Western Mindanao State University

College of Sport Science and Physical Education

Zamboanga City

Service Physical Education Department

COURSE MANUAL

In

PATH – FIT 1

(Movement Enhancement)

1st semester

S.Y. 2021-2022

Prepared by:

PATHFIT Instructors
 WMSU Vision and Mission and CSSPE Goals and Objectives

ENGLISH

Vision

The University of Choice for higher learning with strong research orientation that produces professionals
who are socially responsive to and responsible for human development; ecological sustainability; and,
peace and security within and beyond the region

Mission

The Western Mindanao State University, set in a culturally diverse environment, shall pursue a vibrant
socio-economic agenda that include:

• A relevant instruction paradigm in the education and training of competent and responsive human
resource for societal and industry needs;
• A home for intellectual formation that generates knowledge for people empowerment, social
transformation and sustainable development; and,
• A hub where science, technology and innovation flourish, enriched by the wisdom of the Arts and
Letters, and Philosophy.

CHAVACANO

Vision

La Universidad de preferencia para educacion superior que tiene fuerte orientacion na research, que ta
produci mana professional responsable na sociedad, y ta responde para el desarollo de genta, ta sustene
el ecologia, y el paz y seguridad adentro y afuera del region.

Mision

El Western Mindanao State University, locaw na un abudante ambiente cultural, hay persigue un
vigoroso programa de la sociedad y economia que ta incluye:

 Un notable ejemplo de instruccion na educacion y formacion para obtener empleados eficiente

y preparao para satisfecha el necesidades de la sociedad y la industria;

 Un casa para la formacion intelectual que ta produci entendimiento para transmiti poder con las
personas, transforma la sociedad, y sustene con el desarollo, y

 Un centro donde ta floria la ciencia, la tecnologia y la innovacion, mejorao por la sabiduria de las
Artes y las Letras y la Filosofia.
TAGALOG

Bisyon

Ang Unibersidad na pinili para sa mas mataas na pagkatuto na may matibay na oryentasyon sa
pananaliksik na nakalilikha ng mga propesyonal na may pananagutan sa paglinang ng sankatauhan,
ekolohikal na pagpapanatili, kapayapaan, at seguridad sa loob at labas ng rehiyon.

Misyon

Ang pampamahalaang Unibersidad ng Kanlurang Mindanao na itinakda sa isang kapaligirang binubuo ng

iba’t ibang kalinangan ay titiyaking ipagpatuloy ang mga matitingkad na sosyo-ekonomikong adyenda na
kinabibilangan ng:

 Isang paradimo ng edukasyon na may kaugnayan sa pagtuturo at pagsasanay ng mga

mahuhusay at mga yamang taong nakatutugon sa pangangailangan ng lipunan at industriya;

 Isang tahanan ng intelektwal na pormasyong nakabubuo ng kaalaman para sa

pagsasakapangyarihan ng mamamayan, pagbabagong panlipunan at pagpapanatili ng kaularan;
at

 Isang sentrong pagpapaunlad sa agham, teknolohiya, at inobasyon na pinagyaman ng dunong sa

sining, panitikan at pilosopiya.

TAUSUG

In Aangutun

In iskul amuin iya-angut amu na in sa taas taas pag iskulan piun sin katan ha pagdawhat sin ilmu iban
nukil abayan gaus iban kusug ha pag salusu sin panghati hasupaya mapa aun iban makapag patindug tau
talus pangadji mamut manabang pa bangsa, raayat iban kawmna, katilibut halgaan, karayawan iban
kasanyangan sin katan in iya-angan angan; kasajahitraan pagmaksurun bukun sadja di sah sambil pa liuh
kawman/hulah.

In Susungun

In WMSU nagpalmata ha kawman dugaing dugaing inasil iban kabtangan wajib magmuhut muhut sin
pakaradjaan ha kawman iban kabuhianan lamud dii:

 Suntuan pangadjian iban bautan sin mga bal akkal salta kapangandulan para ha hikarayawan sin
kawman iban kabuhianan

 Hulah pag paawnan panghati ilmu ha hikasanyang iban kasambuhan iban talanghati sin mayran
aun gaus baugbug ha karayawan
  Tampat sin science, information and technology jumatu, hiyablun sin kakaingat sin arts, letter
iban philosophy.

VISAYAN

Panan-Awon

Ang Unibersidad sa pagpili sa mas taas nga pagtu–un uban ug kusug orientasyon sa panuki duki nga
makahimo ug mga propesyonal kinsa maka tubag sa katilingban para ug responsible sa paglambo sa
tawu, malungtarunun ekolohiyaa, ug kalinaw ug seguridad sa sulud ug gawas sa rehiyon.

Misyon

Ang kasadpan Mindanao Estado Unibersidad nagabarog sa usa ka nagkalain-lain ang kultura palibot,
magpa dayun usa ka kusog nga sosyo-ekonomiya agenda nga naglakip:

 May kalabutan nga panudlu nga paradigm sa edukasyon ug pagbansay sa sarang ug makatubag
sa tawhanun nga kahiunguan para sa katilingban ug industriya nga kinahanglanun

 Us aka balay para sa intelektwal nga pagporma nga nagamugna kaalam para sa paghatag gahum
sa mg atawu, sosyal pagbalhin ug malungtarun nga kalambuan ug

 Usa ka sentro kung asa ang sensya teknolohiya ug pagbag-u naga uswag pagpalambu pina agi sa
kaalamsa mga arte ug letra ug pilosopiya.

Goals

Consistent with the vision and mission of the university, the college of sports science and physical
education (CSSPE) shall:

1. Develop globally competitive students who will take proactive roles and become instrument in
the development of physical education;

2. Ensure quality and excellent instruction and to evaluate curricular programs that are relevant
and responsive to the dynamic environment;

3. Produce productive research culture and establish linkages or services to the communities;

4. Undertake collaborative partnerships and networks with other school organizations and
agencies that offer the same discipline.

5. Provide comprehensive, continuing and professional programs for faculty, staff and student
development.

6. Provide an overview of professional teaching opportunities for pre-service teachers to

experience actual teaching by utilizing different teaching methods and theoretical issues in the
application of instructional strategies and approaches to facilitate learning;
 7. Provide extension services thru sports, fitness and recreational programs within the university
and community to establish global health and wellness.

8. Ensure equality regardless of gender and wealth to achieve higher quality education for all.

9. Refine the athletes skills to provide a structured framework to build good character, leadership
skills, goal-oriented, analytical and strategic thinking which can contribute to good health and
safety of our community.

10. Ensure a comprehensive safety and security plan to create and maintain safety and security for
all.

Objectives

The college of sports science and physical education (CSSPE) shall continue to:

1. Provide leaders in local, regional, national and international programs in human movement,
sports science, physical education, dance and recreation.

2. Develop curricular offerings to encompass recreation and eventually tourism, which would meet
regional, national and global urgencies.

3. Sustain the implementation of physical education programs of the university; major programs
for sports scientist, physical educators, dance and recreation specialists.

4. Provide a varsity program for highly skilled students who wish to excel in sports and intramural
programs to experience athletic competition.

5. Conduct research in human movement, sport science, physical education, dance and
recreational studies.

6. Share technical expertise as an extension service to the community, stakeholders and other
agencies in the promotion of physical education, sports, dance and recreation programs
sensitive to gender.

7. Develop awareness guidelines for the publication in the safety and security plan for clarity.

8. Perform other functions as may be directed by the president of the university and the board of
regents.
 WMSU Hymn

Western Mindanao State University

Beautiful emblem of the southern seas

Meant to mold the youth for human dignity

The pillar of peace and unity

Firm she stands and stalwart she looks

With its crimson and white in the silv’ry light

As she glides to guide the beaming faces upright

She whispers the tune of the Old Normal School

Hail Oh, Alma Mater dear

The beacon light of a million fold

Praise be to them that nurtured thee

Who fought and died let there laurels be

Shout aloud in triumph we

For God has granted His decree

Born the State University

Long envisioned for eternity

 P.E. 1/101 – Physical Activities Towards Health and Fitness 1 (PATHFit 1)

(Movement Competency Training)

I. DESCRIPTION:
This course reintroduces the fundamental movement patterns that consist of non-locomotor
and locomotor skills, which are integrated with core training to meet the demands of functional fitness
and sports performance. The course is in conjunction with fitness concepts, exercise and healthy eating
principles. Students will be able to adapt and transfer the movement competency in different contexts
(i.e. use of training equipment).

II. CREDIT UNITS: 2 Units

III. ALLOTED TIME: 2 hrs. Once a week Meeting

GRADE COMPONENT AND CORRESPONDING WEIGHT:

FINAL RATING
Midterm Grade 40%
Final term Grade 60%
100%
MIDTERM PERIOD
LECTURE GRADE……………………………………….………………...…40%
Major Exam (MidtermExam) 40%
Group Output 20%
Individual Output 20%
Project 10%
Attendance 10%
100%
FINAL PERIOD……………………………………………………………………..……60%
Final Exam (Culminating Activity) 40%
Group Output 20%
Individual Output 20%
Project 10%
Attendance 10%
100%
TOTAL 100%
FORMULA FOR COMPUTING PERCENTAGE GRADES

Passing Grade = 55%

Percentage Grade = raw score / total number of items x 100
Example: raw score = 28, total items = 50
GRADE = 28/50 x 100
= 0.56 x 100
=56

TOTAL SCORE 28 correct out of 50 items

PERCENTAGE GRADE 56%
NUMERICAL RATING 3.0
REMARKS PASSED

CLASS POLICIES

As we transition towards flexible learning this 1st semester, A.Y. 2021-2022, it would be
beneficial for students to observe proper etiquette during their Google classroom/Microsoft Teams
course discussions.

Learn how to be on your best behavior in an online classroom with netiquette guidelines
1. Be punctual
Be on time for your classes. Log in 15 minutes before the scheduled class
2. Wear appropriate attire
Look presentable
3. Choose a good location.
Have a clean and non distracting background
4. Take down notes.
Jot down important information.
5. Mute yourself
Mute your microphone during the entire online class except when called by instructor. If
you want to participate in the discussion inform the instructor via the chat box or private
message.
6. Video On.
Make sure your camera is on during class participation/discussion.
7. Focused attention
Give your full, undivided attention to the class.
8. Use proper language.
Do not use profanity or inappropriate language, emoticon, and/or text message
language
9. Do ask questions
Participate actively during discussion. Student sharing great/good ideas are encourage.
10. Think before you type/say.
What you share in an online classroom is part of a permanent digital record.
11. Do not record screenshots classes.
Only instructors are allowed to record and documents classes. You are also not to share
videos and screenshots and post it in any social media sites.
12.Be respectful.
Students should respect diversity and opinions that differs from their own.
Communication must be tactful, with disagreement based on scholarly ideas or research
evidence. Students should interact online politely, just as they would be expected to do
in a physical classroom environment. Sarcasm rudeness, and writing in all capital letters
(shouting) should be avoided.
13.Be clear and stay on topic. 
Be clear about what you are saying so that it is not misunderstood. Read your words
aloud before posting to test the clarity of your message.
14.Be mindful of your tone. 
The tone of messages in an academic environment should be polite and display respect
for others. The use of sarcasm, profanity, and ALL CAPS (shouting) should be avoided.
 INTRODUCTION

History of Physical Education in the Philippines

Pre-Spanish times (1521)

Children during the pre – Spanish time were instructed in the proper use of spears, bows and
arrows, and swords since such activities are vital and essential in their living because the skills involved
were useful in fighting off enemies whether man or beast, finding shelter materials, securing clothing
articles, catching animals for their daily meals and providing props for their religious ceremonies. While
the elders worked, the children took time out from their household chores to indulge in frolics such as:
running and jumping all over the wide open spaces, crossing streams and rivers, climbing trees, playing
their own game of make believe imitating their parents in such activities such as: hunting, fishing,
housekeeping, making weapons and tools and worshipping.

The men and boys were involved in long distance underwater swimming using a double
underarm stroke, the also do diving activities to fish and explore pearls which they sold at a profit to
neighboring countries, other activity engaged is rowing or paddling the banca.

Pre-Colonial Period

Rituals involving various body movements and deep breathing exercises to glorify God and they
are fun of performing war dances to incite the fighting spirit, to express the hatred the people harbored
against their enemies and the type of vengeance they had planned and oftentimes, the members of the
war council danced solemnly while trying to decide the course of war.

A war dance Saut is characterized by quick runs, distinct body elevations, and much body
quivering performed to the rhythm of the guimba, or drum. War Dances Himog or death dance - a
ceremonial dance executed to the accompaniment of the bangibang, or wooden clapper

Ritual dances were also performed in case of illness in the family, the people also danced to
hasten recovery. Funeral Dances was characterized by slow swinging of feet up in the air by a line of
men standing with arms on each other’s shoulders. When a person died, the neighbors perform this
type of dance.

Beneseew or witch dance was held precisely to drive away evil spirits that inhabit the balete.
Tabing Baila is an exotic ceremonial dance which was a prayer for a bountiful fish catch. The movements
stimulated those of a fish, with the hands curling in and out like a fin, arms circle here and yon, and the
body twisting and contorting much like a marine creature.

Festival Dances like Bumayab - started auspiciously with a limliwa or chant - notable for its
elaborate footwork and hand movements - music was provided by gongs, gongha, tubob, and habit.
Tanggugo a dance with hardly any arm movement - men and women rotated bodily, stepped sideways,
and stamped animatedly with kulong-kulong around their feet to the accompaniment of the
tanggungguan, or gongs suspended by ropes from a triangular rack. Unomey-umey is a thanksgiving
dance for the diwatas for a rich crop.
 Courtship Dances was also famous such as Tadek were both man and woman danced on tiptoe,
feet remaining always on the ground carrying a piece of red cloth which they fluttered from side to side
as they shook their whole body to the measure of the ganza or native drum. The highlight of the dance
was the exchange of symbolic keepsakes wherein the wife offers her husband a dagger to show that she
looked up to him; in turn, the husband gave her a piece of cloth to signify their common bond. Kinal-
logong is a courtship dance were the man remained in place as the woman teasingly sang and danced
around him, trying each time to place a hat on his head.

Wedding dances - the babaylan or priestess usually climaxed a marriage ceremony with a dance
at the end of which she threw her javelin to kill a sacrificial animal. Mimetic dances Munggayong - a line
of men and another of women participants danced around a pile of pots. Funny/comical primitive
dances Kinnotan or ant dance - showed a man dancing and gesticulating to another person who had
been attacked by ants - with deft movements, the former scratched the hurt parts of the body of the
victim.
Even in early times, the Filipinos were religious people. They performed, for example, certain rituals
which contributed greatly to their physical development. The early Filipinos were hardy, adventurous,
and energetic people endowed with a vigorous and strong physique. Valiant and unafraid, they
frequently engaged in battles. Dancing was a popular and common activity among the early Filipinos;
almost all occasions were celebrated by dancing.

Spanish Regime

The Spanish conquest of the Philippines did not have much effect on the physical activities of
the people, except the enforced labor among the lower class of the people in the building of the
churches and generally the people lived in the sedentary life while waiting for the harvest time after
planting. Bathing, swimming are favorite pastime as well as Cock fighting as the favorite sport.

Fandango danceDancing continued one of the major physical activities enjoyed by the people.
Other dances also includes: Curacha Jota, Polka Mazurka, Rigodon Lanceros. Ceremonial dances were
performed during religious events, like Santracuzan where in people ate, sang, drank and danced to
their heart’s content.

Games were played by the Filipinos during a grand celebration or after the Santacruzan. Games
like Pabitin, Palo Sebo • Juego de Anillo was played by the little children. The young girls play Sungka,
Siklot, piko, luksong tinik and hide and seek. Young boys play patintero, sipa, topspinning and kite flying.
Card games were very popular recreational to old folks which were introduced by the Spaniards.

Schools, colleges and universities were established for formal training of the Filipinos. In these
institutions, physical education was not included in the curriculum. Ateneo de Municipalde Manila
founded by the Jesuits Fathers included physical education as part of their curriculum

In 1863 a royal decree established a Normal School for Men in the City of Manila and physical
education was not included in the curriculum.  A royal decree established the Superior Normal School
for Women and, still physical education was not included in the curriculum. In 1893 the Superior Normal
School for Men Teachers (Normal School for Men) included gymnastics in the curriculum. 1867, the
Manila Jockey Club was founded to supervise the holding of horse races.
 American Period Just as soon as the American soldiers landed in the Philippines after the historic
event of the signing of the Treaty of Paris on December 10, 1898, schools reopened. 1901- Physical
exercise was one of the subjects introduced in the public schools and a regular program of athletics was
developed.

In 1905 Baseball and track and field were introduced and taught to the young boys in school.
1909- The athletic program for the schools was inaugurated. 1910, Basketball was first introduced as a
game for girls. 1911, The “Athletic Handbook” was published. 1914, The Teachers Vacation Assembly in
Manila gave special training to Filipino teachers. 1919, A syllabus entitled “Physical Education: A Manual
for Teachers” was published. 1920, Physical education was made required subjects in the curriculum of
all public schools.1928, A summer school for coaching was held.

Legal Bases of Physical Education

The following are some of the laws that reiterate the importance of Physical Education and achieving
holistic development.

SPORTS

1. 1987 Constitution, Article XIV: Education, Science and Technology, Arts, Culture and Sports

Section 19.
(1) The State shall promote physical education and encourage sports programs, league
competitions, and amateur sports, including training for international competitions, to foster
self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports activities throughout the country in
cooperation with athletic clubs and other sectors.

2. Republic Act No. 5708: An act providing for the promotion and financing of an integrated
physical education and sports development program for the schools in the Philippines:

SECTION 1. This Act shall be known as "The Schools Physical Education and Sports Development
Act of 1969."

SEC. 2. An integrated physical education and sports development program in all schools In the
Philippines shall be undertaken by the Department of Education in accordance with the
following guiding principles:

1. The goal of physical education is to instill in young citizens a proper appreciation of the
importance of physical development hand in hand with the mental development in
individual and social activities;
2. The sports and other activities in a physical education program should provide
opportunities for the athletic development of children and youth who have the
competitive spirit as well as grace, coordination, stamina and strength;
 3. A well-rounded physical education program must be addressed to physical growth,
social training, and personal discipline for all pupils and students, as well as superior
athletic achievement for those who are psychologically inclined and physically gifted;
and
4. An integrated program for sports development in the schools requires effective
organizational planning and administration with provisions for adequate training
facilities and sustained stable financing.

What is Physical Education?

Physical Education is "education through the physical". It aims to develop students’ physical
competence and knowledge of movement and safety, and their ability to use these to perform in a wide
range of activities associated with the development of an active and healthy lifestyle. It also develops
students’ confidence and generic skills, especially those of collaboration, communication, creativity,
critical thinking and aesthetic appreciation. These, together with the nurturing of positive values and
attitudes in PE, provide a good foundation for students’ lifelong and life-wide learning.

"Physical education is the study, practice, and appreciation of the art and science of human
movement" (Harrison, Blakemore, and Buck). While movement is both innate and essential to an
individual's growth and development, it is the role of physical education to provide instructional
activities that not only promote skill development and proficiency, but also enhance an individual's
overall health. Physical education not only fulfills a unique role in education, but is also an integral part
of the schooling process.

Understanding the Importance of Physical Education

Physical education is beneficial for both the bodies and minds of students. By being more active,
students will also benefit by being able to better avoid injury, they will have more confidence, and they
can see improved mental health. It's important to educate students on the benefits of playground and
in-school physical activity and instruct them on issues related to the human body and other health-
related issues to give them a better understanding of how their body works.

What is FITNESS?

Fitness was defined as the capacity to carry out the day’s activities without undue fatigue.

What is Physical fitness?

Is a state of health and well-being and, more specifically, the ability to perform aspects of sports,
occupations and daily activities. Physical fitness is generally achieved through proper nutrition,
moderate-vigorous physical exercise, and sufficient rest.

BENEFITS of Physical Fitness

•Reduce risk of disease

•Development of physical components
•Provide better health
 •Builds stronger Bones, Joints, and Ligaments
•Maintenance of Optimal Body Weight
•Boost in energy level
•Improved Appearance
•Relaxation and Stress relief
•Causes Delayed Aging
•Improve your overall health
•Healthier, Longer Life Reduces risk of disease
•People who participate in regular exercise have a decreased risk of developing:
•heart disease
•diabetes
•metabolic syndrome
•different types of cancer Development of physical fitness components

Your Guide To Understanding The Different Components Of Physical Fitness

Physical fitness is divided into different component categories that vary from person to person .
Each person can be trained on these components of physical fitness to improve certain skills or
performance in activities. Building on specific components can bring about the changes you desire in
your fitness levels, mental health, and lifestyle.

Physical fitness is made up of both health-related fitness components and skills-related

components. The health related-fitness components relate to how well the systems of your body
operate. Are your heart and other muscles in good shape? This type of physical fitness is related to your
overall state of health. The skill-related fitness items are concerned with abilities related to sports
activities. Are you fast? Do you have good hand-eye coordination?

Both kinds of fitness are important for successful participation in sports activities. However, only
the health related components can be related to the prevention of disease and the promotion of health.
That is why they are called the health-related components of fitness. Maintaining an acceptable level of
the health-related components of fitness is recognized as a key element in maintaining a healthy
lifestyle. People who attain such levels of fitness reduce their risks of developing health problems, such
as heart disease, low back pain, and obesity, and improve their body’s ability to function. This is why
health-related fitness should be the concern of everyone, regardless of age.

“Many people do not have a clear understanding of physical fitness. Some people think you have to be a
good athlete to be physically fit. This is not what a personal fitness awareness program is about! Being
physically fit is about understanding the Components of Fitness and working towards improving them as
best as you can.”

Health Related Components

1. Flexibility

Flexibility describes the range of movement possible at various joints. It is probably the most
frequently overlooked component of fitness. If you want to be as good as you can, you must work on
flexibility as regular as you work on muscular strength and endurance or cardiovascular efficiency.
Because flexibility is specific to each joint, no single test can provide complete information about the
flexibility of all major joints of your body. However, there are several tests that will give you an
indication of flexibility in joints most likely needing attention. These tests include the sit and reach test,
the shoulder stretch test and the v-sit test.
“The lack of regular movement through a joint’s full range of motion results in a decrease in
flexibility, and sedentary living is the greatest contributor to the loss of flexibility with aging.”

2. Cardiovascular Endurance

Cardiovascular fitness relates to the ability of the heart, blood, blood vessels and the
respiratory system to supply oxygen and necessary fuel to the muscles during physical activity.
The best type of physical activity for improving cardiovascular fitness is aerobic activities. Aerobic
activities are those which force the body to use a large amount of oxygen for a sustained period of
time. Sustained means that the physical activity should be done for a period of 15 to 30 minutes
to get the aerobic benefits. Examples of aerobic activities are jogging cycling, swimming, rope
jumping, and aerobic dance.

Certain sports like basketball and soccer also provide the workout needed to achieve an
aerobic training effect. Aerobic activities provide a safeguard for your physical and mental health.
Cardiovascular fitness can be measured in a number of ways. The most accurate measurement is
a stress test performed on a stationary bicycle or treadmill. The most common test is the one mile
run for time.

“Cardiovascular fitness is the most important aspect of physical fitness because of its
potential to reduce risks of developing chronic diseases.”

3. Muscular strength

Muscular strength is the ability of a muscle group to apply a maximal force against a
resistance one time.

4. Muscular endurance

Muscular endurance is the ability to repeat muscle movement for a long period of time.

Today, more than ever before, women want to have well toned muscles. An important fact to
remember though is that young women cannot develop the large muscles for the simple reason
that they do not have enough of the necessary hormone testosterone. Young men on the other
hand have high levels of testosterone, enabling them to greatly increase their muscle size.
Regardless of your gender, improving your muscle development will improve your overall fitness.
The partial sit-up test can be used to measure abdominal strength. Push-ups, pull-ups and the
flexed arm hang are used to measure muscular strength and endurance of the upper body.

5. Body composition

Body composition is the ratio of fat to muscles, bone, and other tissues that compose your
body. A certain amount of body fat is necessary for good health. Extremely high or low amounts
of fat can cause health problems. Most young adults desire a low percentage of body fat.
 However, your health may suffer if your percentage of body fat is too low or high. Looking good
and feeling good depend a great deal on making sure you have the correct amount if body fat.

Body composition can be correctly evaluated in several ways. Although underwater weighing
is the most accurate, it is also the most expensive means to measure body fat. Body composition
is most commonly assessed by a device called a skinfold caliper. However, there are also several
body composition measurement devices on the market which can give you a general
measurement. Another common measurement of body composition widely used today is the
body mass index (BMI). The body mass index provides an indication of the appropriateness of
your weight relative to your height. One important note to the BMI though is that it does not
indicate the presence of fat.

Skill Related Fitness Component

Skill-related fitness is broken down into six different components; agility, speed, power, balance,
coordination, reaction time. These skill-related components are movements that are necessary for an
individual to successfully demonstrate a variety of motor skills and movement patterns.

If you want to develop your level of fitness beyond the basic requirements for health, adjust
your workout program to include exercises designed to improve the skill-related components of fitness.

1. POWER

Power combines speed and strength. In essence, it's how fast you can generate a maximal force.
In sports, "power athletes" are those who exert brute strength in short, all-out efforts, such as
Olympic weightlifters, football players, and gymnasts. Athletes in other sports, like basketball,
volleyball, and tennis, can also benefit from developing greater power. Jumping to get a
rebound requires leg power, while forcefully spiking volleyball requires a combination of upper-
and lower-body power.

2. AGILITY

Agility is the ability to move quickly and to easily change direction. Basketball players, for
instance, are incredibly agile. They have to move in every direction, jumping, sliding, twisting,
and backpedaling in quick response to the movement of the ball and other players. Their bodies
have to be trained to respond and change course at the drop of a hat.

3. BALANCE

Balance itself refers to your ability to adjust your body position to remain upright. It
deals with proprioception, or knowing where your body is in space, and being able to make
adjustments to your position as your center of gravity changes during movement. There are few
sports where balance doesn't play an important role, and there are lots of activities where
balance is required for enhanced performance and safety.
4. REACTION TIME

Reaction time refers to how quickly you can respond to an external stimulus. Think
about a tennis match for a moment: The best competitors react almost instantaneously when
the ball comes off their opponent's racquet, sprinting toward the location where they expect the
ball to bounce.
Reaction time hinges heavily on your mind-body connection. Your eyes see a stimulus,
your mind interprets the stimulus, and your body reacts in accordance with that interpretation.
Much of this mind-body reaction relates to knowledge of the sport or activity in question. A
professional tennis player can almost instantly interpret and predict the movement of a ball.
This knowledge enables them to react more quickly (and accurately) to the stimulus.

5. COORDINATION

Coordination is the body’s ability to perform smooth and efficient movements. Good
coordination requires the athlete to combine multiple movements into a single movement that
is fluid and achieves the intended goal. This is contrary to what many people first think of, which
is hand-eye coordination which refers to the relationship between eye movements and hand
movements, so that our hands make an intended movement in response to our eye movement,
usually tracking a ball or something similar.

Coordination also includes hand-eye coordination and foot-eye coordination. This type
of coordination relates to the movement of the hands or feet in response to eye movement, as
it tracks moving objects or people. Someone with good hand-eye coordination is going to be
more successful at throwing, catching, and hitting. This enables them to be more successful in
sports such as netball, basketball, tennis, cricket, baseball, NFL, AFL, hockey, rugby codes and
much more. Good foot-eye coordination will mean better success in kicking, controlling, and
stopping objects with your feet. 

6. SPEED

Speed is the rate at which something moves. Speed relates to power, as you have
already learnt, and relates to the force and the mass of the object the force has acted upon.
Speed is the distance an object travels in a set period of time and is usually measured in m/s or
km/h.
Speed relates to movement efficiency and performance because there are many sport in
which the speed at which someone is moving is advantageous. This includes all racing sports,
such as: sprinting, swimming, triathlons, marathons and much more. For these sports the faster
the athlete can move, the better they will perform. In relation to efficiency, high speed will
frequently require high energy consumption and result in fatigue. Furthermore, if an athlete has
higher speed, it does not mean they have a higher speed without fatigue. marathon runners,
often don’t have the best speeds when it is tested, but can maintain higher speeds for longer
periods of time when compared to sprinters.
 FITNESS ASSESSMENT

Fitness assessments consist of different types of tests and exercises used to determine your
overall health and physical fitness level. These tests typically assess your strength, endurance, and
flexibility. Fitness tests are required for physically demanding jobs, such as police officers, firefighters,
and military personnel. Fitness assessments can also help you, or your personal trainer, figure out an
appropriate fitness routine and goals.

Fitness assessments are a series of tests that measures and monitors students' physical fitness
level. The series of tests assess the five (5) components of health related fitness that make up total
fitness: cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body
composition. As well as the skill related components such as: Speed, Balance, Coordination, Reaction
time, Agility and power.

Fitness testing is an effective strategy to monitor and assess students’ fitness levels. It can also
help students understand how healthy they are by learning about the five components of fitness and
how to set goals to improve their health-related fitness.

Assessments are the measuring stick of physical education classes. They help to show yourself &
others that your students are learning and becoming more physically fit as a result of being in your class.
Assessments can also help to show that your PE class is valuable. Therefore, assessments are important
and should matter to you in your PE class. They should be performed at least before and after a unit or
some set period of time. 

PAR-Q

Physical Activity Readiness Questionnaire (PAR-Q) and You Regular physical activity is fun and healthy,
and increasingly more people are starting to become more active every day. Being more active is very
safe for most people. However, some people should check with their doctor before they start becoming
much more physically active. If you are planning to become much more physically active than you are
now, start by answering the seven questions in the box below. If you are between the ages of 15 and 69,
the PAR-Q will tell you if you should check with your doctor before you start. If you are over 69 years of
age, and you are not used to being very active, check with your doctor. Common sense is your best
guide when you answer these questions. Please read the questions carefully and answer each one
honestly:

Informed use of the PAR-Q: Reprinted from ACSM’s Health/Fitness Facility Standards and Guidelines, 1997 by American College of Sports
Medicine
YES NO Questions
Has your doctor ever said that you have a heart condition and that you should only do
physical activity recommended by a doctor?
Do you feel pain in your chest when you do physical activity?
In the past month, have you had chest pain when you were not doing physical activity?
Do you lose your balance because of dizziness or do you ever lose consciousness?
Do you have a bone or joint problem that could be made worse by a change in your
physical activity?
Is your doctor currently prescribing drugs (for example, water pills) for your blood
 pressure or heart condition?
Do you know of any other reason why you should not do physical activity?

YES to one or more questions

Talk to your doctor by phone or in person BEFORE you start becoming much more physically
active or BEFORE you have a fitness appraisal. Tell your doctor about the PAR-Q and which questions
you answered YES. You may be able to do any activity you want – as long as you start slowly and build
up gradually. Or, you may need to restrict your activities to those which are safe for you. Talk with your
doctor about the kinds of activities you wish to participate in and follow his/her advice. Find out which
community programs are safe and helpful for you.

NO to all questions

If you answered NO honestly to all PAR-Q questions, you can be reasonably sure that you can:
Start becoming much more physically active – begin slowly and build up gradually. This is the safest and
easiest way to go. Take part in a fitness appraisal – this is an excellent way to determine your basic
fitness so that you can plan the best way for you to live actively

Delay becoming much more active: If you are not feeling well because of a temporary illness
such as a cold or a fever – wait until you feel better; or If you are or may be pregnant – talk to your
doctor before you start becoming more active.

IMPORTANT THINGS TO CONSIDER ABOUT THE PAR-Q

To recap, the Physical Activity Readiness Questionnaire is composed of 7 questions for

determining if your client is healthy enough to exercise. Because most clients don’t realize that exercise
is physical stress, it is important to not skip the PAR-Q.

Stress increases levels of certain neurotransmitters and hormones like epinephrine,

norepinephrine, and cortisol that help to elevate the heart rate. A pre-existing medical issue like
coronary artery disease could be fatal as the result of a sudden increase in heart rate.

Although the PAR-Q does not (and should not!) take the place of a comprehensive health exam
by a medical professional, it can be the all-important first step for preventing a major health issue for
your clients.
 Body Mass Index (BMI)

Body mass index (BMI) is a person’s weight in kilograms divided by the square of height in
meters. BMI is an inexpensive and easy screening method for weight category—underweight, healthy
weight, overweight, and obesity.
BMI does not measure body fat directly, but BMI is moderately correlated with more direct
measures of body fat. Furthermore, BMI appears to be as strongly correlated with various metabolic and
disease outcome as are these more direct measures of body fatness
BMI can be a screening tool, but it does not diagnose the body fatness or health of an individual.
To determine if BMI is a health risk, a healthcare provider performs further assessments. Such
assessments include skin fold thickness measurements, evaluations of diet, physical activity, and family
history.

How is BMI calculated?

BMI is calculated the same way for both adults and children. The calculation is based on
the following formulas:
Measurement Units Formula and Calculation
Kilograms and meters (or centimeters) Formula: weight (kg) / [height (m)]2
With the metric system, the formula for BMI
is weight in kilograms divided by height in
meters squared. Because height is commonly
measured in centimeters, divide height in
centimeters by 100 to obtain height in
meters.
Example: Weight = 68 kg, Height = 165 cm
(1.65 m)
Calculation: 68 ÷ (1.65)2 = 24.98

Pounds and inches Formula: weight (lb) / [height (in)] 2 x 703
Calculate BMI by dividing weight in pounds
(lbs) by height in inches (in) squared and
multiplying by a conversion factor of 703.
Example: Weight = 150 lbs, Height = 5’5″
(65″)
Calculation: [150 ÷ (65)2] x 703 = 24.96

How is BMI interpreted for adults?

For adults 20 years old and older, BMI is interpreted using standard weight status
categories. These categories are the same for men and women of all body types and ages.
The standard weight status categories associated with BMI ranges for adults are shown
in the following table.
 BMI Weight Status
Below 18.5 Underweight
18.5 – 24.9 Normal or Healthy Weight
25.0 – 29.9 Overweight
30.0 and Above Obese

Classification BMI (kg/m2) sub-classification BMI (kg/m2)

Underweight < 18.50 Severe thinness < 16.00

Moderate thinnes 16.00 - 16.99

Mild thinness 17.00 - 18.49

normal range 18.5 - 24.99 normal 18.5 - 24.99

overweight ≥ 25.00 pre-obese 25.00 - 29.99

Obese
(≥ 30.00) obese class 1 30.00 - 34.99

obese class II 35.00 - 39.99

obese class II ≥ 40.00

For example, here are the weight ranges, the corresponding BMI ranges, and the weight
status categories for a person who is 5′ 9″.

Height Weight Range BMI Weight Status

5′ 9″ 124 lbs or less Below 18.5 Underweight
125 lbs to 168 lbs 18.5 to 24.9 Normal or Healthy
Weight
169 lbs to 202 lbs 25.0 to 29.9 Overweight
203 lbs or more 30 or higher Obese

How good is BMI as an indicator of body fatness?

The correlation between the BMI and body fatness is fairly strong, but even if two people have
the same BMI, their level of body fatness may differ.In general,
 At the same BMI, women tend to have more body fat than men.
  At the same BMI, Blacks have less body fat than do Whites, and Asians have more body fat than
do Whites.
 At the same BMI, older people, on average, tend to have more body fat than younger adults.
 At the same BMI, athletes have less body fat than do non-athletes.

The accuracy of BMI as an indicator of body fatness also appears to be higher in persons with higher
levels of BMI and body fatness. While, a person with a very high BMI (e.g., 35 kg/m 2) is very likely to
have high body fat, a relatively high BMI can be the results of either high body fat or high lean body
mass (muscle and bone). A trained healthcare provider should perform appropriate health assessments
to evaluate an individual’s health status and risks.

If an athlete or other person with a lot of muscle has a BMI over 25, is that person still considered to
be overweight?

According to the BMI weight status categories, anyone with a BMI between 25 and 29.9 would
be classified as overweight and anyone with a BMI over 30 would be classified as obese.
However, athletes may have a high BMI because of increased muscularity rather than increased
body fatness. In general, a person who has a high BMI is likely to have body fatness and would be
considered to be overweight or obese, but this may not apply to athletes. A trained healthcare provider
should perform appropriate health assessments to evaluate an individual’s health status and risks.

What are the health consequences of obesity for adults?

People who have obesity are at increased risk for many diseases and health conditions, including the
following: 
 All-causes of death (mortality)
 High blood pressure (hypertension)
 High LDL cholesterol, low HDL cholesterol, or high levels of triglycerides (dyslipidemia)
 Type 2 diabetes
 Coronary heart disease
 Stroke
 Gallbladder disease
 Osteoarthritis (a breakdown of cartilage and bone within a joint)
 Sleep apnea and breathing problems
 Chronic inflammation and increased oxidative stress
 Some cancers (endometrial, breast, colon, kidney, gallbladder, and liver)
 Low quality of life
 Mental illness such as clinical depression, anxiety, and other mental disorders
 Body pain and difficulty with physical functioning
 KINESIOLOGY OF MOVEMENT

The term kinesiology literally means the study of motion. Given that motion of our body occurs
when bones move at joints, and that muscles are the primary creator of the forces that move the bones,
kinesiology is the study of the musculoskeletal system. Because the muscles are controlled and directed
by the nervous system, it might be more accurate to expand kinesiology to be the study of the
neuromusculoskeletal system.

MAJOR BODY PARTS

Motions of the body involve the movement of body parts. To be able to describe the motion of
body parts, each part must be accurately named. Figure 1-1 illustrates the major divisions and body
parts of the human body. The axial body and the appendicular body are the two major divisions. The
appendicular body can be divided into the upper and the lower extremities.
 FIGURE 1-1 The three major divisions of the body are the axial body and the two divisions of the
appendicular body. The appendicular body is composed of the upper extremities and lower extremities.
The body parts within these major divisions are shown. A, Anterior view. B, Posterior view. C, Lateral vie
The names of most body parts are identical to the lay English names. However, a few cases exist
where kinesiology terms are very specific and need to be observed. For example, the term arm is used
to refer to the region of the upper extremity that is located between the shoulder and elbow joints. The
term forearm refers to the body part that is located between the elbow and wrist joints; the forearm is a
separate body part and is not considered to be part of the arm. Similarly, the term  leg describes the
region of the lower extremity that is located between the knee and ankle joints, whereas the
term thigh is used to describe an entirely separate body part that is located between the hip and knee
joints; the thigh is not part of the leg. The precise use of these terms is essential so that movements of
the leg and thigh are not confused with one another, and movements of the arm and forearm are not
confused with one another. Pelvis is another term that should be noted. The pelvis is a separate body
part from the trunk and is located between the trunk and thighs.

Preparation Consideration

Maintaining Good Posture

Ergonomic and movement strategies can improve posture and help prevent injuries.
Posture is the position in which we hold our bodies while standing, sitting, or lying down.
Healthy posture is the correct alignment of body parts supported by the right amount of muscle tension
against gravity. Our everyday movements and activities can affect this alignment and put stress on joints
and muscles, sometimes resulting in pain and potentially permanent damage if left unchecked over
time. Utilizing proper ergonomic and movement strategies can help prevent these problems.

Why is posture important?

We do not consciously maintain our posture; instead, certain muscles normally do it for us.
Several muscle groups, including the hamstrings and large back muscles, are critically important in
maintaining our posture. These postural muscles, along with others, when functioning properly, prevent
the forces of gravity from pushing us over forward. Postural muscles also help maintain our balance
while we move.
A healthy posture helps us stand, walk, sit, and lie in positions that place the least strain on
supporting muscles and ligaments during movement and weight-bearing activities. Correct posture also:
 Helps us keep bones and joints in correct alignment so that our muscles are used correctly,
decreasing the abnormal wearing of joint surfaces that could result in degenerative arthritis and
joint pain.
 Reduces the stress on the ligaments holding the spinal joints together, minimizing the likelihood
of injury.
 Allows muscles to work more efficiently, allowing the body to use less energy and, therefore,
preventing muscle fatigue.
 Helps prevent muscle strain, overuse disorders, and even back and muscular pain.

What can affect my posture?

To maintain healthy posture, you need to have adequate and balanced muscle flexibility and
strength, normal joint motion in the spine and other body regions, as well as efficient postural muscles
that are balanced on both sides of the spine. In addition, you must recognize your postural and
movement habits at home and in the workplace and work to improve them, if necessary.
Poor posture and poor movement patterns can lead to excessive strain on our postural muscles
and may even cause them to relax when held in certain positions for long periods of time. You can
typically see this in people who bend forward at the waist for a prolonged time in the workplace. Their
postural muscles are more prone to injury and back pain.

Several contributing factors can put a strain on posture. The most common are stress, obesity,
pregnancy, weak postural muscles, abnormally tight muscles, and high-heeled shoes. In addition,
decreased flexibility, a poor work environment, incorrect working posture, and unhealthy sitting and
standing habits can also contribute to poor body positioning, leading to pain or overuse injuries in some
cases.

Can I improve my posture?

Awareness of your posture, along with an understanding of healthy movement strategies, will
help you consciously correct yourself. Your doctor of chiropractic can further assist you by
recommending exercises to strengthen your core postural muscles. He or she can also assist you with
choosing better postures during your work or recreational activities, reducing your risk of injury.

Ergonomic Considerations

How we hold and move our bodies every day, even while doing something as simple as sitting at
a desk or standing in place, can have an impact on our posture. Below are some general ergonomic tips
to help reduce the chance of pain and injuries:

While sitting at a desk:

 Keep your feet on the floor or on a footrest, if they don’t reach the floor.
 Don’t cross your legs. Your ankles should be directly in front of your knees.
  Keep a small gap between the back of your knees and the front of your seat.
 Your knees should be at or below the level of your hips.
 Adjust the backrest of your chair to support your low- and mid-back or use a back support.
 Relax your shoulders and keep your forearms parallel to the ground.
 Avoid sitting in the same position for long periods of time. Take breaks and move your body.

When standing:

 Bear your weight primarily on the balls of your feet.

 Keep your knees slightly bent.
 Keep your feet about shoulder-width apart.
 Let your arms hang naturally down the sides of the body.
 Stand straight and tall with your shoulders pulled down and backward.
 Tuck your stomach in.
 Keep your head level. Your earlobes should be in line with your shoulders. Do not push your
head forward, backward, or to the side.
 Shift your weight from your toes to your heels, or one foot to the other, if you must stand for a
long time.

When lying down in bed:

 Find the mattress that is right for you. While a firm mattress is generally recommended, some
people find that softer mattresses reduce their back pain. Your individual comfort should guide
your choice.
 Choose the right pillow, too. Special pillows are available to help with postural problems
resulting from poor sleeping positions.
 Avoid sleeping on your stomach.
 Sleep on your side or back, which is often helpful for back pain. If you sleep on your side, place a
pillow between your legs. If you sleep on your back, keep a pillow under your knees.

ANATOMIC POSITION

Anatomic position is a standard reference position that is used to define terms that describe the
physical location of structures of the body and points on the body. In anatomic position, the person is
standing erect, facing forward, with the arms at the sides, the palms facing forward, and the fingers and
toes extended (Figure 1-2).
 FIGURE 1-2 Anatomic position is a reference position of the body in which the person is standing
erect, facing forward, with the arms at the sides, the palms facing forward, and the fingers and toes
extended.

Plane of Motion

Your body doesn’t move in one dimension. If it did, you wouldn’t be able to move your leg away
from you, toward you, in front and behind you. Your body moves in three dimensions, and the training
programs you design for your clients should reflect that. Designing an exercise program that utilizes all
planes of motion will help your clients train their body in the same manner that it moves in real life.
Let's Examine Each Plane in a Bit More Detail
Dividing the body into left and right halves using an imaginary line gives us the sagittal plane.
Any forward and backward movement parallel to this line occurs in the sagittal plane.
With the same imaginary line, divide the body into front and back halves and you have the
frontal plane. Any lateral (side) movement parallel to the line will occur in the frontal plane.
Last, but certainly not least, we have the transverse plane, which divides the body into superior
and inferior halves. Movement parallel to the waistline, otherwise known as rotational movement,
occurs in the transverse plane.

For a clearer understanding, we can view the planes as they relate to exercises performed in a
workout session. Below are a few exercises performed in each plane.
  Sagittal plane: bicep curl and forward or reverse lunges
 Frontalplane:  dumbbell lateral (side) raise
 Transverse: horizontal wood chop

Once you are able to grasp the concept of movement within the three planes, client program
design will be seamless.

ANATOMICAL TERMS OF LOCATION

The anatomical terms of location are vital to understanding and using anatomy. They help to

avoid any ambiguity that can arise when describing the location of structures.

1. Medial and Lateral

Imagine a line in the sagittal plane, splitting the right and left halves evenly. This is the
midline. Medial means towards the midline, lateral means away from the midline.
Examples:
 The eye is lateral to the nose.
 The nose is medial to the ears.
 The brachial artery lies medial to the biceps tendon.

2. Anterior and Posterior

Anterior refers to the ‘front’, and posterior refers to the ‘back’. Putting this in context, the heart
is posterior to the sternum because it lies behind it. Equally, the sternum is anterior to the heart
because it lies in front of it.
Examples
 Pectoralis major lies anterior to pectoralis minor.
 The triceps are posterior to biceps brachii.
 The patella is located anteriorly in the lower limb

3. Superior and Inferior

These terms refer to the vertical axis. Superior means ‘higher’, inferior means ‘lower’. The head is
superior to the neck; the umbilicus is inferior to the sternum.
Here we run into a small complication, and limbs are very mobile, and what is superior in one position is
inferior in another. Therefore, in addition to the superior and inferior, we need another descriptive pair
of terms:
Examples
 The nose is superior to the mouth.
 The lungs are superior to the liver.
 The appendix is (usually) inferior to the transverse colon

4. Proximal and Distal

The terms proximal and distal are used in structures that are considered to have a beginning and an end
(such as the upper limb, lower limb and blood vessels). They describe the position of a structure with
reference to its origin – proximal means closer to its origin, distal means further away.
Examples:
 The wrist joint is distal to the elbow joint.
 The scaphoid lies in the proximal row of carpal bones.
 The knee joint is proximal to the ankle joint.

ANATOMICAL TERMS OF MOVEMENT

Anatomical terms of movement are used to describe the actions of muscles upon the skeleton.
Muscles contract to produce movement at joints, and the subsequent movements can be precisely
described using this terminology.
The terms used assume that the body begins in the anatomical position. Most movements have
an opposite movement – also known as an antagonistic movement. We have described the terms in
antagonistic pairs for ease of understanding.

1. Flexion and Extension

Flexion and extension are movements that occur in the sagittal plane. They refer to increasing and
decreasing the angle between two body parts:

Flexion refers to a movement that decreases the angle between two body parts. Flexion at the elbow is
decreasing the angle between the ulna and the humerus. When the knee flexes, the ankle moves closer
to the buttock, and the angle between the femur and tibia gets smaller.

Extension refers to a movement that increases the angle between two body parts. Extension at the
elbow is increasing the angle between the ulna and the humerus. Extension of the knee straightens the
lower limb.
2. Abduction and Adduction

Abduction and adduction are two terms that are used to describe movements towards
or away from the midline of the body.

Abduction is a movement away from the midline – just as abducting someone is to take
them away. For example, abduction of the shoulder raises the arms out to the sides of the body.

Adduction is a movement towards the midline. Adduction of the hip squeezes the legs
together. In fingers and toes, the midline used is not the midline of the body, but of the hand
and foot respectively. Therefore, abducting the fingers spreads them out

3. Medial and Lateral Rotation

Medial and lateral rotation describe movement of the limbs around their long axis:

Medial rotation is a rotational movement towards the midline. It is sometimes referred

to as internal rotation. To understand this, we have two scenarios to imagine. Firstly, with a
straight leg, rotate it to point the toes inward. This is medial rotation of the hip. Secondly,
imagine you are carrying a tea tray in front of you, with elbow at 90 degrees. Now rotate the
arm, bringing your hand towards your opposite hip (elbow still at 90 degrees). This is internal
rotation of the shoulder.

Lateral rotation is a rotating movement away from the midline. This is in the opposite
direction to the movements described above.
 4. Elevation and Depression

Elevation refers to movement in a superior direction (e.g. shoulder shrug), depression refers to

movement in an inferior direction.

5. Pronation and Supination

This is easily confused with medial and lateral rotation, but the difference is subtle. With your
hand resting on a table in front of you, and keeping your shoulder and elbow still, turn your hand onto
its back, palm up. This is the supine position, and so this movement is supination.
Again, keeping the elbow and shoulder still, flip your hand onto its front, palm down. This is the
prone position, and so this movement is named pronation.
These terms also apply to the whole body – when lying flat on the back, the body is supine.
When lying flat on the front, the body is prone.

6. Dorsiflexion and Plantarflexion

Dorsiflexion and plantarflexion are terms used to describe movements at the ankle. They refer
to the two surfaces of the foot; the dorsum (superior surface) and the plantar surface (the sole).
 Dorsiflexion refers to flexion at the ankle, so that the foot points more superiorly. Dorsiflexion
of the hand is a confusing term, and so is rarely used. The dorsum of the hand is the posterior surface,
and so movement in that direction is extension.  Therefore we can say that dorsiflexion of the wrist is
the same as extension.
Plantarflexion refers extension at the ankle, so that the foot points inferiorly. Similarly there is a
term for the hand, which is palmarflexion.

7. Inversion and Eversion

Inversion and eversion are movements which occur at the ankle joint, referring to the rotation
of the foot around its long axis.
Inversion involves the movement of the sole towards the median plane – so that the sole faces
in a medial direction.
Eversion involves the movement of the sole away from the median plane – so that the sole
faces in a lateral direction.

8. Opposition and Reposition

A pair of movements that are limited to humans and some great apes, these terms apply to
the additional movements that the hand and thumb can perform in these species.
Opposition brings the thumb and little finger together.
Reposition is a movement that moves the thumb and the little finger away from each other,
effectively reversing opposition

9. Protraction and Retraction

 Protraction describes the anterolateral movement of the scapula on the thoracic wall that
allows the shoulder to move anteriorly. In practice, this is the movement of ‘reaching out’ to something.
Retraction refers to the posteromedial movement of the scapula on the thoracic wall, which
causes the shoulder region to move posteriorly i.e. picking something up

10. Circumduction

Circumduction can be defined as a conical movement of a limb extending from the joint at
which the movement is controlled.
It is sometimes talked about as a circular motion, but is more accurately conical due to the
‘cone’ formed by the moving limb

Examples of Circumduction:
1. Circumduction of an arm (from the shoulder joint):

Hold an arm extended outwards from the body e.g. the right hand extended to the right
side. Circumduction is the movement that occurs when the arm is held straight at
the elbow joint while whole limb from the shoulder to the finger tips is moved as if to
draw circles with the hand/fingers at arms length from the centre of the body.

2. Circumduction of a leg (from the hip joint):

Holding one leg straight at the knee joint rotate that straight leg from the hip so that the
extreme end of the leg (e.g. the great toe if the foot is pointed outwards) traces a circle
as it moves around in space.

Other similar movements:

Some other joints including some of the condyloid joints at the wrist and the base of the fingers
are sometimes said to be able to produce a circumduction movement. However, the apparent rotation
at these joints is really - that is, more accurately, a combination of flexion and extension, abduction,
and adduction movements. Only the ball-and-socket joints at the shoulder and hip execute true 360
degree circumduction movements.

11. Anterior pelvic rotation and Posterior pelvic rotation (Pelvic tilt)

Posterior pelvic tilt is a movement in which the front of the pelvis rises and the back of the pelvis
drops, while the pelvis rotates upwards. Posterior movement of upper pelvis; iliac crest tilts
backward in a sagittal plane; posterior tilt. Anterior movement of upper pelvis; iliac crest tilts
forward in a sagittal plane; anterior tilt

12. Lateral pelvic rotation (right and Left)

Left lateral pelvic rotation – in frontal plane left pelvis moves inferiorly in relation to right pelvis;
either left pelvis rotates downward or right pelvis rotates upward; left lateral tilt. Right lateral
 pelvic rotation – in frontal plane right pelvis moves inferiorly in relation to left pelvis; either right
pelvis rotates downward or left pelvis rotates upward; right lateral tilt

13. Left transverse pelvic rotation and Right transverse pelvic rotation

Left transverse pelvic rotation – in horizontal plane pelvis rotates to body's left; right iliac crest
moves anteriorly in relation to left iliac crest, which moves posteriorly. Right transverse pelvic
rotation – in horizontal plane pelvis rotates to body's right; left iliac crest moves anteriorly in
relation to right iliac crest, which moves posteriorly