you want to be if you keep at it with a positive
outlook. It is always important to take note of and praise any accomplishment, no matter how
small.

Agreement

Interview a physically active person that you know. Ask the interviewee for information on the
following areas listed. Write a narrative about the interview on a short bond paper and send it to
your instructor through email.
1. Reasons for adopting a healthy lifestyle
2. Benefits acquired from the change
3. Barriers he/she experienced
4. Details of his/her exercise program
5. Ultimate fitness goal

References

http://teachfitnessconcepts.com/. (n.d.). Retrieved from

http://teachfitnessconcepts.com/Fitness_Concepts_page.htm#Benefits_
of_proper_Hydra tion_
https://www.mensjournal.com/health-fitness/9-fitness-concepts-every-
trainer-agrees
https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1005&cont
ext=health- textbooks

16 | P a g e Movement Enhancement
 CHAPTER 2
LESSON EXERCISE PRESCRIPTION AND
TRAINING PRINCIPLES
3
I. Introduction

Exercise prescription refers to the specific plan of fitness-related activities that are designed
for a specified purpose, which is often developed by a fitness or rehabilitation specialist for the
client or patient. Due to the specific and unique needs and interests of the client/patient, the goal
of exercise prescription is the successful integration of exercise principles and behavioral
techniques that motivates the participant to be compliant, thus achieving their goals.

Let’s be real, the body is not a big fan of any form of change on any level. In fact, the
human body is actually quite acquiescent to growth and change and at the same time, will fight
tooth and nail against efforts to bring about said change. On a cellular level, the body is highly
adaptable and efficient at making both negative and positive changes but it does not like change
that seeks to shed excess body fat or add muscle and it will protect itself by putting on more fat
and resisting muscle growth.
The body functions by the integration of muscular systems. Think about it: we walk, we
chew, we breathe, we have bowel movements, our heart beats, we talk, we blink, etc…and any
dysfunction within this system of muscles creates malfunctions and prevents these activities from
carrying out their normal function. So, when we put our bodies under the stress of exercise, we
engage all of these muscular systems. Since muscles require a LOT of energy, they require a
healthy and steady supply of oxygen and nutrients, we, as trainers, novices, and athletes, want to
take advantage of these resources.

II. Learning Outcomes

At the end of this lesson, you should be able to:
• identify the elements of exercise prescriptions
• discuss the elements of exercise prescriptions
• identify the different training principles
• explain the different training principles

III. Learning Activities

Pre-assessment Activity
Physical Activity Readiness Questionnaire (PAR-Q)
The DOH recommends that Filipinos should participate in moderate to vigorous physical
activities for at least 30 minutes for most days of the week. This questionnaire will help check if
moderate vigorous physical activity is safe for you. Put a check mark on the box that corresponds
to your answer. If you answer “No” to all the questions, you are ready to engage in an active
lifestyle. Start an exercise program that has low to moderate intensity activities and build your

17 | P a g e Movement Enhancement
intensity gradually. If you answer “Yes” to any question, you need to talk to your physician about
your condition before participating in an exercise program.

Questions Yes No
1.Has your doctor ever told you that you have a heart condition or a high
blood pressure?
2.Do you feel pain in your chest when you are doing your daily activities
or when you do physical activities?
3.Do you lose balance because of dizziness or have you lost
consciousness in the past 12 months?
4.Have you ever been diagnosed with a chronic condition other than
heart disease or hypertension (i.e., cancer)?
5.Are you currently taking prescribed maintenance medications?

6.Do you currently have a bone, joint, or other musculoskeletal

condition that can worsen as a result as a result of moderate to vigorous
physical activity?
7.Has your doctor ever told you that you should only engage in
medically supervised physical activity?

Analysis
1. In several sentences, discuss your readiness for physical activity. Base your comments
on your questionnaire results and the types of physical activities you plan to perform
in the future.

2. Why is it important to get exercise prescription?

3. What factors should be considered when designing a personal fitness program?

Abstraction

EXERCISE PRESCRIPTION
One of the things that personal trainers and sports physicians do are develop exercise
‘prescriptions’ or exercise guidelines for their clients and patients. While almost anyone can safely
exercise, some people may benefit from meeting with a professional trainer for an exercise
consultation. The top two reasons to get exercise prescriptions include safety and efficiency.
An exercise program needs to be designed specifically for your health status, goals, abilities, and
interests. A professional trainer can help integrate all of these pieces into a simple plan that can be
followed and adjusted as needed.

Elements of an Exercise Prescription

A general exercise prescription will take into consideration the principles of conditioning
and include the following basics:

18 | P a g e Movement Enhancement
Health Status Questionnaire / Physical Exam
Your physician will perform a general physical exam and may have you complete a
questionnaire to determine if you have any health issues that would limit your ability to exercise
or require modifications to your program. Most personal trainers require a physician’s clearance
before they design your program.
Fitness Assessment and Evaluation
A fitness assessment is the next step in designing your exercise prescription. This
assessment is used to establish a baseline of your current fitness and help determine what sort of
exercise you can safely perform. The assessment often includes simple measurements of your
blood pressure and heart rate, strength, flexibility, body composition, cardiovascular endurance,
exercise history, and goals and interests. A variety of assessment protocols are used, and these are
often repeated at regular intervals to gauge your progress.
Exercise Type
A big part of your exercise prescription is the type of exercises you will be engaged with.
A good prescription will include a variety of exercises and a balanced routine to build core strength,
endurance, flexibility, and base fitness first and then become much more specific to your fitness
goals.
These goals may vary, such as running a marathon, enjoying a ski vacation or lowering
your blood pressure.
Cardiovascular Fitness
Rhythmic movements using large muscle groups (such as bicycling, walking or swimming)
is one of the best ways to increase blood flow to the muscles and raise the heart rate for a longer
period. This type of exercise leads to improvements in the heart's ability to pump blood through
the body to the working muscles and improves overall cardiovascular health.
Cardiovascular exercise is also linked to a number of health improvements
including a decreased risk of many diseases, decreases in total cholesterol, blood pressure
and levels of body fat.
Strength Training
Strength training, an important component of fitness, is one area of your exercise
prescription that may vary widely from person to person. A good program will include the core
and all the major muscle groups in various combinations working against resistance and building
strength, agility and balance. That resistance can be weights, gravity, tubing, or your own body.
A capable trainer will find the right combination, but the most basic routine involves 1 to
3 sets of 10 to 12 repetitions for building strength.

Frequency of Exercise
How often you exercise is an important aspect of fitness in order to make safe, yet
continued progress. This prescription often starts with two to three times per week and progress to
four to five times per week.
Duration of Exercise
Depending upon your current fitness level and exercise history, your exercise prescription
could begin with as little as ten minutes of steady exercise and build from there.
Ideally, you will strive for a minimum of 20 to 60 minutes of regular exercise about three
times a week.

19 | P a g e Movement Enhancement
Intensity of Exercise
The intensity or your exercise prescription may be the most important aspect of an efficient,
safe and fun program. This is also where the skills of the specialist or trainer are put to the test.
Because every person responds differently to exercise, finding the right intensity and a balance
between effort and rest are critical.
Trainers use heart rate as a basic measure of exercise intensity guidelines. A variety of
protocols can professionals find the most appropriate heart rate range that will help you improve,
but not overdo it. Your trainer will often monitor your heart rate and other vital signs while you
exercise.
A beginner may start at 50 percent of their maximum heart rate range whereas an elite
athlete may work at nearly 90 percent of their maximum heart rate range during intense interval
training.
Exercise Session Order
Your exercise program will usually follow a similar order, but this varies depending upon
your training goals. All programs will begin with a warm-up and end with a cool-down and
stretching.
Exercise Progression
This is how your physician or trainer keeps you on track and reach your fitness goal. It is
essential for both you and your trainer to provide regular feedback and communicate openly.
Most trainers will keep a written record of your training details, but it is wise to keep your
own training log as well. Write notes about the type of workout, time, distance, weight, reps and
how you felt.
The rates of progression for new exercisers are generally broken into three separate 6-week
phases: (1) initial conditioning, (2) fitness improvement and (3) fitness maintenance.
Exercise Modifications
A good exercise prescription is adaptable and flexible and can be modified often and easily
while still moving you towards your goals. Adjustments are a constant and ongoing part of your
exercise prescription for the rest of your life. You will find that you need to constantly change your
routine, try new activities, take breaks, increase and decrease your time and intensity over the
years.
Periodic visits to your physician and personal trainer will help keep your routine fresh, but
by this time, you will have enough skill and experience to go it alone, design your own exercise
program, and set a personal best if that’s what you desire.

TRAINING PRINCIPLES

Here are the 5 principles of training essential to a solid exercise program:

1. Overload
2. Progression
3. Specificity
4. Variation
5. Reversibility

OVERLOAD Repeatedly practicing a skill or a series of movements past required performance

is a method of overloading where quality and quantity are used to master said skill or series of
movements and to overcome and minimize error. Skills and movements are of higher quality when
fatigue does not affect the trainee’s ability to properly pattern movements.

20 | P a g e Movement Enhancement
PROGRESSION To ensure that results will continue to improve over time, the degree of the
training intensity must continually increase above the adapted work load. Increasing weight is the
most popular and most applicable method of progression; however, progression can also be
accomplished by changing frequency, number of exercises, complexity of exercises, the number
of sets, and in any combination.

SPECIFICITY Exercise is stress and because the body efficiently acclimates to stress,
specificity is imposing a specific type of stress on the body repeatedly and in a variety of ways.
The Specific Adaptations to Imposed Demands (SAID) affirms that the body will improve its
performance of a specific exercise over time.

VARIATION Exposing the body to an entirely new stimulus creates consistent

performance enhancements and will lower the risk of over-use injuries, over-training, lessen
boredom, and aid in maintaining training intensity. Altering load, volume, frequency, exercise
variety, and rest periods can also enhance performance.

REVERSIBILITY The benefits of training are lost with prolonged periods without training.
On the flip side, this also means that the detraining effect can be reversed once training is resumed.
Extended rest periods reduce fitness and the physiological effects diminish over time which throws
the body back to its pre-training condition … reductions in performance can be lost in as little as
two weeks and sometimes sooner. Interestingly, training has a lingering effect even when
discontinued in that strength levels after de-training are seldom lower than pre-training levels.

TO RECAP,… Homeostasis is the body’s physiological response to overall equilibrium, stability

and internal/external comfort. For the most part, any activity that disrupts the body’s homeostatic
state will trigger a series of actions within our integrated muscular system: increased heart rate,
blood flow, oxygen consumption, etc.. So, in order to create a positive change and muscle
hypertrophy-even a less extreme goal of simply increasing cardio health, will disrupt homeostasis.
The body likes homeostasis … it will fight to maintain homeostasis, this is normal, barring any
preexisting health concerns.

Your job, should you choose to accept: shock, push, pull, and surprise the body with new, safe,
and increased training stimulus, to force change.

Agreement

Research on the types of body movements and familiarize its fundamental movement actions.

References

http://teachfitnessconcepts.com/. (n.d.). Retrieved from

http://teachfitnessconcepts.com/Fitness_Concepts_page.htm#Benefits_of_proper_H
ydra tion_
Quinn, E. (2020, April 26). Very Well Fit. Retrieved from verywellfit.com:
https://www.verywellfit.com/the-exercise-prescription-3120270

21 | P a g e Movement Enhancement
 CHAPTER 2
LESSON LOCOMOTOR AND NON-
LOCOMOTOR MOVEMENT

4
I. Introduction
You may not think much about simple body movements like walking, bending, or kicking
a ball; however, fundamental body movements are the building blocks necessary for more
complex physical activities. Playing sports, exercising, and dancing all require a command of
simple, fundamental body movements. For this reason, students should master these movement
concepts during early childhood development and elementary school physical education. Studies
show that students are more likely to stay active when fundamental body movements are mastered
at that age. When fundamental body movements are not mastered at a young age, students are
unable to participate in certain physical activities as they grow older. For example, a student who
never learns to dribble a ball cannot later participate on the middle school basketball team.

II. Learning Objective

At the end of this lesson, you should be able to:
• define locomotor and non-locomotor movement
• explain the different types of locomotor and non-locomotor movements
• demonstrate the different locomotor and non-locomotor movements

III. Learning Activities

Answer the questions:
Based on your own understanding,
1. what is a locomotor skill?
2. when are locomotor skills used?
3. what is a non-locomotor skill?
4. when are non-locomotor skills used?

Discussion
*teacher will perform each in a video conference upon discussing
Locomotor Movements
Let's start with locomotor movements. Locomotor refers to body movements that move the body
from one place to another. They cause the body to travel. There are eight main locomotor
movements. They are categorized as either even or uneven movements. Even rhythm movements
consist of equal, unvarying actions. These movements include:

1. Walking – involves the transfer of weight from one foot to the other while moving. In
walking, the weight of the body is transferred in a forward direction from the heel to the
ball of the foot and then to the toes.

22 | P a g e Movement Enhancement
 2. Running – is actually walking at an increased tempo. In running, there is a momentary
period where the body is not supported at all. The body leans forward in running to place
the center of gravity above the front foot.
3. Hopping – Involves jumping from one foot to the same foot after a brief suspension in the
air. The push off from the floor is made from the ball and the toes of the foot with the knee
of the opposite foot bent and the foot off the ground.
4. Leaping – is a jump from one foot while moving the body forward. In the leap, the toes of
the take-off foot leave the floor last and the landing is on the ball of the opposite foot.
5. Jumping – is a position of the body into the air by means of a force made by the feet or
hands against a surface.
Keep in mind that we are referring to the physical education definition of these movements.
Students sometimes confuse the movements and terminology. A hop is technically defined as a
springing from one foot and landing on that same foot. A leap is an act of springing using one foot
but landing on the other foot. Leaping movements are commonly used when people jump over
objects, like jumping over a rain puddle.
Uneven rhythm movements consist of unequal actions. They also sometimes incorporate
alternating actions. These movements include:
1. Skipping- is a combination of a step and hop sequence with alternating feet after each step
hop. A long step is taken on one foot, followed by a hop on the same foot, and then a step
with the opposite foot again followed by a hop.
2. Galloping – is a combination of a step and a leap. It is performed in a forward or backward
direction. This is similar to the slide except the leap is higher.
Note that a gallop is defined as stepping forward and pushing up with one foot, while the other
foot follows. The student lands on the trailing foot. You might think of it as a rudimentary skip
that toddlers do. A slide is similar, but the lead foot glides forward or sideward while the other
foot follows. The lead foot does not step or push off into the air. Sliding movements are used in
skating and skiing.
Non-locomotor Movements
Non-locomotor movements are sometimes called axial movements. These are movements of
certain body parts, or even the whole body, without causing the body to travel. For example,
swinging your arms back and forth. Notice that non-locomotor movements are often combined
with locomotor movements, such as walking and swinging your arms.
There are many different non-locomotor movements:

• Bending – is a movement occurring at the joints of the body in which the body parts are
brought closer together. Bending movements may be in several directions, i.e., forward,
backward, sideways, or in circular motion.
• Stretching – is an extension or hyperextension of the joints of the body. Stretching is the
opposite of bending. Bending and stretching are necessary to maintain flexibility.
• Twisting- is a rotation of the body or a body part around its axis while maintaining a fixed
base of support.
• Turning- is rotation of the body or a body part around in space. When the entire body is
turned, then base of support is shifted from one position to another.
• Pushing- involves the exertion of the body’s force against a resistance force.
• Pulling- involves directing an object toward the body.

23 | P a g e Movement Enhancement
 • Lifting- is to raise an object or body part from one level to another.
• Swinging- is a circular or pendular movement of a body part or of the entire body around
a stationary center point.
The Additional Basic Motor Skills
Basic skills development is of paramount importance to the development of the
more specific and more complex skills and therefore should not be overlooked in physical
education. Among the gross motor movements listed as basic skills are the following:

5. Balancing- innervation of one side of the body against the other to maintain body
equilibrium against the forces of gravity.
6. Bouncing- short bipedal jumps involving a series of small jumps.
7. Carrying- exploration of lifting weights relative to base of support and experimentation
with muscles groups most capable of coping with objects carried by the body.
8. Catching- executing the complicated match between hand and eye in an attempt to control
an external moving object.
9. Climbing- using arms and legs to raise the body against the gravitational force.
10. Crawling- developmental pattern involving alternate use of opposite hand and leg to move
in a prone position.
11. Creeping- pattern of locomotion in which the individual propels himself on hands and
knees.
12. Crouching- flexion of ankles, knees, hips, and trunk.
13. Hitting- swift contact by hand with an external object (implement not used)
14. Kicking- matching foot and eye so that leg and foot may exert force to propel an object.

Application
Create dance exercise with the use of the different locomotor and non-locomotor movements.
Instructions: In a video less than 5 minutes, create a Dance Exercise using the different
locomotor and non-locomotor movements. Post your video on your facebook Page
Table 4. Rubrics for grading students’ performance in the Dance Exercise.

5 points 4 points 3 points 2 points

Warm up and Excellent Good Fair Poor
Stretching
Movements were low Movements were Warm-up was too Warm-up was
impact and low impact and high impact for the too high-impact

rhythmic to safely rhythmic to safely varying fitness for the varying

increase blood flow. increase blood levels of the fitness levels of
Warm-up was a flow. Warm-up participants, and the
minimum of 5 minutes was a minimum of did not meet the participants.
long. Proper form of 5 minutes long. minimum time Utilized ballistic
static stretching was Proper form of requirement of 5 stretching, and
exhibited, and static stretching minutes. Proper did not identify
applicable muscles was exhibited, but form of static applicable
identified. applicable stretching was muscles.
muscles were not exhibited, but
identified. applicable
muscles were not
identified.

24 | P a g e Movement Enhancement
 Choreography/Cuei Excellent Good Fair Poor
ng
Choreography Choreography Few modifications No
was suitable for all was were modifications
fitness levels and suitable for all demonstrated. were
modifications were fitness levels and Some trouble with demonstrated,
demonstrated. modifications were transitioning and consistently off
Smooth cueing and demonstrated. cues. the beat,
flowing transitions Some trouble with trouble with
were evident. cues and cueing.
transitions.
Voice Projection Excellent Good Fair Poor

Voice was Voice was mostly Voice was Consistently

consistently loud loud and clear sometimes loud difficult to
and clear and easily and easily and clear, and clearly hear
understood above understood sometimes directions, little
music volume. above music projected beyond or no voice
volume. music volume. projection,
music
overpowered
instructor's
voice.
Music Selection Excellent Good Fair Poor

BPM is BPM slightly too BPM is not Inconsistent

appropriate for the fast for the type of suitable for the BPM, no
type of class. Music is class. Music is complexity of the 32count
32-count phrasing. 32count phrasing. choreography. phrasing.
Music is 32-count
phrasing.
Preparedness Excellent Good Fair Poor

Memorized Occasionally Frequent pauses, No eye contact

routine, did not need paused to referred to with the
to refer to notes. remember routine, choreography audience,
Consistent eye infrequent glances notes throughout instructs
contact with at notes. performance. directly from
audience. Semiconsistent notes.
eye contact with
audience.

Assessment
Direction: Match the premises in column A to the responses in column B. Write the letter of
your answers (in uppercase letters) on the space before each number.
A. It is a spring on one foot and land on the
same foot.
B. A movement occurring at the joints of the body
in which the body parts are brought closer
together.

C. To raise an object or body part from one level to

another.

D. It is a position of the body into the air by means of

a force made by the feet or hands against a surface.

E. To spring on one foot and land on the other foot.

F. A circular or pendular movement of a body part
or of the entire body around a stationary center.

Column A Column B
___1. Leap
___2. Pushing

25 | P a g e Movement Enhancement
___3. Jumping
___4. Hop
___5. Lift
___6. Swing
___7. Twist
___8. Gallop
___9. Walk
___10. Turning

Point.

G. A rotation of the body or a body part around its

axis while maintaining a fixed base of support.

H. A combination of a step and a leap. It is

performed in a forward or backward direction.

I. A series of steps in all directions.

J. A rotation of the body or a body part around in
space.

K. An extension or hyperextension of the joints of

the body

References

(n.d.). Retrieved from https://study.com/academy/lesson/components-of-body-

movementslocomotor-nonlocomotor-manipulative.html
http://www.authorstream.com/Presentation/johannaboregas-3259361-
grade-2mapeh-locomotor-non-movements/

26 | P a g e Movement Enhancement
 CHAPTER 3
LESSON
PHYSICAL FITNESS
5
I. Introduction
Everyone wants to be fit and healthy. There are over a hundred researches that show how
to achieve fitness and wellness - the clear solution is to move more and eat well. The solution
might be simple but choosing which fitness program to follow or what food to eat is overwhelming.
The fitness industry is flooded with various tools and programs that promise to help you get fit fast
with less work.
Health agencies such as the Department of Health (DOH) and the World Health
Organization (WHO) have implemented strategies that promote an active lifestyle in the past
decade. Physical activity programs (e.g, HATAW, E-di Exercise, Mag-HL tayo, and Go4Health)
aim to decrease the prevalence of sedentary lifestyle because studies show that physical inactivity
is a significant risk factor for several non-communicable diseases.

II. Learning Outcomes

At the end of this lesson, you should be able to:
• define and explain physical fitness
• identify the different components of physical fitness

27 | P a g e Movement Enhancement
 • discuss the benefits derived from physical fitness
• identify the causes of physical unfitness

III. Learning Activities

Activity 1. Physical Activity Questionnaire
The following questions will help you analyze your physical activity preference and
habits. It will help you make decisions concerning your health and fitness level. This
is NOT A TEST. Answer the questions as honestly as possible and use the scoring
guide to help you assess your physical activity level.

1. In the past week, how active were you during your PE class?
a. I did not join the PE class.
b. I just stood/walked around during class.
c. I ran and played a bit
d. I ran and played most of the time.
2. In the past week, how many days were you active for at least 60 minutes?
a. 0
b. 1 to 2 days
c. 3 to 4 days
d. 5 or more days

3. In the past week, how many days did you spend watching TV or playing video games
for more than 2 hours?
a. 5 or more days
b. 3 to 4 days
c. 1 to 2 days
d. 0
4. In the past week, I spent most of my leisure time____________________.
a. Reading books, watching TV, playing video games, surfing the net, and sleeping
b. walking the dog, helping with household chores, cleaning my room, and running
errands
c. performing moderate intensity sports, games, and dance
d. performing high intensity sports, games, and dance

5. In the past week, how many hours (ie., average) in a day did you spend
playing video games or surfing the net?
a. More than 4 hours
b.3 to 4 hours
c. 1 to 2 hours

28 | P a g e Movement Enhancement
 d. Less than an hour
6. In the past week, how many hours (i.e.,total) of your weekend did you spend in
moderate to high intensity activities?
a. More than 4 hours
b. 3 to 4 hours
c. 1 to 2 hours
d. Less than an hour
7. In the past week, how many minutes (i.e.,total) of your PE class did you actually
spend playing or dancing or moving?
b. Less than 15 minutes
c. 15 to 30 minutes
d. 31 to 45 minutes
e. More than 45 minutes
8. In the past week, how would you classify your participation in various physical
activities?
a. Inactive
b. Lightly active
c. Moderately active
d. Very active

Scoring Guideline:
1. Equate the following points for each response to the question above:
a=1 point
b=2 points
c=3 points
d=4 points
2. Sum up all the points from each question.
3. Rate your score:
“Excellent” if your score is 24 and above
“Needs Improvement” if your score is 14 or lower.

Analysis

1. Based on your score and your rating, write three things that you can improve
on and why you chose these three?

2. What is physical fitness?

29 | P a g e Movement Enhancement
 3. What are the benefits of becoming active and being physically fit?

Abstraction
Physical fitness is but one part of the total fitness which includes mental, emotional, and
social aspects of the 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
4. Regular physical activity
Physical Fitness
Physical fitness is a condition that allows the body to effectively cope with the demands of
daily activities and still has the energy to enjoy other active leisure activities. Physical fitness is a
broad term and has many components. It is in appropriate to say that a dancer is more fit than a
firefighter. In relation to health and wellness, experts have identified several components that an
individual should maintain at an adequate level to remain healthy and reduce the risk of
premature death, disease, and injury.

Components of Physical Fitness

The components of physical fitness may be thought of as health-related or skill-related.
The specific health-related components are:

1. Cardio-respiratory endurance- is the ability of the heart, blood, blood vessels, and
the lungs to deliver essential nutrients, and especially oxygen, to the working muscles
and to remove waste materials from the body. A characteristic of cardio-respiratory
endurance is the body’s ability to continuously take in and process the amount of
oxygen that is needed for a demanding physical task for long periods.
2. Strength- is the ability of a muscle or muscle group to exert one maximal force against
a resistance. It is that factor of motor fitness that allows a person to overcome a
resistance through muscular exertion. There are three discrete components:

30 | P a g e Movement Enhancement
 Explosive strength- is apparent in those activities requiring movement, speed,
and sudden changes in direction. Examples are: running through an obstacle
course or throwing an object for distance.
Static or isometric strength requires little muscle shortening and is necessary in
overcoming a heavy resistance.
Dynamic strength, on the other hand, is the component found in repeated
muscle contraction.
3. Muscular Endurance- it is the ability of the muscle to resist fatigue when performing
multiple repetitions of a submaximal load. It can also refer to the period of time in
which a muscle is able to hold contraction. Muscular endurance is distinguished from
strength by the ratio of intensity to duration of the activity- long duration and low-
intensity characterize muscular endurance, while strength involves activities of short
duration and high intensity.

4.Flexibility- is the ability of the joints to move throughout the full range of
Motion. Flexibility is specific to each joint and is limited primarily
by the structure of the joint.

5. Body Composition- is the relationship between fat tissue and lean body tissue such as
muscle, bone, blood, skin, and organs. It refers to the relative percentage of the lean
body weight (mass) and body fat (adipose tissue). Recommended body composition for
males is less than 15 percent fat.

The specific skill-related components are:

1. Speed is the ability to make successive movements of the same kind in the shortest
possible period of time.
2. Power refers to muscular power which is the ability to release maximum force in the
shortest possible time.
3. Agility is the ability to change position or direction with quickness and lightness of
movement.
4. Balance is the ability to control organic equipment neuromuscular; it is a state of
equilibrium. The three aspects of balance are: (a.) static balance which is the ability to
maintain equilibrium in a fixed position; (b) dynamic balance which is maintaining
balance while moving or engaging in action; and the (c) rotational balance which is the
ability to maintain or regain balance after turning, rolling, or other maneuvers while not
in contact with the floor or apparatus.
5. Coordination refers to the harmonious functioning of muscles in producing complex
movements.
6. Reaction Time refers to the interval of time between the signal to respond (stimulus)
and the beginning of the response. It reflects the lag in functions of an individual’s
nervous system.

Benefits of Physical Fitness

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 1. Vitality- Fit muscles use less energy to perform the same tasks, leading to an increase
in vitality
2. Posture- A physically fit person is able to maintain his general postural alignment better
that one with weak musculature.
3. Relieves low-back pain-A lack of physical activity has been found to be the major cause
for some cases of pain in the lower back.
4. Retards ageing Process-Continued participation in regular exercises of the proper
amount and severity is of considerable value in postponing deterioration 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 i
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 action of the
skeletal muscles.
8. Improvement of personality and social skills- Participation in games and sports aids in
improving the personality and in developing the 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 mental processes to function by many with increased efficiency.
10. General health- The physically fit person usually possesses a high degree of general
resistance, which enables him to successfully avoid minor illnesses.

Causes of Physical Unfitness

1. Lack of the right kind of exercise
2. Improper living conditions including health habits
3. Nutritional deficiencies, especially undernourishment, malnutrition, and obesity
4. Chronic fatigue
5. Tenseness and inability to relax
6. Emotional disturbances
7. Personal and social maladjustments

Application
Goal Setting
Identify possible short-term and long-term goals. Short-term goals should be achievable within 3
months while long-term goals take 6 months or more. Prioritize the goals and write them on the
fitness contract found in Activity 3.

Name:
Fitness Component Short-term Goal Long-term Goal

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 Aerobic Capacity
Muscular Endurance
Muscular Strength

Flexibility
Body Composition

Fitness Contract
I have realized that my sedentary behavior may lead to several lifestyle diseases and I am
determined to adopt an active lifestyle. I will follow my exercise program starting on
_________________and I intend to keep it until I achieve the following goals:

Short-term Goals
Target Date: ____________________
__________________________________________________________
__________________________________________________________

Target Date: _____________________

_________________________________________________________
_________________________________________________________

Target Date: ______________________

__________________________________________________________

These short-term goals will help me achieve my long-term goal:

Target Date: _______________________
_________________________________________________________________
__________________________________________________________________

For fulfilling my end of contract, I want this as my reward:

Target Date: __________________________
__________________________________________________________________
__________________________________________________________________

My Signature: ___________________________
Parent’s Signature: ________________________

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 References:
Jimena, E. et al. (2001) Making Fitness your own A textbook in College P.E 1; First
Edition, Rex Book Store, Inc.
https://krixluther.com/10-components-of-fitness/
net/jbubser/physical-fitness-components

LESSON
EVALUATING
6 PHYSICAL FITNESS

I. Introduction
An evaluation of an individual’s present fitness level can provide much useful
information. First, it enables one to determine where one is now in terms of the
condition of the important health-related fitness components and thereby aid in the
planning of a realistic fitness program. Second, it provides baseline data against which
to measure future progress. And the assessment of one’s present level of fitness can
provide information to motivate one to engage in a program of physical activities that
will improve the level of fitness. Even discouraging results don not mean that it is
hopeless to begin a fitness program; it is important to begin such program regardless
of one’s present physical condition.
II. Learning Outcomes:
At the end of this lesson, you should be able to:
• determine the general fitness level of the individual.
• measure and evaluate selected components of physical fitness

III. Learning Activities

Answer the following questions:
1. In your own words, how do you define physical fitness?

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 2. Explain how your exercise routine contributed to the five health-related
components of physical fitness.
3. If you were helping someone begin a resistance training program, what guidelines
and safety considerations would you provide?

IV. Discussion
If you have not begun a systematic physical fitness program, plan to begin now.
First, evaluate your present physical fitness status to provide a sound basis for the
development of an individualized physical fitness program. Such an examination will
provide valuable information about the physical state of your body and the intensity of
exercise that its various systems can tolerate safely. Here are some objectives of
physical fitness testing program:
1. Determine the general fitness level of an individual
2. Measure and evaluate selected components of physical fitness, i.e.,
strength,

3. cardio-respiratory endurance, muscles strength endurance, and joint flexibility.

4. Help in the evaluation of existing physical education program in the light of test results, in
order to achieve higher levels of fitness.

The following Criteria were utilized as the basis for the selection of the tests:
1. The different tests should measure components of physical fitness, not motor fitness.
2. The items should be administered with the use of minimal equipment or facilities.
3. It offers appropriate actual activities for fitness development and maintenance.
4. The test items can serve as medium for lifetime fitness participation

There are several ways to evaluate one’s present fitness level. Let’s begin by recalling our
definition of physical fitness, which is the condition of the systems of the body that enables them
to function at their optimal efficiency. These body systems include the cardiorespiratory system,
the skeletal system, and the muscular system. To evaluate one’s fitness level, here are some test to
administer:

Test Items
1.Bent knee curl-ups
2. Standing Long Jump
3. Trunk Flexion Test or Sit and Reach
4. Push-up
5. Fifteen-minute run
6. 3-minute step test
Test I. Bent Knee Curl-Up

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Objective: Measure the strength and endurance of abdominal muscles
Facilities and Equipment: clean floor or dry turf

Procedure
1. The performer lies on his back on a clean floor, mat, or turf with knees bent and feet flat
on the floor. The angle at the knees should be less than 90 degrees.
2. T
3. he person puts his hands at the back of his head with fingers clasped and places his elbows
squarely on the mat, floor, or turf. His feet are held by his partner in order to keep them
in touch with the surface at all times.
4. To perform the test, the performer “curls-up” and brings his head and elbows to his knees.
This action constitutes one curl-up. The performer returns to the starting position with
his elbows on the surface before he curls-up again. He should do as many curl-ups as he
can, but should stop upon completion of 50 curl-ups.
Breathing Procedure
The performer should exhale when he curls-up and inhale as he lowers the trunk.

Rule for Curl-ups

1. Only one trial shall be allowed.
2. No resting between curl-ups is permitted.
3. No curl-ups shall be counted in which the performer did not
a. Keep his fingers clasped behind his head;
b. Bring both elbows forward in starting to curl-up without pushing off the floor with an
elbow.
c. Return to starting position with elbows flat on the surface before curling up again.
Scoring the Curl-ups
The performer’s score shall be recorded based on the number of correctly executed curl-ups
he is able to do, with a maximum of 50 curl-ups. A foul nullifies the count of the curl-ups.

36 | P a g e Movement Enhancement
Test 2- Standing Long Jump
Objective: Measure leg power

Facilities and Equipment: Any flat surface such as floor or turf. To facilitate the measurement of
the jump’s distance, a tape measure may be laid on the floor.
Standing Long Jump Test Event
The performer stands with feet several inches apart and toes just back of the take-off line.The
take-off line is made from both feet, and the performer jumps forward as far as possible, but during
the action of arms and legs, the feet must not leave the take-off surface until the jump is made.

Rules for Standing Long Jump

1. Two successive fair trials, not including fouls, shall be allowed within one testing period.
2. The measurement is made from the take-off line to the heel of the foot closer to the take-off
line.
Scoring the Long Jump
The distance of the performer’s jump is recorded in centimeters.

Test 3- Chair Push-up

Objective: Measure the strength of arm muscles
Facilities and Equipment: A sturdy non-folding chair, the seat of which measures the feet may be
braced are required.

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Procedure
1. In order for the performer to be in position to perform the chair push-ups, he should stand
with his back against the wall, with arms extended sideward at shoulder level. The tester
measures the distance between the floor and armpit of the performer by using a piece of
stick.
2. The distance is transferred to the floor, marking carefully the point from the wall which
corresponds to the measurement taken at the armpit. The two front legs of the chair are
placed on the mark on the floor. The chair then is at the distance from the wall which
allows the performer to be in perfect position to perform the test.
3. The performer kneels in front of the chair placing his hands with thumbs up at the front
edge corner of the chair. The performer places his chest against the front edge of the seat
of the chair. He extends one foot straight out so that it is against the wall. Then he extends
the other foot in the same manner that he did with the first foot.
4. He thus assumes the starting position; he performs the push-up test by extending his elbow
straight upward and repeats the movement for a maximum of 50-push-ups.
5. A fourth person should see to it that the body is maintained in a straight line, and counts
the number of fouls called out.
Breathing Procedure
Inhale as the elbow is extended straight and trunk is raised-upward. Exhale as the elbow is
bent and trunk is lowered downward.

Scoring Chair Push-ups

The score is the number of push-ups performed during which no foul has been committed.
The performer is stopped at the end of the 50th push-up.

Test 4- Trunk Flexion Test or Sit and Reach

Objective: Measure joint Flexibility
Facilities and Equipment: Any flat surface such as floor or turf. A tape measure is needed to
measure the distance reached during the test.

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Procedure
1. The performer should sit on the floor, astride as the tape measure on the floor , with legs
extended , and the heels about 30 centimeters apart, securely braced against the toes of a
buddy stranding astride the tape with toes directly in line with the 50 centimeter mark.The
performer hooks his thumbs together and points his extended fingers forward on the floor,
and slowly reaches with both hands forward as far as possible. His fingertips should touch
the tape measure and he should be able to hold the position while the distance reached is
noted
2. Only two trials shall be allowed, unless for some reasons the tester believes that the
performer has not had a fair opportunity to perform.
3. The performer should not attempt to add length by bouncing or jerking forward.
Scoring the Sit and Reach
The performer should try the best two times, recording the distance in centimeters each
time. His flexibility score is the best of the two trials.

Test 5- The Fifteen-Minute Run

Objective: Measure cardio-respiratory endurance
Facilities and Equipment: An accurately measured running area and stop watch are needed.

Conditioning Activities
The conditioning activities for the 15-minute run are as follows:
For a minimum period of twelve training sessions prior to administering the test, much
of the physical education period should be spent in jogging, running, and performing other
endurance type of activities. During the preparation period, the amount of time (duration) spent

39 | P a g e Movement Enhancement
 in jogging and running should be gradually increased. Performers should be cautioned about
the importance of even pacing. They should not be encouraged to race against each other.
Encourage performers to drink water before and after the run.

The 15-Minute Run Test Event

The performer takes his position for a standing start behind the starting line. The starter
takes position at the starting line and uses the command “Ready” as a preparatory signal to alert
all performers. “Go” is given when all performers indicate their readiness by being motionless
and looking directly down the track or running area.
Rules for 15-Minute Run
1. Only one trial is given.
2. Walking is permitted but the object is to cover the greater distance at the designated time.
Scoring the 15-Minute Run
The score is the number of segments (100 meters, 50 meters or less depending on available
running area) completed, plus the time the performer is in at the time the stop signal is given.
In no case should the performers be encouraged to exert far beyond what they can comfortably
do. The test should never be run in a shuttle formation because time is lost in changing
directions. It is better to make the performers go on a “loop”.
Test 6. Three-Minute Step test (Optional)
Objective: Measure general endurance
Facilities and Equipment: Stop watch and a
bench 35 to 45 centimeters high

Rules for the Test

1. The prescribed cadence of stepping up and
down should be maintained throughout the duration of the test
2. The pulse should be counted exactly five seconds after the end of the test, while the
performer is standing up.
3. If a performer cannot finish the test, the duration of his actual exercise should be noted. This
can be done with the timer shouting out the time that has elapsed.
4. The performer should have both knees fully extended when they are on top of the beach.

Resting Heart Rate

Objective: Determine the number of times the heart beats per minute while the body is at rest
Description: Sit quietly and relax. After 3-5 minutes, locate the pulse by placing your fingers
on the carotid artery. Press lightly at the chosen site, and when the pulse is located and the signal
to begin is given, count the number of times the heart beats (the pulse rate) for 30 seconds.
Double this number to get the resting heart for one minute.

Norms for Resting Heart Rate for Men and Women

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 Classification Men Women
Excellent 49 or less 51 or less
Very Good 50-59 52-63
Good 60-68 64-75
Average 69-78 76-87
Fair 79-88 88-89
Poor 89+ 100+

Test 7. Shoulder Flexibility Test

The shoulder flexibility test is a simple evaluative measurement of the flexibility and mobility
of your shoulder joint. Also Known as the reach test or the Apley back scratch test, it is used to
assess the range of motion (ROM) of your shoulder, including flexion and extension.
Objectives: To assess baseline flexibility of the rotator cuff muscle group (which includes
suspraspinatus, infraspinatus, teres minor, and subscapularis).
Material needed: A ruler or a measuring tape
Procedure:
1. Raise your right arm straight overhead.
2. Bend your right elbow and let your right palm rest on the back of your neck, palm down.
3. With your left hand, reach behind your back and rest your hand on your spine, palm up.
4. Now, without moving excessively, slide your right hand down your neck and your left hand
up your spine toward each other.
5. Once you have reached as far as you can, the examiner will measure the distance between
your fingers.
6. If your fingers touch, the examiner would record that as zero (“O inches”). If the fingers
overlap, he or she would record hat as negative figure (for example “-1 inch”)
7. You would then switch hands to perform the test on the opposite shoulder.

Evaluation
Conduct Physical Fitness Test (PFT)
(Face to Face instruction)
The Physical Fitness Test is a set of measures designed to determined one’s level of physical
fitness. The main objective of the PFT is to help students in starting life-long habits of regular
physical activity. Other objectives of the PFT include:

1.To determine the level of fitness;

2.To identify strengths and areas for development/improvement;
3.To identify bases for physical activities;
4.To motivate and guide students in choosing sports activities they would like to participate.

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 PERSONAL INFORMATION
Beginning of Class Evaluation End of Class Evaluation
Age Age
Height Height
Weight Weight
RHR RHR
THR Zone THR Zone
Birthday
Your Health-Related Fitness Gram Evaluation
Fitness Test Pre-Test Post-Test
Cardiorespiratory
Fifteen-Minute Run Test

Three-Minute Step Test

Flexibility
Sit and Reach

Shoulder Reach

Muscular Strength and Muscular Endurance

Curl-up

Chair Push-up

Standing Long Jump

Body Composition
BMI

Assessment:
Instruction: Circle the best answer for each of the following questions.

1. Which of the following is the BEST type of exercise to improve cardiorespiratory

endurance?
a. Lifting weights
b. Anaerobic exercise
c. Aerobic Exercise
d. Pull-ups

2. Which of the following terms describes the ability of a muscle or group of muscles to
exert force for extended periods?
b. Muscle strength
c. Muscle endurance

42 | P a g e Movement Enhancement
 d. Cardiorespiratory endurance
e. Flexibility
3. If you wanted to reduce your risk of injury, you could move your joints through their full
range of motion on a regular basis. This would improve which component of physical
fitness?
a. Cardio-respiratory endurance
b. Muscle endurance
c. Body composition
d. Flexibility
4. The purpose of the initial fitness assessment, or pre-test, is:
a. To compare students to each other.
b. To identify your strengths and weaknesses.
c. To be better individual
d. None of the above

5. Which is NOT a component of physical fitness

a. Flexibility
b. Body Mass Index
c. Muscular Strength
d. Cardiovascular Endurance

6. Which of these components are for health-related fitness?

a. Balance, flexibility, body composition
Muscular strength, muscular endurance, coordination
b.
c. Body composition, flexibility, muscular and cardiovascular strength
d. None of the above
7. What is the main objective of the chair push-up test?
a. Measure general endurance
b. Measure cardio-respiratory endurance
c. Measure the strength of arm muscles
d. Measure leg power
8. When teaching a physical education classes it is important to include some key points into
your class, involving how to start and end your class. What would those be in the correct
order?
a. Stretching, warm-up activity, main activity, cool down activity
b. Stretching, main activity, line up for class
c. Stretching, cool down activity, main activity
d. Roll call, cool down activity, and then a high impact activity

9. What are the materials needed in a Shoulder Flexibility Test?

a. Stop watch and bench
b. Ruler or measuring tape
c. Floor or a turf

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 d. Running area
10. What is the excellent Resting Heart Rate (RHR) for men and women?
a. 49 or less and 51 or less
b. 68 and 75
c. 88 and 89
d. None of the above

References:
Jimena, E. et al. (2001) Making Fitness your own A textbook in College P.E 1; First
Edition, Rex Book Store, Inc.
Callo, L. F. et al. (2016) Physical Education and Health Volume 1; First Edition, Rex
Book Store, Inc.
Ballecer M. L, FaustinoW.G Jr., and Solmerano E. T. (2019) Physical Fitness and
Related Activities, Books Atbp. Publishing Corp.

44 | P a g e Movement Enhancement