PE 111 – Movement Enhancement

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 PE 111 – Movement Enhancement

PE 111- MOVEMENT ENHANCEMENT

Minitte M.Cifra

First Semester, SY 2022-2023

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 PE 111 – Movement Enhancement

I am glad to see you all!

Let us all start our semester yielding

towards optimism and confidence.

Together, everything will be fine and great

in the coming days.
Be hype and kick-on positivity
notwithstanding of the health crisis we face.

I am much delighted to have you around.

Come all! Let’s get Physical!!

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 PE 111 – Movement Enhancement

Faculty Information:

Name: Minitte Cifra

Email: minitte.cifra@usep.edu.ph
Contact Number: (082) 293-0390
Office: College of Development Management
Consultation Hours: Flexible

Getting help:

For academic concerns (Prof. Annaliza Aguilar)

For administrative concerns (Dr. Aristeo Salapa)
For health and wellness concerns (Sports and Cultural Affairs Office)

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TABLE OF CONTENTS

CONTENTS PAGE

Cover page ………………………………… 1

Welcome Message ………………………………… 2

Faculty Information…………………………………. 3

Table of Contents ………………………………… 4

USeP Vision, Mission and Goals ………………….. 5

USeP Graduate Attributes ………………………… 6

USeP Core Values ……………………………….... 6

Course Overview ………………………………… 7

Course Assessment ……………………………….. 8

Course Map ………………………………… 12

Module 1 Overview ………………………………… 14

The Lessons ………………………………… 14-25

Module 2 Overview ……………………………….. 27

Lessons in Module 2………………………………. 27-33

Module 3 Overview ……………………………….. 34

Lessons in Module 3………………………………. 34-46

Course Summary ……………………………… 47

References …………………………….. 48

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UNIVERSITY OF SOUTHEASTERN PHILIPPINES

VISION

Premier research university transforming communities in the ASEAN and beyond.

MISSION

USeP shall contribute to inclusive growth and sustainable development through

continual innovation in proactive academic programs, impactful research for
utilization, economically empowering community services, and sustainable
resource management.

GOALS

At the end of the plan period, the University of Southeastern Philippines (USeP)
aims to achieve five comprehensive and primary goals:

1. Internationalized University programs and services

2. Innovation and RDE-nurturing environment
3. Proactive, globally competent, and service-oriented graduates
4. Transformed vulnerable and disadvantaged groups and communities
5. Mobilized and optimized resources for sustainable development

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INSTITUTIONAL GRADUATE ATTRIBUTES

LEADERSHIP SKILLS

Creates and inspires positive changes in the organization; exercises

responsibility with integrity and accountability in the practice of one’s profession
or vocation.

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing

available resources to develop new knowledge, methods, processes, systems,
and value-added technologies.

SERVICE ORIENTED

Demonstrates concern for others, practices professional ethics, honesty, and

exemplifies socio-cultural, environmental concern, and sustainability.

LIFELONG LEARNING

Demonstrates enthusiasm and passion for continuous personal and professional

development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and in

conveying information in accordance with global standards.

CORE VALUES OF THE UNIVERSITY

UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM

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THE COURSE OVERVIEW

COURSE TITLE : PE 111-Movement Enhancement

CREDIT : 2 Units
SEMESTER : First
TIME FRAME : 18 Weeks

COURSE DESCRIPTION : This course provides training in different movement

patterns and core engagement in conjunction with principles of healthy eating and a
physical active life. Students will be able to adapt and transfer movement competency in
different contexts (i.e. use of training equipment).

Comprehends, explains and identifies the history of the Physical Education, its
CO1.
definition, objectives, safety in physical activity and exercise; Physical Fitness and its
components being measured and the different benefits of health and wellness.
Explains, illustrates and identifies the Karvonen Method, Exercise, the Principle of
Training, Nutrition and Hydration Plan, Gait Analysis; the historical background of
CO2
gymnastics and its relevance in today’s physical activities.

Designs and creates an individualized Fitness Plan and Class Rhythmic Gymnastics.
Exhibits and executes skills and techniques/ body mechanics in performing Physical
CO3
Fitness Test, Dance Aerobics and Rhythmic Gymnastics.
Determines and operates critical thinking, technological competence and
CO4 conceptualization procedure of routines towards practical presentations.
Recognizes and appreciates the importance of individual capacities in the Physical
CO5
Fitness Test.
Generalizes the background of Dance Aerobics and Gymnastics on varied human status
CO6
on health and wellness.
Examines, identifies & practices the mechanics in Physical Fitness test and Dance
CO7 Aerobics.
Manipulates and shows controls to one’s performing skills in doing the basic movements
CO8
of Gymnastics.
CO9 Displays great sense of collaboration on the course of the actual routine activities.
Shows teamwork that values one’s capability and individual faculty in all practical
CO10
presentations.
COURSE ASSESSMENT:

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COURSE ASSESSMENT:

Learning Evidences and Measurement Rubrics

LE1 Oral Presentation

LE2 Fitness/exercise plan
LE3 Skills and Techniques Application
LE4 Performance Examination

Learning Evidence/Output to Assess: LE1 ORAL PRESENTATION

Area to Assess Exemplary Proficient Developing Emerging Unacceptable

Clear opening and With introductory With introductory Some levels of the No clear opening and
closing. Remarks and closing and closing organization with closing.
that capture the remarks. The body remarks. But the discernible theme. No segments of body
audience each set segments are in body segments are Presentations are in a coherent manner.
Structure and
are carefully coherent manner not in coherent not clearly Irrelevant statements
Organization planned. but fully planned. manner. organized are made. Leaves the
Introductory and audience wondering
closing remarks are the direction.
missing.
Poised, clear Clear articulation but Displays some level Some parts are Inaudible or too loud.
articulation, proper not polished of inflection through mumbling, in an Too slow/fast and
volume on a steady delivery. even pace. Little or speaker seemed
Speaking Skills pace, incorporated no expression. uninterested and used
with good posture, monotone.
enthusiasm and
confidence.
Completely prepared Seems pretty Fairly prepared but Somewhat Does not prepare to
and has obviously prepared but needed lot more prepared but present.
Preparedness rehearsed. needed a couple rehearsals. noticeably lacking
more rehearsals. rehearsals.

Learning Evidence/Output to Assess: LE2 FITNESS/EXERCISE PLAN

Area to
Exemplary Proficient Developing Emerging Unacceptable
Assess
Goals are clear, Goals are clear and Goals are neither Goals are too Goals are non-existent
measurable and realistic, but no clear nor realistic, general and not or too vague and
realistic. Goals are identified ways to and fairly identified measurable. . Goals unclear.
Goal Setting based on measure them. ways to measure are not based on
interpretation of pre- them. interpretation of any
test data. pre-test data.
Program clearly Program clearly Program neither Program does not Program not related to
related to goals. relates to goals but relates to goals nor relate to goals but goals. FITT Principles
Identifies FITT does not relate to to the FITT does include FITT are not applied in the
Principles in training FITT Principles in Principles in training Principles in training training plan.
Program Design- plan. Demonstrates training plan. plan. Demonstrates plan. Demonstrates
Planning appropriate choice of Demonstrates fair choice of use of sets, reps, and
FITT-Frequency, exercises, sets, reps appropriate choice exercises but the rest but incorrect
Intensity, Time, Type and rest. of exercises but the order, sets, reps, exercise chosen.
order, sets, reps, and rest but
and rest between incorrect exercise
exercises is not chosen.
accurate.

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Always monitors and Regularly monitors Sometimes Seldom monitors and Does not monitor
followed original plan. and follows original monitors and follows original plan. exercise.
Made modifications plan. Completed follows original Training log Training log is
Training Log if/when necessary. training log. plan. Almost completed to some incomplete.
Completed training completed training degree.
log. log.
Always on task and Regularly Fairly demonstrates Participates with Participates with
strives for personal demonstrates effort and stays on some minimal effort and
best during selected consistent effort and task. Completed encouragement. requires constant
Implementation activities. Completed stays on task. 80+% of the days. Completed at least encouragement.
100% of the days. Completed 90+% of 60% of the days. Completes below the
the days. 50% of the days.
Included post-plan Includes post-plan Includes post-plan Includes post-plan Does not include post-
testing. Identified testing. Identified testing. Identified testing. Identified plan testing. Strengths
strengths and strengths and strengths and strengths and and weaknesses of
weaknesses of the weaknesses of the weaknesses of the weaknesses of the the plan are
Evaluation Plan plan and is very plan and is plan is fairly plan but not incomplete. No
Follow-up analytical. Set new somewhat important. Provides analysed. suggestions for
goals. analytical. Provides slightly suggestions Suggestions for revisions.
some suggestions for future efforts. future efforts are
for future efforts. irrelevant.

Learning Evidence/Output to Assess: LE3 SKILLS AND TECHNIQUES APPLICATION: Physical Fitness Test and
Gymnastics Positions

Area to
Exemplary Proficient Developing Emerging Unacceptable
Assess
Demonstrates Demonstrates Demonstrates low Demonstrates 1-2 Unable to demonstrate
Precision of advanced standards proficient standards standards of required the required
of performance using of performance using performance skill/technique and skill/technique.
Components the correct technique correct technique partially using unstable in using
Usage all of the time. most of the time. correct technique. the correct
technique.
Shows all skills, Shows most skills, Some skills, Demonstrates little Not any of the skills
strategies and rules strategies and rules strategies and rules use of skills, are used, strategies
Skills necessary for full necessary for full necessary for full strategies and rules and rules necessary
Management usage in the physical usage in the physical usage inthe physical necessary for full for full usage in the
activities. activities. activities. usage in the physical activities.
physical activities.

Learning Evidence/Output to Assess: LE4 INTER-GROUP/INTER-BLOCK PERFORMANCE EXAMINATIONS: Dance

Aerobics and Rhythmic Gymnastics

Area to
Exemplary Proficient Developing Emerging Unacceptable
Assess
An ability to show high Perform the best A basic ability to A limited ability to Poor ability to perform
standard of variety of shots with good perform a simple perform a simple a simple sequence of
skills with accuracy and control, accuracy and sequence of at least sequence of at least at least 6 different
excellence in control, coordination. 6 different linked 6 different linked linked movements with
Technical
even when the skills movements with movements with insufficient body
Methods are executed at varying considerable body insufficient body control, resilience,
speed and against control, resilience, control, resilience, extension and clear
passive. extension and clear extension and clear body positions.
body positions. body positions.
Demonstrates a Considerable Basic understanding Limited On no account of
comprehensive understanding of of rules and understanding of understanding of rules
Cognitive understanding of rules rules and organization needed rules and and organization
Composition and organization organization needed in the performance organization needed in the
needed in the in the performance needed in the performance
performance performance

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Consistently Demonstrates good Demonstrates Demonstrates few Demonstrates

demonstrates high quality movement in sufficient level of sufficient level of insufficient level of
Quality of
quality movement in the the performance of a quality movement. quality movement quality movement
Movements performance of a physical skill.
physical skill.

Assessment Activity: AA1 SUBMISSION OF ACTIVITIES

Area to
Exemplary Proficient Developing Emerging Unacceptable
Assess
On Time/1 day early On date Submitted but 1 day Submitted but 2 No updates made
delayed as per day delayed as per
Promptness request request
Shows accurate, Some details are Details are sketchy Few parts of topic are Parts of topic are not
Content
complete and useful non-supporting to the and points jump presented. completely presented.
compliance information of topic topic. around

Assessment Activity: AA2 WRITTEN REPORTS and QUIZZES

Area to
Exemplary Proficient Developing Emerging Unacceptable
Assess
Depth and complexity Depth of idea
Unelaborated idea Minimal idea
of ideas supported by development Poor idea
development; development,
Development of rich, engaging and/or supported by development, limited
unelaborated and/or limited and/or few
Ideas pertinent details; elaborated relevant and/or unrelated details
repetitious details related details
evidence analysis, details
reflection and insight.
Shows accurate, Some details are Details are sketchy Few parts of topic are Parts of topic are not
Relevance complete and useful non-supporting to and points jump presented. completely presented.
information of topic the topic. around
Good organization; Organized; points Some organization; Attempts to Poorly organized; no
points are logically are somewhat points jump around; organize; few logical progression;
Purpose and ordered; sharp sense jumpy; sense of beginning and ending logical progression; beginning and ending
Focus of beginning and beginning and are unclear beginning and are vague.
ending. ending are partially ending are vague.
scratchy.

Assessment Activity: AA3 ORAL RECITATIONS and CLASS PARTICIPATIONS

Area to Assess Exemplary Proficient Developing Emerging Unacceptable

Uses pauses and pace Uses pauses and Pauses and pacing Pauses were Pauses were not
effectively to pacing fairly to were not effective in partially used. intentionally used.
communicate meaning communicate improving meaning Delivery is Delivery is either too
Delivery and and/or enhance meaning and/or and/or enhance somewhat either quick or too slow.
Understanding dramatic impact of the enhance dramatic dramatic impact of too quick or too Delivers words with no
speech. impact of the the speech. The slow. Delivers logical grouping.
speech. delivery is in bursts words with little
manner. logical grouping.
Shows full Somewhat clear Attempts to provide; Provide little support Fails to provide or no
knowledge to the points to the inadequate support to subject; limited support to subject;
topic; explains & subject; includes the subject; very thin sufficient support for insufficient support for
Topic Mastery
elaborates with a data & evidences data evidence ideas. ideas.
clear supports to the
ideas

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Comments frequently Comments Comments were Comments were Comments were not
help move the sometimes partly suffice somewhat helpful to helpful to advance the
conversation forward advance the relevance advance the conversation, and delays
Impact on Class
conversation, but conversation, and to move forward.
sometimes do little fairly delays to move
to move forward. forward.
Routinely provides Tries hard to Sometimes provides Limited provides Do not provides useful
Contributions useful ideas provides useful useful ideas useful ideas ideas
ideas

Assessment Activity: AA4 POWERPOINT PRESENTATIONS

Area to Unacceptable
Exemplary Proficient Developing Emerging
Assess
Covers the topic Information is Includes little
completely with presented in not essential information, There is limited There is no logical
Content &
depth. Information’s logical manner but is confusing, logical sequence of sequence of
Organization
are accurate and still generally easy inaccurate or flawed. information. information.
logically in order. to follow.
Storyboard is clearly Storyboard outlines Storyboard outlines Storyboard was Storyboard was
Planning and completely outlines topics somewhat topics somewhat with created, but is little created, but is not
the topics complete. data’s. useful or complete. useful or complete.
Presentation is Most multimedia Multimedia elements Partially attempts has Little to no attempt has
attractive and elements contribute is confusing, or if been made to make been made to make the
appealing to the to the presentation. used detracts from the presentation presentation attractive
Multimedia viewer/s. Images are Some slides may the presentation. attractive and and appealing.
Design & appropriate and have too much text. Most images still appealing. Images are inappropriate
Appearance pleasing to eye. Images are appropriately Images are quiet or no images at all.
appropriate but the includes. appropriate or images
layout is somewhat at all.
cluttered.

Assessment Activity: AA4 NEWS CASTING

Area to
Exemplary Proficient Developing Emerging Unacceptable
Assess
All supportive facts Almost all facts Few facts were Facts were reported No facts were reported
Accuracy of
were reported were reported reported accurately. to a certain extent accurately or no facts
Facts
accurately accurately. accurate. were reported.
Newscast established a Establishes a The purpose is It was slightly hard to It was difficult to figure
purpose at the purpose at the somewhat clear, but figure out the out the purpose of the
Point of View- beginning and beginning, but many aspects of the purpose of the newscast.
Purpose maintains focus occasionally newscast seem only newscast.
throughout. wanders from the slightly related.
focus.
Very professional Business casual Clean and attractive Appearance are not Sloppy appearance
clothing and look. Props and student look. Attire fully detracts from which detracts from
accessories. Several materials supports does not detract from credibility of credibility of
Attire/Props and props are observably to fit and describe credibility of presentation. Few presentation. No usage
Materials appropriate. the topic/s. presentation. Props usage of materials of materials.
and materials partially
provides to fit and
describe the topic/s.
Clearly speaks and Clearly speaks and Speaks clearly and Speaks slightly clearly Does not speak clearly
distinctly pronounces distinctly distinctly and distinctly most of and distinctly most of the
correctly the words pronounces 1 word mispronounces 2 the time and/or time and/or
Speaking and
within the time period incorrectly within words within mispronounces more mispronounces more
duration of
given and well-paced. under/over the 1 over/under 2 minutes than 3 words within the than 4 words within the
presentation
minute period and time and seemed time period by more time period by more than
was decently hurried or slowed. than 3 minutes or 4 minutes or more.
paced. more.

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GRADING SYSTEM

The final grade in this course will be composed of the following items and their weights in the final grade
computation:

Assessment Grade Source (Score or Rubric Grade) Percentage of Final

Item Grade
AA1 Submission of Activities 5%
AA2 Written Reports and Quizzes 5%
AA3 Class Participation & other related 5%
AA4 PowerPoints Presentations/News casting 5%
LE1 Oral Presentations 15%
LE2 Fitness/Exercise Plan 15%
LE3 Skills and Technique Application (individual/group) 20%
LE4 Intergroup/Inter-block Performance Activity 30%
TOTAL 100%

The Course Map

MOVEMENT ENHANCEMENT

MODULE 1: PHYSICAL MODULE 2: EXERCISE MODULE 3: GYMNASTICS

FITNESS

PHYSICAL FITNESS EXERCISE GYMNASTICS

THE COMPONENTS OF PHYSICAL 1. Benefits 1. Brief History

FITNESS
2. Phases of Gymnastics
Health – Related Fitness Components
2. Advantages
Cardio-respiratory endurance 3. Terms
Muscular strength 3. Two Types of Exercise
Muscular endurance Aerobic 4. Basic Gymnastics Positions
Flexibility Non-Aerobic
5. Pyramid Building
Skill-Related Fitness Components 4. Basic Exercise Program
Speed Coordination 6. Gymnastics Performance
Power Balance
Agility Reaction Time

Outcome: Physical Education students will develop and maintain a healthy lifestyle through
acquisition of knowledge, desirable habits and attitudes and wholesome interpersonal relationships in
the Fitness Activities and Gymnastics Performance.

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PHYSICAL FITNESS
Module 1

Module Overview:

Mabuhay! Another semester to kick-on. In this module you can learn about
health-related fitness and skill related fitness to take responsibility for being
physically active now and in the future. The Physical Fitness test is a great way to
monitor and measure individuals' ability as it relates to aerobic fitness, strength,
and flexibility. It can also help to appreciate how healthy a person is and learn to
set goals to improve personal health fitness.

Module Outcomes:

You will be expecting to do the following task:

1. Powerpoint Presentations
2. Quiz
3. Physical Fitness Test

Lesson 1: Physical Education a concern for Life

✓ History
✓ Definition of P.E.
✓ Objectives of P.E.
Safety in Physical Activity and exercise

Lesson 2: Physical Fitness

✓ definition
✓ importance
The Components of Physical Fitness
✓ Health Related
✓ Skills Related
Karvonen Method
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Lesson 3: Physical Fitness Test Battery

✓ Fitness Test and its corresponding components being
measured
✓ Performance target
✓ Individual test through buddy system
✓ Physical Fitness Test

Learning Outcome:

1. Explains the meaning of Physical Fitness.

2. Illustrates the importance of physical fitness and its underlying principles.

3. Solves pulse rate using Karnoven Method.

4. Measures the student’s cardiovascular endurance, flexibility, strength,

agility, power and speed, reaction time and cardio-respiratory endurance

Time Frame: Week 1-5

INTRODUCTION

Physical Education 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/her physical, mental, social and emotional
development.

Topic 1: A CONCERN FOR LIFE

ACTIVITY (Let’s Get Started)

“Call and response”

Identify the word and write immediately your answer in the shortest
time.

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1. Fitness
2. Muscular Strength

ACTIVITY 2 (Let’s Think About it!)

Identify the Physical Capacity being Tested

1.

2.

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ABSTRACTION

HOW IT BEGAN?

The brief history of physical education would start in just about 1820
when schools focused on gymnastics, hygiene training and care and development
of the human body. By the year 1950, over 400 institutes had introduced majors in
physical education. The Young Men's Christian Association launched its very first
chapter in 1851 and focused on physical activities. Colleges were encouraged to
focus on intramural sports particularly track, field and football. But physical
education became a formal requirement following the civil war when
many states opted to pass laws that required schools to incorporate a substantial
physical education component into their curriculums. But it was not till 1970 that an
amendment was made to the Federal Education Act that allowed women from high
school and college to compete in athletic competitions. Sex-based discrimination
was completely outlawed from government funded programs at this point.

PHYSICAL EDUCATION IN COLLEGE

College athletics received a major stimulus when a National Collegiate
Athletic Association was created in the early twentieth centuries. There was a rise
in popularity of sports within colleges and universities and funding greatly
increased. Colleges took great pride in their athletic programs and
sports scholarships became a norm. There was also a surge in people who
enrolled in sports education programs to meet the growing demand for
professionals in the field.

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DECLINE IN PHYSICAL EDUCATION

But this is not meant to imply that the history of physical education has been
all rosy. Late in the twentieth century there was certainly a decline in the
commitment to physical education. The growing offering of extra subjects and
electives in schools means that the shift was focusing away from physical
education and towards academics. The country also faced a recession around
1970 and 1980 and the dearth of government funding means that physical
education programs were often the first to be cut from schools and universities.

THE MODERN AGE

But recent awareness of the need for balanced curriculums particularly
given the national concern over the state of obesity and children's attention towards
non-physical activities like video games has brought physical education back in the
spotlight. The government has re-signalled its commitment to physical education
by making it mandatory in public schools in early classes. But it remains an elective
at the high school level. One of the most interesting developments in the history of
physical education has been how the definition of physical education has evolved.
While it only encompassed traditional sports in the beginning, it now includes
several less physical activities such as yoga and meditation which are considered
critical to helping students develop a sense of control in such a stressful age.

PHYSICAL EDUCATION IN THE PHILIPPINES

Before the foundation of either BPESS or PSC, the development of physical
education in the Philippines was conducted by one of three staff bureaus within its
Department of Education, Culture, and Sports. Referred to as DECS, the
department began as the Ministry of Education, Culture, and Sports under the
country's Education Act of 1982. Sports organizations in the early 20th century
were cultivated alongside educational programs that were simultaneously

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sponsored by the government, including the Philippine Amateur Athletic Federation

and the Department of Public Instruction.

Passed in 1990, the Republic Act 6847 came to be known the Philippine

Sports Commission Act upon its creation as a primary governmental sporting

institution, and it continues to function with the Department of Education through

collaborating in nationally accredited physical education programs. The

Department of Education and the Philippine Sports Commission additionally

cooperate in hosting annual sporting events such as the Palarong Pambansa, in

which student athletes participate from around the nation.

GOAL
To assist the learner to develop and maintain a healthy lifestyle that can be
achieved through the acquisition of knowledge, desirable habits and attitudes,
game and dance skills and wholesome interpersonal relationships

OBJECTIVES OF PHYSICAL EDUCATION

1. PHYSICAL DEVELOPMENT OBJECTIVES

➢ to be physically fit, which is the capacity of body to engage in work and
play without undue fatigue.
➢ is achieved through regular exercise and participation in varied vigorous
activities.

2. MENTAL DEVELOPMENT OBJECTIVES

➢ focus is on the acquisition of knowledge and understanding
➢ an ability to analyse body movements and skills, evaluate game
situations and make important decisions.

3. SOCIAL DEVELOPMENT OBJECTIVES

➢ Learns deals with people.
➢ learns to respect others, and practices fair play, sportsmanship,
teamwork, and develops leadership

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4. EMOTIONAL DEVELOPMENT OBJECTIVES

➢ acquisition of pleasant attitudes
➢ to have a positive character /traits such as courage, self-confidence,
discipline

SAFETY IN PHYSICAL ACTIVITY AND EXERCISE

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Topic 2: PHYSICAL FITNESS

DEFINITION
It is the capacity of individual to do task without the feeling of exhaustion
and still have enough energy to perform and enjoy leisure and to meet any
unforeseen emergencies.

THE COMPONENTS OF PHYSICAL FITNESS

The following is necessary activity because it will give information on the
status of the overall physical fitness. This will measures the different part of the
body that needs to be strengthened.

Health – Related Fitness Components

1. Cardio-respiratory endurance
Physical activities that keeps the circulatory system: the heart, blood
vessels, and the lungs in good condition.

2. Muscular strength- The amount of force a muscle can exert

2 components of strength

a. Explosive strength is the activities requiring movements with sudden change in

direction ex: SHOT PUT
b. Static or Isometric strength, requires a little muscular shortening and is
necessary in overcoming a heavy resistance. Ex. WEIGHT LIFTING

3. Muscular endurance
Ability of the muscle or group of muscles to exert repeated muscular
contraction against resistance for an extended period of time.

4. Flexibility
Ability of the muscles to move joints with ease through the normal range of
motion.
Ability to perform a wide range of motions easily and without strain injury.

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Skill-Related Fitness Components

1. Speed
Ability to make a successive movement of the same kind in the shortest period of time.

2. Power
Ability to release a maximum force quickly, it is a combination of speed and strength

3. Agility
Ability to move and change direction quickly, a combination of Balance, Coordination and
Flexibility.

4. Coordination
Ability to integrate senses, visual and perceptive.

5. Balance
An ability to control one’s body’s position or to remain stable even when moving.
An ability to maintain the equilibrium of the body, regardless of the outside influence.

6. Reaction Time
The time required to produce an appropriate and accurate physiological or mechanical
response to some external stimulus.

THE KARVONEN METHOD

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Topic 3: FITNESS TEST BATTERY

INTRODUCTION
A fitness test, also known as a fitness assessment, is comprised of a series
of exercises that help evaluate your overall health and physical status. There is
wide of range of standardized tests used for these exams, some of which are
intended for medical purposes and others of which establish whether you are
qualified to participate (such as with the Army combat readiness test).

For general health and fitness purposes, the tests are considered the
starting point for designing an appropriate exercise program. They are meant to
ensure you won't be at risk of harm and provide the trainer with the insights needed
to establish clear and effective fitness goals.

PHYSICAL FITNESS TO DO

1. Home Step Test

2. Modified Sit and Reach Test
3. Static Flexibility Test –Trunk and Neck
4. Sargeant Jump Test
5. Sit Ups Test-
6. Press up Test
7. ‘T’ Drill Test
8. 30m Acceleration Test
9. Ruler Drop Test
10. Standing Stork Test
11. Hand and Eye Coordination Test

*****FITNESS GUIDE AND FORM IS ON SEPARATE SHEET****

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APPLICATION (Let’s do it)

Set 1
I. ENUMERATION: 10 items
1-2 At least TWO (2) Characteristics or Traits of Emotional Development
Objectives
3-4 At least TWO (2) Characteristics or Traits of Social Development
Objectives
5-6 TWO (2) Types of Components of Strength
7-8 TWO (2) Components combined to release Power
9-10 THREE (3) Components combined to release Agility

II. ILLUSTRATION: 15 items

Draw and Label correctly the THREE (3) Lifelong Values of Physical Education

III. DESCRIPTION OF THE FOLLOWING: 5 items

1. Flexibility
2. Coordination
3. Balance
4. Strength
5. Reaction Time

Set 2
PHYSICAL FITNESS TEST

Closure
Great Job!
This is your 1st badge.

You just finish your First Module. For any clarification, feel free to message me.
If there will be none. Now you are ready in the Module 2.

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EXERCISE
Module 2

Module Overview:

MAAYONG ADLAW! In this module, you will be creating fitness plan to start
embracing the physical fitness as a great instrument to be physical fit. You will craft
your Aerobic Routine suited to one’s need and preferences. Experiential learning
is helpful as you become involved and your concern to health engross more while
knowing oneself capacities to push forward and go beyond on what you can do or
accepting your flaws too.

Module Outcomes:

You will be expecting to do the following task:

1. Powerpoint Presentations
2. Fitness Plan
3. Aerobic Exercise

Lesson 1: Introduction to Exercise, Nutrition and Hydration, Gait Analysis

Lesson 2: Developing Fitness Plan
Lesson 3: Exercise Program

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Learning Outcome:

1. Understands and explains exercise and the suitable exercise that is adaptable to the capacity
of a person
2. Analyses and design a thorough individualized fitness plan that targets specific fitness goals.
3. Performs the exercise in the fitness plan program
4. Compute and show the results of heart rate before and after exercise
5. Exhibits and executes body mechanics.

Time Frame: Week 6-12

ACTIVITY (Let’s Get Started)

You will be given one Word. Explain it through giving the correct execution.

1. Anaerobic
2. Cool Down

ACTIVITY 2 (Let’s Think About it!)

Name the Activity and it identify the target capacity being build-up.

1.

2.

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ABSTRACTION (Let’s Explore!)

NOW!!! Are you ready?

I. Benefits from Exercise:

1. Protect against heart disease, stroke, hypertension, blocked arteries, obesity, gall
stones, diabetes and osteoporosis.
2. Prolong life expectancy.
3. Decrease pain associated with menstruation, childbirth and range of complains,
such as backache.
4. Increase stamina and reserved energy.
5. Improve Physical strength.
6. Provide the suppleness that allows a wide range of comfortable movements.
7. Helps to relax, improve sleeps pattern and reducing tiredness.
8. Enables to deal more easily with stress.
9. Improves concentration, mental ability and physical coordination.
10. Helps to improve confidence and self-esteem, often enabling you to socialize with
greater ease. Helps to look good and feel well.

II. Advantages of exercise for fitness include, in general:

1. Exercise can aid in the development of the body control, flexibility, balance
and good posture, as well as for increase muscular strength and
endurance.
2. Exercise can increase the production of endorphins, which are known to
help produce positive feelings and reduce the perception of pain.
3. Studies have shown that combining aerobic exercise with resistance
training can maximize fat loss and muscle mass maintenance, which is
essential for keeping the weight off.
4. It can also improve your skin's appearance, help you lose weight and keep
it off, lessen the risk of chronic disease and improve your life overall
status.

III. Guidelines in doing Exercise:

1. Exercise must be systematically planned to cover all muscles group of the
body and to emphasize areas of greatest needs.
2. The dosage of exercise can be controlled for a given time.
3. Progression should be regulated from mild to vigorous and exhaustive
effort.

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IV. Two areas of Exercise

1. Aerobics Exercise
The term “aerobics” comes from the ancient Greek roots meaning “air-life”
& suggests “containing oxygen”. The word aerobic was first used by American
fitness expert Dr. Kenneth Cooper. Any continuous activity is aerobics if it makes
your breath and quickens your heart rate to pump oxygen blood to the working
muscles. The result is a long term benefit of improving the efficiency of the heart,
lungs and bloodstream and helping to reduce heart disease and circulatory
problem.

What is Aerobic Exercise?

Any form of rhythmic exercise which is kept up at a steady pace for 15
minutes to an hour can be called aerobic exercise. Aerobic exercise is wonderful
for building up stamina and will help you to go on exercising for longer period
without getting tired. Aerobic exercise can range from gentle activity like walking,
to a very energetic sport like cross-country skiing. Whatever level you choose,
you need to exercise aerobically at least three times a week to stay healthy.

Types of Aerobic Exercise

▪ Aerobic Dance
▪ Bicycling
▪ Fitness Walking
▪ Jumping Rope
▪ Running
▪ Stair Climbing
▪ Swimming

2. Anaerobic Exercise
Intense bursts of activity in which the muscles work so hard that they
produce energy without using oxygen.

Benefits: Increase strength and endurance

Fat loss and increase metabolism

Types of Resistance training

1. Isometric Exercise – Activity that uses muscle tension to improve movement with little or no
movement of the body.
Ex: Neck pulls, bending head

2. Isotonic Exercise – Activity that combines and involves muscle contraction with repeated movement.
Ex: Push ups

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V. Basic of an Exercise Program

1. Warm Up
Warming up is an essential part of preparing your body for vigorous activity. It
increase muscles flexibility and protect against injury. A warm-up routine simply
involves gentle movements that prepare your body for more strenuous activities.

An ideal warm up for sports, dance and fitness exercise would start with
gentle movements to work all the major muscle groups – neck, shoulders and
upper back, arm, lower back, legs and feet followed by more energetic
movements to raise pulse rate.
Simple warm-up exercise
sample : Head Turn
Elbow Circle
Marching on the spot / Jog in place
Hip swing, etc.

2. Stretching
Before you exercise, your muscles are tight and cold and unprepared for
exertion. As you start to warm up, they loosen and become more flexible. Ideally,
warm-up will be followed by stretches. Start with small stretches and progress slowly
and gently.
Example: Hamstring stretch
Inner thigh stretch

3. Aerobic Routine
Aerobics is an energetic type of exercise performed with accompaniment of
music with a clear, simple beat and composed of series of step pattern. It is performed
within a sustained length of time for about 35-45 minutes. The routine is a series of
fast pace motions in order for the body to demand large amount of oxygen.

4. Cool-down
After exercising, it is importance to gradually bring your breathing and
heart rate back to normal. Cooling down involves simple movements to return
your body gently to its resting stale after activity. By the end of exercise session,
stretch again to ease the tightness and to avoid discomfort and cramps later.
Ideally, the series of stretches is a way to ease any tension in muscles and
protect you for soreness and long term injury.

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APPLICATION (Let’s do it)

1. Create a Fitness plan.

2. Perform Aerobic Exercise good for 15 minutes following the Exercise

Program.

Closure
Wow! Indeed, GREAT SKILL!!

You just finish your Module 2.

Be Ready for the 3rd Module and your last challenge to take.

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Module 3
GYMNASTICS

Module Overview:

Salutation! In this module you will get to know more about Gymnastics in its
artistic body manipulations.
Gymnastics comprises the performance of exercises, on or with an
apparatus, or a partner, demanding physical strength, flexibility, coordination,
power, agility, grace, balance and control. Gymnastics is one of the oldest Olympic
sports and one of the World's most popular sports.

Module Outcomes:

You will be expecting to do the following task:

1. Powerpoint Presentations
2. Gymnastics Positions
3. Rhythmic Activity

Lesson 1: Gymnastics Background Knowledge

Lesson 2: Gymnastics Basic Positions

Lesson 3: Pyramid Building

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Learning Outcome:

1. Comprehends and explains the historical background of gymnastics and its

relevance in today's physical activities

2. Exhibits skills and techniques in performing.

3. Determines and operates critical thinking, technical competence and

conceptualization procedures of routines towards practical presentations.

Time Frame: Week 13-18

INTRODUCTION

ACTIVITY (Let’s Get Started)

“ON the SPOT”

You will be given one letter. In a shortest period of time, first group to
give Gymnastics Positions and perform it at the same time

1. S
2. T

ACTIVITY 2 (Let’s Think About it!)

Name the Picture.

1.

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2.

ABSTRACTION (Let’s Explore!)

1. INTRODUCTION

Gymnastics is a fun activity that is the foundation for all sports and physical
activity.
Gymnastics is an exciting activity and sport for its unique contribution to
general fitness, coordination, agility, strength, balance and speed. Gymnastics
provides a sound foundation in movement for boys and girls of all ages. This allows
everyone to develop the whole body which is useful in all other sports and activities.

I. Brief History of Gymnastics

Hanging, climbing ropes, swinging, flipping, balancing on the stone and logs,
and tuning were common activities during the early civilizations. The Chinese had
a sort of exercise called “Kung Fu” or Medical Gymnastics, while in India they had
the “Yoga”, the Greeks had activities with apparatus and they develop the word
“gymnastics” which means “naked art”. In Egypt, an evidence of participation in
some sort of balancing activities found in stone. In Rome, a wooden equipment
similar to the back of horse were used in practicing mounting and dismounting a
horse indoor.

The Germans were the greatest contributor to gymnastic program. The

following people were the greatest contributor to gymnastic program.

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The following people were instrumental in the development of gymnastics.

1723-1790 Johann Basedow, introduce gymnastics in the school curriculum.

1759-1839 Johann Guts Muths, the “great grandfather of gymnastics”. He wrote

a book entitled Gymnastics for the Youth

1778-1852 Freidrich Jahn “Father of gymnastics”.

1810-1858 Adolf Spiess introduce marching and free hand exercise performed
with music.

1776-1830 Perch Ling a Swedish enthusiast who invented vaulting box or

Swedish box.

* Dr. Dudley Sargent was the first American contributor to gymnastics

* American gymnastics were influenced by the Europeans
* Gymnastics in the Philippines was started by two exponents of physical
education—Director Candido Bartolome of the U. P. and Mrs. Francisca
Aquino of the Bureau of Public Schools.

II. The Meaning of Gymnastics

Gymnastics is a self-motivating activity where one can manipulate the
different parts of the body into varied positions or movements. The attainment of
the skills in gymnastics is done through proper body preparation especially on
strength and flexibility. Grace, poise and dignity of the movement is emphasized.

III. Phases of Gymnastics Program

1. Conditioning Program
The exercises are selected for the purpose of preparing the body for
more complicated movements and skills.

2. Rhythmic Gymnastics
Routines or Exercises accompanied with music are called “Rhythmic
Gymnastics”. They are so called because they are performed in a
rhythmical manner and the movements are flowing. This includes the
free hand exercise and all exercises with use of light apparatuses
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such as wands, rings, hoops, ribbons, ropes, etc. Gymnastics skills,

dance skills, locomotor skills, stunts and tumbling skills are combined
to form a routine on the floor. This is where the performer can create
and develop her own routine according to her abilities.

3. Stunts
Stunts are activities in the form of play and they test one’s strength,
flexibility, balance, agility, endurance and coordination. This is
especially suited to the lower grades.

4. Tumbling
The most important phase of the gymnastics program, because this
is where the ability of the performer is tested as he rolls ti and fro;
twists, turns and springs about on the mat, floor and in the air.

5. Apparatus Exercise ( Heavy)

This includes exercises done on the balance beam, vaulting horse,
parallel bars, uneven bars, rings and the trampoline

6. Pyramid Building
This phase is to make pictures (mural) out of body static positions.
The positions should be properly arranged and selected so that the
shape of a pyramid is form correctly.

IV. Terms in Gymnastics

1. Arch- a position where the body is curved like an arc of a circle with the
hip forward and head and truck bent backward.

2. Dismount- is a stunt used by a performer to get off the apparatus.

3. Exercise or Routine- a planned series of dance skills, locomotor skills,

gymnastics skills and tumbling skills performed with or without music.

4. Held or Static position- position held for 2 seconds.

5. Mount- are stunts performed by a performer to go up on an apparatus.

6. Press- application of steady pressure to a particular muscles or group of

muscles in order to attain a desired stretch.

7. Scale - Scale is support on one leg with the other leg raised at the back
and the body arch.

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8. Split- is a position where the legs are extended forward and backward in
straight position.

9. Spotter – a person who helps a performer to go about a skill for the first
time.

10. Spotting – Spotting is the act of helping a person to go about a skill for the
first time.

11. Tuck- is a position where the head and the knees are in contact and the
trunk is curved.

V. Background Knowledge

The body- has 4 divisions:

1. Head

2. Trunk

• Chest region
• waist
• abdominal region
• hip region
• buttocks
• back- upper back and lower back

3. Upper Extremities or Arm

• Hands- finger, palm
• wrist
• Arm-forearm, elbow
• Shoulder girdle

4. Lower Extremities
• Feet- toes, heels
• Ankle
• Legs- thigh, hamstring, lower legs, knees

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VI. Body Movements

Axial Movements- are movements done by a part or several parts of the body in
stationary place.
❖ Kinds:
➢ Bend or flex
➢ Lift, raise
➢ Stretch, extend, straighten
➢ Twist
➢ Circle
➢ Swing
➢ Turn, rotate

Locomotor Movements- are movements that bring the performer from one
place to another.

❖ Preparatory Movements:
➢ Point
➢ Step
➢ Place
➢ Spring

❖ Types
➢ Walk
➢ Run
➢ Hop
➢ Skip
➢ Leap
➢ Jump

VII. A. Fundamental Gymnastics Position

a. Standing Positions

1. Feet Together or Feet Parallel

The feet are about one inch apart, toe pointing forward. Arms at the side.

2. Stride Position
The feet are apart about 12 inches wide. The weight of the body is on both
feet and a trunk is at the center. Arms at the side

3. Lunge Position
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Bend one knee, the other leg straight. Weight on both feet. Hands on hips.

4. Half- knee Bend

Feet together, bend the knees to about 45 angle, feet flat on the floor, body
straight, and hands on hips

5. Full Knees Bend or Squat Position

The knees are fully bent; sit on the heels of the feet. The weight of the body
is on the balls of the feet.

b. Sitting Positions

1. Long Sitting Position

Sitting with legs extended forward, toes pointed; trunk erect and hands on waist.

2. Hook Sitting Position

Sit on buttocks, bend knees close to body. Trunk erect, hands on shin of the legs.

3. Long Sitting Rest Position

Legs and toes are extended forward; hands at the rear on the floor. Elbow and
body straight.

4. Tuck Sitting Position

Sit on buttocks, bend knees close to the body forehead and knees in contact;
hold the shin legs.

5. Stride Sitting Position

Sitting on buttocks, spread legs apart, trunk erect, hands on thighs.

6. Side Sitting Position

Sitting on buttocks, bend right leg in front; other leg extended sideward. Hands
on knees.

7. Hurdle Sitting Position

Sitting on your buttocks, bend the right leg at the back 90 angle, the
other leg extended diagonally forward.

8. Heels Sit
From kneeling position, sit on the heels of the feet, toes pointed. Hand on hips.

9. Cross Sitting

10. Frog Sitting or Tailor Sitting

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c. Kneeling Position

1. Kneeling Position
Kneel on both knees, knees close together, body erect, hands on hips.

2. Stride Kneeling Position

Kneeling on both knees, with knees apart.

3. Half- kneeling Position Right or Left

Kneeling position on right, left, in half- kneeling position in front. Hand on
hips.

4. Kneeling Position One Leg

Extended sideward. Kneeling on one leg, the other extended sideward.

d. Lying Positions

1. Back or Supine Lying Position

Lying on the back, the body is well extended, arms overhead. Toes
pointed.

2. Front or Prone Lying Position

Body is well extended and in front or the body in contact with the floor.
Toes pointed, arms forward.

3. Slide Lying Position

With the body well extended, the side of the body is in contact with the
floor, one hand on the floor overhead and the other bent close to chest, palm
on the floor. Toes pointed.

4. Hook Lying Position

In a back lying position, bend knees, with the feet close to buttocks, feet
flat on the floor. Arms overhead.

5. Tuck Lying Position

Lying position on the back, pull the knees close to the forehead,
hold shin of legs.

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e. Arm Support Positions

1. Supine or back arm Support

From supine lying position, lift the body with straight arm support.
Body, legs and toes well extended.

2. Prone or front Arm Support

From prone lying position, lift the body with straight arm support. Body,
legs and toes well extended.

3. Side Arm Support

The body is supported with the right arm; the body well extended.

f. Four – Base positions

1. Dog-stand position
From kneeling position, place the hands on the floor, elbows straight,
toes pointed, the knees and hands are the base support.

2. Bridge Stand Positions.

From hook sitting lift the truck; legs and arms in right angle with the
truck.

g. Hand Positions
1. Hands on Waist
Place the hands-on waist.

2. Hands on Chest
Palm facing downward, thumbs touching the chest, elbow on line
with the shoulders.

3. Hands on Shoulders
Bend arms from the elbow, finger tips touching the elbow; elbow in
line with the shoulders, rib cage is lifted.

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4. Hands on Neck
Place the hands behind the neck, elbow in line with me shoulders.

5. Hands on Hips
Place the hands on the hips. Thumbs pointing back and fingers
pointing front.

h. Arm Positions.
1. Arms forward
Raise arms forward with palm facing each other. Hands in line with
the shoulders.

2. Arms sideward
Raise arm sideward, palm facing downward, fingertips in line with
the shoulders.

3. Arms upward
Raise arms upward, palm facing each other, elbows touching the
ears. The whole arm in line with the body.

5. Arms oblique

6. Arms in T-positions

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APPLICATION (Let’s do it)

1. Perform the Gymnastics Positions

2. Create a Rhythmic Gymnastics Routine.

➢ The materials will be drawn ahead.

➢ The music accompaniment will be instrumental and slow beat.

Closure
What a performance! It was fun right?
It might be tiring though at the same time.

CONGRATULATIONS!!!

You just finish your Module 3.

For any clarification, feel free to message me.

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Module Summary: This module deals to test individual through the natural
medium of physical activities. It is a carefully planned sequence of learning
experience designed to fulfil the goals of Physical Education which is to assist
learner to develop and maintain a healthy lifestyle that can be achieved through
acquisition of knowledge, desirable habits and attitudes and wholesome
interpersonal relationships. It provides activities to check their overall physical
fitness status and to determine the student's strengths and weakness and to
recognize their potentials and limitations.

Module Formative Assessment: This module evaluates students’ learning

through wide-ranging measurement approaches in their skills-based performance
outputs to include such: written reports, written and practical quiz. This requires you
to understand, explain systematically and shares reflective thoughts on the
assigned topics. You will be test in the skills and techniques of gymnastics in terms
of controlling the body manipulations. To experience an actual and experiential
learning with a great sense of responsibility and scholarly directed

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COURSE SUMMARY:
The module will engage on the Physical Fitness Test, Exercises and
Gymnastic Activities
Fitness is highly essential towards total wellness. To continually feeling
better mentally, getting personal interactive exercises prevents individuals from
illness such as; heart disease, stroke, obesity, diabetes, and high blood pressure;
and it can make you look younger, increase and maintain bone density, improve
the quality of your life, and may keep you from getting sick. Getting physical
involvement, the body enhances the balance, speed, reflexes, and even mental
capabilities.

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Reference 1: Andin, Carmen Tabije. (2004). Reprinted. Foundations of

Physical Education. Rex Printing Com. Inc, Quezon City, Manila.

Reference 2: Belmonte, Paz-Cielo A. Physical Education Handbook.

Reference 3: Corbin, C.B. . (2015) Concepts of Fitness and Wellness - A

Comprehensive Lifestyle Approach. Boston: Mcgraw-Hill Higher Education.

Reference 4: Corbin, C.B., & Lindsey, R. (2006 Updated 5th ed.). Fitness for
Life. Champaign, IL: Human Kinetics.

Reference 5: Jackman, J & Currier, B (1995). Gymnastic skills & games.

London, A & C

Reference 6: MD Lauren E. Elson, Michele Stanten. (2015). Harvard Health

Publications.

Reference 7: Prentice, William E. (2015). Get Fit, Stay Fit. Boston: McGraw-
Hill Higher Education

Reference 8: Tulio, Doris D. (2008). Physical Education for College National

Book Store

Reference 9: Virginia D. Oyco, Ed. D. (2007). Revised. Physical Fitness for

College Freshmen. Rex Printing Com. Inc, Quezon City, Manila.

Reference 10: William D McArdle, Frank I Katch, and Victor L Katch. (2012)
Sports & Exercise Nutrition. Lippincott Williams & Wilkins

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