• Lines also define movement significance and a sinuous quality only in terms

ARTS of relationship with each other.

ELEMENT #2: Shape For instance, the lemon pigment combined
Fundamentals of Visual Arts • Geometric Shapes with yellow green provides a soothing
Elements of Art • Organic Shapes harmony; beside a violet, it produces a
• Line ELEMENT #3: Value or Tone vibrating contrasts.
• Shape and Form • The visual element of value or tone is, in its Each color therefore should be observed in
• Value simplest form, the juxtaposition of light and terms of position in the color wheel.
• Color dark. It is defined as the lightness or darkness in
• Texture anything that is visible. The greatest contrast in hue is obtained by
• Space • In making a composition, always consider using two colors opposite each other in the
Principles of Design your light source. The light source must be a color wheel.
• Unity/ Harmony consistent factor in a drawing or painting.
• Balance • Value creates an illusion of depth, and makes In the secondary triad, although the network is
• Emphasis & Subordination an image seem more realistic. the same as in the primary, the contrast is
• Proportion softer.
• Rhythm Chiaroscuro This is because in any pair of the triad, there is
• Variety • (Italian for clear-dark) is a term in art for a a common color. Orange and Green contain
Traditional Visual Arts contrast between light and dark. Yellow., orange and violet contain red, and
• Drawing/ illustration • Value is also used to express emotion in a green and violet contain blue.
• Painting composition.
• Etching ELEMENT #4: Color Color Theories
• Sculpture • The science of color is sometimes called • Warm colors and Cool Colors
• Etc. chromatics • Complementary Colors
• Color is an important part of human • Analogous colors
Modern Visual Art
expression. Warm colors vs. Cool colors
• Digital Art
• It is derived from light, whether natural, like • Warm colors advance.
• Animation/ Flash animation
sunlight, or artificial, like fluorescent light. • Cool colors recede.
• Film
• Under a weak light we see some color, but Warm colors are vivid and energetic, and tend
• Web-based videos
under a bright light, we see more color. to advance in space
• Etc.
• Color is a series of wave lengths which strike Cool colors give an impression of calm, and
The Nature of Art create a soothing impression
• Art is everywhere our retina.
• Some objects do not have color. • Warm colors are based on yellows, oranges,
• Art and Expression and Communication browns, yellowish greens, orangish reds, and
• Art as Creation • Some are black, white or gray. These are not
present in the color spectrum. They do not the like.
• Art and experience • Cool colors are based on blues, greens, pinks,
• Art and Nature have any color quality.
• They are called Neutrals since they do not purples, blue-greens, magentas, and blue-
• Art and Beauty based reds.
reflect any one distinct color.
Classifications of Visual Art
• Two Dimensional (2D – Length x Width) Warm Colors
Black – reflects no light at all;
• Three Dimensional (3D – L x W x H)
White – reflects all colors;
Traditional Mediums in Art Gray – results from a partial Cool Colors
• Pencil reflection of light
• Crayons Factors that affect color 2. Complementary Colors
• Water Color • Hue
• Oil pastels • Value • Colors that are opposite each other on the
• Acrylic • Saturation color wheel are considered to be
• Oil Paint Hue (hyoo/yoo) – is the quality which gives a complementary colors (example: red and
color its name. green).
ELEMENT #1: The line The colors of the spectrum are therefore called • Complementary colors exhibit strong visual
• Line is man's own invention. It does not exist hues. contrast.
in nature. The lines we "see" in nature are, on • When people talk about the color of • Opposite Colors Create Drama
close observation, veins of leaves, the joining of something, they are usually referring to the hue
two different surfaces, or the edges of objects. of that object. The high contrast of complementary colors
The artist uses lines to imitate or to represent • All of the colors of the rainbow are actually creates a vibrant look especially when used at
objects and figures on a flat surface. different hues in the visible spectrum of light. full saturation. This color scheme must be
-straight • Value and Color managed well so it is not jarring.
-curved Value affects the lightness and darkness of a Complementary color schemes are tricky to use
Common Types of straight lines hue (ex. Dark yellow to light yellow) in large doses, but work well when you want
• Horizontal something to stand out.
• Vertical Saturation - Saturation refers to the intensity of Complementary colors are really bad for text.
• Diagonal a hue.
• Zigzag Framed in a triangular pattern, they are called Tips:
• Broken the color triad. Use a single warm color against a range of cool
The color formed out of the combination of two colors to put an emphasis on the warm color
• The Horizontal Line – Rest; Serenity; Perfect primaries is called a Secondary Color. (red versus blues and blue-greens, or orange
stability versus blues and blue-violets).
• The Vertical Line – Height; Poised & Stable; There is actually no limit to the number of Avoid using desaturated warm colors (e.g.
Strength; Power intermediate colors we can form because the browns or dull yellows), because this may ruin
• The Diagonal Line – Movement; Emotion; color produced will differ from that achieved by the scheme.
Unrest/ uncertainty mixing more yellow with green
• Curved lines – Flow; Softness Color Relationships A complementary color scheme is composed of
Colors gain intellectual and emotional 2 complementary hues.
3. Analogous Colors
• Analogous color schemes use colors that are
next to each other on the color wheel.
• They usually match well and create serene
and comfortable designs.
Make sure you have enough contrast when
choosing an analogous color scheme
Choose one color to dominate, a second to
support. The third color is used (along with
black, white or gray) as an accent
• Analogous color schemes are often found in
nature and are harmonious and pleasing to the
eye.
An analogous color scheme consists of 3-5
adjacent hues.
Triad
• A triadic color scheme uses colors that are
evenly spaced around the color wheel.
• Primary colors and secondary colors are
examples of color triads.
Triadic color schemes tend to be quite vibrant,
even if you use pale or unsaturated versions of
your hues.
To use a triadic harmony successfully, the
colors should be carefully balanced - let one
color dominate and use the two others for
accent.
Tips:
Choose one color to be used in larger amounts
than others.
If the colors look gaudy, try to subdue them.
Split-Complementary
• The split-complementary color scheme is a
variation of the complementary color scheme.
In addition to the base color, it uses the two
colors adjacent to its complement.
• The split-complimentary color scheme is
often a good choice for beginners, because it is
difficult to mess up.
This color scheme has the same strong visual
contrast as the complementary color scheme,
but has less tension.
The split-complimentary color scheme is often
a good choice for beginners, because it is
difficult to mess up.
combination of Thalo Green and Diox. Purple.
They mix together to make the right blue. This
is a good example of using split complementary
colors.
Double-Split Complementary or Tetradic
• The rectangle or tetradic color scheme uses
four colors arranged into two complementary
pairs.
This rich color scheme offers plenty of
possibilities for variation.
Tetradic color schemes works best if you let
one color be dominant.
You should also pay attention to the balance
between warm and cool colors in your design.
Tips:
If the scheme looks unbalanced, try to subdue
one or more colors.
Avoid using pure colors in equal amounts.
Element #5: Texture
• Texture refers to the properties held and
sensations caused by the external surface of
objects received through the sense of touch.
• Texture is first known by actually touching
objects.
• Texture, although referring to the sense of
touch, can also be seen visually.
2 common types of Texture in Art
1. Actual texture - Physical, tangible texture.
Something that you can feel with your hand
(feathers, rocks, glass, etc.)
2. Simulated Texture - Creating the visual effect
of texture without actually adding texture.
• In sculpture, Texture results from the physical
properties of the material an artist uses. (glass
– smooth, stone – rough)
• The artist also has freedom to manipulate a
material to achieve the texture he wants for
the artwork. (frosted glass – rough, polished
stone – smooth)
Element #5: Space
2 basic Spaces in painting
• Decorative space – the 2-dimensional picture
plane which has no depth. (ex. The empty
space across a white canvas)
• Plastic Space – the term we apply to the third
dimension which is a matter of "illusion" in the
case of a painting.
How do we suggest depth in a painting?
1. Overlapping Planes
2. Variation in size/ perspective
3. Position on the Picture Plane
4. Color
5. New Spatial Dimension.
• Element of Time
Positive and Negative Spaces
• Negative space, in art, is the space around
and between the subject(s) of an image.
• The subject is the positive space, or a positive
shape.
PRINCIPLES OF DESIGNS
1. Harmony
• Harmony refers to the adaptation of the
visual elements to each other, the agreement
between the parts of a composition which
result in Unity.
• Harmony in visual design means all parts of
the visual image relate to and complement
each other.
Example. A fork and a spoon are harmonizing
elements
Examples of Harmony can be seen in personal
fashion, and interior design.
• Harmony is dependent on the relationship of
the visual elements.
• Harmony pulls the pieces of a visual image
together.
• Harmony can be achieved through repetition
and rhythm.
• Repetition reemphasizes visual units,
connecting parts and creating an area of
attention.
• Patterns or shapes can help achieve harmony.
• By repeating patterns in an interesting
arrangement, the overall visual image comes
together.
2. Unity
• Unity is the relationship among the elements
of a visual that helps all the elements function
together.
• Unity gives a sense of oneness to a visual
image. In other words, the words and the
images work together to create meaning.
• Unity helps organize a visual image,
facilitating interpretation and understanding.
• Unity can be achieved by making an element
common.
• Unity can be achieved through the use of
similar shapes.
• Unity can be achieved through the use of a
common pattern.
• Unity can be achieved through the use of
space.
• Unity can be achieved through the use of a
common Font.
• Unity in a painting also refers to the visual
linking of various elements of the work.
3. Balance
• Balance is a psychological sense of
equilibrium.
• As a design principle, balance places the parts
of a visual in an aesthetically pleasing
arrangement.
• In visual images, balance is formal when both
sides are symmetrical in terms of arrangement.
This is called Symmetrical Balance.
• aesthetically pleasing proportionality and
balance;precise and well-defined concept of
balance or "patterned self-similarity" that can
be demonstrated or proved according to the
rules of a formal system: by geometry, through
physics or otherwise.
• Some compositions contain asymmetrical
balance.
Radial Balance - Balance emanating from a
centerpoint.
• Balance in design is similar to balance in
physics
• A large shape close to the center can be
balanced by a small shape close to the edge.
• A large light toned shape will be balanced by
a small dark toned shape (the darker the shape
the heavier it appears to be)
The rule of third
• A picture is divided into three sections
vertically and horizontally and lines and points
of intersection represent places to position
important visual elements.
• The rule of thirds can be a very useful guide
for composing designs.
• One can analyze photographs and designs by
laying down grids.
• Rule of thirds grid applied to a landscape
• Rule of thirds grid applied to a portrait.
• applying a rule of thirds grid to some popular
Web sites.
• Rule of thirds grid applied to Apple's Web
site.
As mentioned earlier, the "Rule of Thirds" is not
a rule at all; it's a guideline, intended to help
you when you are uncertain as to the
placement of elements in a scene when you are
framing the picture. By ignoring the rule, you
may still have a great picture, depending on the
content of the image and how well its elements
are balanced. For example, if you want your
viewer to ignore all other parts of your
composition, then place your center of interest
smack in the middle, like a bull's eye. The
important thing is to note the reasons for
object placement in your images. Knowing why
you do something and what effect it will have
leads to good composition.
4. Emphasis
• Emphasis (also called focal point) is where the
focus is concentrated through design principles
or meaning.
• To do this, one develops points of interest to
pull the viewer's eye to important parts of the
body of the work.
• It is to make one part of an artwork dominant
over the other parts. It makes an element or
object in a work stand out. To use emphasis in
an artwork is to attract the viewer's eyes to a
place of special importance in an artwork.
Some examples of emphasis, using elements of
Art:
1. Emphasis using shapes
2. Emphasis using size or dominance
3. Emphasis using color
5. Contrast
• To show difference/oppositions and diversity
in an artwork by combining elements to create
interest or focus.
• Give two things that are contrasting:
1. Emphasis using texture
2. Emphasis using Space and Balance
3. Emphasis using Space and Balance
• Emphasis and subordination involve the
differentiation between the more important
the less important
6. Proportion or scale
• Poportion deals with the ratio of one part to
another and of the parts to the whole.
• Ratio implies a comparison between parts.
• When the principle of proportion is applied to
a work of art it is usually in the relationship of
size. That is, the size of one element of the
composition as compared to the size of another
related element. In the instance of a
relationship of size a comparison is made
between the:
1. height, width and depth of one element to
that of another
2. size of one area to the size of another area
3. size of one element to the size of another
element
4. amount of space between two or more
elements
• Proportion is usually not even noticed until
something is out of proportion. When the
relative size of two elements being compared
seems wrong or out of balance it is said to be
"out of proportion". For example if a person
has a head larger than their entire body, then
we would say that they were out of proportion.
• Proportion in art has been examined for
hundreds of years, and one timeless
proportional relationship that occurs frequently
in design is the Golden mean or Golden ratio.
• The Golden Mean
- Two quantities are said to be in the golden
ratio if "the whole (that is, the sum of the two
parts) is to the larger part as the larger part is
to the smaller part".
- The Golden Mean is also called the Golden
Proportion, Golden Ratio, Golden Section or the
Divine Proportion.
7. Movement
• Creating the illusion of action or physical
change in position.
• It is leading viewers to sense action, or
alternatively, the path the viewer's eye follows
throughout an artwork.
• Movement is used in art to give the feeling of
action and to guide the viewer's eyes
throughout the artwork.
8. Rhythm
• Rhythm is showing consistency with colors or
lines.
• It is indicating movement by the repetition of
elements.
• Rhythm can make an artwork seem active.
• Simple, Monotonous Rhythm- Only one type
of motif is repeated
• Composite Rhythm - Two or more recurring
motifs exist simultaneously.
• Complex Rhythm
9. Variety
• Variety is the quality or state of having
different forms or types.
• The differences which give a design visual and
conceptual interest: notably use of contrast,
emphasis, difference in size, and so forth.
• Variety is used to prevent monotony and
uniformity.
Variation to emphasize an element
Variation in the elements of art
Variation in shapes
Variation in sizes
Variation on color
Prehistoric Art
It refers to Art that predates written records;
specifically the art of Europe 3,000 BC-2000
BC.
This is the first known period of prehistoric
human culture, during which work was done
primarily using stone tools.
The term "prehistoric" indicates that the
culture that produced the artwork did not have
a written language.
There are several forms of prehistoric artifacts
and artwork.
(1) small stone figurines;
(2) petroglyphs , found all over the world,
(3) geoglyphs ;
(4) megaliths
(5) cave paintings
Petroglyphs -(also called rock engravings)
created by removing part of a rock surface by
incising, pecking, carving, and abrading.
A geoglyph - is a drawing on the ground, or a
large motif, (generally greater than 4 metres) or
design produced on the ground, either by
arranging clasts (stones, stone fragments,
gravel or earth) to create a positive geoglyph
(stone arrangement/alignment, petroform,
earth mound) or by removing patinated clasts
to expose unpatinated ground (negative
geoglyph).
Some of the more famous examples of
Prehistoric Art are:
1.Stonehenge
2.Nazca lines in Peru
3.Lascaux Cave, near Montignac, Dordogne,
France
Prehistoric Period is sub-classified into three
divisions:
1. Old Stone Age (Paleolithic)
2. Middle Stone Age (Mesolithic)
3. New Stone Age (Neolithic)
The Paleolithic Period or
Old Stone Age
It derives from Greek: palaios, "old"; and lithos,
"stone", literally meaning "old age of the stone"
or "Old Stone Age."
The earliest period of human development and
the longest phase of mankind's history.
Period distinguished by the :
1.development of the first stone tools
2.introduction of agriculture and the end of the
Pleistocene.
During the Paleolithic, humans grouped
together in small societies such as bands, and
subsisted by gathering plants and hunting or
scavenging wild animals
Surviving artifacts of the Paleolithic era are
known as Paleoliths.
Humankind gradually evolved from early
members of the genus Homo such as Homo
habilis -- who used simple stone tools -- into
fully behaviorally and anatomically modern
humans (Homo sapiens sapiens) during the
Paleolithic era.
The climate during the Paleolithic consisted of a
set of glacial and interglacial periods in which
the climate periodically fluctuated between
warm and cool temperatures.
Extant small sculptures are generally of fecund
female nudes and relate to the cult of the
Mother Goddess, for example the Venus of
Willendorf about 21,000 BC, which is carved
from a small stone.
the most outstanding feature of the Paleolithic
period was the evolution of the human species
from an apelike creature, or near human, to
true Homo sapiens
Lascaux is the setting of a complex of caves in
southwestern France famous for its Paleolithic
cave paintings.
Altamira Cave, Spain
Altamira (Spanish for 'high view') is a cave in
Spain famous for its Upper Paleolithic cave
paintings featuring drawings and polychrome
rock paintings of wild mammals and human
hands. It is located near the town of Santillana
del Mar in Cantabria, Spain, 30 km west of the
city of Santander.
The cave with its paintings has been declared a
World Heritage Site by UNESCO.
The Middle Stone Age
(Mesolithic period)
The Mesolithic (Greek: mesos "middle", lithos
stone) or "Middle Stone Age" was a period in
the development of human technology in
between the Paleolithic or Old Stone Age and
the Neolithic or New Stone Age. .
It began at the end of last glacial era, over
10,000 years ago.
Middle Stone (Mesolithic) Age is considered the
most significant phase of human evolutions.
The era brought about a transition in the
culture, art, and the overall lifestyle of the
Stone Age.
Mesolithic was a definite bridge between
Paleolithic and Neolithic Ages.
Characterized by more advanced hunter
gathering, fishing and rudimentary form of
cultivation
Mesolithic Humans
Mesolithic Culture:
As the Ice age disappeared , to be replaced by
the grassland and forests mobility and flexibility
became more important in the hunting and
acquisition of food.
Tools: Characterized by small lighter flint tools,
fishing tackle, stone adzes, bows and arrows.
As mentioned above, the Mesolithic Art was far
more mature and stylized, since it carried
human emotions and colors, as opposed to the
stick-like figures of the Paleolithic Art.
The Mesolithic Art therefore, paved way for the
most refined Stone Age Art known as Neolithic
Art.
Neolithic Art was much more creative and
intelligent, which stands as an eyewitness of
the evolution of human race through the ages.
There is a whole lot of cave paintings dating
back to the Neolithic Age, but only a handful of
paintings exist from the Mesolithic Age.
Art historians are still grappling for more
evidence from Mesolithic Art.
New Stone Age (Neolithic)
The Neolithic Age, Era, or Period, or New Stone
Age.
Neolithic (literally: "new stone") age represents
a spree of hellzapoppin' innovation.
Humans were settling themselves down into
agrarian societies, which left them enough
spare time to explore some key concepts of
civilization - namely, religion, measurement,
the rudiments of architecture and writing and,
yes, art.
Megalith
large roughly dressed stones standing alone or
combine to form a structure.
The word 'megalith' comes from the Ancient
Greek µ??a? megas meaning great, and ?????
lithos meaning stone.
Erected for:
religious purposes, burial purposes,
memorials of notable events.
3 classes of Megalithic Monuments:
MENHIR
STONE CIRCLE
BURIAL CHAMBER
Menhir or Monolith-single standing stone often
of great size.
GALLERY GRAVE long rectangular chamber.
MESOPOTAMIAN ART
Mesopotamian Civilization
"The land between the two rivers"
MESOPOTAMIA is a Greek word meaning "land
between two rivers"
LOCATION: Plain between Tigris River and
Euphrates River
The Tigris-Euphrates river valley forms part of
what is known as "Fertile crescent".
Fertile crescent – Curved land extending from
the Persian Gulf along the Tigris and Euphrates
to Mediterranean and Southward along its
shores too the isthmus of Suez
This arc of land contained some of the most
arable soil in the near East, many of the heavily
traveled trade routes, and most of the early
centers of civilization.
Three successive Civilizations of Mesopotamia:
1. Sumerian
2. Akkadian; and
3. Babylonian
SUMERIAN CIVILIZATION
Ziggurats - pyramid site of the temple of the
main gods.
Each city-state had their own gods and
goddesses
Sun god – most important.
Life after death was an extension of life.
RELIGION
POLYTHEISTIC – worshipped more than one
God – represented the forces of nature.
ANU – lord of heavens (sky)
ENLIL – God of Air and Storms
EA – God of waters (floods)
KI – God of earth
INANNA – God of Love and War
SUMERIAN GOVERNMENT
CITY – STATE - A town or city and the land that
surrounds it governed as an independent
nation.
THEOCRACY – City owned by the Gods and the
priests run the government for the Gods.
Much rivalry between city states-wars;
Failed to Unite into one nation
Gilgamesh – Sumer's most inspirational king,
ruled during the first dynasty of Ur, a state
centered between the rivers
His heroic adventures and exploits were
immortalized in the poem "the epic of
Gilgamesh"
SUMERIAN WRITING
CALLED CUNEIFORM (LATIN FOR WEDGE)
WRITTEN ON CLAY TABLETS
NEEDED FOR RELIGION, GOVERNMENT, AND
TRADE
LEARNED IN SCHOOL, BY MALES THAT LASTED
FROM SUNRISE TO SUNSET
SUMERIAN ECONOMY
Make, sell or barter goods.
Trade helped expansion.
Development of money
Will evolve over time.
Sumerian Art
Sumerian art and architecture was ornate and
complex.
Clay was the Sumerians' most abundant
material.
Stone, wood, and metal had to be imported.
Art was primarily used for religious purposes.
Painting and sculpture was the main median
used.
The statues found at the Abu Temple in Tell
Asmar from c. 2700 BCE.
Faces are dominated by very large eyes; but,
for reasons we might take for granted, artists of
many cultures have placed emphasis on eyes.
SUMERIAN ARCHITECTURE
Most cities were simple in structure, the
ziggurat was one of the world's first great
architectural structures.
White Temple and Ziggurat, Uruk (Warka), 3200
-3000 B.C.
The invention of Agriculture changed the way
people lived.
AKKADIAN CIVILIZATION
World's First Empire
Geography: grassland alluvial plain, lower
Tigris-Euphrates, Mesopotamia,modern-day
Iraq
Language: Akkadian, an eastern Semitic
language
Government :Monarchy
king Sargon of Akkad
Established: 2300 BC -Disestablished: 2200 BC
RELIGION:The Akkadians embraced a
polytheistic religion, so they did not have one
"god", but rather multiple gods.
SARGON OF AKKAD
Akkadian Contributions:
They created the first known empire in history,
known as the Akkadian Empire. Site of one of
the first UNIFICATIONS of several city-states
under one secular head, in this case the Sargon
I
BABYLONIANS
The Word "Babylon"
(pronounced babilahnia)
Babylon is Akkadian "babilani" which means
"the Gate of God(s)" and it became the capital
of the land of Babylonia.
The Location of Babylon
Babylon lies in the land of Shinar as revealed in
the Bible (Gen 10:10) and its general location
has never been disputed.
Geography: irrigated alluvial
plain, Euphrates River,
Mesopotamia, modern-
day Iraq
Language: a dialect of Akkadian
Babylonian Art
Babylonian (625–538 BC) Babylon came to
artistic
prominence in the 6th century BC, when it
flourished under King Nebuchadnezzar II. He
built the Hanging Gardens of Babylon, a series
of terraced gardens.
The Babylonians practised all the
Mesopotamian arts and excelled in brightly
coloured glazed tiles, used to create relief
sculptures. An example is the Ishtar Gate
(about 575 BC) from the Temple of Bel, the
biblical Tower of Babel
Old Babylonia (2000-1600 BCE)
Invasion of semitic language groups like the
Amorites
Most famous Amorite ruler = Hammurabi
Hammurabi's Code of Law
-- "An Eye for an eye"
-- "Let the Buyer Beware"
Procedures in Amorite trials
Some sense of justice
Some sense of a "welfare state"
The Epic of Gilgamesh
Introduction of personal religion
Major mathematical achievements
Babylonian social life.
PHYSICAL EDUCATION
PHYSICAL FITNESS AND SPORTS TALENT TEST
PHYSICAL EDUCATION - Training in the
development of and care for the human body;
stresses, athletics; includes hygiene.
PHYSICAL ACTIVITY - A general term that
includes sports, dance and other activities done
at work or at home such as walking, climbing
stairs or gardening.
PHYSICAL EXERCISE - Planned, structured,
repetitive activities designed to improve or
maintain one or effort.
Physical Fitness - is now defines as the body's
ability to function efficiently and effectively in
work and leisure activities, to be healthy, to
resist hypo kinetic disease, and to meet
emergency situations. In previous years, fitness
was defined as the capacity to carry out the
day's activities without fatigue. Automation,
increased leisure time, and changes in lifestyles
following the industrial revolution meant this
criterion was no longer sufficient.
PHYSICAL FITNESS used in two close meanings:
1. General Fitness- a state of health and well
being.
2. Specific Fitness- a task-oriented definition
based on the ability to perform specific aspects
of sports or occupations.
Hypo Kinetic Diseases- are conditions that
occur from a sedentary lifestyle. Examples
could include obesity and complications arising
from obesity.
Hypo Kinetic Diseases- are conditions that
occur from a sedentary lifestyle. Examples
could include obesity and complications arising
from obesity.
CONCEPTS OF FITNESS AND HEALTH
What are the dimensions?
of Health?
? Spiritual
? Physical
? Intellectual
? Emotional
? Social
How can I enjoy a quality and Satisfying life?
? Healthy lifestyle
? Attitudes
? Habits
? Behavior
What are the benefits?
of being physically fit?
? Looking Good
? Feeling Good
? Enjoying Life
? Meeting Emergencies
How would I know my health and fitness
status?
? Physical Fitness Test
? Health Appraisal
Heart Rate - is the frequency of the cardiac
cycle. It is calculated as the number of
contractions (heart beats)of the heart in one
minute and expresses as "beats per minute"
(bpm). When resting, the average adult human
heart beats about: 70 bpm(males); 75
bpm(females)
**This rate varies among people and can be
significantly lower in athletes.
Infant/neonatal 130 – 150 bpm
Toddlers (young child) 100 – 130 bpm
Older Child 90 – 110 bpm
Adolescent 80 – 100 bpm
? 75 per minute translates to 4500 beats an
hour.
? 108,000 beats per day.
? About 39,420,000 beats in a year.
Resting Heart Rate – the function of the heart
during a state of rest (not exercising). It is
measured in beats per minute and the less your
heart beats, the more efficient larger stroke
volume it is.
Working Heart Rate – the highest number of
times your heart can contract in one minute or
the heart rate that a person could achieve
during maximal physical exertion.
Recovery Heart Rate – measured at a fixed (or
reference) period after ceasing activity;
typically measured over
a 1 minute period.
The Health Related Fitness Components
1. Cardiovascular Fitness - The ability to
exercise your entire body.
Battery Test: 3 – Minute Step Test;
Objective: To evaluate endurance of the heart
and lungs.
2. Strength - It is the amount of force your
muscles can produce.
Body Test: Arm push-ups/Knee Push-ups;
Objectives: To evaluate the arm strength.
Body Test: Bent-Knee Curl Ups
Objectives: To evaluate the strength of
abdominal muscles.
3. Muscular Endurance - It is the ability to use
your muscles many times without tiring.
4. Flexibility - It is the ability to use your joints
fully through a wide range of motion.
Battery Test: Sit and Reach
Objective: To evaluate Flexibility
5. Body Composition - It is the amount of fat
cells compared with lean cells in the body
mass.
The Performance/ Skill Related Fitness
Components
6. Agility - The ability to change the position of
your body quickly and to control your body
movements.
Battery Test: Shuttle Run
Objectives: To evaluate Agility and
Coordination
7. Balance - The ability to keep an upright
posture.
Battery Test: Stick Balance
Objectives: To evaluate balance.
8. Coordination - Ability to use your senses
together with your body parts or to use two or
more
Body parts together.
Battery Test: Wand Juggling
Objectives: to evaluate Coordination and
Reaction Time
9. Power - Ability to use strength quickly. It
involves both strength and speed.
Battery Test: Standing Long Jump Test (Broad
Jump)
Objectives: to measure the explosive power of
the legs
10. Reaction Time - Amount of time it takes to
move once you realize the need to act.
Battery Test: Meter stick drop
Objectives: to measure Reaction Time
11. Speed - Ability to perform a movement or
cover a distance in a short period of time.
Battery Test: 50m Sprint
Objectives: evaluate speed
Anthropometric
Anthropometric refers to comparative
measurements of the body. Anthropometric
measurements
are used in nutritional assessments
KINDS OF ANTHROPOMETRIC
1. Body Mass Index (BMI), or Quetelet index, is
a statistical measurement which compares a
person's
weight and height.
2. Stature (height) - Maximum distance from
the floor to the highest point in the head, when
the subject is facing directly ahead.
3. Arm Span - Length of your arm from the tip
of your right middle finger to the tip of your left
middle finger which are extended at shoulder
level against a firm wall.
4. Sitting Heights - The distance from the
buttocks up to your head. Your sitting height
can be measured while you are sitting. Your
head, neck and the trunk are being measured.
Muscular Fitness Test
Partial Curl-ups - It is a test for abdominal
muscle and good posture because the hips are
properly aligned and the student does not
experience back pains particularly at the lower
back.
Trunk Lift -- This test is performed to test the
strength and flexibility of the extensor muscles
of your lower back.
Right Angle Push-ups - It is a test for the upper
body muscles and arm strength and endurance.
Flexibility Fitness Test and Physiological Fitness
Sit and Reach - It is a test for flexibility of the
hamstring muscles (back of the thigh).
The purpose of the test is to determine a
healthy back and prevent hyperextension of the
knees.
Shoulder Stretch - It is a test for shoulder
flexibility.
Physiological Fitness
1-Kilometer Run/Walk - The one kilometer run
is a test for the cardio-respiratory endurance.
It is the ability of the heart and lungs to endure
fatigue for a long period of time. The totality of
your
Fitness level can be measured by the 1-
kilometer run. The students are advised to
walk, jog for the
first leg of the 1-kilometer, then increase the
speed for the next round so that you can finish
the
1-kilometer run for a short period of time
without the feeling of fatigue.
Muscular Fitness for Talent Identification
Standing Long Jump – It is a test for leg strength
and power. Powerful strong legs are very
important in sports like basketball, volleyball,
soccer, swimming and in jumping events in
athletics.
Basketball Pass- It measures upper body
strength and power or the ability to exert a
forceful movement utilizing the muscles of the
arms and upper body. Powerful muscles of the
body are important most sports.
40- Meter Sprint- The 40-meter sprint is
conducted to measure the running speed of the
students. Most sports events are best
performed if your have the ability to run fast
for a short possible time with very high
intensity.
AEROBIC ACTIVITIES
Dr. Kenneth H. Cooper - The developer of
Aerobics
Aerobic is a form of Physical exercise that
combines rhythmic aerobic exercise with
stretching and strength training routines with
the goal of improving all elements of fitness
(flexibility, muscular strength, and cardio-
vascular fitness). It is usually performed to
music and may be practiced in a group setting
led by an instructor, although it can be done
solo and without musical accompaniment.
With the goal of preventing illness and
promoting physical fitness, practitioners
perform various routines comprising a number
of different dance-like exercises. Formal
aerobics classes are divided into different levels
of intensity and complexity.
Aerobics means 'with oxygen" and refers to the
use of oxygen in the body 's metabolic or
energy generating process.
Anaerobic the absence of air : any short
duration exercise .
What is aerobics good for? A regular workout
will:
1. Strengthen your heart muscle and lungs by
making them work harder: with regular
exercise , you can lower your blood pressure
and cholesterol.
2. Stimulate the circulation of blood and lymph
around your body , and so help strengthen your
immune system .
3. Help you burn calories and reduce your body
fat.
4. Raise your serotonin levels, stimulate your
brain to release endorphins and so give you a
natural "high" and easing any stress or anxiety
Increase your body strength so you are less
prone to injury.
5. Improve the shape and tone of your body.
6. Strengthen your heart muscle and lungs by
making them work harder: with regular
exercise , you can lower your blood pressure
and cholesterol.
7. Stimulate the circulation of blood and lymph
around your body , and so help strengthen your
immune system .
What to wear: Wear clothes that allow your
skin to breathe and you to move freely.
How long it is? An aerobics class usually lasts
about 45 minutes to one hour.
How long it is? An aerobics class usually lasts
about 45 minutes to one hour.
PRECAUTIONS:
1. you have a history of heart or respiratory
problems
2. you have problems with your joints
3. you have recently had surgery, or are prone
to or recovering from injury.
You should consult your doctor if:
You have any other medical condition, or are
receiving treatment of any kind.
If you are, or think you might be pregnant, you
should stick to low-impact aerobics, and can
probably find a class specially for mums-to-be.
A specially trained instructor will make sure you
only do exercises that are appropriate.
If you feel any pain during a class or are
unhappy with something you're being asked to
do, for any reason, stop.
Different Kinds of Aerobics
1. High-impact aerobics: High-impact aerobics
is a very energetic form of exercise which
features lots of movements that lift you off the
ground: jumping, hopping and jogging. It is very
vigorous..
2. Low-impact class is a more sedate form of
aerobics and doesn't put so much pressure on
your joints. Because it is less vigorous, low-
impact aerobics is especially good for: pregnant
women; older people; anyone who is
overweigh; people who have weaker joints or
frailties of other kinds who are not suited to
high-impact aerobic exercises; people
recovering from injury
3. Body conditioning: A body conditioning class
focuses on intensive, but low-impact exercises
which tone, shape and strengthen muscles.
Classes may also include some light, high-
repetition weight training. Body conditioning
classes often focus on particular areas such as
"bums and tums".
4. "Kickfit" or kick-aerobics: A variation on high-
impact aerobics, a kick aerobics class
incorporates martial-arts style kicking and
other movements to the exercise-routines, but
it is non-contact. The class may also include
some body conditioning.
5. Step aerobics: Step aerobics combines low-
impact and body-conditioning exercises with a
raised platform or "step" to accelerate and
intensify the workout to your lower body. Step
aerobics is particularly beneficial for developing
and strengthening the muscles in your legs,
spine and hips, and also works on your co-
ordination. A recent survey has shown that step
aerobics is particularly good for strengthening
bones.
6. Dance aerobics: Dance aerobics is a mixed-
impact aerobics class with a dance slant - from
jazzercise to aeropop and even hiphopics
(really). This is a great way to have fun and
shape up at the same time. The movements
and exercises in aerobic dance classes will
depend a lot on the kind of dance that has
inspired it - maybe more ballet, bellydancing or
bhangra. Having said this, the exercises will be
dance variations on the aerobics theme, rather
than the other way around. The class will
involve a similar ratio of warm up, high-
intensity and cool-down exercises as other
classes.
Program Fundamentals of Aerobics
1. Warm-up - Start off moving to something
slow for about 5-10 minutes which will prepare
you for more vigorous activities. Starting an
aerobic routine too quickly can lead to injuries.
2. High Impact - After warming up, your main
aerobic routine should last about 20-30
minutes. If you're just starting your exercise
routine, it's better to exercise for a longer
period of time at a slower pace than going all
out until you feel like you're going to drop
dead.
3. Cool Down - Spend the last 5-10 minutes of
your aerobic dance routine cooling down and
relaxing. This will give you a chance to stretch
your muscles and let your heart rate slowly
come down.
Aerobics Dance Elements:
1. Base moves- low and high Impact
March/walk/step Action: Transfer of weight ,
one foot to the other:;
Jog/run : transfer of weight, one foot to other.
Momentary loss of contact with the floor.
2. Step touch:
Action: Step right foot to right , step tap ball of
left foot next to right foot.
Tip: Weight is not on tapping foot so the foot
maybe use again.
3. Harm string Curl
Action: Lay on your back on the floor with the
heels on the ball and arms on the floor
Lift your buttocks up off the floor
Roll the ball in towards you by bending your
knees and hips until your knees are directly
above your hips
Straighten the legs again by pushing the ball
away and repeat
4. Knee lift
5. Taps – (heel taps, toe taps, side taps)
Action: step right foot to right side; touch left
heel in front (do not transfer weight)/ Step left
foot to left side; touch right heel in front (do
not transfer weight).
6. Lunges :Action: step right foot to right side;
extend left leg backward (right leg bends at
knee)
7. Slides: Action: Right foot brushes floor (front,
side or back); momentarily loss of contact with
the floor as left replace right.
8. Hops: Action: Lift weight off one foot and
land on the same time
9. Jumps: Action: take off on two feet and land
on two feet. Momentary or sustained loss
contact with the floor.
10. Jumping Jacks :Action: start with feet
together, spring up, land with feet opening to a
straddle position; spring up, land with feet
together.
11. Heel Jack: Action: Jump with feet together;
jump, extending left heel to left side (left heel
should touch floor); jump landing both feet
together. Repeat with one side.
12. Leaps: Action: An aerial movement from
one foot to the other; sustained contact with
the floor. For a high kick, move the working leg
from the hip. Do not bend the knee.
13. Pivot Turn: Action: Step forward right, and
then turn 180 degrees toward left to face the
rear. Step forward right, then turn 180 degrees
toward left to face front.
Tip: During the turn, make sure your weight is
evenly distributed on both feet.
Additional Leg Movements
1. Step Heel
2. Step, Close-step, Heel
3. Step Close
4. Step Kick
5. Step Knee lift
6. Box step
7. Rocker
8. Hustle Forward and Back
9. Step, Close, step , kick
10. Stair step
11. "Pony"
12. Elbow to knee
Suggested Arm Movements
1. Arm press- push down and up from chest to
waist.
2. Biceps Curl – move as though weight- lifting.
3. Front scissors – swing arms across each other
in front of the chest then out to sides.
4. Back Scissors – scissors arm behind back.
5. Chicken wings – bend elbows and flap them
up and down at your side.
6. Windshield wiper- bend elbows and move
hands in front of face like windshield wiper.
7. Double Arm swing – swing arms together
across front of chest.
8. Hustle arms- swing both arms backward then
forward.
9. Drive a big Truck- move both arms as if
turning a very large steering wheel.
10. Rowing- move are as rowing a boat.
11. Triceps Curl – move arms overhead as in
weight lifting.
12. Arm circles – alternate circling R arm
clockwise and L arm counter clockwise.
13. Cheer Leader-pump arms up and down
alternately overhead.
14. Picking Cherries-Reach up.
Dance Moves – Group Activity
1. Grapevine
2. Mambo
3. Charleston
4. Kick-Ball change
5. Jazz square/Box step
6. Cha Cha Cha
HEALTH
What is Mental Health?
Mental health is concerned with how you view
yourself, and how you cope with and handle
day-to-day ups and downs.
It is difficult to identify specific standards for
evaluating a person's mental health.
However, some general characteristics of good
mental health exist.
You can get an idea of what it means to be
mentally healthy.
Keep in mind that no one has all of these all the
time.
The national association for Mental Health
describes a person with good mental health as
one who:
1. feels comfortable about himself or herself;
2. feels right about other people;
3. able to meet the demands of life
Mental Health
Means much more than not being mentally ill;
Concerned with how you view yourself, how
you function and get along with people around
you, how you express yourself, and how you
cope with and handle day- to- day ups and
downs.
What Influences Your Level of Mental Health?
Self Concept – is the sum total of how you view
yourself.
How is your self-concept formed?
By the time you reached school age, your self-
concept was fairly well formed.
Your adjustment to, and success in, school was
largely determined by your beliefs and
attitudes about yourself.
Many studies have shown that self-concept is
closely related to success in school.
Positive and Negative Influences on Self-
Concept
Can you remember events that occurred
throughout elementary school?
Was there always one student who was the
first to be selected on a team and one who was
the last?
One who seemed to always be late or in
trouble?
One who was smart or seemed to catch on
fast?
People tend to put labels on others for their
behavior. Have you ever heard:
"She's the smartest girl in the class", or "He's a
born athlete", or
"There 's no task she can't handle,"?
On the other hand, have you heard comments
like,:
"He's always late,"
"She's the class clown,"
"He's so clumsy,"?
Improving Self-Concept
If your self-concept is high, you tend to see new
experience as challenging.
If your self-concept is low, you are most likely
to see new experiences as threatening – as
sources of your potential failure.
Think of some of the things you say and do
during a school day.
What would you say about each person's self
concept in the following examples:
1. "No sense in studying. I'm too dumb in math
to pass anyway."
2. "I didn't win the race, but I did my best and
had a good time."
3. "I'm not going to try out for the team,
because I won't make it."
People with good self-concept generally like
who they are and what they do.
They are basically happy and positive people.
They can bounce back from defeats and losses.
People with good self-concepts are likely to
take good care of their health. Their
appearance also reflects their feelings about
themselves.
What kind of messages do you give yourself?
3 Steps to take in improving your self-concept:
1. Recognize the messages you are presently
giving yourself.
2. Ask people to whom you are close for
assistance and support.
3. Concentrate on the things you do well.
Physical Needs
- need to satisfy hunger, thirst , sleep;
- need to feel secure and safe, to be
free from danger.
Emotional Needs
- need to belong and love and be loved;
- need to achieve, to be recognized
Aesthetic
- need to know, to explore, to understand.
Self- fulfilling
- Need for self-actualization
Personality and Mental Health
Have you heard people describe in this way?:
"She has a great personality,"
"He has no personality at all,"
Personality – encompasses all of your traits,
attitudes, feelings, behaviors, and habits. It
includes your strengths, weaknesses, likes, and
dislikes.
3 Main factors influence the development of
your personality:
1. Heredity
2. Environment
3. Personal Behavior
Understanding Emotions
Your feelings, or emotions, affect your thinking,
your relationship with people around you, your
behavior, and even your success or failure at
accomplishing at a given task.
Your emotions have an obvious impact on you
and your mental health.
This is why you should spend some time
learning more about them.
Rapid growth and change is caused by body
chemicals called hormones.
Besides Physical changes, hormones also cause
emotional changes.
Emotions are Normal
Emotions are neither healthy nor unhealthy.
How you express your emotions, however, can
be healthy or unhealthy.
Because our deepest feelings are quite difficult
to identify, we often cover them up or describe
them as something different.
Have you ever said:
"I'm furious with you," or
"I hate you,"
When what you really meant was, "I'm so hurt
that I do not know what to do,"?
Have you ever said: "I hate this class, its dumb,"
when you really meant,
"I am afraid I won't do well," or "I'm scared
people won't like me"?
5 Basic Emotions
1. Love
2. Happiness
3. Anger
4. Fear
5. Sorrow
NEGATIVE FEELINGS and ATTITUDES
1. Loneliness - the feeling that is recognize
because of a desire relationship.
2. Alienation - this is due to lack of social ties
and friendship.
3. Mild Depression - The continuing and
overwhelming feeling of sadness and lack of
motivation.
4. Mild Anxiety - Arises because of a definite
event, such as a test, a date, or an athletic
game.
Indications that you need help and counseling
because of negative emotions are as follows:
1. Very strong reaction to simple problems or
disappointments;
2. Inability to get along with people at home,
school, church at work;
3. Mistrust of family and friends; and
4. Preoccupation with fears and anxieties
Problem-Solving involves making decisions.
(Of course, not all of the decisions you make
are because of a problem)
Regardless of how large or small your problem
is, the choice you are making is problem-
solving, a skill that you can learn and then
practice.
Problem-Solving involves making decisions.
(Of course, not all of the decisions you make
are because of a problem)
Regardless of how large or small your problem
is, the choice you are making is problem-
solving, a skill that you can learn and then
practice.
Problem-Solving Steps:
1. Clearly identify the problem
2. Identify all of your possible choices
3. Consider and evaluate the consequences of
each choice.
4. Select the best choice and act
5. Evaluate the results of your choice.
You are the one responsible for your choice.
Managing Stress in Your Life
Stress – is the body's general response to any
situation.
This simply means that anytime something or
someone appears before us, or we hear or feel
something, the body responds.
Not all stress is bad- a certain amount of stress
is necessary for life.
If the body were not under some stress, it
would cease to function.
As a matter of fact, experts say that moderate
amounts of stress improve productivity.
What excites you, stimulates you, and
challenges you certainly produces stress.
Factors Influencing Stress
1. Person's age
2. social status
3. income
4. stage or place in life
5. cultural background
6. previous experience
What is a Stressor?
A stressor is something that initiates a stress
response.
Stressors can be people, objects, places, or
events.
All of these changes take place when we are
faced with something we perceive to be a
stressor. Once the stressor has been dealt with,
the body returns to normal.
However, in cases where the stressor is
prolonged or not dealt with,the body continues
to work at this level. After a period of time, the
body becomes exhausted.
The system begins to break down. We become
more susceptible to illness and accidents. We
cannot think clearly, and want to flee the
problem.
The effects of Stress on Wellness
* anxiety; frustrations; tension
* heart diseases; high blood
pressure; asthma; ulcers; colitis;
migraine headaches;
*accidents; injuries; careless
Coping with Stress:
1. Identify your own sources of stress, and
examine your methods of coping;
2. Make conscious choices that help to control
the amount of stress you experience;
3. Develop and use coping and relaxation
techniques to diffuse the tension that builds
excess stress.
4. Practice good health habits daily.
Type A and B Personalities
Theory on Personalities that are more
prone to stress.
Developed the theory :
Doctors Frriedman and Roseman
These types have nothing to do with
intelligence, ambition or success.
Type "A" Personalities – are more likely to have
problems, such as heart disease, high blood
pressure, and stomach disorders.
Type "B" Personalities – appear to be more
flexible and less rushed.
Keep in mind that type "A" personalities can
change their behavior pattern if they work on
them. Even some drugs can help to change type
"A" to type "B" personalities.
Time – Friend or Foe?
In any discussion of stress, we must consider
time.
Time is a major factor in stress management.
People who manage their time well are better
able to control stress in their lives, as long as
they look at time as an ally and not as an
opponent.
How do you look at time?
What are your time-management skills – your
effective ways of arranging your time?
Check yourself on the following behavior:
1. Are you always rushing?
2. Do you continually bounce back and forth
between unpleasant alternatives?
3. Do you have trouble finding things?
4. Do you find yourself tired from hours
nonproductive activity?
5. Do you find insufficient time for rest or
personal relationships?
6. Do you regularly miss deadlines?
7. Are you overwhelmed by demands and
details?
8. Do you find yourself doing several tasks at a
time?
9. Do you have trouble deciding what to do
next?
If you answered Yes to six or more of these
questions, you may need to work on managing
your time better.
The Key to Time Management
Some people have difficulty managing their
lives because they do not have good time-
management skills.
Part of this problem occurs because of a
person's inability to say "NO" to others.
Saying "YES" to virtually anything that is
proposed to you says that you have not
established your priorities, that is what is
important to you.
Maybe several things are important, but there
are certain times to do certain tasks. Knowing
when to do the tasks that must be done, and
knowing when to say "NO", is an important way
of showing that we can manage our lives.
Sometimes we are afraid to say "NO" because it
might offend, or perhaps we are afraid of what
the other person will do if we say "NO".
In either case, we have to keep our primary
objectives in mind and act on them. If we
respond with a polite "NO", the other person
will probably react favorably.
Managing Stress
Six major ways to Manage Stress:
1. Planning
2. Thinking ahead
3. Laughing
4. Rechaneling your energy
5. Learning to Relax
6. Calling on your support group

Mental Disorders
What constitutes Mental Illness?
- It is a Mental disorder, a disease, or a
disturbance that prevents a person from
leading a happy, healthy life.
Mental illness carries a stigma in our society.
- A stigma means a blot on one's good name.
Mental Disorders
- is used to describe the broad range of mental
health problems.
Types of Mental disorders
Organic Disorder
- disorder caused by a physical illness or injury
that affects the brain.
Potential causes of Organic disorders: brain
tumors, alcoholism, infections, syphilis, and
stroke.
Functional Disorders
- results from one of many psychological
causes, in which no brain damaged is involved.
These disorders are much more of an internal
nature, resulting from such conditions as stress,
emotional conflict, or poor coping skills.
The three (3) main categories of functional
disorders are:
1. Neurosis
2. Psychosis
3. and personality disorders
1. Neurosis
- a disorder in which the anxiety or fear
prevents a person from functioning effectively
in day-to-day living.
Classification of Neurosis
Paranoia – an all absorbing apprehension that
interferes with carrying a normal activity.
Hypochondria – a preoccupation with the body
and with fear of presumed diseases.
Anorexia – the loss of appetite, especially when
it is prolonged
Depression – is a condition characterized by
sadness, anxiety, insomnia, and withdrawal.
Suicide
- the taking of one's life.
2. Psychosis
A Psychotic
- is an individual whose perception of reality is
so distorted that he or she is unable to function
properly in the environment.
Most common Psychosis:
Schizophrenia (skit-zoe-free-nee-ah)
- a mental disorder meaning "split mind".
They exhibit abnormal emotional responses or,
in some cases, no emotional response at all.
They may respond inappropriately in some
situations.
Much research is still being carried out to
better understand schizophrenia.
Some doctors believe its causes stem from a
physical disorders.
Others think it is genetic in nature.
Presently, with proper treatment, may
schizophrenics can recover.
3. Personality Disorders
- no apparent, distinct signs and symptoms
appear.
- The individual continues to function. Often
effectively, in his or her environment.
- may respond inappropriately in certain
situations or may interfere with others'
interaction.
One common personality disorder is termed
the antisocial personality – characterized by a
person's being in constant conflict with society.
The antisocial personality often does not care
and is, therefore, usually on trouble with the
law.
What is Mental Illness/Disorder?
A mental disorder or mental illness is a
psychological or behavioral pattern that occurs
in an individual and is thought to cause distress
or disability that is not expected as part of
normal development or culture.
Any of various conditions characterized by
impairment of an individual's normal cognitive,
emotional, or behavioral functioning, and
caused by social, psychological, biochemical,
genetic, or other factors, such as infection or
head trauma.
Also called emotional illness, mental disease;
also called mental disorder.
Types of Mental Illness
? Anxiety disorders - People with anxiety
disorders respond to certain objects or
situations with fear and dread, as well as with
physical signs of anxiety or nervousness, such
as a rapid heartbeat and sweating. An anxiety
disorder is diagnosed if the person's response is
not appropriate for the situation, if the person
cannot control the response or if the anxiety
interferes with normal functioning.
? Mood disorder - These disorders, also called
affective disorders, involve persistent feelings
of sadness or periods of feeling overly happy, of
fluctuations from extreme sadness. The most
common mood disorders are depression, mania
and bipolar disorder.
? Psychotic disorder - Psychotic disorders
Involve distorted awareness and thinking, Two
of the most common symptoms of psychotic
disorders are hallucinations – the experience of
images or sounds that are not real, such as
hearing voices – and delusions – false beliefs
that the ill person accepts as true, despite
evidence to the contrary. Schizophrenia is an
example of a psychotic disorder.
? Eating disorders - Eating disorders involve
extreme emotions, attitudes and behaviors
involving weight and food. Anorexia nervosa,
bulimia nervosa and binge eating disorder are
the most common eating disorders.
? Impulse control and addiction disorders
People with impulse control disorders are
unable to resist urges, or impulses, to perform
acts that could be harmful to themselves or
others. Pyromania (starting fires), kleptomania
(stealing) and compulsive gambling are
examples of impulse control disorders. Alcohol
and drugs are common objects of addictions.
Often, people with this disorder become so
involved with the objects of their addiction that
they begin to ignore responsibilities and
relationships.
? Personality disorders
People with personality disorders have extreme
and inflexible personality traits that are
distressing to the person and/or cause
problems in work, school or social
relationships. In addition, the person's patterns
of thinking and behavior significantly differ
from the expectations of society and are so
rigid that they interfere with the person's
normal functioning. Examples include antisocial
personality disorder, obsessive-compulsive
personality disorder and paranoid personality
disorder.
Other, less common types of mental illnesses
include:
? Adjustment disorder - Adjustment disorder
occurs when a person develops emotional or
behavioral symptoms in response to a stressful
event or situation. The stressors may include
natural disasters, such as an earthquake or
tornado; events or crises, such as a car accident
or the diagnosis of a major illness; or
interpersonal problems, such as a divorce,
death of a loved one,
loss of a job or a problem with substance
abuse. Adjustment disorder usually begins
within three
months of the event or situation and ends
within six months after the stressor stops or is
eliminated.
? Dissociative disorders
People with these disorders suffer severe
disturbances or changes in memory,
consciousness, identity, and general awareness
of themselves and their surroundings. These
disorders usually are associated with
overwhelming stress, which may be the result
of traumatic events, accidents or disasters that
may be experienced or witnessed by the
individual.Dissociative identity disorder,
formerly called multiple personality disorder, or
"split personality", and depersonalization
disorder are examples of dissociative
disorders.
? Factitious disorders
Are conditions in which physical and/or
emotional symptoms are experienced in order
to place the individual in the role of a patient or
a person in need of help.
? Sexual and gender disorders
These include disorders that affect sexual
desire, performance and
behavior. Sexual dysfunction, gender identity
disorder and the paraphilias are examples of
sexual and gender disorders.
? Somatoform disorders
A person with a somatoform disorder, formerly
known as psychosomatic disorder, experiences
physical symptoms of an illness even though a
doctor can find no medical cause for the
symptoms.
? Tic disorders
People with tic disorders make sounds or
display body movements that are repeated,
quick, sudden and/or uncontrollable. (Sounds
that are made involuntarily are called vocal
tics). Tourette syndrome is an example of a tic
disorder.
Other diseases or conditions, including various
sleep-related problems and many forms of
dementia, including Alzheimer's disease, are
sometimes classified as mental illnesses
because they involve the brain.
Facing Problems and Conflicts
Defense mechanism - are strategies used to
cope with stressful situations.
1. Denial - Refusal to accept reality.
2. Escape, or Fantasy - Running away from a
problem through daydreaming.
3. Rationalization - An attempt to justify one's
action with an excuse rather than admitting
one's failure or mistake.
4. Projection - An attempt to protect one's self-
concept by blaming unpleasant feelings or
inappropriate actions on others.
5. Repression - Blocking out thoughts about
unpleasant things or experiences- forgetting on
purpose.
6. Identification- Acting like or modeling one's
behavior after a person he or she likes.
7. Displacement- Expressing feelings toward
someone or something not associated with the
source of the feelings.
8. Regression- Retreating to an earlier time that
seems less threatening and requires less
responsibility.
9. Compensation - An attempt to make up for
something you do not have, or did not receive.
10. Sublimation- Transforming unacceptable
behaviors in acceptable ones.
Signs of Mental Health Problems
1. Sadness over a specific event, or for no
reason.
2. Hopelessness – the sense that your life is out
of control;
3. violent or erratic shifts in your moods;
4. Inability to concentrate or to make decisions;
5. Fear and Anger because "the world" is
against you.
6. trouble getting along with those around you;
7. Severe sleep disturbances – nightmares,
insomnia
8. Compulsive self-destructive behavior –
overeating, drinking , drug abuse
9. Frequent physical Ailments – for which no
medical cause can be found
Ways of preventing Mental Disorder/Illness
Different services may help such as:
PSYCHIATRY - Is a medical specialty officially
devoted to the treatment, study and
prevention of mental disorders.
Psychiatric assessment typically involves a
mental status examination, the taking of a case
history. Psychological tests may also be
conducted.
PSYCHOANALYSIS - Strives to expose the ego in
the treatment situation and the original
emotional conflicts which it could not solve in
the past. To achieve these goals, the patient is
expected to appear several times a week for
interview with the analyst and engage in a free
association which involves the spontaneous
verbalizing of all the things comes to mind,
without organizing or censoring the material.
Group Therapy - A form of Psychotherapy
wherein six to 10 persons meet once or twice a
week under the directions of a trained leader or
therapist.
PSYCHOTHERAPY - A method of verbal
treatment which has been labeled "the talking
cure", the aim of which is to free or to alleviate
the client's mental illness; The process involves
the exploring of contradictions and
inconsistencies, discovering and experiencing of
feeling previously denied, awareness,
perceiving of positive regard on the part of the
therapist, reorganization and restructuring of
the client's concept of himself and awareness
of responsibility for the new self in action.
Drug Therapy
- the use of drugs to reduce a mental disorder
or to prepare for the above two treatments.
Electroconvulsive Therapy
- Electric shock given to a patient under
anesthetic, usually on a side of the brain. This
treatment can sometimes help severely
depressed patients.
Self-help to improve Personality and Prevent
Mental Disorder
? Maintain a sound physical health.
? Develop a wholesome outlook in life.
? Gain confidence through making sure of
success.
? Learn to enjoy people to make stimulating
social contacts.
? Cultivate a variety of active interests.
? Conquer fears by facing them.
? Embrace a wholesome attitude toward sex
matters.
? Develop a sensible independence.
? Plan a balanced program of work and play.
? Beware of alluring escapes.
? Learn to face things as they are.
? Strive for a balanced satisfaction of life's
need.
? Remember that time is a great healer and
God is the greatest.
AGING AND DEATH EDUCATION
AGING
Aging is an irreversible biological changes that
occur in all living things with the passage of
time, eventually resulting in death.
The process of becoming older, a process that
is genetically determined and environmentally
modulated.
The organic process of growing older and
showing the effects of increasing age
Is the accumulation of changes in an organism
or object over time. Ageing in humans refers to
a multidimensional process of physical,
psychological, and social change
Senescence or biological aging is the change in
the biology of an organism as it ages after its
maturity. Such changes range from those
affecting its cells and their function to that of
the whole organism. There are a number of
theories why senescence occurs including those
that it is programmed by gene expression
changes and that it is the accumulative damage
of biological processes.
catabiosis - normal aging of cells
SIGNS OF AGING
Physical Changes
1. The skin turns dry and wrinkled.
2. The hair becomes thinner and turns to gray
or to white.
3. The joints of the skeleton stiffens because of
a reduction of lubricating fluids.
4. Sense of touch is diminished and therefore
response to pain lessens.
5. The reflexes is reduced.
6. Vision tends towards farsightedness.
7. Hearing sensitively decreases.
8. Short term memory is reduced.
9. Sense of smell is reduced and sense of taste
appears to decline.
10. Loss of teeth.
11. They tend to perspire less.
12. Males and females menopause.
Psychological or Mental Changes
1. Regression
2. A restless wandering feeling
3. Confusion
4. Combative in nature
5. Persistent talk about the wish to die
6. Paranoid delusions
7. Inappropriate dependency
8. Becoming critical and demanding
9. Depression
10. Isolation
Sociological Changes
1. Loss of child rearing function
2. Loss of spouse
3. Mandatory retirement
4. Problems of transportation
5. Lack of community involvement
6. Lack of knowledge in community resources
7. Financial problems
8. Proper use of time-leisure activities
9. Loneliness
10. Loss of role identification
11. Helpless victims of crimes of abuse
Gerontology is the scientific study of old age,
emphasizing the social and behavioral aspects
of aging. Although aging is a lifelong process
and varies in its effects on individuals, old age
has been commonly defined as beginning at the
age of 65.
Be active in both physically and intellectually.
They should eat healthy foods and plan for
leisure in their life.
Death Education
Refers to a variety of educational activities and
experiences related to death and embraces
such core topics as meanings and attitudes
toward death, processes of dying and
bereavement, and care for people affected by
death.
Also called education about death, dying, and
bereavement, is based on the belief that death-
denying, death-defying, and death-avoiding
attitudes.
Two major reasons for providing death
education'
First, death education is critical for preparing
professionals to advance the field and
accomplish its purposes.
Second, it provides the general public with
basic knowledge and wisdom developed in the
field. The overarching aims of death education
are to promote the quality of life and living for
oneself and others, and to assist in creating and
maintaining the conditions to bring this about.
Coping With Grief
Just as people feel grief in many different ways,
they handle it differently, too.
Some people reach out for support from others
and find comfort in good memories. Others
become very busy to take their minds off the
loss. Some people become depressed and
withdraw from their peers or go out of the way
to avoid the places or situations that remind
them of the person who has died.
For some people, it can help to talk about the
loss with others. Some do this naturally and
easily with friends and family, while others talk
to a professional therapist.
Some people may not feel like talking about it
much at all because it's hard to find the words
to express such deep and personal emotion or
they wonder whether talking will make them
feel the hurt more. This is fine, as long you find
other ways to deal with your pain.
People sometimes deal with their sorrow by
engaging in dangerous or self-destructive
activities. Doing things like drinking, drugs, or
cutting yourself to escape from the reality of a
loss may seem to numb the pain, but the
feeling is only temporary. This isn't really
dealing with the pain, only masking it, which
makes all those feelings build up inside and
only prolongs the grief.If your pain just seems
to get worse, or if you feel like hurting yourself
or have suicidal thoughts, tell someone you
trust about how you feel.
Ways to Cope with Death
Discuss feelings such as loneliness, anger, and
sadness openly and honestly with other
students, instructors and family members.
Maintain hope.
If your religious convictions are important to
you, talk to a member of the clergy about your
beliefs and feelings.
Join a support group.
Take good care of yourself. Eat well-balanced
meals. Get plenty of rest.
Be patient with yourself. It takes time to heal.
Some days will be better than others.
DENIAL AND SHOCK
At first, it may be difficult for you to accept
your own dying or the death of a loved
one/classmate. As a result you will deny the
reality of death. However, this denial will
gradually diminish as you begins to express and
share your feelings about death and dying with
other students or friends.
Symptoms
After the initial shock has worn off, the next
stage is usually one of classic denial, where
they pretend that the news has not been given.
They effectively close their eyes to any
evidence and pretend that nothing has
happened.
Typically, they will continue their life as if
nothing has happened. In the workplace, they
will carry on doing their job even if that job is
no longer required.
A classic behavior here is a 'flight into health',
where previously-perceived problems are
suddenly seen as having miraculously fixed
themselves.
Treatment
You can move a person out of denial by
deliberately provoking them to anger. Hold up
the future (sympathetically) so they cannot
avoid or deny it. Tell them that it is not fair.
Show anger yourself (thus legitimizing that they
get angry).
ANGER
During this stage the most common question
asked is "why me?". You are angry at what you
perceive to be the unfairness of death and you
may project and displace your anger unto
others. When given some social support and
respect, you will eventually become less angry
and able to move into the next stage of
grieving.
Symptoms
The next step after denial is a sudden swing
into anger, which often occurs in an explosion
of emotion, where the bottled-up feelings of
the previous stages are expulsed in a huge
outpouring of grief. Whoever is in the way is
likely to be blamed. In a company this includes
the managers, peers, shareholders customers
and suppliers. The phrase 'Why me?' may be
repeated in an endless loop in their heads. A
part of this anger thus is 'Why not you?', which
fuels their anger at the those who are not
affected, or perhaps not as seriously so.
Treatment
When they are angry, the best thing you can do
is give them space, allowing them to rail and
bellow. The more the storm blows, the sooner
it will blow itself out.
Where anger becomes destructive then it must
be addressed directly. As necessary, you may
need to remind people of appropriate and
inappropriate behavior. Reframe their anger
into useful channels, such as problem areas and
ways to move forward.
Beware, when faced with anger, of it becoming
an argument where you may push them back
into denial or cause later problems. Support
their anger. Accept it. Let them be angry at you.
BARGAINING
Many students try to bargain with some sort of
deity. They probably try to bargain and offer to
give up an enjoyable part of their lives in
exchange for the return of health or the lost
person.
Symptoms
After the fires of anger have been blow out, the
next stage is a desperate round of bargaining,
seeking ways to avoid having the bad thing
happen. Bargaining is thus a vain expression of
hope that the bad news is reversible.
Bargaining in illness includes seeking
alternative therapies and experimental drugs.
In organizations, it includes offering to work for
less money (or even none!), offering to do
alternative work or be demoted down the
hierarchy. One's loyalties, debts and
dependants may be paraded as evidence of the
essentiality of being saved.
Treatment
When people are bargaining, you should not
offer them any false hope. Although there may
be practical things they can do which you can
offer them, never offer them something that
cannot be fulfilled.
Sometimes the best you can do at this stage is
point even more at the inevitable, even though
this may well tip them into depression (which
may well be a necessary move).
When they are in a bargaining mood,
sometimes there are things you can offer them,
such as support for change or new
opportunities. In these cases you may be able
to strike a win-win deal, where they get an
improved deal and you get collaboration or
some other contribution. In a business setting,
this may include finishing off some important
work before they leave and receiving a special
bonus for doing so.
DEPRESSION
You may at first experience a sense of great
loss. Mood fluctuations and feelings of isolation
and withdrawal may follow. It takes time for
you, the grieving student, to gradually return to
your old self and become socially involved in
what's going on around you.
Please note that encouragement and
reassurance to the bereaved student will not be
helpful in this stage.
Symptoms
After denial, anger and bargaining, the
inevitability of the news eventually (and not
before time) sinks in and the person reluctantly
accepts that it is going to happen. From the
animation of anger and bargaining, they slump
into a slough of despond. In this deep
depression, they see only a horrible end with
nothing beyond it. In turning in towards
themselves, they turn away from any solution
and any help that others can give them.
Depression may be seen in a number of passive
behaviors. In the workplace, this includes
physical absenteeism, long lunch breaks and
mediocre work performance. It can also appear
in tearful and morose episodes where the
person's main concern is focused on their own
world.
Treatment
The first thing you can do with people who are
in depression is to be there with them,
accepting them in all their misery. People who
are depressed feel very much alone and you
company, even though it may not seem that
way, is likely to be welcome.
The second thing to do is to keep them moving.
It is easy to get stuck in depression, and the
longer they stay there, the deeper into the mud
they are likely to slide. So keep up a steady
stream of support, showing them that there is
light ahead and encouraging them to reach
towards it.
In the workplace, provision of professional
coaching, counselling and other support can do
a lot to help people recognize their depression
and find a way to clamber out of the pit
ACCEPTANCE
Acceptance does not mean happiness. Instead
you accept and deal with the reality of the
situation.
Symptoms
The final stage is back to one of stability, where
the person is ready and actively involved in
moving on to the next phase of their lives, no
matter how short. The terminally ill person will
be putting their life in order, sorting out wills
and helping others to accept the inevitability
that then now have countenanced and faced.
In the workplace, people who havelost their
jobs will be actively seeking new work, whilst
others who have had their work changed will
be tidying up and getting ready to move on.
Acceptance is typically visible by people taking
ownership both for themselves and their
actions. They start to do things and take note of
the results, and then changing their actions in
response. They will appear increasingly happier
and more content as they find their way
forward.

Treatment
Help the person to establish themselves
permanently in their new position. Fix them
there, ensuring that there is no way back to the
previous situation. Congratulate them on
getting through the change. Celebrate the
completion of their transition.