CITY GOVERNMENT OF SAN PABLO

DALUBHASAAN NG LUNSOD NG SAN PABLO

CHED Recognized Local College
TESDA Recognized Programs
Excellence • Leadership
ALCU Commission on Accreditation – Level 1 Accredited
Member, Association of Local Colleges and Universities
Member, Local Colleges and Universities Athletic Association, Inc.

DEPARTMENT OF INFORMATION TECHNOLOGY

Bachelor of Science in Information Technology

TABLE OF CONTENT

CHAPTER 1: HISTORICAL OF PHYSICAL EDUCATION

OBJECTIVES
 Primitive Society
 Ancient Oriental Countries
 Ancient Near East Countries
 Physical Education in GREECE
 Physical Education in ROME
 Physical Education in DARK AGES
 Physical Education during Feudalism
 Physical Education during Renaissance
 Physical Education in Modern Europe
 Physical Education in America
 Physical Education in the Philippines
1. The Pre-Spanish period
2. The Spanish Regime
3. The American period
4. The transition years to the present
5. Later development

CHAPTER 2: PHYSICAL EDUCATION AND SPORTS?

 What is Physical Education?
 A new name of Physical Education
 The objectives of physical education
 Physical Education in college
1. Physical fitness
2. Rhythmic activities
3. Individual-dual sports/ games
4. Sports and games
 What is physical educated person?
 Major goal of physical education I fitness I
 Discipline of physical Education

CHAPTER 3: HEALTH
 Definition
 Factors that influence health education
 Some Aspects of Health Education
 Values of Good Health
 Signs of good health
 Health and Physical Activity

CHAPTER 4: NUTRITION AND EATING HABITS

  The Food Groups
 Approximate Weights
 Guidelines for Weight and Health Maintenance

CHAPTER 5: UNDERSTANDING HUMAN BODY AS AN EXRCISE MACHINE

 The skeletal structure
 Physical characteristic of joints
 Muscular system structure
 What is Muscle?
 Function of Muscular contraction
 Type of muscle fiber

 Heart and Blood circulation

 Cardiac output
 Phenomena affecting persons attempting to develop cardio respiratory e durance
 Benefits of cardio respiratory training
 Lungs and respiration

CHAPTER 6: PHYSICAL FITNESS AND TESTING

 What is Physical Fitness?
 Basic Component of Physical Fitness
 Motor Skills Performance
 Physical Fitness Test (PFT)
 Performance Target

CHAPTER 7: THE EXERCISE PROGRAM

 The Movements
 Parts of an Exercise Program
 Weights Training Program
 The Circuit Training Program
 The Speed Play or Farklek Exercise
 Interval Training Program

CHATR 8: AEROBICS FOR CARDIO-RESPIRATORY ENDURANCE

 Concept of Aerobics
 Monitoring Heart Rate
 Suggested Aerobics Exercises
 Aerobic Dancing and other Exercise Conducted with Music
 Metabolism

CHAPTER 9: GYMNASTICS
 Brief History of Gymnastics
 The Conditioning and Warm-up Program
 Stunts
 Floor Exercise
 Rhythmic Gymnastics
 Tumbling
 Pyramid Building

Chapter 1: Historical Development of Physical Education

OBJECTIVES:
 In this unit the students should be able to:
 Discuss the factors that had affected physical education in primitive society and ancient
countries and the effects on the lives of other people;
 Identify the contributions of various men an countries of the modern western world to the
growth and development of physical education which have influenced the changing concept
of the field;
 Trace the development of physical education in the Philippines from Pre-Spanish to the
present t be able to interpret the present day physical education;
  Discuss the current developments of physical education and their relevance to the national
development

Primitive Man
 Primitive man moved in order to satisfy a felt of need or a necessity. He had to satisfy his
hunger and so he had to search for food. This he did by hunting wild animals in the forests or
by fishing along the rivers and streams. Sometimes he had to engage in warfare in order to
insure protection from his enemies. He had to erect shelter to protect him from adverse
elements or a hostile environment.
 The physical activities of primitive man were not organized. His motives for physical activity
were mainly to search for food and to protect himself from his enemies. However, his
gregarious nature and his innate drives for mating and propagation gave him the desire to
dance and play. All these physical activities of primitive man were very much unorganized.

Ancient Oriental Countries

Ancient China

Ancient China’s policy of isolation was favored by two factors:

 Topography of the land which provided natural and necessary protection against invaders.
 The Great Wall
Laws were also passed to keep invaders out of the country. This policy of isolation lacked the
motivating factor to be physically strong because they were no fear of aggression, that lead to them
to illness.
The people were concerned with intellectual excellence. A sedentary life was much favored their
concern with memorizing the teachings of Confucius the great teacher at the time.
Ancestor worship was characteristic of their religious belief. They neglected their physical body to
something they believed was more important and which was the spirit. This religious belief was,
therefore, contributory to a sedentary life also.
Notwithstanding the fact that there was no incentive to be physically strong, there evidences of
participation in physical activities. However, this was particularly true among the rich or favored
class. Chinese classics show that rich families engaged in music, dancing and archery. The popular
dances were the skill dances, such as “Split-Feather Dance,” “Whole –Feather Dance”, “Battle
Dance”, and the “Humanity Dance”. There was also a wrestling, jujitsu, polo, tug-of-war, kite and
water game.
As early as 2698 B.C. a form of medical gymnastics was developed. The people felt that the cause of
their illnesses was their inactivity due to their sedentary life. They soon realized that a kind of
gymnastics could provide the activity for a cure of their illness. The “Kung-Fu” was the earliest of
exercises recorded in history. This has been met with much enthusiasm by the present generation in
the Philippines after World War II.

India
Like that of ancient China, the religious life of the people affected their concerned for their
physical well-being. Their religious belief stressed reincarnation of the soul before being united
finally with Brahma, the supreme goal. They believed that to attain this goal was to concentrate
solely on spiritual rather physical needs. They had to refrain from catering to physical body and must
not enjoy worldly things.
There are, however evidences of participation in physical activities. The history of dance mentions
Hindu dancing as the oldest of organized dancing. Some of favorite pastime of the people was
throwing balls, dice, rumblings, chariot races, marbles, riding elephants, plowing contests, horse
riding, wrestling, and swordsmanship, boxing and dancing.
A great contribution of India to physical education is “Yoga” which is composed of exercises in
posture and regulated breathing. Although this is a religious activity in India, it is being accepted
today as important activity to discipline the mind and body because it involves 84 different positions.

Ancient near East Countries

Countries in the Ancient near east referred to the ancient countries of Egypt, Assyria,
Babylonia, Syria, Palestine, and Persia. It is in the civilization of these countries which marks the
turning point in the history of physical education.
The Egyptians believed in living full life. This meant a life full of physical activity. The Egyptian
young boys were instructed in the used of various weapons of war such as the bow and arrow, lance,
and shield. They engaged in many sports in gymnastic exercises. In dance, the Egyptian women
danced for royal entertainment. An evidence of this can be seen on ancient Egyptian carvings.
The main objective of Persia was the building of an empire through military aggression. As early as
529 B.C. King Cyrus the Great encompassed the area now referred to as Middle East. The state
trained the six-year olds in such events as running, slinging, shooting the bow, throwing a javelin,
hunting, and marching. A soldier was trained to endure all sorts of hard ships which included travel
without food and clothing. There was no training of the intellect. The program of physical activity
was directed toward the building of strength, conquest, and aggrandizement. However, the decline of
this great empire started when the soldiers basking in the glory of their exploits, indulged in
activities which cause their moral decadence.

Physical Education in Greece

In Sparta the main objective of physical education was to contribute a strong and powerful
Army. The individual existed for the state so that he did not enjoy individual freedom. Only the
strong and vigorous babies were allowed to live in this military state. Any new born infant when
found weak or defective was left to die on Mount Taygetus. A conditioning program subjected all
boys after six years of age to a rigid training in the public barracks, and entered the agoge which was
a system of public compulsory training. The physical activities consisted of wrestling, jumping,
running, throwing the discus and the javelin, horse back riding, hunting, and marching among others.
In Athens the individual’s life was not controlled and regulated as in Sparta, and he enjoyed
individual freedom. The objective physical education was for physical perfection with emphasis on
beauty of physique. Gymnastics was believed to contribute physical development and music was
also important for the intellect, Gymnastics and music were considered as the two most important
subjects in the curriculum. It was always claimed that gymnastics was for the body and music was
for the soul.
Various physical activities were provided the six-year old boys in the palaestra, which was a
building for exercises and an open space for jumping and wrestling. The proprietor of the palaestra
who was also responsible for directing the activities was called paid tribe. At the age of 14-16 the
Greek youth coming from the palaestra entered the gymnasium which was the physical, social, and
intellectual center of Greece. The main areas of concern were special sports and exercises under an
expert instructor called the gymnast. The gymnasiarch was the chief official and over all in charge of
entire gymnastics program.
Greece laid the foundation for the present Olympic Games which were first held in 776 B.C
and continued every four years. In this game the contestant had to undergo a rigid screening. He had
to be a freeman without any criminal record. He had to be in perfect physique and good character.
He had to be in training for ten months. He had to compete in accordance with the rules. In the oath
which he had to take that he would not use any legal tactics to win, he had to swear with his father,
brothers; sisters. The victor did not receive any material reward except for a wreath of olive branches
as his crown. This was considered as the highest honor that could be bestowed in Greece.

Greek Philosophers, Teachers, and Medical men contributed to the worth of physical
education and among them were the following:
 Herodotus- recognized the use of physical education as an aid to medicine as early
as the fifth century.
 Galen- stated that physical education is a part of hygiene and subordinate to medicine.
 Hippocrates- proclaimed the law of use and disuse of the parts of the body; the parts of the
body are strengthened through use and disuse results in muscle atrophy or weakness.
 Socrates- gave emphasis on the importance of physical education in attaining health in order
to achieve one’s purposes in life. Grave mistakes caused by poor decisions can be results of
poor health.
 Plato- considered gymnastics and music as the two most important subjects in the
curriculum.
 Aristotle- recognized the close interrelationship of the body and the soul and those mental
faculties can be affected by poor health. He also prescribed progression of exercises;
excessive or deficient exercises can result in harm to body.
 Xenophon- thought of physical education as important in terms of the military, and that
essential to success in life in soundness of the mind and the body.

Physical Education in Rome

A great and well-disciplined army with great leaders brought about the grandeur of the
Roman Empire at the time when almost all of Europe was under its influence. The objective physical
education in Rome affected the sound held by the Greeks whom they conquered.
Army life was considered very important to the Romans and considered health as important only for
military life. In order to be in top physical shape for the army, a Roman soldier had to engage in
various physical activities following a rigid schedule of training. Activities such as marching,
jumping, running, throwing the discus and javelin, swimming among others were included in body
conditioning program. He had to be ready at a moments notice to serve the state from 17 to 60 years
of age.
The glory or success of the imperialistic policy of the Romans, however affected the values
and interest of the Roman soldier. He now considered wealth as an objective and his interest on
material things; he got disinterested in physical activities and enjoyed more being a spectator rather
than being a participant. He also preferred the glory, ghastly, sensational gladiatorial combats, to
clean, wholesome events. The enormous amount of money given as rewards or prizes in game
competitions pointed to the influence of wealth and materialism of the Romans. Morally and
spiritually, the Roman Empire declined and at last crumbled before the strong Teutonic barbarians.
Historians note that the most outstanding cause of the fail of the great Raman Empire was due to
moral decay and physical deterioration.

Physical Education during the “Dark Ages

Referred to as the “Dark Ages” in history was the period following the fall of the Roman
Empire in A.D. 476? The strong Teutonic barbarians overruled the lands that experienced glory and
grandeur. The invasions brought about the lowest ebb in literature and learning. It is, however
interesting to note the lesson derived from this period in history: that the Teutonic barbarians who
lived a life characterized by much physical activity were strong and healthy and conquered the
Romans who were physically and morally deteriorated due to their way of life.
During the dark period, two major movements grew which swept all over Europe: asceticism
and scholasticism. These movements affected tremendously physical education. Christianity grew
and thrives in this period with the ascetic belief that one can attain high spiritual level through
solitude, mortification of the flesh and devotional contemplation. These people believe in wordy
pleasures but this life should be a means of preparing for the next world. The body should be
tortured and not improved because the body is evil. A Christian emperor, Theodosius, abolished the
Olympic in A.D. 394 because these were believed as a pagan. The customs and practices at the time
resulted in poor health and shattered nervous system of many people.
Scholasticism had the belief that the most essential items in one’s education are facts: that the
key to a successful life is the development of the mental or intellectual powers. This belief which
was held by the scholars at the time passed down from generation so that scholasticism as a
movement presented a challenge to physical education. An effect of this de-emphasis on physical
was that the institutions associated with early Christianity would not allowed physical education to
be one of the important subjects in their curriculum.

Physical education during the age of Feudalism

The period of feudalism came into being after the death of a powerful ruler Charlemagne in
1814 when there was a disintegration of the whole empire and there was decentralization of
government. In the absence of a strong leader, the people turned to the nobleman or lord for
protection. Feudalism was a system of land tenure based upon the allegiance to the nobleman or lord.
The lord who owned the land was called fief that let out the land to a subordinate who was called his
vassal. This vassal had people who worked the land but shared little in the profits and these were
called serfs. These serfs were so much attached to the land they can be transfer of vassals.
During the feudalistic times the son’s of the lord or nobleman had two choices- to train for the
church and became a member of the clergy or to enter chivalry and became a knight. The latter was a
kind of education that was physical, social, and military in nature. A boy who was going to train to
become a knight had a long physical training. At the age of 7 a boy worked as a page to some
nobleman. He learned court etiquette, waited on tables, ran errands, helped in household tasks.
However, during the rest of the time he participated in various forms of physical activity which
would strengthen and harden his body for rigorous tasks ahead.
At the age of 14 the boy became a squire and he was to be attached to a knight. While a
squire, his duties included keeping the knight’s weapons in good condition, caring for his horses and
helping him with the armors. During this stage there was more emphasis made on more vigorous and
rigorous physical training such as swordsmanship, horsemanship, shooting with the bow and arrow,
wall scaling and climbing, among others. Knighthood was conferred on him at age 21 after proving
his fitness to become a knight. Physical education played a major part in training for knighthood.
This, however, was for self preservation only.

Physical Education during the Renaissance

The renaissance period which came after the dark ages lasted until the beginning of modern
times. This was called the revival of learning which also brought about the dignity of man and a
renewed spirit of nationalism. This period also had its impact on physical education. The theory that
the body and the soul were inseparable and indivisible became popular. It was the belief that good
physical health promoted learning, and the rest and recreation were needed by the body after study
and work.
 This renaissance period helped to interpret the worth of physical education to the public. This
was with the belief that it was necessary for health, as a means of developing the body, as a
preparation for warfare, and a means of providing recreation for wealthier classes of people. It,
however, failed to recognize the important contribution of physical education to the aesthetic, social,
and moral life in general.

Physical Education in Modern Europe

The history of physical education on modern Europeans countries is reflected in the
contribution of these countries to the growth and advancement of physical education of physical
education which is also associated with names of its contributors.

Physical Education in Germany

 Johann Bernhard Basedow (1723-1790)
 Established a school called Philanthropinum, the 1st school in modern Europe that offered a
program where physical education was a part of the curriculum.
 Johann Christoph Friedrich Guts Muths (1759-1839)
 Wrote two books, Gymnastics for the Young and Games, which contained illustrations of
various exercises and apparatus, arguments in favor of physical education institutions;
 Often referred to as one of the founders of modern physical education in Germany.
 Friedrich Ludwig John (1778-1852)
 His name is associated with the Turnverein, an association of gymnasts, which he
inaugurated to help German youth into strong and hardy citizens.
 Instilled in the youth a love for gymnastics because of his belief that physical education is a
mean of aiding the growth and development of children, and that a country could be made
strong through physical education.
 Adolf Spiess (1810-1858)
 Founder of school gymnastics in Germany
 Helped to make physical education in part of school life
 His thoughts about physical education
o Physical education should be required of all students.
 It should receive the same consideration as other subjects in the curriculum.
 The physical education program should be progressive, starting with simple exercises and
proceeding to the more difficult.
 Physical Education in Sweden
 Per Henrick Ling(1776-1839)
 His name is symbolic of the rise of physical education in Sweden. Strove to make physical
education a science; stressed that through anatomy and physiology one would be better able
to understand the human body and its needs, and apply activity intelligently through the
scientific approach. He established the Royal Central Institute of Gymnastics to prepare
teacher in three categories of gymnastics: educational, military, or medical. His objective of
physical education was to develop the body to its fullest extent, to restore health to the weak,
and to make the country strong to protect against aggressors.
 Lars Gabriel Branting(1799-1881)
 He spent his time in medical gymnastics.
 His teachings were based on the premise that physical activity causes changes in the
muscular, nervous, and circulatory system.
 Gustaf Nybleus (1820-1902)
 Specialized in military gymnastics.
 His innovation was the inclusion of women in the school.
 Hjalmar Fredrick Ling(1820-1886)
 Organize educational gymnastics in Sweden.
 Responsible for making physical education as school subject.
 Physical education in Denmark
 Franz Nachtagal (177-1847)
 Introduced physical into the schools of Denmark
 First director of a Training School for Teachers of Gymnastics in the Army
 Director of gymnastic for all Denmark.
 Niels Bukh
 Introduced “Primitive Gymnastics”
 Attempted to the perfect physique through a series of exercises that were performed without
cessation of movement.
 Physical Education in Great Britain
  Great Britain is known as the home of outdoors sports which utilized a program a program of
organized game and sports. The English youth engaged in physical activities as early as the
time of Henry II, such as wrestling, throwing, riding fishing, hunting, swimming, rowing,
skating, and shooting the bow and arrow. The athletic sports played were the following:
 Hockey and quoits – as early as the 15th century.
 Tennis – as early as1300
 Golf – as early as 1600
 Archibald McLaren (1820-1884)
 Devised a system of physical education for the British Army
 His works or books pointed out that the objectives of physical education should consider
health as more important than strength; that physical education should be organized and
administered effectively so that all its potentialities will be realized

Physical Education in America

The colon period in America was not conducive to organized physical education programs. The
religious belief of the Puritans did not favor play and so they lived a life of austerity and stern
discipline. There was little emphasis given to any form of physical activity because it was thought of
as waste of time. There were some people, however, who brought with them the sports from their
mother country like the Dutch whose favorite sport was bowling.
 The National Period in United States history began to recognize physical education as
important to American society. German gymnastic were introduced. Turnverein associations
were organized. Later was introduced The Swedish Movement Cure for America. Notable
also at this period were the building of gymnasiums and the formation of gymnastics and
athletic clubs.
Outstanding leaders and events affecting physical education during the Civil War were:
 Turnverein societies were established and gave support to physical education in the public
school
Normal Schools of Physical Education were established for training teachers (especially
found in Boston)
 Swedish Gymnastics was recognized for inherent medial 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, but in 1895 the American
Bowling Congress was organized.
Basketball was invented by James Naismith.
 Dr. Dudley Allen Sergeant 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.
Contributors in the development of physical education in early 20th century were the
following:
 Thomas Dennison Wood
Introduced Natural Gymnastics which gave more emphasis on game and game skills.
 Clark Hetherington
Emphasized on children’s play activities.
 Jessie Bancroft
Influenced the development of Physical education as a responsibility of homeroom teachers
in the elementary schools.
 Jacob Riis
Symbolic of the playground movement in New York
At the mid-20th century, athletic sports and team games have become more important. Broad
and extensive programs have been established in schools, recreational organizations, and
other agencies. In teacher education in physical education, higher standards were established
and better trained leaders were produced.

Physical Education in the Philippines

Physical education in the Philippines dates back to primitive society when physical activity
was very important for survival, making it necessary for the adult to teach physical skills to the
young. With the fast changing times, it is quite interesting to note the strides made by physical
education and how it has affected the lives of the people.

The Pre-Spanish Period

The aborigines of the Philippines, the Negritos and Aetas, had a way of life the some or
similar to any other peoples living in a primitive society. They were nomadic or wandering tribes
who lived mainly by hunting with an expert use of bow and arrow. The only motivations for physical
activities were survival in connection with their quest for food and for protection against a hostile
environment. They had to run, leap, jump and climb and these activities kept them physically fit.
A Negrito chieftain was selected by physical prowess. An evidence of this is included in the
Maragatas, an ancient manuscript found in Panay written in A.D. 1212. This historical document
mentions about the unusual ability and bravery of a Negrito named Marikudo who had the skills in
capturing wild animals by himself without the assistance of any one or even a dog. He has always
known for his spectacular skill in the use of the bow and arrow. For these, he was selected to
succeed his father as chief of the tribe.
The Negrito living in the mountains of Batan, Zambales, and Tarlac are found to be fond of
music and dancing. They posses crude musical instruments made of bamboo and mountain cane with
abaca fibers and played like a violin. Among their dances are imitative of their way of life, such as
“Juan Camote” performed by a man going of stealing camotes in the field, and “Pina Pa-ni-lan” also
performed by a man going through the motion of gathering honey from tree. The fact that there are
still primitive dance movements of the aborigines of the Philippines way up in their mountain tribes
can give us the clue that primitive dancing among earliest people existed.
History gives an account of the waves of people who migrated to the Philippines – the
Indonesians and Malays. Those who arrived earlier were driven the hinterlands, while the later
waves of immigrants settled along the cost or in the lowlands. Their physical activities consisted of
produced the famous Banawe rice terraces, one of the wonders of the world. Pegan people as they
were, they worshipped their gods and made offering to the anitos or spirits. Dnacing was a form of
religious activity and they danced to please their gods. They also danced to cure the sick, to make
things happen as when there was drought and they wanted rain, they also danced after a bountiful
harvest. They danced for a victory in a tribal war which they termed as “canao”.
The people in the lowlands especially those who settled along the river banks and lakes had
bathing and swimming as their favorite pastime. Father Chirino, a Spanish historian, relates in his
Relacion de las Islas Filipinas the “men and women and even children swim like a fish. They take a
bath in the rivers and lakes at any time of the day for cleanliness or for recreation”.
Cockfighting is an ancient sport in Philippines. Pigafetta, the chronicle of Magellan”s
expedition, mentions it is one of the notable sights he saw in the island of Palawan. Historians belive
that this sport is probable to have been introduced, by the Malays as early as A.D. 1212 during the
rule, of Datu Sumakwel of the island of Panay.
Pigafetta was also impressed with the dances with which they were entertained by very adept
dancing maidens to the accompaniment of crude musical instruments. Jesuit Father Collin”s
observation of the early dances state that their dances generally were with the beating of the beating
of the drums with the measured variations which can put one in suspense especially in a war dance,
and with such grace and viva city that they have not been judge as undignified but which added to
the solemnity of the festivities.”
The Spanish Regime
The Spanish conquest of the Philippines did not have much effort on the physical activities of
the people. Except the enforced labor among the lower classes of the people in the building of
churches, the people generally had a sedentary living while waiting for the harvest time after
planting. Fray Gasper de San Agustin who published a history of the Augustinian missions in 1725
wrote about the Filipino as “sleepy, sluggish… little inclined to work…” This was corroborated by
Dr. Jose Rizal when he wrote “The Indolence of the Filipino.”
Bathing and swimming were still the favorite pastime of the Filipinos, and which was usually
done at the setting of the sun. Cockfighting which continued to be the favorite sport found its way to
other places in the country. It is quite unfortunate, though, that cockfighting ceased to be a sport
when the Filipino farmer has to spend most of his time caring for his favorite cock, and to stake his
worldly goods on the issue of a single combat. It is probable, historians agree, that this was caused
bay the fact that cockfighting has been made a source of revenue for the royal treasury.
Dancing continued to be one of the major physical activities enjoyed by the people. Spanish
and other European dances were introduced, such as the fandangos, curachas, and jotas of Spain, the
polkas and mazurkas of Central Europe, and the Rigodon and Lanceros of France which were
danced only by people of high social standing community.
Ceremonial dances were performed during religious events or festivals. The most colorful of
all the celebrations was the Santa Cruz de Mayo or Santacruzan which consisted of praying for nine
consecutive days and culminated in a procession to the hermano mayor”s house. There the people
ate, sang, drank and danced to their hearts’ content.
Games were played by the Filipinos during a grand celebration or after the procession on the
Santacruzan. A game called pabitin was very much enjoyed by the little children. A Square bamboo
trellis was laden with hanging fruits, candies and other objects which be lowered and raised
alternately while the children would jump and snatch these objects. Another game was the palo sebo
wherein a daring boy climbed a long bamboo pole which has been greased with oil and some amount
of money suspended at the top end. The juego de annillo was a game for young men riding on
horseback and holding a long stick on one hand which was used to get any of the rings suspended in
an arch. Games were played during parties, such as the juego de prenda, a game of forfeits; the
duplo, “ a poetic joust where the prizes were awarded to the winners.
The young played sungka, siklot, piko, luksong tinik, and hide and seek, while the young
boys played patintero, sipa, top spinning, and kite flying. Card games were very popular recreational
activities for the older folk. These games ere introduced by the Spaniards. The panguingui was a
card with money at stake.
People in the larger towns provided themselves with more wholesome form of amusement.
The native Filipino theater developed from the plays staged by the Spaniards during civic and
religious festivals. The plays staged by the Filipinos were doubtless the direct translation of the
Spanish plays which were derived from the fantastic tales of chivalry contained in Spanish ballads
called corridos. The most popular and spectacular were the Moro-moro which became the generic
name for the vernacular play. The play was concerned with the wars between the Christians or
Moorish prince for Moorish or Christian princess.”
Schools, colleges and universities were established for the formal training of the Filipinos. However,
only the favored youths were allowed to obtain higher education. In these institutions, physical
education was not included in the curriculum. It was at the Ateneo de Municipal, a school founded
by the Jesuit Fathers, were physical education was made a part of the curriculum. Dr. Jose Rizal, in
his autobiography, mentioned about gymnastics as a requirement which he had to attend despite the
frequent attacks of fever.
In 1863
A royal decree established a Normal School of primary instruction throughout the country.
Physical education was not included in the curriculum. However, there was health inspection
conducted at the beginning of the classes, one in the morning and anther in the afternoon.
In 1892
When another royal decree established the superior, Normal School for Women Teachers in
Manila. Physical Education was included in the curriculum. The decree provided for the
appointment of one instructor to teach “Room Gymnastics” with a salary of P400.00 per annum.
In 1893
The Normal school for men established in 1863 was allowed to train teachers for both the
elementary and high schools. The name was later changed to Superior Normal School for Men
Teachers. Gymnastics was also included in the curriculum and its required for the elementary
teacher’s certificate. Provision was made for one gymnastics teacher with yearly salary of P400.00.
In 1867
The Manila Jockey Club was founded to supervise the holding of horse race once a year at
the present R. Hidalgo Street in Manila. The San Lazaro Hippodrome was opened in 1901, but only
professional riders were allowed to compete. The Philippines Racing Club at Sta. Ana Manila was
organized in 1937 which was allowed to hold races alternately with the Manila Jockey Club.
The revolutionary Government under General Emilio Aguinaldo was established while the
Spanish-American War was in progress. A decree was issued which for an official primary school
curriculum. Physical education was one of the required subjects. However, this was short-lived with
the coming of the Americans.
The American Period
Just as soon as the American soldiers landed in the Philippines after the historic event of
signing of the Treaty of Paris on December 10, 1898, school reopened. It is very interesting and
worthwhile to note that this period marked the flowering stage of physical education and sports in
this country. The following dates mark the significant events that followed.
1901 - Physical exercise was one of the subjects introduced in the public schools, and regular
program of athletics was developed.
1905 - Baseball and track and field was introduced and taught to the young boys in school.
1909 - The athletic programs for the schools were inaugurated and much emphasis was given
to the playing of Western sports and the coaching of tennis.
1910 - Basketball first introduced as a game for girls in the Carnival Meet held I Manila, but
was later discontinued in 1914 because it was found strenuous for the girls.
1911 - The “ Athletic Handbook” was publish which prescribed a few simple group games
and relays in the first part, while the second part contained the rules for baseball,
basketball for girls, volleyball, indoor baseball, track and field, and lawn tennis.
1914 - The Teachers Vacation assembly in Manila gave special training to Filipino teachers
so they could conduct various physical education activities included in the physical
education program. This started also the holding of special training for teachers at
various institutes and vacation assemblies.
1919 - A syllabus entitled “Physical Education: A Manual for Teachers” was published
which submitted by a special committee of superintendents and edited by Frederick
O. England, the Playground Director of the City of Manila. At the time, the classroom
teachers were assisted by trained playground instructors under the supervision of the
City Playground Director.
1920 - Physical Education was made a required subject in the curriculum of all public
schools. A system of grading was devised with a rating of 75% in physical education
as necessary for promotion to the next higher grade starting in grade four to the fourth
year high school. The grade was based on attendance at the required physical
activities. In the computation for the general average of the subjects, however, the in
physical education was not included.
1928 - A summer for coaching was held with the aim of helping the public school teachers in
charge of athletics to improve their coaching methods.
The Transition Years to the Present
November 15, 1935 marked the beginning of transition for the Philippines to prepare for a
truly self-government – the Commonwealth period. This was interrupted by the Japanese occupation
during World War II.
In 1937 physical education was made a curricular subject in the secondary school curriculum.
The grading system included as basis for marks were the following: attendance proficiency in skills,
attitude, daily performance, reports, and sportsmanship. In line with the emphasis on physical
education and sports in the schools, in that same year the Bureau of Education introduced “mass
athletics” or athletics for all students. Elementary pupils were learn the fundamentals of sports
activities and the high school students to play games and specialized sports such as volleyball,
basketball, and other sports. Athletic competitions were soon held, and as soon the regional athletic
associations formed the Bureau of Public School Interscholastic Athletic Association.
In 1938 a summer school of physical education was opened by the then Bureau of Education
under the direction of Mr. Serafin Aquino. This was held at the Rizal Memorial Field. In 1940 this
vacation school of physical education became the joint sponsorship of the Bureau of Education and
the Philippine Amateur Athletic Federation.
In 1941 the attack of Pearl Harbor started World War II which necessitated the closing of
schools. In June, 1942 the Japanese Military Administration authorized the opening of public
elementary schools to carry out their scheme of Co-Prosperity Sphere. In the schools, the radio taiso,
or calisthenics on the air, was made obligatory. They provided radio taiso instructors and a
demonstration was held at the Luneta which was participated by thousands of Filipino children.
In 1947 the Training of Teachers in Vacation School was revived, this time, under the joint
sponsorship of the Department of Education and the Philippine Amateur Athletic Federation. In
August of the same year the school goes its name as National College of Physical Education and was
held at the Rizal Memorial Field. It offered a 40 unit course for a Certificate in Physical Education.
Physical education was not given due emphasis and was sadly neglected in most schools in
the Philippines all throughout the years after the granting of our independence by the Americans.
Considering seriously, however, the poor performance of the Filipino athletes in the Sian and
Olympics meets, the five-year physical education and sports development program was launched by
the then Secretary of Education, Hon. Carlos P. Romulo, in Department Order No. 15, series 1967
entitled “Physical education and Sports Development Program.” This move was surely considered a
shot on the arm, the greatest push forward ever made which gladdened the hearts of physical
educators in this country.
In conjunction with the launching of the five-year physical education and sports development
program by then Secretary Romulo, Republic Act No. 5708 known as “The Schools Physical
Education and Sports Development Act of 1969” was approved by Congress on June 21, 1969. This
Act provided for the promotion and financing of an program for the schools of the Philippines.
Pursuant to the guiding principles contained in the Act, a program of activities included among
others:
1. A program of health education and nutrition;
2. A program of physical fitness for all pupils;
3. A program of competitive athletics;
4. A program of intramural and inter-unit athletic competition within schools, districts and
provinces;
5. An annual athletic competition within and among regions.
The passage of the above-mentioned Act was significant because the once neglected area of
physical education and sport was brought to the fore and when given the necessary emphasis can
bring this area to the level of the other subject in the academic totem pole.
Later Developments
The revised Elementary Education Program of 1970 issued by the Secretary of Education and
Culture had as its distinctive features the combination of health and science as a subject area and
Physical Education with Music and Art in Grades I to III; in Grade IV to VI Health and Physical
Education were taken as a subject area.
A project Agreement was signed on April 27, 1971 by the Peace Crps-Philippines (an agency
of the U.S. Gov’t), the department of Education and Culture, and the Philippine Amateur Athletic
Federation. In January, 1972 the physical fitness testing program was launched in selected pilot
divisions.
 The revised Secondary Education Program of 1973 introduces a new course: Youth
Development Training (YDT) and Citizen Army Training (CAT). This came about as a
manifestation of the deep concern for the youth in their training for the recognized significance of
their role in society, and to meet the needs of the maturing individual during the crucial transition
from childhood to adulthood.
YDT is composed of four closely related subject areas: Physical Education, Scouting, Health
Education, and Music. YDT is offered in the first, second, and third years in the high school.
Citizen’s army Training or CAT is offered in the fourth year high school taking the place of scouting
in the YDT program.
A milestone in the history of physical education and sports development in our country was
the holding of a world congress by the International Council on Health, Physical Education and
Recreation (ICHPER) at the Philippine International Convention Center (PICC). This had a great
impact in the educational field. More than one thousands delegates attended the convention on July
25 – 29, 1981.
That same year 1981 in December the Southeast Asian Games were held in Manila. Indeed,
Physical Education and Sports Development in our country have been and are being given a big
boost. Hopefully, we look forward to brighter days ahead.
In line with the government’s thrust for the development of the youth to become responsible
and useful members of society, a Ministry of Youth and Sports Development (MYSD) was
established pursuant to Presidential Decree No. 604. However, this Ministry was abolished by
executive Order No. 805 on May26, 1982 and transferred its functions to a Ministry of Education,
Culture and Sports (MECS). An additional bureau was then created under the supervision and
control of the Ministry and this is the Bureau of Sports Development with Dr. Aparecio Mequi as its
first Director. This bureau is to responsible for the development and evaluation of programs for
promoting and improving organized sports and physical fitness for all members of the community.
The National Youth and sports foundation is another entity attached to the Ministry of
Education, culture and Sports for policy and program coordination.
Gintong Alay Foundation Project: Gin tong Alay is attached to the office of the President.
Gintong Alay is the national sports training program of the country which has the task of recruiting,
selecting, and training of Filipino athletes in preparation for international competitions in
coordination with the Philippine Olympic Committee and the national sports associations.
The school year 1984-1985 implemented another revision of the Youth Development
Training (YDT). Findings of research studies to assess the YDT program brought to the fore a major
weakness of the program which was the inclusion of Scouting. Starting June 1984 Scouting became
a co-curricular activity leaving only three subject components of YDT. Physical Education is now
scheduled 2 days a week, Health Education also 2 days a week, and Music is taught once a week.
Other developments are expected in the field of Physical education and other related subjects.
We Hope always for improvements.

Chapter 2: What is Physical Education?

Physical Education Defined
Physical Education is an integral part of the educational program designed to promote
the optimum development of the individual physically, socially, emotionally, and mentally through
total body movement in the performance of properly selected physically activities.
Physical Educatio0n is an educational process that has as its aim the improvement of human
performance through the medium of physical activities selected to realize this outcome. Physical
education includes the acquisition and refinement of motor skills, the development and maintenance
of fitness for optimal health and well being, the attainment of knowledge, and the growth of positive
attitudes toward physical activity.
Physical education is not only concerned with the physical outcomes that accrue from
participation in activities but also, the development of knowledge and attitudes conductive to life
long learning and participation. For the benefits of physical education activities to be realized,
physical educators must conduct sound physical education program and select activities judiciously
so that participants may attain the maximum benefits from participation. Sound physical education
programs such as conducted in school as well as non school settings such as corporate fitness centers
and community agencies. A physical education program under qualified leadership enriches the
participant’s lives.

New name of Physical Education

In recent years discussion has been considerable regarding neither physical education is the best
name for this field of endeavor. Other names that have been suggested include movement education,
kinesiology, sports education, physical fitness, that is used widely at this time is physical education
and sports, which incorporates the traditional emphasis on physical education and at the same time
stresses the area of sports with which physical education is vitality concerned and involved. Several
university departments have changed their names to physical education and sports. Also NASPE [in
the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD) is the
acronym for the professional association National Association for Sports and Physical Education.

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.
The objectives of Physical Education
a. The goal of physical education is to assist the learner to 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 the four
aspects of development namely;
1. Physical Development objectives. 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
pursuit.
2. Mental development objectives. Focus is on the acquisition of knowledge and
understanding, ability to analyze body movement and skills, evaluate games
situations and make important decisions. Understanding the rules of the games
leads to better performance or appreciation of an activity if one is spectator.
Creativity is an essential segment of growth that can be enhanced if the learner
has a rich background and an exposure to a variety of physical activities.
3. Social Development objectives. A learner selfdom gets into vigorous physical
activity by him. 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.
4. Emotional development objectives. Participating in varied physical activities
enables one to acquire pleasant attitudes, desirable habits, appreciations, and
values. Positive character traits such as courage, self-confidence, discipline,
appreciation for beautiful performances, as well as self-expression are developed
and become part of an individual’s way of life.
a. As a subject in colleges and universities, Physical Education requires a
substantial budget allocation, higher than other areas in the curriculum. It
is the fact that essential facilities include a gymnasium, outdoor courts,
and playing fields. Several institutions have swimming pools that should
be regularly maintained. In addition, an adequate supply of fitness, sports
gymnastics, and dance equipment should be continuously provided for
effective instruction. There is likewise a separate amount allotted for
intramural meets and competitions.
b. Nevertheless, educators believe that the lifetime benefits a student gains
from participation in instructional and recreational programs outweigh the
financial input to maintain a quality physical education program in
educational institutions.
c. In line with Bloom’s Taxonomy of Behavioral Objectives, physical
education proves it has a place in the total development of any learner as it
is concerned with the cognitive, psychomotor, and affective domains of
growth and development.
 Physical Fitness
Components – enduranc
PSYCHOMOTOR
strength, flexibility,
OBJECTIVES
balance, agility
Physical Fitness and
Body mechanics, games
Movement Skills
dance, and sports skills

Body functions and

development process

Analysis, reasoning, and

[COGNITVE
decision making
OBJECTIVES
Rules, strategies, and safety
Knowledge and
Information

Cooperation,
sportsmanship, respect
AFFECTIVE
others, leadership, etc.
OBJECTIVES
Courage, self-discipline
Social and Emotional
aesthetic, appreciation,
Stability
expression

Physical Education in College

Service Physical Education refers to the four subjects given in the first four semesters of
colleges work. Basic instruction in physical education is prescribed by the Department of Education,
Culture and sports order number 58, series 1990. Below are the subject titles and the corresponding
suggested activities that will be undertaken by all college students.

Physical Education 1: Physical Fitness

This is the first course in physical education. It deals with the concept of Physical Education
and Fitness. It also provides opportunities for physical fitness testing and the student’s participation
in the development and maintenance of fitness such as aerobics, self-testing activities, light and
heavy apparatus work, and free hand and floor exercises.

Physical Education 2: Rhythmic Activities

a. The subject covers the concept of rhythm, fundamental rhythmic activities, dance
mixers, local and foreign dancers as well as social and ballroom dances.

Physical Education 3: Individual-Dual Sports/ Games

 b. Concentration is on the acquisition of skills on recreational activities such as
Bowling, Table Tennis, Badminton, Track and Field events, and outdoor activities
such as camping, mountaineering, and aquatics. Mga Laro ng Lahi are like wise given
to foster love of country.

Physical Education 4: Sports and Games

c. The subject deals with the fundamentals of common team sports such as Volleyball,
Basketball, Baseball/Softball, and Football. The acquisition of basic skills is
emphasized.

WHAT IS A PHYSICALLY EDUCATD PERSON?

An individual who has undergone physical education in the educational ladder cannot
deny the valuable contribution of this area of learning toward his total development.
His /Her exposure and experiences in regular class instruction, in Intramural and
Extramural competitions, are expected to have a tremendous effect on his/ her lifestyle. A
physical educated person;

 --- understand the potential of physical education activities in the attainment

of a healthy lifestyle and strives to achieve this goal;
 --- Exercises regularly t develop and maintain his/her weight and physical
fitness;
 --- has acquired sufficient skills to enable him/her to participate actively in
some forms of recreational games, sport, and dances;
 ---eats a balanced diet and practices good eating habits;
 --- gets adequate sleep and avoid drugs and stimulant that will negatively
affect his/her total well- being;
 --- enjoy participation in a variety of vigorous activities and recreational
pursuits; and
 --- appreciates good performances in games, sports, and dances.

Are you a physically educated person?

LEARNING ACTIVITIES
 Share with your classmates your physical education experiences in high
school. Compare these with your expectation in physical education in college.
 Observe the lifestyle of Filipino and foreign professionals. Do their,
participate in physical activities to maintain physical health? Give example.
 .Go over the scope of physical activities you will undergo while you are in
college. Will your participation make you acquire varied lifetime recreational
skills? Why?
 Visit an exercise/ dance studio. Describe the activities done by the
participants. What benefits can be attaining by them?

 REVIEW QUESTIONS
 What does Physical Education mean to you?
 How will participation help you-
 Improve your physical body?
 Make use of your ability to think?
 Make friends?
 To became a good person?
 Do you think physical education should be included in the curriculum? Why?
 Give examples of physical education activities in college. Which of these do
you like best? Why?
 Do you consider yourself a physically educated person? Why?

 A MAJOR GOAL OF PHYSICAL EDUCATION I FITNESS

a. Different people differ in their concept of fitness. In the field of physical education,
the concept of fitness has implication for physical, social, emotional, and mental well-
being. Considering this four aspects, it can be said that fitness is the ability to live a
healthy, satisfying, and useful life. This kind of life is what the educational
philosophers and thinkers term as the “good life”. This is the ultimate goal of
education.
 b. To live the “good life” means that an individual satisfies his basic needs a physical
well-being, love, affection, security and self respect. He lives happily with other
people because he like them and is interested in them. He has an interest and desire to
serve humanity and believes in and exemplifies high ethical standard. Because his
close relationship with people and future events he live in interesting and exciting
live.
c. Physical education is a part of a educational system strives to help or facilitate the
develop of the potentialities of the individual so that he attain total fitness to enable
him to enjoy the “good life”. Therefore, a major goal of physical education is fitness.

 DESCIPLINE OF PHYSICALL EDUCATION

a. Frequently physical education is discussed with reference to its status as an
academic discipline. A discipline is an organized, formal body of knowledge. The
discipline of physical education has as its primary focus the study of human
movement.
b. Within the last 5 years knowledge in this field had grown tremendously. As the
scope of physical education broadened physical educators became interested in
specific areas of study within physical education. Subsequently, sub discipline or
specialized area of study emerges. One effect of this growth and subsequent
specialization is the increase f the job opportunities with physical education.
c. The number of sub discipline is subject with disagreement among physical
educators. Rather than debate the point, the most common subdisciplines and areas of
specialization within physic al education are defined below.
d. Sport sociology is the study of the role f sport in society. Sport sociology is
concerned with how sport influences by institutions (i.e., educational institutions),
politics, religion, economics, and the mass media.
e. Biomechanics is the study of the various forces that act on the human body and the
effects that such forces produce. It is concerned with the scientific study of
movement, and areas such as musculoskeletal system, the application of principles of
physics to human motion and sport object motion, and the mechanical analysis of
activities. In sport the biomechanics may work with athletes to identify specific
aspects of their technique that limit performance and make suggestions for
improvement.
f. Sports medicine is the medical relationship between physical activity and the human
body and also the factors that influenced performance. Sports medicines include that
study of the influence of the elements such as t5he environment, drugs, and growth on
human physical activity. Sports medicine also includes the prevention of injury as
well as the therapy and rehabilitation.
g. Exercise physiology is applied physiology or the study of the impact that exercise
and work condition have on the human body. The exercise physiologist is concerned
with the aerobic capacity, fatigue, and the effect on the various training program in
participants response.
h. Sport philosophy focuses on critically analyzing issues as well as examining belief
and values as they relate to participation in sport an physical education. The
philosopher may use logic problem solving as an aid to decision-making.
i. History is the study of the past with a view to describing and explaining events. The
sport historian aid concerned with analyzing the events, and explaining their
significance in relation to past, concurrent or future events.
j. Sport psychology utilizes various principles, concept and facts from the field of
psychology to study behavior in sport. Sport psychology concerned itself with motor
learning and performing. The sport psychologist studies psychological factors that
affect the learning and performance of motor skills

Motor learning study - focuses on factors that influence on an individual’s

Acquisition and performances of the motor skills, understanding the stages of learning as
well as how to facilitate learning and performances of the learning specialist
 Motor development examines the factor that influences the development of
abilities essential to movement. The motor development specialist uses
longitudinal studies, that is, studies that take place over a span of many years
to analyze the interaction of genetic and environmental factors that affects
individual ability to perform motor skis throughout their lifetime.
 Adapted physical education is concerned with studying the capacities and
limitations of persons with special needs or handicaps and designing
appropriate physical education programs for these individuals.
Chapter 3: Health

FACTORS THAT INFLUENE HEALTH

Definition:
 Health- complete fitness of the body (physical) soundness of the mind and emotional health
which make possible that highest quality of effective living and service
P
 Heredity – there is a characteristic that transfer one time to another. Some of these are
allergies, diabetes, moldiness, hare-lip
 Age- deafness, measles
 Adult- hypertition eye, weaknesses, hearing, weaknesses.
 Environment- affects both mentally, morally and socially.
 NOTE: Water, air, is part of the environment.
 Nutrition- process which food is converted into tissues of the learning organism.
 Occupation- type of normal activity of an individual.
 Presence of disease- acquired in born.
 Sex affects ones health- breast cancer
i. Progeria- child grows old on a short period of time.
ii. Example- 5 year old child actual age look like 60 year old found commonly
on male.

Health habits and attitude - especially on the routinely activity.

Example: washing your face every morning.
 Race- Chinese sickness, hepatitis, black race Ross.
 Some Aspects of health Educator:
 Personal Health- exercise, rest, sleep, recreational. Good grooming, health physical
examination.
 Nutrition- growth and body repair maintenance of health, function of food preparation,
digestion and assimilation of food.
 Community health- water supply, garbage disposal, pest control, ecology and pollution,
recreation.
 Disease Control- control of communicable disease under the health department and
school program.
 Mental Health- deals primarily on the wholesome attitude behavior.
 Drug Education- refers to the use of drugs like stimulant and presence also as downess,
use of alcohol, mar cone drugs, and use of forming chemicals drugs.
 Family Health- family planning, home nursing, child care, and boy and girl education.
 Consumer Health- deals mainly with informing and their and uses about the product
they are using shall include evaluating health product advertisement: self-indication,
insurance plan, health exercise involve, suspension and misconception.

1. Sign of Good Health

 Vitality
 Attractive appearance- properly or good grooming
 Freedom from diseases- a. size b. temperature c. color d. number e. function
 Freedom from excessive fatigue worry and emotional instability.
 Behavior is self motivated based on sound knowledge principles and ethics.
 Gradual increase in weight during childhood and maintenance up to opium
 Weight during adulthood.
 Feeling of well-being and contentment.

 Chapter 4: Nutrition and Eating Habits

THE FOOD GROUPS

Contemporary health specialists consider four basic food groups, namely:

 Carbohydrates-rich foods. These are the energy-giving foods. Rice, whole grain, flour,
potatoes, cereals, and seeds belong to this group. The main component of these foods is
starch which is turned into sugar needed to produce energy.
 Protein-rich foods. These are the building blocks of the body as they build and repair
body tissues. They also provide energy reserves are used up. Sources of protein are meat,
fish, poultry, beans, milk, and eggs.
 Fat-rich foods. Fats are needed for body lubrication and insulation. They protect the
internal organs and provide essential fatty acids, but they are relatively inefficient in the
production of energy. Besides a high fat diet may contribute to diseases of some vital
organs of the body. To keep fats to a minimum, avoid fried foods, mayonnaise, butter,
cheese, rich desserts, and fatty sausages. Vegetable fats are nutritionally better than
animal fats.
 Vitamin and mineral-rich foods. These are body regulators of metabolic process.
Sources of most vitamins and minerals are green leafy and yellow vegetable and fruits.
Vitamins C and D are not stored in the tissues so that a daily intake of these foods should
be practiced.
a. A balance diet is made up of all the basic food groups so that the three meals (and
snacks) can provide sufficient nutrients needed by the growing and active body. The
quantity of food is considered in maintaining the weight of a college student.

 Approximate Weights
a. To start with, you should know the approximate weight for your age, height, and
body build. Below is a formula suggested by Kenneth Cooper to determine your
weight and which should be maintained to avoid consequences affecting one’s well-
being.
b. For light to medium-built individuals below 30 years of age.
c. Male: height in inches x 4_128
 EXAMPLE: A male student’s height is 5’10” or 70 inches, so
a. 70 x 4 = 280-128 =152 lbs.
b. Female: height in inches x 3.5_108
 Example: A female student’s height is 5’4” or 64 inches, so
a. 64 x 3.5 = 334-108 = 116 lbs.
 Obese students should see the school physician for prescription on weight and health
maintenance.
 Below are some guidelines that are conducive to lifelong weight and health maintenance;
 Eat balanced meals everyday.
 Balanced means eating adequate foods containing carbohydrates, proteins, fats, vitamins,
and minerals. This food combination provides long lasting energy the whole day to
enable you to work and play with pep and vigor.
 Follow a consistent eating pattern.
 Eat three meals a day. Regular eating habits through a variety of food and nutrients
contribute to sound nutrition. Never skip a meal! Begin your day with a good breakfast.
 Maintain your ideal weight
 If you over eat be sure to increase calorie expenditure by exercising. It is believe that
good physical health and overweight are not compatible. Besides you cannot look your
best if you are overweight.
 Eat low calorie snacks and avoid junk foods.
a. Form the habit of eating fruits. Fruit juices, unbuttered corn, or light sandwiches can
tide you over to next meal. Most junk foods contain too much sugar or salt or
preservatives which are not essential in improving ones diet.
 Cut down on high-fat foods and eat more lean meats.
 Limit the intake of fried’s foods, butter, margarine, nuts, and creams. Avoid excessive
pork dishes and cheese but go for fish, poultry and lean beef.
 Drink 6-8 glasses of fluids a day.
 Water and other fluids are necessary to certain bodily functions. They aid digestion,
regulate temperature and help carry nutrients throughout the body.
 Eat admits a relaxed and pleasant atmosphere.
 Chew your food thoroughly. Enjoy each bite. If toy make this habit there is a tendency
that you will not overeat. Finishing a meal hurriedly may lead to indigestion.
 Avoid eating while watching TV or while reading the papers. Concentrate on what you
are eating so that the kind and amount of food can be well monitored.
 Food supplements may be taken if necessary.
 A well-balanced diet generally provides enough nutrients for people to carry on their
basic activities. However, most people do not always get adequate nutrients from their
meals. In this case, food supplements in the form of vitamins a, C and e may help provide
protection from infectious disease. High-fiber supplements are likewise found beneficial
in lowering cholesterol level and they prevent constipation and colon problems as well.
These supplements have the potential of improving the dietary intake to insure balanced
nutrition.
  Proper selection of food coupled with sensible eating habits can provide a base for a
healthy lifestyle.

 Chapter 5: Understanding Human Body as an exercise Machine

 The Skeletal System Structure

a. The Skeletal and muscular system work together to produce movements:
There are good voluntary muscles and 206 bones in the human body that provides
various kinds of movements.
 The Human Skeleton is group into:
 Axial Skeleton- which includes the head, neck, and trunk
 Appendicular Skeleton- Bones and appendiges- which are the upper and lower
extremities and the girdles that connect the free appendiges to the Axial skeletal.
 Bones contain - hard osseous tissue that makes them sturdy and durable.
 Calcium phosphate- The basic chemicals of bones to keep the bone strong and resilient.
 There are two types of joints for movements:
1. Ball and socket joints-
Ex: Hip and shoulder joints (flexion, extension, abduction, and rotation)
2. Hinge Joints- for flexion and extension (stretching and bending)
Ex: elbow, knee, finger
 Physical Characteristics of Joints
 Between the articulating bones is a space called the synovial fluids to lubricate the action
of the moving bones?
 An articular cartilage covers the ends of the bones to keep them from rubbing directly
on each other.
 Dense tough connective tissues called ligaments connect the bones to each other and
provide stability to the joints.
 Five basic Function of the Skeletal System
 It provides support for the soft tissues of the body to keep the body in an erect position.
 To protect the internal organ - such as brain, heart and lungs.
 To provide the surfaces - for the attachment of muscles and serves as levers for the body
movement during muscular contraction.
 The bones - serve as store houses for calcium and phosphate.

Muscular System Structure

 Three types of muscular tissues in the human body:
Smooth muscles - which are non striated and involuntary like blood vessels, stomach, intestines.
Cardiac Muscles Tissues it is striated and involuntary like heart.
Skeletal Muscles Tissues it is striated and voluntary. It is attached to the bones and contains the
contractile elements necessary to produce movements.

WHAT IS MUSCLES?
a. It is a collection of cylindrical cells called muscle fiber that lie parallel to one another
and may vary in sized. Each muscle fiber is enclosing to a sheath connective tissue.
Group of muscle fiber are bound together to form a primary bundle of muscle tissue
called Fasciculus. And this in turn are wrapped in additional bundles of connective
tissue to form the muscle it self. The connective tissue that surrounds the various
bundles of muscle fiber attaches at the end to form a muscle tendons are attach to the
bones. It has been estimated that there are 250 million of of muscle fiber in the human
body. Biceps alone has 600,000 fibers. Skeletal muscles constitute about 45 percent
in females.

Function of the Muscular System

 To produce movement.
 To enable the body to maintain posture and aid in heat production.
 Holds the body in stationary position by contraction.

Types of Muscular Contraction

 Isotonic contraction- The muscles shorten or lengthen and movements take place.
 Isometric Contraction- when the muscle will remain at a fixed length and no addition of
movement will occur.
 Muscles are classified to their action as mover’s and synergist or fixates
  A muscle that is primarily responsible for the movement is called an AGONIST or
PRIME MOVER.
 ANTAGONIST- occur the opposite muscle group relaxes.
 . Ex: triceps
 SYNERGIST or FIXATORS- Assist the prime mover by reducing an desired action or
unnecessary movements in the less mobile articulating joint:
1. Ex: Deltoid, Petropolis muscle assist in the movement of the forehead.

TYPES OF MUSCLE FIBER

 Fast twitch muscle (white)
 Contract with great force and rapidly but also fatigue quickly
 (For speed and power)
 Slow twitch muscle (red)
 Do not contract with great force but can sustain contraction for long period of time.
 (For endurance)

HEART AND BLOOD CIRCULATION

a. The heart is the main organ of the cardio vascular system whose job is to transport
nutrients to the working muscle and to remove waste product via blood circulation.
b. Normally the heart beats 72 times per minute or 100,000 beats per day. It circulates
2,000 gallons of blood per day.
c. The heart at rest pumps 5 liters a minute and 15-25 liters per minute when the body is
active.
d. The heart is composed of two upper chambers called atria and two lower chambers
called ventricles. The right atrium and the right ventricle are separated from their
counter parts on the left by a muscular wall. This separation allows the heart to work
as two separate pumps (right and left). Each atrium is connected to its corresponding
ventricle bone way valve. The right side receives blood from the body that is low in
oxygen and pumps it to the lungs.
e. At the same time the left receive fresh oxygenated blood from the lungs and pump it
out through the aorta, the longest artery in the body to all tissues of the body. Then
the blood is then returned to the right atrium through the coronary Sirius, a large vein
formed by the coronary veins.
i. CARDIAC CYCLE
ii. PHASES
iii. Diastolic or Resting Phase
iv. Systolic or Contraction Phase

CARDIAC OUTPUT
 Product of stoke volume (SV) times heart rate.
 Stoke volume is the amount of the pumped from the heart with each beat or stroke.
a. Heart Rate--- refers to the number of times the heart beats per minute.
b. Heart rates vary from 50-90 beats/minute with an average of 78 in adult.
 Stroke volume averages about 70 milliliters in untrained adult at rest.
 CARDIAC OUTPUT= stroke volume x heart rate
1. = 70 ml.* 78 beats/min.
2. = 5460 ml. /min. or 5.46 liters/min.

PHENOMENA AFFECTING PERSONS ATTEMPTING TO DEVELOP CARDIO

RESPIRATORY ENDURANCE
b. 1 Stitch – a sharp stabbing pain in the lower chest that maybe experienced by
individuals engaging in aerobic activity which results from defiency of blood
(ischemia) and oxygen (anoxia) in the area of intercostals muscles and the built of
lactic acid.
c. 2 Steady State – a physiological condition in which the body receives the amount of
the body that is required for the completion equals the oxygen consumption equals
the oxygen requirement for a particular task the body is said to be in steady state.
d. 3 Second Wind – is characterized by a felling of relief from the stress of
breathlessness after the body makes the necessary physiological adjustment to
strenuous aerobic activities.
4 Oxygen Dept – a physiological concept in which the oxygen consumed in excess that would
normally provided during the exercise bout which will be replenish during recovery

Benefits of Cardio Respiratory Training

  II It increase
 tolerance to stress
 arterial oxygen content
 efficiency of the hearth
 blood vessel size
 efficiency of blood circulation
 II It produces lower resting hearth rate
 physical conditioning of muscle
i. hearth rate
 greater stress volume
 lower hearth rate for sub maximal work
 It produces
 Obesity adiposity
 Arterial blood pressure
 Hearth rate
 Stress response
 Need of heart muscle for oxygen

LUNG AND RESPIRATION

Organ of Respiration
 Nose = Pharynx= Larynx= Trachea= Bronchi= Lungs
a. At rest you need 6-8 liters of air per minute while in all out effort you need 100 liters
of air per minute
b. Air in the atmosphere contains:
i. 79.04 % nitrogen
ii. 20.93 % oxygen
0.03 % carbon dioxide
1. 100 %
iii. These percentages are the same at all altitudes.

THE NERVOUS SYSTEM

c. The nervous system is considered the ‘boss” of the human body because it issues the
orders and controls and regulates everything the organism does. It controls the organs
and other parts of the body; acts as an organ of the mind; regulates body heat,
secretion of digestive juices, and excretion of wastes; controls every movement that is
made.
d. The nervous system is composed of the brain, spinal cord, nerves, and ganglia or
masses of gray tissue found in inner organs of the body. The fundamental unit of the
nervous system is the nerve cell or neuron which is found in all the nervous parts of
the nervous system and especially in the brain and spinal cord. Three kind of neuron
are: (1) sensory or afferent neuron which carries impulses into the central nervous
system from the skin, eye, ear, and various parts of the body; (2) motor or efferent
neuron which sends messages from the spinal cord to the muscles and results in
muscular action; and (3) the intermediate neuron which lies entirely within the central
nervous system itself and has no contact with the outside.
e. The brain, a vital part of the nervous system, is found within the cranial cavity and
weighs approximately fifty ounces. The three principal divisions are:
1. Cerebrum – a major part of the brain which has a gray outer layer
called cortex, the seat of intelligence. It thinks and feels, decides what
the individual will do, and governs the whole body.
2. Cerebellum – located under the back lobes of the cerebrum. It consists
in controlling muscles of locomotion, balance, and equilibrium.
3. Medulla oblongata – the enlarged upper end of the spinal cord and is
composed in large part of fibers that connect various parts of the body
and brain, some of which are sensory and some motor fibers. It also
has centers that control the heart and lungs. When the medulla is
injured, death results because the heart stops beating and breathing
stops.
f. The nervous system controls the body to a great degree involuntarily or
unconsciously. This is called reflex action. Practically all control of the internal
organs is carried on by reflexes. These are natural reflexes which are born with the
individual. There is another set of reflexes which consists of those that can be
developed through practice. In physical education, such social reflexes as fair play,
 respect for others, honesty in group competition, and the like are developed through
practice. These become automatic, meaning, that these attributes become a reality
without thought to one’s actions. Physical educators should recognize the fact that
these reflexes are most readily formed in youth, and that there are many situations
that exist in the playground, gymnasium, and swimming pool where they can be most
readily practiced.
g. A most important implication of this system to physical educators is that adequate
care must be given to the nervous system if it is to serve the individual. Adequate
sleep, fresh air and exercise are an antidote for people who find them getting a “case
of nerves.”

THE EXCRETORY SYSTEM

h. The excretory system is composed of four widely separated organs, namely:
1. Lungs – eliminate the carbon dioxide.
2. Perspiration glands – eliminate water, salts and small amounts of other
wastes.
3. Kidneys – extract water, salts and urea, which is the waste produced
from the use of certain foods by the cells.
4. Liver – helps in the process of removing wastes from the bloodstream.

THE ENDOCRINE SYSTEM

i. The endocrine system consists of the ductless glands which produce substances that
are absorbed directly into the bloodstream and carried throughout the entire body.
These substances contain important chemicals known as hormones, which have far-
reaching effects on body growth, development, and function.
1. Thyroid gland – produces a hormone that regulates the rate of
metabolism or the chemical changes that take place in cells to produce
energy.
2. Pituitary gland – the so-called “master gland” that manufactures
several hormones of great importance in physical growth and
development.
3. Gonads – which are responsible for the bodily changes in boys and
girls at adolescence?

THE INTEGUMENTARY SYSTEM

j. The integumentary system refers to the skin and membranes of the body with major
task of protecting the underlying tissues. The skin covers the surface of the body and
provides a tough layer of protection from bacteria, dirt, mechanical injury, and
temperature.
k. The internal organs of the body are lined with membranes that also serve as
protection to underlying tissues. Many of these membranes secrete lubricating
substances such as mucus, which among other things keeps tissues moist.

MUSCULAR SYSTEM
 SKELETAL SYSTEM

RESPIRATORY SYSTEM
\

THE HUMAN HEART

Chapter 6: What is physical Fitness?
Physical Fitness
- It is the capacity to carry out everyday activities without excessive fatigue
and with enough energy in reserve for emergencies.
-
Basic component of physical Fitness
1. Muscular Strength ( isometric and isotonic)
- The capacity of the muscle to exert a maximal force against a resistance.
Strength is fundamental to all sports. A look of it contributes to poor
performance working on weight or barbells are the most efficient means
for giving strength.
2. Muscular Endurance
- The capacity of the muscle to exert a force repeatedly or to hold a static
contraction over a period of time.
Ex: sits-ups, pull-ups, washing windows, painting, cleaning house. All require some degree of
prolonged muscular exertion.
3. Cardio Respiratory Endurance
- The capacity of the heart, blood vessels and lungs to deliver nutrients and
oxygen to the tissue or to remove waste materials.
Ex: jogging, cycling, basketball
4. Flexibility
- The capacity to use muscle or joints throughout its maximum range of
motion. It is your ability to remove your joints and to bend stretch and
twist them easily.
Motor skills Performance
1. Agility- the ability to change position or direction with quickness and lightness move.
2. Vertical jump – refers to the legs strength and power.
3. Power - refer to the muscular power which is the ability to release maximum force shortest possible
time.
4. Reaction time- refers to the reflexes to the parts of the body.
5. Balance – ability to control organic equipment neuromuscular or state of equilibrium.
6. Coordination – ability to get all motors abilities together to make specific movement efficient.
7. Speed – ability to make successive movements of the same kind in the shortest period of time.
8. Body composition – is the make-up of the body in term of lean weight (muscle, bone, internal
organ) and fat weight (mesomorph, endomorph, ectomorph).

BODY TYPE

Kretschmer’s Sheldons Characteristics

Body Types Body Types
1. Asthenic Ectomorph - Lean, slim shallow-crested, and tall in proportion their weight.
2. Athletic Mesomorph - Muscular individual with broad shoulders, well-
developed chest, robust and strong.
3. Pyknic Endomorph - Broad, rounded figure, large head, heavy neck, and Rudy face.
4. Dysplasti - Abnormal bodies/abnormal builds.

THE PHYSICAL FITNESS TEST

 The Bureau of Physical Education and School Sports (BPESS) recommended the Physical Fitness
Test (PFT) which measures approximately the components with the use of facilities and
equipment.
 It is done twice a year.
 First battery test which is diagnostic in nature is given of the start of the school year after giving an
orientation of its value and administration.
 Two months before the school year ends, the same battery test is given to find out how much
improvement was done within a year.
The following test continue the BPESS physical fitness test
Test no.1 = Standing Long Jump- measures leg strength and power
Test no.2 = Curl Up – measure strength and endurance of the abdominal muscles.
Test no.3 = 50 Meter sprint – measures speed

Test no.4 = Pull Up (Boys) – measure strength and endurance of the muscle of the arms and shoulder
= Flexed Arm Hang (girls) – measures the strength and endurance of the muscles of the arms
and shoulder
Test no.5 = Shuttle Run – measure agility and coordination
Test no.6 = Sit and Reach - measure the flexibility of the power back and hamstring muscles.
Test no.7 = 3 min. step test – measure cardio respiratory endurance.
Test no.8 = Push Up (Boy)
= Modified Push up (Girls)

PERFORMANCE TARGET

BOYS

AGE LLB CUP 50-M PUP Srun S and R 3 min

15 208 38 7.5 4 10.9 55 Tentative
16 215 42 7.3 5 10.8 59 Normal
17 222 45 7 5 10.4 64 Poor
18 230 47 6.8 6 10.2 69 min.
19 235 49 6.6 6 10.2 70
20 240 51 6.5 7 10.072

GIRLS

AGE LLB CUP 50-M PUP Srun S and R 3 min

15 170 23 8.5 0 12 58 tentative
16 172 24 8.5 0 11.8 63 normal
17 175 25 8.2 0 11.5 68 poor
18 180 26 8.2 0 11.3 72 min.
19 184 27 8.2 0 11 74
20 187 30 8 0 10.3 75

Chapter 7: The exercise program

Understanding the parts of the body responsible for a variety of movements contributes to effective
performance.

The skeleton
It is the bony framework of the body. It is composed of different sizes and shapes. These are
connected at the joints to allow movement brought about by muscle contraction and relaxation
This bone structure supports the body and protects the soft organs inside it.
Here is some possible joint movement:
 Flexion : Bending
 Extension : Stretching or Straightening
 Rotation: Pivoting the body parts inwards or outwards around the a long axis.
 Abduction : Moving the body part away from the center or midline
(Arm raised sideward)
 Adduction : Bringing the body part back to the center line
(Arm brought back to original position)
 Supination : Turning the boy part upward or outward ( Palm up)
 Pronation : Turning the body part upward or inward ( lying face down)
 Circumduction : A complete circular motion of a body part
(Arm circling at the shoulder)
 Eversion : Turning the body part outward
 Inversion : Turning the body part inward

The Muscle
Muscles are attached to the bones. A muscle is composed of short and long fibers group in
bundles and surrounded by connected tissues. Normal healthy muscle is firm and resilient. They
have good muscle tone.
The Cardio-Vascular System

The heart, a first-size muscle, and a large network of tubes or pipes consisting of arteries, veins and
capillaries form the cardio-vascular system. The main function of this system is the continues process of
pumping and distributing blood throughout the body.

Basic Positions
A. Arm Position
1. Arm to Thrust Position
2. Forward Thrust
A. Body Position
1. Straddle Position (feet apart)
2. Lungeing in any direction
3. Long-sitting position
4. Straddle long-sitting position
5. Elbow-support position
6. Supine-lying position
7. Prone-lying position
8. On all-fours position
9. On all-fours reserved position

Parts of Exercise Program

A person who exercises regularly and correctly can get the full benefits of every activity. There are
some activities of these program, these are (1) the workout, (2) the workout and (3) the cool down.

The warm-up

The warm is the first step in the routine. The purpose is to stretch the muscles of the body thus
avoiding possible muscle injury, and to heat up the body, giving a slight increase in the heart rate (pulse)
in preparation for the rigorous, working phase. Warm-up takes about five to ten minutes depending on the
person ad activity be is indulged in.

Warm-up exercises usually consist of the following:

1.) Head Tits and Rolls (avoid brisk movements)

- Head bending sideward (forward and slightly backward)
- Head rolling halfway clockwise and counter-clockwise
2.) Shoulder Lifts and Circler
- Right and Left shoulder circle
- Both shoulder circle forward and backward
3.) Side stretches and Trimmers
- Right and left arms upward reach alternately
- Waist stretch right, left, forward and backward
4.) Hamstring stretches
- Lunges right and left
- Fingers walk on the floor with knees straight
5.) Prancing
- Spring I place raising and left legs alternately with high knee-bending

A dance warm-up may include more arm-raising and swinging routines with basic
locomotors movement or simple dances steps, a musical accompaniment is required.
Sports activities may require additional warm-up routines affecting the parts of the body that
will undergo vigorous activities.

The Workout
The main activity or workout can be in the forms of (1) aerobics, which is an exercise done
over a relatively long period of time where abundant supply of oxygen is needed by the body as it
performs exercises of sustained intensity (2) isotonic, which are characterized by the movement of
joints and extremities as the muscle contract and relax.
 The Cool-Down
The main activity is usually made up of walking and slow stretch that brings the pulse rate
gradually back to normal. Stopping the workout abruptly is not advisable. The following cool-down
exercises may be done;
1. Breathing
2. Walking with hand stroke or fingers bent and stretched
3. Slow stretches
- Trunk twist right and left with arms raised sideward
- Shoulder sbrugs with hands pressed
- Arm upward push
- Shoulder stretch
- Shoulder squeeze pull
- Foot circle and shake
- Lunge (keep feet flat on the floor)
- Sitting stretches
- Finger stretches
- Lying stretches

Weight training program

It is great way to improve muscle tone and turn fat areas into muscle you may gain weight.
3 Types of Weight (Training Program)
1. Isometric exercise – is exercise with little or no movement of the target muscle area. It requires
muscle tension to built strength.
Ex. Pushed against the wall.
2 Isotonic exercise – require movement during muscular contraction. It should give the doer strength
and flexibility.
Ex. Push Ups, Pull Ups, and lightning weights
3 Isokenetic – involves a wide range of movement. It builds strength, flexibility and endurance.
Ex. Taichi

The Basic Weight Training Exercise

- Shoulder strung
- Military press
- Half knee squarts
- Curls
- Elbow extension behind neck
- Toe raises
- Pull to chin

Circuit Training Program:

It is a combination of high intensity aerobics and resistance training designed to be easy to follow
give you great work out and large fat loss muscle building heart-lung fitness.

Some important precaution:

Circuit training is a fantastic form of exercise, however the most common problem I find the timed
nature of exercise and push themselves harder than a normally would, this land is to result in sore muscles
and joints and an increase likelihood of injury.

The Main Types of Circuit Training

1. Timed-circuit- this type of cir circuit training can be involved working to a set time period for both
rest and exercise intervals. For examples a typical time circuit might involve 30 seconds of exercise
and 30 seconds of rest in between each exercise.
2. Competition circuit- This is similar to a timed circuit but you push yourself to see how many
repetition you can do in the set of time period.
3. Repetition circuit- This type of circuit is great of your working with cards of people who have
different levels of fitness and ability.
4. Sport Specific or Running Circuit- This type of circuit is best done establish in the large, open area
choose exercise that are specific it’s your particular sport or emphasize an aspects of your sport you’d
like to improve.

Sample Circuit Training Program

Testing only 45 seconds between exercise
- Duo-Chest (Fly’s and Chest press is a super set) 1 x 10
- Crunch Machine; 1 x 25
- Duo-Leg ( Extension/Press is a super set ); 1 x 10
- Rotary Torso Machine; 1 x 10 each side
- Duo-shoulder ( Lateral/Press is a super set) 1 x 10
- Plate Crunch; 1 x 25
- Duo-Back ( T- Bar/Pull down is a super set; 1 x 10)
- Triceps exercise; 1 x 12
- Hyperextension; 1 x 12
- Biceps Exercise; 1 x 12
- Glut-Ham; 1 x 8
-
Reasons Why Circuit Program is a Fantastic form of Exercise
- Circuit Training can be totally personalized
- A Circuit Training can be modified to give you exactly what you want
- Also you can change the focus of your circuit training routine agility, speed skills
development, weight loss, or any other’s aspect of your fitness that is important to you.
- You can do circuit training just above any where
- You don’t need expensive equipment

Alternate Strength Exercise of Short Bursts of Aerobic Activity such as:

- Running in the pl ace
- Curves for women only

Advantages:
1. Help improve strength and muscle endurance.
2. Help prevent boredom.
3. It doesn’t burn calories to promote much height loss.

Speed Play or Fartlek

` This type of program originally develop in Sweden, is a combination of fast running plow
running; walking, a limited number of fast calisthenics. Through designed originally as a training
technique for athletes it has been adapted as a program for people just interested in improving their
fitness.

*Purposes:
1. To give you an opportunity to experience exercise program designed to develop cardio-vascular
fitness and to a lesser extend other aspect of health related Physical Fitness.
2. To acquaint you with an exercise program that can be continued as part of your normal life’s
pattern.

Advantage and Disadvantage of Speed Play or Fartlek Exercise

*Advantages;
1. A good means of achieving of cardio-vascular fitness to a lesser extent other health related fitness
aspect.
2. Psychologically stimulating because of the break in monotony in changing speed\scenery.

*Disadvantages;
1. The fast” an aerobic” sprint maybe in appropriates for beginners\ some older runners.
2. Primarily a cardio-vascular a program.
3. You must know more than a little information to plan a god speed play program of the appropriate
intensity.

Interval Training Program

It is a type of an aerobic that involves alternate running and resting. Interval training is
considered to be an intermittent exercise and to be effective one should use the training guidelines
discuss in the selection on cardio-vascular system.

Advantage and Disadvantage of Interval Training

*Advantages
1. Aerobic or interval exercise is a good method of building cardio-vascular fitness.
2. Proponent argues that alternate running and walking is more interesting than more regular natural
jogging.
3. If planned properly you can do more work for improving fitness in a shorter period of time.
*Disadvantages
1. Interval sprint maybe in appropriate for beginners and some older people.
2. Interval training is designed primarily as a cardio-vascular fitness program.
Chapter 8: Aerobics for Cardio-Respiratory Endurance
The term refers to exercises or activities done regularly for a prolonged period and which
demand large amounts of oxygen. The exercises are the rhythmic and sustained. While moving
vigorously, the heart muscle gets from the lungs is increased and is distributed to all parts of the
body. At the same time, the body gets rid of waste gases that go back to the lungs and exhaled.
Circulation is enhanced as the blood vessels expand for easy passage of pumped blood.
Activities such as walking, jogging, running, rope jumping, swimming, bicycling and
dancing are considered aerobic in nature if they are done continuously for a period of approximately
30-45 minutes (except rope jumping) at least three times a week on alternate days.
The foremost objective of aerobics exercises is for cardio-respiratory endurance. The
excellent performance of the heart and lungs is an indication of physical well-being, Kenneth Cooper
(1982), considered the “Father of aerobics” gives the following benefits derived from participation in
aerobic programs, based on researcher:
1. promotes strong and healthy bones.
2. Helps control life’s physical and emotional stresses.
3. Improves intellectual capacity and increases one’s productivity
4. Aids in the natural way of losing weight and keeping it off.
5. Provides significant protection from heart disease.
6. Promotes better and more effective sleep
7. Can you explain any of these benefits?

MONITORING HEART RATE

As students of aerobic exercise you should know how to monitor your heart rate. This means
that you should know how to take your pulse beats and learn how the rate increases or decreases as
you go through your exercise routine. In order to clearly understand this process you must first learn
the following terms:
1. Resting Heart Rate (RHR). This is the number of pulse beats at rest. The best time to take
the RHR is upon waking up in the morning. The average RHR is 75 beats for boys and 80
beats for girls per minute.
2. Working Heart Rate (WHR) or Exercising Heart Rate (HER) or Target Heart Rate (THR).
This is the 60-80 percent of your heart’s maximum capacity (after deducing age) while
exercising. An ordinary college freshman should approximately have a WHR of 130-160
pulse beats per minutes. This is gradually attained in the workout phase and sustained by
steady exercises for about 20 minutes.
3. Recovery rate (RR). This is the number of pulse beats taken five to ten minutes after a
workout or after walking and stretching in the gradual cool-down. The heart beats should go
back to normal or slightly above the resting heart rate (RHR).
Cooper recommends pulse-taking at the wrist using the forefinger and middle finger.

SUGGESTED AEROBIC EXERCISES

1. Walking/Jogging
This is the most convenient cardio-respiratory endurance activity. It should not skill-oriented
and there is always an available side walk or street to use. This activity should be done at least three
times a week on alternate days (M-W-F). The distance to be covered depends on your capacity.
However, you can start with two kilometers, gradually progressing in distance (perhaps, up to five
kilometers) and in time, moving faster to achieve the target distance in a short time. When jogging,
feel yourself and respond accordingly. Be sure to do your warm-up activities before and cool-down
stretches after jogging. Record your RHR, WHR, and RR each time you exercise. In this we, you can
monitor your heart properly. The lower your RHR becomes, the better your cardio-respiratory
endurance will be.
Kenneth Cooper gave the definition of walking, jogging, and running in terms of speed per
mile (1 mile = 1.609 kilometers).
Activity Speed/Mile
Walk 14:01 minutes or longer
Walk-jog 12:01 – 14 minutes
Jog 9:00 – 12 minutes
Run under 9 minutes

2. Rope Jumping
A piece of rope is an ordinary ma’s fitness equipment. It is cheap, easy to use, requires a
limited space but can provide the needed work-out to keep the body fit. Rope jumping is very good
exercise for cardio-respiratory endurance. It helps improve agility, strength (legs), coordination, and
rhythm.
 Get yourself a cotton coed rope. To choose the right length for your height, step on the rope
with your both feet and place each end of the rope close to your armpit. Allow some portion for
proper holding. Commercial ropes for jumping have handles which are held by the thumb and index
finger for control.
An ordinary outfit may be used such as T-shirt and shorts or jogging pants. Soft-soled shoes
are recommended. Rope jumping should be done on a wooden floor or rubberized surface. Use
circular wrist motion when turning the rope and land on the balls of feet. Rope jumping is taught in
the elementary and secondary schools with all its details as part of the physical fitness program
issued by the Department of Education, Culture and Sports in Memorandum Number 54, s. 1994.
Here are few basic jumps that you can use. Make variations as you please.
1. Basic Jump – Jump to both feet and land on balls. Keep feet, ankles, and knees together.
2. Skiers Jump – Jump side to side, bend knees slightly as you land.
3. Straddle Jump – Jump and land feet apart, shoulder-length, to basic bounce. (try the close jump as
you progress)
4. Scissor Jump – Jump with 1 foot forward (8-12 and return inches apart). Repeat with the reversed
position of the feet.
5. Hop and Kick – Hop on R foot and kick/swing L leg forward. Repeat with reversed position of the
feet.
To achieve the maximum benefit from the rope jumping, Cooper recommended that you start
with 8-minutes workout with rests (skip slowly or walk) in between as often as necessary. Do this
activity three times a week on alternate days for three weeks. Gradually increase the number of
minutes till you reach 15 minutes. Starting 7th or 8th week, try no-rest rope jumping for 6 minutes
working up gradually to 10 minutes or more in the following weeks. Do not forget your warm up
and coo down exercise! Monitor your heart rates, too, so you do not go beyond your WHR.

Aerobic Dancing and other Exercises Conducted with Music

You are familiar with music-accompanied exercises. These are seen on the television and
dance studies. Anyone can get into dance aerobics program after learning some basic dance
movements with movement-inducing pieces of music such as swings, disco pieces, and company of
friends.
Here are some suggested movements without the use of equipment. Study the movements
and combination carefully. Later, you can even create your own variations and combinations

Locomotors Movement
1. Walking
2. Jogging variation
3. Jumping variation
4. Hopping variation
Axial Movements
1. Arm circling
2. Scissors
3. Arms thrusting (close fist)
4. Hand push
5. Elbow jerk
6. opposite swing
7. Elbow hip touch

After you memorizing the movements, try to combining some locomotors and axial
movements. It is fun. You can perform locomotors and axial movements alternately too.

Types of Metabolism
Catabolism:
Catabolism (Greek kata = downward + ballein = to throw) is the set of metabolic pathways
that break down molecules into smaller units and release energy. In catabolism, large molecules such
as polysaccharides, lipids, nucleic acids and proteins are broken down into smaller units such as
monosaccharide’s, fatty acids, nucleotides and amino acids, respectively. As molecules such as
polysaccharides, proteins and nucleic acids are made from long chains of these small monomer units
(mono = one + mer = part), the large molecules are called polymers (poly = many).
Cells use the monomers released from breaking down polymers to either construct new
polymer molecules, or degrade the monomers further to simple waste products, releasing energy.
Cellular wastes include lactic acid, acetic acid, carbon dioxide, ammonia, and urea. The creation of
these wastes is usually an oxidation process involving a release of chemical free energy, some of
which is lost as heat, but the rest of which is used to drive the synthesis of adenosine triphosphate
(ATP). This molecule acts as a way for the cell to transfer the energy released by catabolism to the
energy-requiring reactions that make up anabolism. Catabolism therefore provides the chemical
energy necessary for the maintenance and growth of cells. Examples of catabolic processes include
glycolysis, the citric acid cycle, and the breakdown of muscle protein in order to use amino acids as
substrates for gluconeogenesis and breakdown of fat in adipose tissue to fatty acids.
There are many signals that control catabolism. Most of the known signals are hormones and
the molecules involved in metabolism itself. Endocrinologists have traditionally classified many of
the hormones as anabolic or catabolic, depending on which part of metabolism they stimulate. The
"classic" catabolic hormones known since the early 20th century are cortisol, glucagon, and
adrenaline (and other catecholamines). In recent decades, many more hormones with at least some
catabolic effects have been discovered, including cytokines, orexin and hypocretin (a hormone pair),
and melatonin.

Anabolism
Anabolism (Greek "mound" from ana = upward + ballein = "to throw") is the set of
metabolic pathways that construct molecules from smaller units. These reactions require energy. One
way of categorizing metabolic processes, whether at the cellular, organ or organism level is as
'anabolic' or as 'catabolic', which is the opposite. Anabolism is powered by catabolism, where large
molecules are broken down into smaller parts and then used up in respiration. Many anabolic
processes are powered by adenosine triphosphate (ATP).
Anabolic processes tend toward "building up" organs and tissues. These processes produce
growth and differentiation of cells and increase in body size, a process that involves synthesis of
complex molecules. Examples of anabolic processes include the growth and mineralization of bone
and increases in muscle mass.
Endocrinologists have traditionally classified hormones as anabolic or catabolic, depending
on which part of metabolism they stimulate. The classic anabolic hormones are the anabolic steroids,
which stimulate protein synthesis and muscle growth. The balance between anabolism and
catabolism is also regulated by circadian rhythms, with processes such as glucose metabolism
fluctuating to match an animal's normal periods of activity throughout the day.

Chapter 9: Gymnastics
Gymnastics is a sport involving performance of exercises requiring physical strength,
flexibility, agility, coordination, balance and grace. Artistic gymnastics is the best known and most
popular of the gymnastics sports governed by the Federation International de Gymnastic (FIG).
Artistic Gymnastics, typically involves the women's events of uneven parallel bars, balance beam,
floor exercise, and vault. Men's events include floor exercise, pommel horse, still rings, vault,
parallel bars, and high bar. Gymnastics evolved from exercises used by the ancient Greeks, which
included skills for mounting and dismounting a horse, and from circus performance skills. Other
forms of gymnastics are rhythmic gymnastics, various tramp lining sports, and aerobic and acrobatic
gymnastics.

Etymology:
The word derives from the Greek word “gymnastikos” means "fond of athletic exercises",
from “gymnasia” meaning "exercise" and that from “gymnos” meaning "naked", because athletes
exercised and competed in the nude.

History
To the Ancient Greeks, physical fitness was paramount, and all Greek cities had a
gymnasium, a courtyard for jumping, running, and wrestling. As the Roman Empire ascended, Greek
gymnastics gave way to military training. The Romans, for example, introduced the wooden horse.
In 393 AD the Emperor Theodosius abolished the Olympic Games, which by then had become
corrupt, and gymnastics, along with other sports, declined. Later, Christianity, with its medieval
belief in the base nature of the human body, had a deleterious effect on gymnastics. For centuries,
gymnastics was all but forgotten.
In the sixteenth century, Girolamo Mercuriale from Forlì (Italy) wrote De Arte Gymnastica,
where he brought his studies of the attitudes of the ancients toward diet, exercise and hygiene, and
the use of natural methods for the cure of disease. With its explanations concerning the principles of
physical therapy, De Arte Gymnastica is considered the first book on sports medicine.
In the late eighteenth and early nineteenth centuries, two pioneer physical educators – Johann
Friedrich GutsMuths (1759–1839) and Friedrich Ludwig Jahn (1778–1852) – created exercises for
boys and young men on apparatus they designed that ultimately led to what is considered modern
gymnastics. In particular, Jahn crafted early models of the horizontal bar, the parallel bars (from a
horizontal ladder with the rungs removed), and the vaulting horse.
The International Federation of Gymnastics was founded in Liege in 1881. By the end of the
nineteenth century, men's gymnastics competition was popular enough to be included in the first
"modern" Olympic Games in 1896. However, from then on until the early 1950s, both national and
international competitions involved a changing variety of exercises gathered under the rubric
gymnastics that would seem strange to today's audiences: synchronized team floor calisthenics, rope
climbing, high jumping, running, horizontal ladder, etc. During the 1920s, women organized and
participated in gymnastics events, and the first women's Olympic competition – primitive, for it
involved only synchronized calisthenics – was held at the 1928 Games in Amsterdam.
By 1954, Olympic Games apparatus and events for both men and women had been
standardized in modern format, and uniform grading structures (including a point system from 1 to
10) had been agreed upon. At this time, Soviet gymnasts astounded the world with highly disciplined
and difficult performances, setting a precedent that continues to inspire. The new medium of
television helped publicize and initiate a modern age of gymnastics. Both men's and women's
gymnastics now attract considerable international interest, and excellent gymnasts can be found on
every continent. Nadia Comaneci received the first perfect score, at the 1976 Summer Olympics held
in Montreal, Canada. She was coached by the famous Romanian, Bela Karolyi. According to Sports
Illustrated, Comaneci scored four of her perfect tens on the uneven bars, two on the balance beam
and one in the floor exercise. Even with Nadia's perfect scores, however, the Romanians lost the
gold medal to the Soviets. Nevertheless, Comaneci became an Olympic icon.
In 2006, a new points system was put into play. Instead of being marked 1 to 10, the
gymnast's start value depends on the difficulty rating of the exercise routine. Also, the deductions
became higher: before the new point system developed, the deduction for a fall was 0.5, then it was
changed to 0.8, and is now 1.0. The motivation for a new point system was to decrease the chance of
gymnasts getting a perfect score. The sport can include children as young as three years old and
sometimes younger doing kinder gym and children's gymnastics, recreational gymnasts of all ages,
competitive gymnasts at varying levels of skill, as well as world class athletes.

Forms
Artistic gymnastics
Artistic gymnastics is usually divided into Men's and Women's Gymnastics. Each group does
different events; Men compete on Floor Exercise, Pommel Horse, Still Rings, Vault, Parallel Bars,
and High Bar, while women compete on Vault, Uneven Bars, Beam, and Floor Exercise. In some
countries, women at one time competed on the rings, high bar, and parallel bars (for example, in the
1950s in the USSR). Though routines performed on each event may be short, they are physically
exhausting and push the gymnast's strength, flexibility, endurance and awareness to the limit.
Traditionally, at the international level, the gymnast performed routines that he or she
choreographed. Nowadays, each country may use compulsory and optional routines at their
discretion in the training of young gymnasts. Compulsory routines are used for gymnasts of level 1-6
and from level 7 and up the routines must be choreographed by the gymnasts with a set amount of
skills and there must be a selection of skill types.

BRIEF HISTORY OF GYMNASTIC

The earliest recorded activities in gymnastics were some exercises, stunts, and tumbling
resembling gymnastics. Hanging, tumbling ropes, balancing on the stones and logs, flipping and
turning were common activities during the early civilizations. The Chinese had a sort of exercises
called the
“Kung Fu “or the Medical Gymnastic, while India had the “Yoga“ The Greeks had activities with
apparatus and they developed the word “gymnastics “which meant “Naked Art “. The pictures on the
stones found in Egypt are evidences of the Egyptians participation in some sort of balancing
activities. The pyramids are inspirations of the pyramid activities in gymnastics. The Romans
because of their love of war devised of wooden equipment similar to the back of a horse where they
practice mounting and dismounting a horse indoor. This equipment is now being in the class
activities and skills in its used is one of the events of the competitive gymnastics.
Gymnastics in the Philippines was started by the two exponents of physical education –
Director Candido, Bartolome of the University of the Philippines and Mrs. Francisca Aquino of the
Bureau of Public Schools.
1. Gymnastics – Is a self motivating activity where one can manipulate the differentiate
parts of the body into varied positions or movements, one can do a pike, a tuck, a lay
down, an arch a split, and can roll, twist, rotate ect. The attainment of skills in gymnastics
can only be done through proper body preparations special on strength and flexibility.
2. Gymnastics – The changes in today’s gymnastics are the emphasis on the flowing
movements and the inclusions of dance locomotors skills and the creation of routines
grace, poise, and dignity of movements are emphasized. The masculine and rigid
movements are now changing to more relaxed and easy movements.

Objectives of the Gymnastics:

1. To improve and maintain a physically fit body.
2. To improve efficiency of movements through the grace, poise, dignity, form, and rhythm.
 3. To enhance creativity through the exploration or new movements and movements
combinations.
4. To improve courage, initiative, determination, and perseverance.
5. To stimulate interest and enjoyment of gymnastics

Terms in Gymnastics:
1. Arch – The arch is a position where the body is curved like and arch of a circle with the
hip forward and the head and trunk bent backward.
2. Discount - Is a stunt by a performer to get off apparatus.
3. Exercises or routine - Exercises planned series of dance skills, locomotors skills
gymnastics skills, and tumbling skills, performed with or without music.
4. Held or static position – These are positions held for two seconds.
5. Mount – Are stunts performed by a performer to go up on an apparatus?
6. Press – Is the application of steady pressure to a particular muscle or group of muscle in
order to attain in a desired stretch the different muscles.
7. Scales – Is a support on one leg with the other leg raise at the back and body arch.
8. Split – Is a position where the leg are extended forward and back ward in straight
position.
9. Spotter – A person who helps a performer go about a skill for the first time.
10. Spotting – Is the act of spotting person to go about skill for the first who will be perform.
11. Tuck – Is a position where the head and the knees are in a contact and trunk.

Women’s Event

Vault
In the vaulting events gymnasts: sprint down a 25 meter (about 82 feet) runway, jump onto a
beatboard (a kind of springboard), (run/ take-off segment), land momentarily, generally inverted on
the hands, on the vaulting horse or vaulting table, (pre flight segment), then spring or block off of
this platform to a two footed landing (post flight segment). The post flight segment may include one
or more multiple saltos or somersaults, and/or twisting movements.
In 2001, the traditional vaulting horse was replaced with a new apparatus, sometimes known
as a tongue or table. The new apparatus is more stable, wider, and longer than the older vaulting
horse—approximately 1m in length and 1m in width—gives gymnasts a larger blocking surface, and
is therefore safer than the old vaulting horse. With the addition of this new, safer vaulting table,
gymnasts are attempting more difficult and dangerous vaults.

Uneven Bars
On the uneven bars (also known as asymmetric bars, UK), the gymnast navigates two
horizontal bars set at different heights. The width and height may be adjusted. Gymnasts perform
swinging, circling, transitional, and release moves, that may pass over, under, and between the two
bars. Movements may pass through the handstand. Gymnasts often mount the Uneven Bars using a
beat board (springboard).

Balance Beam
The gymnast performs a choreographed routine from 60 to 80 seconds in length consisting of
leaps, acrobatic skills, somersaults, turns and dance elements on a padded sprung beam. Apparatus
norms set by the International Gymnastics Federation (used for Olympic and most elite
competitions) specify the beam must be 125 cm (4' 1") high, 500 cm (16' 5") long, and 10 cm (4")
wide. The event requires in particular, balance, flexibility and strength.

Floor
The floor event occurs on a carpeted 12m × 12m square, usually consisting of hard foam over
a layer of plywood, which is supported by springs or foam blocks generally called a "sprung" floor.
This provides a firm surface that will respond with force when compressed, allowing gymnasts to
achieve extra height and a softer landing than would be possible on a regular floor. Female gymnasts
perform a choreographed exercise 70 to 90 seconds long. They can choose an accompanying music
piece, which must be instrumental and cannot include vocals. In the United States, the other levels
must perform a routine that is choreographed for them by USAG and these routines come with
music. The routines of a female gymnast consist of tumbling passes, series of jumps, dance
elements, acrobatic skills, and turns. A gymnast usually performs three or four tumbling passes that
include three or more skills or "tricks". Elite gymnasts can have up to six or seven tumbling passes.

Levels and Scoring

At the compulsory levels (1-6) gymnasts are judged on a scale of 10, but as they reach the
higher levels, particularly levels 9 and 10, the gymnasts' start-values may vary depending upon a
number of different factors such as skill level and skill combinations. Also, every skill has a letter
grade describing its difficulty. From level 7 and beyond (since the approx 2004) the gymnasts add
their own personal skill values to a block of 10 points which is used for deductions.
Compulsory levels of gymnastics have choreographed routines, and all women competing at
that level do the same routines. In the United States, compulsory levels go from 1–6; most gymnasts
start at levels 1–4. In optional level competitions, however, all routines are different and have
different floor music. Optional levels in the U.S. include levels 7–10. After those, there is the Hopes
division for 10-12 year olds, pre-elites, and Junior and Senior elites. The Olympics and college level
gymnastics are also optional. In the Olympics, gymnasts must be international elites. There are very
few elite gymnasts in America.

Men’s Event

Floor Exercise
Male gymnasts also perform on a 12m. by 12m. Spring floor. A series of tumbling passes are
performed to demonstrate flexibility, strength, and balance. The gymnast must also show strength
skills, including circles, scales, and press handstands. Men's floor routines usually have four passes
that will total between 60–70 seconds and are performed without music, unlike the women's event.
Rules require that gymnasts touch each corner of the floor at least once during their routine.

Pommel Horse
A typical pommel horse exercise involves both single leg and double leg work. Single leg
skills are generally found in the form of scissors, an element often done on the pommels. Double leg
work however, is the main staple of this event. The gymnast swings both legs in a circular motion
(clockwise or counterclockwise depending on preference) and performs such skills on all parts of the
apparatus. To make the exercise more challenging, gymnasts will often include variations on a
typical circling skill by turning (moors and spindles) or by straddling their legs (Flares). Routines
end when the gymnast performs a dismount, either by swinging his body over the horse, or landing
after a handstand.

Still Rings
Still Rings is arguably the most physically demanding event. The rings are suspended on
wire cable from a point 5.75 meters off the floor, and adjusted in height so the gymnast has room to
hang freely and swing. He must perform a routine demonstrating balance, strength, power, and
dynamic motion while preventing the rings themselves from swinging. At least one static strength
move is required, but some gymnasts may include two or three. A routine should have a dismount
equal in difficulty to the difficulty of the routine as a whole.

Vault
Gymnasts sprint down a runway, which is a maximum of 25 meters in length, before
hurdling onto a spring board. The body position is maintained while "punching" (blocking using
only a shoulder movement) the vaulting platform. The gymnast then rotates to a standing position. In
advanced gymnastics, multiple twists and somersaults may be added before landing. Successful
vaults depend on the speed of the run, the length of the hurdle, the power the gymnast generates
from the legs and shoulder girdle, the kinesthetic awareness in the air, and the speed of rotation in
the case of more difficult and complex vaults.

Parallel Bars
Men perform on two bars slightly further than a shoulder's width apart and usually 1.75m
high while executing a series of swings, balances, and releases that require great strength and
coordination.

High Bar
A 2.4 cm thick steel bar raised 2.5m above the landing area is all the gymnast has to hold
onto as he performs giants (revolutions around the bar), release skills, twists, and changes of
direction. By using all of the momentum from giants and then releasing at the proper point, enough
height can be achieved for spectacular dismounts, such as a triple-back salto. Leather grips are
usually used to help maintain a grip on the bar.
As with the women, male gymnasts are also judged on all of their events, for their execution,
degree of difficulty, and overall presentation skills.

Rhythmic Gymnastics
At present, only women compete in rhythmic gymnastics (although there is a new version of
this discipline for men being pioneered in Japan, see Men's rhythmic gymnastics). The sport
involves the performance of five separate routines with the use of five apparatus—ball, ribbon, hoop,
clubs, rope—on a floor area, with a much greater emphasis on the aesthetic rather than the acrobatic.
There are also group routines consisting of 5 gymnasts and 5 apparatuses of their choice. Rhythmic
routines are scored out of a possible 20 points; the score for Artistry (choreography and music) is
averaged with the score for Difficulty of the moves and then added to the score for Execution.

Trampolining and Tumbling

Trampolining and tumbling consists of four events, individual, synchronized, double mini
and power tumbling. Since 2000 individual trampoline has been included in the Olympic Games.
Individual routines in trampolining involve a build-up phase during which the gymnast jumps
repeatedly to achieve height, followed by a sequence of ten leaps without pauses during which the
gymnast performs a sequence of aerial skills. Routines are marked out of a maximum score of 10
points. Additional points (with no maximum at the highest levels of competition) can be earned
depending on the difficulty of the moves. In high level competitions, there are two preliminary
routines, one which has only two moves scored for difficulty and one where the athlete is free to
perform any routine. This is followed by a final routine which is optional. Some competitions restart
the score from zero for the finals, other add the final score to the preliminary results. Synchronized
trampoline is similar except that both competitors must perform the routine together and marks are
awarded for synchronicity as well as the form and difficulty of the moves. Double mini trampoline
involves a smaller trampoline with a run-up, two moves are performed for preliminaries and two
more for finals. Moves cannot be repeated and the scores are marked in a similar manner to
individual trampoline. In power tumbling, athletes perform an explosive series of flips and twists
down a sprung tumbling track. Scoring is similar to tramp lining.

Display gymnastics
General gymnastics enables people of all ages and abilities to participate in performance
groups of 6 to more than 150 athletes. They perform synchronized, choreographed routines. Troupes
may be all one gender or mixed. There are no age divisions in general gymnastics. The largest
general gymnastics exhibition is the quadrennial World Gymnaestrada which was first held in 1939.

Aerobic gymnastics
Aerobic gymnastics (formally Sport Aerobics) involves the performance of routines by
individuals, pairs, trios or groups up to 6 people, emphasizing strength, flexibility, and aerobic
fitness rather than acrobatic or balance skills. Routines are performed on a small floor area and
generally last 60–90 seconds.

Acrobatic Gymnastics
Acrobatic gymnastics (formerly Sports Acrobatics), often referred to as acrobatics, "acro"
sports or simply sports acro, is a group gymnastic discipline for both men and women. Acrobats in
groups of two, three and four perform routines with the heads, hands and feet of their partners. They
may, subject to regulations (e.g. no lyrics), pick their own music.
Performers must compete in preparatory grades A and B, then move on to grades 1, 2, 3, 4
and 5; by 3, 4 and 5 two routines are required, one for balances and another for tempos.

Team Gym
Team Gym originates from Scandinavia and this particular type of Gymnastics has been a
major event for over 20 years. A team in this sport can have from six to 12 members, either all male,
all female or a mixed squad. The team shows three disciplines, Trumpeted, Tumbling and Floor.
In every run of Tumbling and Trumpeted only six gymnasts compete. They stream their
abilities (meaning that one gymnast goes after one another very quickly) the best move is the one
performed last. Both are performed to music.

Floor
All members of the Team take part here. It is a mixture of Dance, flexibility and skill. The
routine has to be skillfully choreographed and the judges look out for changes in shape. There needs
to be at least two spins, two balances and two section elements. These section elements are body
waves for women's teams, power elements for men’s' teams and lifts for mixed teams. The Floor is
performed to music.

Trumpeted
Here a trumpeted is used. There are two components of this; Vault and the Trumpeted on its
own. There has to be three runs in total. At least one of these runs has to be a vault run. Another run
has to include all the gymnasts doing the same move. This is generally the first run. This is also
performed to music.

Tumbling
 Again, here there are three runs (rounds) involved. One of which has to include all six
gymnasts doing a forwards series. Another run also has to include the gymnasts completing the same
move. Each series must have at least three different acrobatic elements.

Former Apparatus & Events

Rope Climb
Generally, competitors climbed either a 6m (6.1m = 20 ft in USA) or an 8m (7.6m = 25 ft in
USA), 38mm (1.5") diameter natural fiber rope for speed, starting from a seated position on the floor
and using only the hands and arms. Kicking the legs in a kind of "stride" was normally permitted.

Flying Rings
Flying Rings was an event similar to Still Rings, but with the performer executing a series of
stunts while swinging. It was a gymnastic event sanctioned by both the NCAA and the AAU until
the early 1960s.

Cautions
Gymnastics is considered to be a dangerous sport, due in part to the height of the apparatus,
the speed of the exercises and the impact on competitors' joints, bones and muscles. In several cases,
competitors have suffered serious, lasting injuries and paralysis after severe gymnastics-related
accidents.
Artistic gymnastics injuries have been the subject of several international medical studies,
and results have indicated that more than half of all elite-level participants may eventually develop
chronic injuries. However, the rates for participants in recreational or lower-level gymnastics are
lower than that of high-level competitors. Conditioning, secure training environments with
appropriate landing surfaces, and knowledgeable coaching can also lessen the frequency or
occurrence of injuries.

References:
Andin, Carmen Tabije; Fundamentals of Physical Education; Rex Printing Co.
Inc.; Quezon City; 2004.
Corbin, Charles B. et. al.; Concept of Physical Education 3rd Edition; Wm. C.
Brown Co. Publishers; USA; 1979.
Diñoso, Clarita P.; Gymnastics Book; Rex Printing Co. Inc.; Quezon City; 2003.
Oyco, Virginia D.; Physical Fitness for College Freshmen; Rex Printing Co. Inc.;
Quezon City; 2005.

Prepared by:

___________________
Prof. Danny K. Bualan
Instructor 1