SAMAR COLLEGE

P.E. 1
Physical Fitness and
Personal/Community Hygiene
Self-Learning Module 1

2021-2022
1st Semester
 PE 1: Physical Fitness & Personal/Community Hygiene

SAMAR COLLEGE

Learning Guide in

PE 1: Physical Fitness and

Personal/Community Hygiene

Course Description

This is a two (2) unit course which aims to provide the students an information on the
nature, benefits, and the components of physical fitness as well as the various fitness
tests that determine the wellness performance of the students. This course also
discusses on the importance of personal hygiene in achieving optimum health and a
physically fit body.

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Physical Education Safety Guidelines

The intent of Safety Guidelines in Physical Education

Safety is a great concern in planning and implementing physical education. The

Physical Education Instructors realizes that there is always an element of risk in all
physical activity. To this end, the physical education instructors at the College of
Education have identified and analyzed reasonably foreseeable risks. We have
developed the following guidelines that may help minimize a preventable accident or
injury to the greatest extent possible. A guideline alone does not eliminate risk; your safety
awareness, common sense, observation, action, and foresight are key to safe
performance.

General Guidelines

1. Always follow the Inter-Agency Task Force (IATF) health protocol standards.

2. Before performing any physical activity, inform your instructor of your medical
background and physical limitations.

3. First aid kit must be readily accessible to you when you perform physical activities.

4. Clothing/Footwear:
 Wear appropriate clothing. Ensure that your clothing will not inhibit your
movement and possibly injure you.
 Remove scarves and jewelries.
 Refrain from using hard-soled shoes, and socks-without-shoes.
 Ties shoelaces securely.
 Long hair should be tied so as not to block vision.
 Eyeglasses may need to be removed or secured.

5. Facilities:
 If your activity area is outside your home, it should be free of debris, holes,
severely uneven surfaces, and obstructions.
 If you are performing inside your home, ensure that you have enough space
for mobility. Use mats if necessary, and do not throw objects against the
ceiling.
 The activity area should be well-ventilated and free of protruding hooks,
nails, etc.
 Check to ensure the floor surface is conducive to activity (e.g., not slippery
from water or dirt).

6. Special Rules/Instruction:
 When performing any physical activity, use the proper progression for the
activities:
 Warm-Up

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 Stretching
 Activity Proper
 Cool Down
 Perform the proper warm-up and cool-down to minimize preventable injury
risk.
 Water bottles should be within your reach to keep you hydrated during
activities.
 Immediately change out sweaty clothes.

7. Supervision: When performing physical activities, allow your parent/any adult

individual to assist/attend your needs in case of emergencies.

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Chapter 1: Introduction to
Physical Education

Chapter Overview

What is physical education? The term refers to an important segment of general

education which aims to contribute to the total development of the learner through
participation in selected vigorous activities. It provides opportunities to acquire lifelong
skills that are essential to his physical, mental, social, and emotional development.
This module is an exploratory and introductory course which leads you to the
history of physical education. It covers four lessons under one module. In this module
lessons have been presented to make each topic more interesting and easier to
understand by the students.

Chapter Outcomes

1. Familiarize the shift of progression of the physical education from the early time to
the modern time.
2. Understand the legal basis of physical education.
3. Identify the objectives of physical education.
4. Classify the phases of physical education.

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Lesson 1: History of Physical Education

Objective

 Familiarize the shift of progression of the physical education from the early time to
the modern time.

Discussion

The field of physical education has gone through many cycles over its long history.
These cycles range from strict authoritarianism to the liberal democracy of today. This
transformation to the democracy has opened the field of physical education up to many
new sciences, which are recreating many new professional opportunities. If the cycles of
physical education continue, these new professions will hopefully pave way to future
discoveries and studies oh physical education.

PHYSICAL EDUCATION IN THE PRIMITIVE SOCIETY

 Primitive men were wanderers.

 Their motives for physical education were mainly to search for food and seek for
protection.
 Search for food through hunting and fishing.
 Mimetic games provided children the opportunity to prepare themselves for adult
life and responsibilities.
 Physical education was not yet organized.
 Pagan people.
 Communicate to their gods through dancing.

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PHYSICAL EDUCATION IN THE ANCIENT ORIENTAL COUNTRIES

 China
 People were concerned with intellectual excellence
 Much concern with the teachings of Confucius – great teacher
 Kong-Fu was the earliest of exercises recorded in history and the greatest
contribution of China

 India
 Religious life affected their concern for their physical well-being.
 Religious life stressed reincarnation.
 The history of dance mentions Hindu dancing as the oldest of organized
dancing.
 A great contribution of India to physical education is “Yoga” which is composed
of exercises in 84 different positions

PHYSICAL EDUCATION IN THE ANCIENT NEAR EAST COUNTRIES

 Persia
 Main objective was the building of empire through military aggression.
 Had a belief that a strong and powerful army is a physically fit army.
 Six (6) years old trained in such events as javelin throw (oldest form of throw)
 Soldier trained for endure all sorts of hardships.
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 Egypt
 Believed in living a full life which means a life full of activity.
 Egyptian young boys were instructed in the use of various weapons such as
bow and arrow.
 Egyptian women danced for royal entertainment.

PHYSICAL EDUCATION IN GREECE

 Physical education had its golden age in ancient Greece

SPARTA ATHENS
 Strong and powerful army  Emphasis on beauty of physique
 Individual did not enjoy freedom  Gymnastics was believed to
contribute to physical
development.
 Music was for intellect

Six-year old boys:

 PALAESTRA – building for exercises and open space for jumping and
wrestling
 PAIDOTRIBE – responsible for directing the activities in the Palaestra

14 to 16 Greek Youth coming from the Palaestra entered;

 GYMNASIUM – physical,
social, and intellectual
center of Greece
 GYMNAST – expert
instructor of sports and
exercises
 GYMNASIARCH – chief
official and overall in charge
of the entire gymnastics
program

Greek philosophers, teachers, and medical men

 Herodotus – physical education as an aid to medicine
 Galen – physical education is a part of hygiene and subordinate to medicine
 Hippocrates – proclaimed the law of use and disuse
 Socrates – attain health to achieve one’s purpose in life
 Plato – gymnastics and music as the two most important subjects in the
curriculum
 Aristotle – interrelationship of the body and soul
 Xenophon – physical education as important in terms of the military

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PHYSICAL EDUCATION DURING THE DARK AGES

 Period after the fall of the Roman empire in A.D 476
 Two (2) major movements grew (1) Ascetism; belief that one can attain high
spiritual level through devotional contemplation and (2) Scholasticism; belief that
the most essential item in one’s education are facts
 Christian Emperor. Theodosius, abolished the Olympic games in A.D 394 because
these were believed as being pagan

PHYSICAL EDUCATION DURING THE AGE OF FUDALISM

 Feudalism was a system of land tenure based
upon the allegiance and service to the
nobleman or lord.
 Sons of the lord or nobleman had two choices
– (1) to be a member of clergy or (2) to enter
chivalry
 Chivalry was a kind of education that was
physical, social and military in nature.
 Physical education played a major part in the
training for knighthood.

PHYSICAL EDUCATION DURING THE RENAISSANCE

 Renaissance – revival of learning
 Renaissance period helped to interpret the worth of physical education to the
public.

PHYSICAL EDUCATION IN MODERN EUROPE

 Germany
 Johann Basedow – established Philanthropinum, the first school in modern
Europe that offered physical as a part of the curriculum
 Johann Guts Muths – Grandfather of Gymnastics
 Friedrich Ludwig Jahn – a turner; Father of Gymnastics
 Adolf Spiess – founder of school gymnastics in Germany

 Sweden
 Per Henrick Ling – established the Royal Institute of Gymnastics to prepare
teachers in 3 categories of gymnastics; educational, military, or medical
 Lars Gabriel Branting – spent his time in medical gymnastics
 Gustaf Nybleus – specialized in military gymnastics
 Hjalmar Fredrik Ling – organized educational gymnastics in Sweden;
responsible for making physical education as a school subject

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PHYSICAL EDUCATION IN DENMARK

 Franz Nachtegall – introduced physical education into the schools of Denmark

 Niels Bukh – introduced “Primitive Gymnastics”

PHYSICAL EDUCATION IN GREAT BRITAIN

 Great Britain is known as the home of outdoor sports which utilized a program of
organized games and sports.
 Archibald Maclaren – devised a system of physical education for the British army
 Football – one of the oldest of English national sports

PHYSICAL EDUCATION IN AMERICA

 Turnverein societies were established and gave support to physical education in
the public schools
 Normal Schools of Physical Education were established for training teachers
 Swedish gymnastics was recognized for inherent medical values
 Tennis was introduced in 1874
 Golf came to America in the late 1880’s
 Bowling had been popular since the time of the early Dutch
 Basketball was invented by James Naismith
 Dr. Dudley Allen Sargent was known for his work in teacher preparation, remedial
equipment, exercise devices, college organization and administration,
anthropometric measurements, experimentation as basis for activity and scientific
research
 Thomas Dennison Wood – introduced Natural Gymnastics which gave emphasis
on game & game skills
 Clark Hetherington – emphasized on children’s play activities
 Jessie Bancroft – physical education as a responsibility of homeroom teachers in
the elementary
 Jacob Riis – symbolic of the playground movement in New York

PHYSICAL EDUCATION IN THE PHILIPPINES

 The Pre-Spanish Period
 Physical education in the Philippines dates back to primitive society when
physical activity was not yet organized.
 The aborigines of the Philippines, the Negritos or Aetas, had a way of life the
same or similar to any other people living in a primitive society.
 A Negrito chieftain was selected by his physical prowess. An evidence of this
is included in the Maragtas, an ancient manuscript found in Panay written in
A.D. 1212.
 The Negritos living in the mountains are found to be fond of music and
dancing.

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 The Spanish Regime

 The first plays staged by Filipinos were derived from the Spanish ballads called
corridos.
 The most spectacular and popular were the Moro-moro which became the
generic name. the play was concerned with the wars between the Christians
and the Moors complicated by the loves of Christian or Moorish prince for
Moorish or Christian princess.
 Spanish and European dances were introduced such as fandangos, curachas,
jotas of Spain, polkas and mazurkas of Central Europe and the Rigodon and
Lanceros of France which were danced only by people of high social standing.
 In 1863 a royal decree established a Normal School for men in Manila.
Physical education was not included in the curriculum however there was
health inspection.
 In 1892, Superior Normal School for Women Teachers in Manila was
established. Physical education was included in the curriculum. A salary of Php
400.00 per annum was given to “Room Gymnastics” instructor.
 In 1867 the Manila Jockey Club was founded to supervise the holding of horse
races once a year at the present R. Hidalgo St. in Manila.

 The American Period

After the historic event of the signing of the Treaty of Paris on December 10, 1898,
schools reopened. The following dates mark the significant events that followed:
 1901 – Physical exercise was one of the subjects introduced in the public
schools.
 1905 – Baseball and track and field were introduced
 1909 – The athletic program in schools was inaugurated.
 1910 – Basketball was first introduced as a game for girls in the carnival meet
held in manila.
 1911 – The “Athletic Handbook” was published.
 1914 – The Teachers Vacation Assembly in Manila gave special training to
various physical education activities
 1919 – A syllabus entitled “Physical Education: A Manual for Teachers” was
published
 1920 – Physical education was made a required subject in the curriculum of all
public schools
 1928 – A summer school for coaching was held with the aim of helping the
public school teachers to improve their coaching methods

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Lesson 2: Legal Bases of Physical Education

Objective

 Understand the legal bases of physical education.

Discussion

 ARTICLE 1, of the International Charter of Physical Education and Sports,

UNESCO, Paris 1978 and Recommendation 1, Interdisciplinary Regional
Meeting of Experts on Physical Education, UNESCO, Brisbane Australia,
1982 states that:

“The practice of Physical Education and Sports is a fundamental right for

all.”
“And this right should not be treated as different in principle from the right
to adequate food, shelter, and medical care.”

 ARTICLE XIV, Section 19, 1987 Constitution of the Republic of the

Philippines states that:

“The state shall promote Physical Education and encourage sports,

programs, league competitions, and amateur sports including training for
international competition to foster self-discipline, teamwork, and excellence for the
development of a healthy and alert citizenry.”
“All educational institutions shall undertake regular sports activities
throughout the country and in cooperation with club and other services.”

 R.A No. 5708 otherwise known as the “The Schools Physical Education and
Sports Development Act of 1969”.

“This Act provided for the promotion and financing of an integrated physical
education and sports development program for the schools in the Philippines.”

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Lesson 3: General Objectives of Physical Education

Objective

 Identify the objectives of physical education.

Discussion

The goal of physical education is to assist the learner to develop and maintain a
healthy lifestyle that can be achieved through the acquisition of knowledge, desirable
habits and attitudes, game and dance skills, and wholesome interpersonal relationships.
The objectives of physical education are focused on four aspects of development namely:

 Physical Development
 Physical fitness, which is the capacity of the body to engage in work and
play without undue fatigue, is the foremost aim of physical education. This
is achieved through regular exercise and participation in varied vigorous
activities. In the pursuit of the development and maintenance of physical
fitness, fundamental movement skills, games, sports, and dance skills are
acquired which can increase one’s capability to enjoy lifetime recreational
pursuits.

 Emotional Development
 The informal nature of physical education activities offers opportunities for
the development of a high level of self-esteem and ability to cope with
routine stresses of daily living.

 Social Development
 A learner seldom gets into vigorous physical activity by himself. He plays,
dances, or exercises with people. In the process, he learns to respect
others, and practices fair play, sportsmanship, teamwork, and develops
leadership. He learns the game of life – the application of the golden rule.

 Mental Development
 Focus is on the acquisition of knowledge and understanding, ability to
analyze body movements and skills, evaluate game situations and make
important decisions. Understanding the rules of the games leads to better
performance or appreciation of an activity if one is a spectator. Creativity is
an essential segment if growth that can be enhanced if the learner has a
rich background and an exposure to a variety of physical activities.

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Lesson 4: Phases of Physical Education

Objective

 Classify the phases of physical education.

Discussion

1. Group Games - These are lead up activities with simple rules designed primarily
for fun and enjoyment.

2. Dance - These are movements set to music where there are emerge organizations
and structure.
Folk dance Jazz dance
Social dance Ballet dance
Popular dance Street dance
Interpretative dance Cheerleading

3. Gymnastics - Sports that harmonizes body movement to the lilting tunes of

choreographed music.
Tumbling Light apparatuses
Floor skills Heavy apparatuses
Aerial Skills Conditioning exercise

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4. Recreational Activities - Activities done during one’s free time.

Cooking Weaving
Mountaineering Gardening

5. Sports - Activities we engage for pleasure, enjoyment, recreation, even as form of

competition usually requiring vigorous bodily exercise.

Activities

See posted activities in the Facebook group.

References

3G ELearning FZ LLC. Physical Education and Health. 2017

Calicdan, A., Estrella, E.O., Balagtas, J., Coronongan, M., Cruz, G., et.al., Physical
Education 1: Physical Fitness and Gymnastics. Jimczyville Publications. 2015

McConnell, K., Corbin, C.B., Corbin, D.E., Farrar, T.D. Health for Life. Human
Kinetics, Inc. 2014

Oyco, V.D., Physical Fitness for College Freshmen. RBSI. 2008

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Chapter 2: Health and Lifestyle

Chapter Overview

Physical education today has the potential of contributing to the enhancement of

positive lifestyle changes which ultimately lead to a better quality of life. This means that
through physical education, the individual can acquire sufficient knowledge and
understanding, activity skills, and desirable attitudes that will eventually contribute to his
well-being. In the process, he can achieve total fitness which will enable him to avoid
common illnesses, use leisure wisely, practice safety from harm, and overcome life’s
stresses. Ultimately, physical education can contribute towards a relatively long and
happy life.

Chapter Outcomes

 Understand the definition of health.

 Identify the different components of health.
 Understand the definition of lifestyle.
 Describe several healthy lifestyle choices by knowing the components of lifestyle.

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Lesson 5: Health and Its Components

Objectives

 Understand the definition of health.

 Identify the different components of health.

Discussion

A large crowd was assembled to hear Dr. Lazarus, a public health scientist, discuss
national health objectives. The title of her talk was “Health id More Than Not Being Sick.”
She indicated that one major health objective “is to help all people live high-quality, longer
lives.” As the title of her talk suggests, Dr. Lazarus pointed out that health is more than
freedom from disease; it also includes being well and enjoying a high quality of life. She
emphasized that how you live your life can help you achieve both longer life and a higher
quality of life.

HEALTH DEFINED
In 1947, the World Health Organization (WHO) issued a statement proclaiming
that good health is not merely the absence of disease or illness; rather, it is a more
complete state of being that includes wellness. Wellness is the positive aspect of health
that includes having a good quality of life and a good sense of well-being as exhibited by
a positive outlook on like.
The word health originally meant “whole-th”, or “wholeness”.

COMPONENTS OF HEALTH AND WELLNESS

There are five components of health and the goal for each component of good
health and wellness is to promote the positive while avoiding the negative.

 Intellectual Health. This component shows a positive response in embracing

reality for what is and utilizes healthy coping skills to deal with stress and conflicts.
Intellectually healthy individuals believe in a lifelong learning and that they make
sound judgements and decisions.

 Emotional Health. No person has the total control over their emotional states
(fear, anger, sadness, guilt, etc.) However, emotionally healthy individuals strive
to maintain psychological balance and know when to express their emotions.
Emotional health includes understanding one’s emotions and knowing how to cope
with everyday problems.

 Physical Health. This component refers to the condition of the body in response
to physical activities, damage, and diseases. Being physically fit is the ultimate
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goal one is setting for them. Excessive drinking of alcohol, frequent smoking, not
enough sleep, and inactive living are all threats to a healthy physical life.

 Social Health. Social health refers to the ability to perform one’s role effectively;
having satisfying, trusting relationships, and good interaction with others. This
entails fairness, love, appreciation of individual’s uniqueness that paves the way
to social maturity.

 Spiritual Health. Spiritual health refers to a positive sense of whatever provides

meaning and purpose into our lives. This includes sense of awe at nature’s beauty,
a deeply held religious faith, or a sense of inner peace as regard to one’s life.
Spiritual health also fosters a feeling of connection with one’s inner self, other
people, and the universe.

Fig 1 Being healthy means having wellness in addition to not being ill.

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Lesson 6: Lifestyle and Its Components

Objectives

 Understand the definition of lifestyle.

 Describe several healthy lifestyle choices by knowing the components of lifestyle.

Discussion

Health-optimizing Physical Education aims to provide knowledge and skills to

empower students to lead healthy lifestyles and to take responsibility for the health and
well-being of others and the environment. Another key aim is to provide students with the
opportunities to develop and practice good health habits and attitudes.

LIFESTYLE

Lifestyle refers to an overall way of living; the attitudes, habits, and behaviors of
a person in daily life. A healthy lifestyle is a recurring pattern of health-promoting and
disease-preventing behaviors undertaken to achieve wellness.

COMPONENTS OF LIFESTYLE
1. Working Style. The ways in which people produce, create and study constitute
their working style.

2. Pleasuring Style. The way a person gives pleasure to the influential people
connected to his or her life, and in return, what pleasure this person received from
others.

3. Recreational Style. This style affects so much the health and well-being of a
person.

4. Communication Style. People show their emotions, needs, wants through

communication.

5. Coping Style. This style counteracts stress that creates tensions and problems.
This is the process in which a person copes with stressful events; positive or
negative that is threat to his or her health.

6. Cognitive Style. Cognitive style refers to the ways in which people think, seek,
knowledge, and make decisions.

7. Nutritional Style. This style speaks to the attitude of a person towards food and
eating.
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8. Consuming Style. Another component which consists of intelligent ways in which

people select and use products and services.

9. Ecological Style. This style speaks of human interaction with nature. The way
people treat the environment influences them through their physical health.

Activities

See posted activities in the Facebook group.

References

Calicdan, A., Estrella, E.O., Balagtas, J., Coronongan, M., Cruz, G., et.al., Physical
Education 1: Physical Fitness and Gymnastics. Jimczyville Publications. 2015

McConnell, K., Corbin, C.B., Corbin, D.E., Farrar, T.D. Health for Life. Human
Kinetics, Inc. 2014

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College of Education

For inquiries, contact:

CARLA MAE C. POMENTIL

Messenger: Carla Criz Pomentil  carlacrizpomentil@gmail.com

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

SAMAR COLLEGE
Catbalogan City, Samar
Tel. Nos. (055) 251-3021, 543-8381, Fax (055) 251-3021

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