Republic of the Philippines

MINDORO STATE UNIVERSITY

Main Campus
Alcate, Victoria, Oriental Mindoro

SELF-TESTING
ACTIVITIES
(P.E. 111)

DANILO N. REYES, Ph.D.

Assistant Professor IV
Director for Sports Development, Culture and Arts
 PREPACE

The intent of this module is to broaden the concepts of the students on

physical education, fitness and gymnastics. This module aims to assists students’
participation in physical education activities and develop their knowledge,
attitudes, motor skills, behavioural skills and confidence needed to live and enjoy
a physically active lifestyle.

This module is divided into four chapters. The first two chapters concentrate
on the concepts of physical education and fitness. Included also are the theory and
description of physical fitness components, physical tests and other related
activities that are geared towards the attainment of the ultimate goal of physical
education. The last two chapters focus on the concepts of gymnastics and
aerobics. Theoretical principles and practical activities are also highlighted in these
chapters. It is hoped that this module will enhance the students’ physical, mental,
social, emotional and spiritual development through various physical education
activities and programs.
 Chapter 1

PHYSICAL EDUCATION

Introduction

Education is not only development of the mind but also of the body. As
educators would say, it is ideal to have a sound mind and a sound body. It is the
aim therefore of physical education instruction in its various kinds of physical
activity to promote the physical development and well-being of the individual.

Physical education is generally taught from kindergarten up to college. It

may start from simple rhythmic movements and activities to the more complex
which involve organized sports, gymnastics, dance, aquatics and calisthenics as
learners climb the educational ladder.

Physical education enhances an individual’s growth and development

through body movement. It aims to help students develop skills and good habits
and assists in developing skilled, smart, happy, competent and intelligent
individuals. The informal nature of the activities in physical education class
provides relaxation and relief from strains and tensions developed in classroom
academic subjects. It provides opportunities for socialization as well as the
development of mental capacities of an individual.

Today, physical education takes on a more relevant meaning. If during the

past years it meant drills, calisthenics and other physical activities to develop the
muscles, nowadays, it has a newer concept.

In its new concept, physical education is education through movement

which aims to develop the physical, mental, emotional, social and spiritual aspect
of an individual through properly selected physical activities.

Physical education is education through physical activities. In a way, it is

learning and teaching through movement. The movements become the process
through which teachers can help bring about the harmony of the physical,
intellectual, social and emotional aspects of an individual. As part of curriculum,
physical education provides selected and directed physical activities.

According to Andin (1988), physical education is an integral part of the

educational program designed to promote the optimum development of an
individual physically, mentally, socially, emotionally and spiritually through total
body movement in the performance of properly selected physical activities.

One of the most relevant goals of physical education is fitness. It means to

be able to live a healthy, useful and satisfying life. It means being able to live a life
happily with other people and be loved and respected in return. This means having
a good health to be able to enjoy life.

With active participation in physical education activities, students may be

able to attain physical fitness.

Objectives of Physical Education

A. Physical Development
Physical education which is an integral part of the curriculum has
positive benefits contributing to a person’s well-being. These contributions
justify why physical education is included in the Philippine educational
system.
Physical education develops a student’s physical growth and
development. With the acquisition and development of physical skills,
students increase their capability to enjoy lifetime recreational pursuits. This
is attained through regular exercises and participation in varied vigorous
activities. Regular physical activity and good physical fitness help a person
look good, feel good and enjoy life. Exercise helps keep body fat levels in
normal ranges and is responsible for muscle development that can improve
one’s perceptions of self.
B. Social Development
One advantage of physical activity is the opportunity to be with other
people. It is in this social experience that many appreciate the importance
of physical education activities. Through active participation in the activities,
positive and desirable traits are being developed like cooperation,
sportsmanship, friendliness, good leadership, respect the rights of others
and honesty in group competition among others. With appropriate physical
activities, students may develop the art of social relations.
The desirable social traits that may be developed in physical
education activities are worthwhile developing as these are manifested and
carried out in a person’s life time.

C. Emotional Development
Physical education activities provide opportunities for self-
expression and emotional maturity. People who have positive feeling about
physical activities are said to have positive balance of feelings. A positive
balance of feeling increases the chances that a person will develop self-
confidence, self-reliance and self-control. Positive character traits like
courage, determination and discipline are most likely to become part of an
individual’s life.
Such emotional development is attained because of the informal,
almost care-free nature of physical education activities. When there is a
balanced and positive emotional development, people will also have a
pleasant and wholesome personality.
Learners acquire knowledge and understanding of rules and
strategies of the games, sports and dance through physical education.
Varied activities in physical education help the students develop their ability
to analyse body movements, skills and game situations. In this way, the
mind is also developed. With one’s mental development, one discovers
various ways of expressions in movements in gymnastics and dance.
 D. Mental Development
Through physical education activities, the learners acquire
knowledge and understanding of rules and strategies of the games, sports
and dance instructions. Varied activities in physical education help the
students develop their ability to analyse body movements, skills and game
situations.

Program of Physical Education

The physical education program has three major areas, namely: Service
Physical Education (also known as Required Physical Education), Intramural
Sports and Inter-School Sports.
Service Physical Education. This is required of all students. The purpose
of the program is to provide instructions and develop skill, knowledge and
favourable attitudes towards physical activities.
Intramural Program. This is the competitive phase of sports activities,
Activities participated in the intramural program are those which are also offered
in the service curriculum.
Inter-School Sports (Extramurals). The emphasis is on instruction and
competition for students with relatively high levels of skills in sports. Participants in
these programs are the athletes who compete with others of comparable ability.

Purposes of Physical Education

Physical education has varied purposes among which are to:
1. make the learner experience a wide range of movement, knowledge, and
skill-building activities;

2. develop the learners’ values and responsible attitudes and behaviour

essential to a healthy lifestyle;

3. promote understanding and appreciation for differences among people in

physical activity setting;

4. develop the habit of regularly participating in physical activity as part of a

healthy-enhancing personal fitness plan;
5. improve the social, emotional, mental, physical and spiritual development
of each learner through a trained experienced teacher who chooses and
develops experience based on understanding of each student;

6. develop self-esteem, respect for, and understanding of others;

7. develop creativity and innovativeness inspired by an abiding faith in God

and love of country and fellowmen;

8. train good leaders with moral integrity of the highest order; and,

9. inspire love of and pride for our rich cultural heritage and strive for their
preservation and develop an understanding of the culture of others for a
feeling on international brotherhood and unity.
 Chapter 2
Physical Fitness and Anthropometric Measurements

Introduction

People nowadays know that health

is the secret of a long life. Thus, they find
ways how to get in shape. Some do it by
having a good diet and positive attitudes,
while others do a lot of exercise to be
physically fit.
Physical fitness is a physical condition
where a person can do tasks without feeling exhausted and still be energetic
enough to perform other activities.
It is good to be physically fit. It is to be strong, to show endurance, flexibility,
agility and balance. Speed, power and coordination are also components of
physical fitness.

Physical Fitness Defined

This is the capability of the body system to carry out day to day activities
and yet have the sustained energy to do leisurely activities or other unforeseen
activities.

Components of Physical Fitness

These capabilities are manifestation of physical fitness.
 Balance – The neuromuscular control of body position
 Coordination – Integrated movements of body parts using smooth, efficient
and purposeful efforts
 Flexibility – Maximum movements of joints of the body
  Strength – Maximum force of muscles to exert maximum movement in a
single move
 Agility – Rapid change of direction of position of the body and its parts
 Speed – Successive movements done rapidly
 Endurance – Sustained or continued effort even after strenuous work
 Strength – Capacity to sustain the application of force without yielding or
breaking
 Power – Ability of the muscles to release maximum force in the shortest
period of time
 Reaction Time – The ability of our mind and body to respond in a certain
situation

Benefits of Physical Fitness

Why be physically fit? One benefit is vitality. When physically fit, a person
uses less energy when doing some tasks. Also improves posture and is assured
of better postural alignment. Moreover, physical activities may relieve low back
pain as these strengthen back and abdominal muscles. Importantly, when one is
physically fit, there is smooth, efficient coordination of the muscular system
because of the activities which improve the muscular system coordination.

Other benefits are feelings of relaxation, improvement of personality and

social skills, development of mental fitness and general good health. It can be said
that physical fitness ensures wholistic personality development of an individual.

The Human Body

Physical education students should know the human body as this is used in
training and exercises. It is important that they know the implications of the parts
of the body to physical education.
 The Skeleton. This is the framework of
the body that protects the various bodily systems.
The bones that make up the skeleton among
children are more flexible. This is the best time
to teach them good posture otherwise they may
carry a bad posture as they grow older.
The skeleton is made up of joints that
make movements possible. There are three joints:
the synerthroses or immovable joints, ampidiarthroses
or slightly movable joints and the diarthroses or freely
movable joints. Physical education teachers are more
concerned on the diarthrotic joints like the ball and
socket and the hinge. As these are important to body movements.
Some of the more important body movements are flexion (movement as on
bending fingers), extension (movement as in straightening the fingers to open the
hand), adduction (movement as returning of arm back to the side of the body) and
abduction (movement of arm straight out the side).

Musculature. The musculative is essential to movement. Physical

education teachers must know how they function and provide for movement, give
form to the body and make breathing circulation possible.
 Two principles are important; muscle tonus meaning elasticity of the
muscles. This is essential to good posture and efficient functioning of the organic
system. On the other hand, reciprocal innervation where muscles play coordinated
movements. That is when muscles contract to perform a movement, another part
relaxes resulting to smooth movements.

Circulatory System. This system carries

food and oxygen to and brings wastes to the
many cells in the body. These are transported
by blood vessels. The blood keeps flowing as a
result of heart action, breathing and muscle
contractions. The heart is the center of the
circulatory system. It is a delicate piece of
machinery and should be protected against
diseases and injuries that may impair its use.
It is a muscle and like all muscles it
becomes stronger with use. The circulatory
system depends on the quality of the heart to
make it function smoothly and efficiently. With proper physical education activities,
the circulatory system and the heart may help an individual healthy.

Respiratory system. This system consists of air tubes leading to billons of

air sacs in the lungs. The respiratory system has two functions: take oxygen into
the body and give off carbon dioxide.
The chest cavity where the lungs and
heart are located is protected by the
breast bone and the ribs. In breathing,
the lift upward and outward and the
diaphragm pulled downward. For
physical education, the respiratory
system is beneficial to the human
mechanism. The breathing exercises help people regulate intake of oxygen which
presently is advised as a therapy for asthmatic individuals.

Students should be taught how to breathe properly and to see to it that they
do not expose themselves to places and situations where their system may take
polluted elements.

Physical Fitness Components

1. Nutritional Fitness
a. Body Mass (Weight)
 Purpose: This kind of measurement of body mass (weight) in
combination with stature (height) is used to determine body mass
index. This will reveal whether one has normal weight, is
overweight, or obese.
 Equipment: A bathroom scale accurate to 0.5 kilograms placed
on an even and firm surface. The scale should be calibrated
regularly.
 Procedure:
 The scale is adjusted to zero.
 Students stand barefoot and wear light clothing; a t-shirt
and shorts.
 Students stand erect and still with weight evenly
distributed on the center of the scale.
 Scoring: Record the student’s body mass to the nearest 0.5
kilogram.

b. Stature (Height)
 Purpose: Stature or standing height is the distance between the
floor to the vertex (top) of the head where height is measured.
 Equipment:
  A tape accurate to 0.1 centimeter firmly mounted and fully
stretched to a wall.
 A spirit level
 An even and firm flor
 Procedure:
 Stand erect on bare feet with heel, buttocks and
shoulders pressed against the tape measure.
 Place heels together gently with arms hanging freely
by the side with palms facing the thighs.
 Check that the body is fully stretched and the head is
not tilted backward.
 Look straight forward take a deep breath and stand as
tall as possible.
 Have heels of the students flat and not raised.
 Put the spirit level against the wall with the base on
the top of the head.
 Use the spirit level indicator to ensure it is level
 Scoring: Record standing height to the nearest 0.1
centimeter.

c. Body Mass Index (BMI)

It is numerical expression of body weight based on height and
weight.
Formula for computing Body Mass Index:
Weight (in Kilogram)
Height (in Meter)2

Example: 40 40
______ = ______ = 20.83 (overweight)
(1.20)2 1.44
 Standard:

Below 18.5 = underweight

18.5 – 24.9 = normal

25.0 – 29.5 = Overweight

30.0 – above = Obese

2. Muscular Fitness
a. Partial Curl- ups
 Purpose: This activity tests the strength and endurance of the
abdominal muscles. Strong abdominal muscles are important for
maintaining good posture, hip alignment and in preventing low
back pains.
 Equipment: None
 Procedure:
 Lie flat on the floor, knees bent with heels about 6 inches
from the buttocks, feet slightly apart and held down firmly on
the floor by his partner.
 With straight elbows places hands on knees and hold him
up by holding firmly his knees. This is starting position.
 He lowers himself slowly until the tip of his middle finger is
about an inch from the top of his knees.
 He raises himself up until he assumes the starting position
and without resting, he repeats the movement as many as
he can.
 The curl-up should be performed slowly at the rate of one
second in going down and one second in going up.
  Stop when you complete 50 curl-ups or commits a two (2)
form breaks. A break occur when you cannot keep up with
the cadence or stops and rest by holding on his knees.
 Scoring: Record the number of curl-ups performed. The maximum
score is 50 for male and 40 for female.

b. Trunk Lift
 Purpose: The activity is done to test the strength and flexibility of
the low back extensor muscles. A strong low back and abdominal
muscles are important for a healthy back.
 Equipment: A ruler marked clearly at the 15 and 30 centimeters
points.
 Procedure:
 Face down on the floor with hands, facing upward the thighs.
 Keep eyes forward, lift upper body slowly upward to a
maximum height of 30 centimeters.
 Hold this position while a tester measures the distance from the
floor to the tip of the chin of the student. The ruler should be
about one inch away from the chin of the student not directly
under it.
 Return to the starting position
 Repeat the movement
 Perform the test in a slow controlled manner with no bouncing
or jerky movements.
 Stretching should not be higher than 30 centimeters to prevent
hyperextension of the back.
 Scoring: Record the higher score of the trails to the nearest 0.1
centimeter.
Trunk Flexibility

 S.P. position, knees slightly apart; hands at the back of the thighs
 Action: Bend back as far as possible with the thighs in erect position
 Scoring: Measure in centimetre the distance of the head to the floor

c. Right Angle Push-Ups

 Purpose: This activity is used to measure the strength and
endurance of the arms and upper body muscles.
 Equipment: none
 Procedure:
 Have face down on the floor with the hands and the
thumbs in line with the shoulders.
 Have legs slightly apart, knees straight.
 Keep legs and back straight, student pushes off the floor
and assumes the starting position.
 Bend elbow and lower oneself until arms are at a right
angle.
 Repeat the movements for a maximum of 50 for male and
30 for female.
 Stop when you commit two (2) breaks, such as failure to
go down at the 90 degree angle failure to extend elbows
fully, unable to keep legs and back straight or maintain the
cadence of one second count in going down and one
second count in going down.
 Scoring: Record the number of push-ups completed.
3. Flexibility Fitness
a. Sit and Reach
 Purpose: This exercise is done to measure the flexibility of the
hamstring muscles (back of the thigh) and to some degree, the
lower back. Flexibility in this area is associated with a healthy back
and lower risk of injury. This modified test of the traditional sit-and-
reach test reduces the pressure on the lower back and prevents
hyperextension of the knees.
 Equipment: A tape accurate to 0.1 centimeters, firmly attached to
the floor, marked distinctively at the 50 centimeter point, a card
board or plywood by 20 centimeters.
 Procedure:
 Sit down on the floor with the tape between the legs;
partner places the tip of his shoes exactly at the 50
centimeter point.
 Brace extended right leg against the shoes of the partner
and bend left leg pulling the heels possible to the
buttocks, soles flat on the floor.
 Keep the extended knee straight, hands one on the top
of the other with fingers fully extended, slowly forward
and back two times.
 Stretch fully forward on the third time and hold the
position for one second so that score is noted.
 Repeat with the left leg extended and the right leg bent.
 Scoring: Record the distance reached with bent left and right leg.

b. Shoulder Stretch
 Purpose: To measure the flexibility of the shoulder joints and to
create an appreciation of the importance of flexibility in other parts
of the body.
  Equipment: None
 Procedure:
 Have right hand reach over right shoulder and at the same
time place left hand behind the back to try to touch the
fingers of the right hand.
 Perform the test with the left hand over the left shoulder
and the right hand behind the back.
 Scoring: Record the score as pass or fail for each test.

4. Physiological Fitness
a. 1 Kilometer Run/Walk
 Purpose: This activity is done to measure the ability of the heart,
lungs, circulatory systems and the muscles to transport and utilize
oxygen during physical activity. This test measures the level of
the students’ fitness and endurance. Running should be done at
a steady pace rather than running fast. Common mistake is to run
very fast too early and end up walking on the last part of the test.
The goal is to cover the distances as fast as possible without
experiencing undue fatigue. Endurance is important in football
and basketball. This test however is not a meant for children
below 10 years old.
 Equipment: A track oval running area with known measurement;
stopwatch.
 Procedure:
 Fifteen to 20 runners at a time will run the distance (2 and
½ laps), around a track oval. Their partners will monitor the
number of laps covered.
 The timer calls out the time in minutes and seconds as
runners cross the finish line.
 The partners list the time of those who ran and record it.
  Scoring: Record the time in minutes and seconds.

Sports Talent Components

1. Anthropometrics
a. Sitting Height
 Purpose: Sitting height is the vertical distance from the sitting
surface to the vertex (top) of the head. It is the total of the trunk,
neck and head length. The ratio of sitting height to the standing
height is relevant to performance in a number of sports. For
example in jumping events, it is better for this ratio to be lower,
that is the legs are long relative to the trunk.
 Equipment:
 A tape and spirit level used in the standing height
 A small platform with a flat, hard, even surface
 Procedure:
 Attach the tape to the wall so that it is zero (0) point in level
with the bench
 Sit on the bench with knees forward and bent, and hands
resting on the thighs which are parallel to the floor
 Have buttocks and shoulders rest lightly against the tape
positioned vertically on the middle behind of the student
 Have the body not lifted backward
 Look straight ahead, take a deep breath and sit erect as
possible
 Place the spirit level against the wall with the base on top
of the head using the spirit level indicator to ensure that it
is levelled
 Scoring: The sitting height is recorded to the nearest 0.1
centimeter
 b. Arm Span
 Purpose: Arm span is the horizontal distance between the tips
of the middle finger with the arms extended laterally at the
shoulder level. It includes the width of the shoulders and length
of both upper arms. Arm span is relevant in volleyball and water
polo where a greater arm span can be beneficial to
performance.
 Equipment:
 Two tape measures at least three meters in length and
accurate to 0.1 centimeter mounted horizontally on a
wall, each tape parallel to each other with the lower tape
approximately 1 meter above the floor and the upper
tape at least 1.5 meters above the floor. A corner of a
wall is used as the zero point.
 A tri-square
 Procedure:
 Stand erect with the back against the wall, feet together
and heels, buttocks and shoulder touching the wall.
 Extend arms laterally at shoulder level horizontally with
the palms facing forward and the tip of the middle finger
of one hand pressed against the wall at the zero point.
 If the student is tall / short and the extended arms are
above / below the tape measure, the arms are held in
a horizontal plane and use the tri-square held vertically
to line the end of the fingertip with the tape measure.
 Measure the distance from the zero point of the tape
to the tip of the middle finger of the other arm.
 Scoring: Record the arm span to the nearest 0.1 centimeter.

2. Muscular Power
a. Standing Long Jump
 Purpose: This activity is done to measure the power of the
leg muscles. Leg power is important to most events that
involve running, jumping and throwing. Most common is the
vertical jump to measure leg power.
 Equipment: A tape accurate to 0.1 centimeter at least three
(3) meters long and placed firmly on the floor, and a tri-square.
 Procedure:
 Stand behind the take- off line about six (6) to the left
of the tape, making sure that the tip of the shoes do not
go beyond the take-off line.
 Swing arms backward and jump forward on the floor
continue to move forward without stopping forward
momentum. Swinging the arms back and forth is not
allowed.
 Tester marks where the back of the heels of the
students landed noting the mark closest to the take-off
line landed with heels not together.
 Make another attempt.
 Farther distance of the two trials is recorded through
the tape.
 Scoring: Record the score in meters and the nearest 10
centimeter.

b. Basketball Pass
 Purpose: The basketball pass measures upper body power
to exert forceful movement utilizing the muscles of the arms
and the upper body. Strong muscles of the upper body are
important in spiking in volleyball, throwing in basketball,
passing in basketball, in throwing events and in most sports.
  Equipment: Size 7 basketball and accurately measured
throwing area at least 15 meters long.
 Procedure:
 Sit on the floor with buttocks, back and heads resting
against the wall; the legs are stretched horizontally in
front of the body.
 Use a two-handed chest pass to push the ball in
horizontal direction (45 degree angle) as far as
possible. A one arm pass is not allowed.
 Throughout the movement, keep head, shoulders
and buttocks in contact with the wall and see to it that
the ball is thrown only with the arm and shoulder
muscles.
 Two (2) trials are allowed with the tester noting the
distance to the nearest five (5) centimeters from the
edge of the wall to the base of the ball where it makes
contact with the floor on the first bounce.
 Scoring: Record the farther distance of the trials to the
nearest five (5) centimeters.

c. 15 Minute Run
 Purpose: The activity is used to measure running speed.
The ability to run very fast is an asset in most individual and
team sports. This also measures cardio-respiratory
endurance.
 Equipment: Stopwatch (es)
 Procedure:
 Stand behind the starting line. The starter and
timer at the finish line.
  Timer raises hand holding the stopwatch; shouts
out the signal; “Ready, Go”! and with the
command “Go!” simultaneously lowers raised
hand and starts the stopwatch; Student runs
around the running area. A spotter counts the
number of laps the student finishes.
 Scoring: Distance in meters covered by running or
jogging in fifteen minutes.
 Chapter 3
Gymnastics

Introduction
Gymnastics is one of the physical
activities which is used for therapeutic,
educational and competitive purposes.
Therapeutic gymnastics is a series of
selected exercises which help ease physical
discomfort or restore function to disabled
people. Educational gymnastics provides a program that develops strength,
rhythm, flexibility, balance and agility. Competitive gymnastics consists of sets of
events for men and women which showcases skills of contestants and which are
scored.

Gymnastics is a most valuable area in physical education as it deals with

the skills on the floor, balance beam skills, stunts, tumbling and the basic skills on
the vault. Such skills carry total fitness value.

Gymnastics helps develop firm, strong and healthy bodies. Gymnastics

activities improve a person’s poise, posture and coordination of the movements.

Most importantly, gymnastics develops self-confidence and self-discipline.

History of Gymnastics
Gymnastics is one of the oldest Olympics sports. It has always been part of
the ancient, as well as the modern Olympics games. The term “gymnastics” is
derived from the Greek word “gymnos.”, meaning naked.
In its earliest years, activities in gymnastics were stunts and tumbling. Other
activities were hanging, swinging, climbing ropes. The Chinese called some of their
exercises as “Kung Fu” or “Medical Gymnastics”. India calls its gymnastics “Yoga”.
 In Egypt, pictures on stones show Egyptians in balancing activities while in
Rome, the Romans used a wooden equipment shaped like the back of a horse to
practice mounting or dismounting. The Germans also gave importance of
gymnastics. They are the greatest contributors to our present day gymnastics.
The following people were considered great contributors in the development
of the gymnastics.

Johann Basedow (1722-1790)

Introduced gymnastics into the program of

instruction in the school

Johann Guts Muths

(1759 – 1839)
Great grandfather of gymnastics and
Wrote the first book “Gymnastics for the Youth”.
He introduced the use of the rope ladder, the
horizontal ladder, the oblique wooden ladder, the
climbing rope, the balancing beam and the vault
apparatus.

Perh Henrick Ling (1776 – 1839)

He invented the stall bars and the vaulting box.
He was the first to appreciate corrective value of
gymnastics
 Friedrich Ludwig Jahn
(1778 – 1852)
Known as the father of gymnastics, he
started the Turverein movement.

Adolf Spiess (1810 – 1858)

Introduced marching and freehand exercise with
music which are now commonly performed during mass
demonstration. He was instrumental on the use of the
horizontal bar as well as the parallel bars, the side horse and vaulting bucks.

American gymnastics was

initiated by Dr. Dudley Sargeant, the
first American contributor to
gymnastics. In the Philippines,
gymnastics was started by Director
Candido Bartolome of the University
of the Philippines and Francisca
Reyes Aquino.

Dr. Dudley Sargeant Francisca Reyes

Aquino

Gymnastics is a self-motivating activity where one can manipulate

movements the different parts of the body in varied movements (Dinoso, 1993). A
gymnast with a strong and flexible body can do many movements like a split, twist,
rotation, lay-out or tuck.
Gymnastics is made appealing when the systematic exercises use light
apparatus like rings, wands, etc. or other heavy gymnastics apparatus.
As of now, gymnastics include dance and locomotor skills executed with
fluidity in movement. Poise and grace in movements are also expected. From the
former very rigid movements, the modern gymnast now moves in amore relaxed
mode.
Generally, gymnastics is a competitive sport where individuals perform
prescribed acrobatics using special apparatus and good body control.

General Objectives of Gymnastics

The following are the essential objectives of gymnastics

1. Improve and maintain a physically fit body;
2. Improve efficiently movement through grace, poise, dignity, form and
rhythm;
3. Improve social development like courage, initiative, determination and
perseverance;
4. Correction of minor posture defects; and
5. To inspire and develop appreciation in gymnastics.

Gymnastics is an essential training which involves movements. Such

movements develop the muscles in the arms, shoulders, chest and abdomen.
Tumbling, for instance, develops leg muscles and develop a person’s agility,
flexibility, coordination, balance and good posture. Gymnastics involves repetition
of movement which when done with discipline develops mental alertness and
precision.

Terminologies in Gymnastics

1. Arc – A position where the body is curved like an arc of a circle, with the
hip forward and the head and trunk bent backward.
2. Base – a partner who supports the other performer above him.
3. Dismount – A stunt used by a performer to get off the apparatus.
4. Exercises or Routine – Series of dance skills, locomotor skills, gymnastics
skills and tumbling skills performed with or without music.
 5. Held or Static Position – Positions held for 2 seconds.
6. Mount – Stunts performed by a performer to go up on an apparatus.
7. Press – The application of steady pressure to a particular muscle or group
of muscle in order to attain a desired stretch.
8. Prone – Lying face down with the body straight.
9. Scale – Support on one leg with the other leg raised at the back and the
body arch.
10. Split – A position where the legs are extended forward and backward in a
straight position.
11. Spotter – A person who helps a performer go about a skill for the first time.
12. Spotting – The act of helping a person to go about a skill for the first time.
13. Straddle – a position where the legs are extended sideways.
14. Tuck – A position where the head and the knees are in contact and the
trunk is curved.

Values of Gymnastics
a. Physical Values
Participation in gymnastics will improve the participants posture,
timing and coordination, strength, power, flexibility, agility and muscular
endurance. Some improvement in cardio-vascular respiratory efficiency can
be accomplished but not as much as in activities such as swimming, track
and field, soccer, basketball and other activities which require sustained
effort in which many repetitions of a movement are performed against as
small resistance.
b. Character Development
Gymnastics can contribute to character development through
improving physical courage, determination, perseverance, self-respect,
self- reliance, decisiveness, resourcefulness, originality and initiative.
c. Social Values
Gymnastics when properly taught, can improve qualities of social
fitness such as cooperation, conservation, tolerance, courtesy, leadership
 and fellowship, helpfulness, appreciation for the abilities of others and fair
play.
d. Mental Values
Gymnastics provides great opportunities for creativeness and
originality, self-expression, initiative and mental health.

Phases of Gymnastics

Gymnastics is meant to develop strength, flexibility, balance, agility,

coordination and endurance. To attain these, the gymnast has to experience the
activities on the phases of the gymnastics program.

A. Gymnastics in Basic Service Physical Education

1. Gymnastic Marching

2. Conditioning Program
In this phase, the students are given warm up exercise which may
be made routinary to prepare them for more complicated movements and
condition students to the next heavier exercises. Warm-up exercises are
meant to stretch the muscles of the body and heat the body as well.
3. Rhythmic Gymnastics
This phase helps the students discover and explore the fundamental
movement combination and creating simple dance routine. The students do
exercises with musical accompaniment. The activities have more appeal as
they are performed in a rhythmical manner and movements are not rigid.
The exercises are free hand and the students are allowed to use other
materials which can add color and appeal to the exercise.
4. Stunts
This program is generally introduced in a form of a play for fun and
enjoyment as the students develop the basic of tumbling skills. These are
 activities that basically prepare the body to develop and test one’s flexibility,
balance, endurance, agility, coordination and strength by imitating actions
of animals, machine or human being either individual, partners or like-size
or in group of three or more.
5. Tumbling
This is the most important pace, because this is where the ability of
the performer is tested as he roles to enfro; twists, turns and springs about
on the mat, floor, and in the air.
6. Apparatus
In this pace, the performer are given the opportunity to gain self -
confidence and remove fear as he or she execute the developed skills on
top of the beam, horse vault , parallel or uneven bars, rings, horizontal bar
and pommel horse.
7. Pyramid Building
This pace of the program makes a picture (mural out of body static
position). The positions should be properly arranged and selected so that
they form the shape of the pyramid.

B. Competitive Gymnastics (as a sports)

Men Events
1. Floor exercise
2. Parallel bars
3. Horizontal bars
4. Side horse
5. Long horse vault
6. Rings
Women Events
1. Floor exercise with music
2. Balance beam (high)
3. Uneven parallel bars
4. Side horse vault
General Body Position
1. Standing
2. Kneeling
3. Sitting
4. Lying

Different Body Positions

1. Ordinary stand or straight position – Normal body alignment with feet
together and arm down at a side.
2. Pike position – Body bent forward at the hips with back straight, legs
straight.
3. Tuck position – chin touching chest, knees drawn up close to chest, feet
close to buttocks, back rounded, hands holding shin or hugging lower
legs.
4. Layout – body and legs extended in a back arc, head back arms usually
extended obliquely side-upward.
5. Dorsal stand – stand with back towards the apparatus.
6. Facial stand – stand facing the apparatus.
7. Lateral side or Transverse stand – stand with side toward the apparatus.

The Body Nomenclature

Four Divisions of the Body

1. Head
a. Skull
b. Face
c. Neck
d. Eyes
e. Shoulder
2. Upper Extremities: Arms, Superior Limbs
a. Upper arms (shoulder to elbow)
 b. Forearms (elbow to wrist)
c. Hand (wrist to fingers)
d. Fingers
3. Trunk
a. Chest region
b. Waist
c. Abdominal region
d. Hip region
e. Buttocks
f. Back (upper back and the lower back)
4. Lower extremities: Legs, inferior limbs
a. Thigh (hip to knee)
b. Lower leg (knee to ankle)
c. Foot

Parts of the body

Axes of the Body

a. Longitudinal Axis
b. Lateral Axis (cross axes)
c. Dorso-Ventral Axis

Planes of the Body

a. Lateral Plane
b. Antero-Posterior Plane
c. Horizontal Plane

Types of Body Movements

The Axial Movements. These are movements done by a part or several

parts of the body in stationary place.
 Bend or Flex – to move the body or part of the body around
a wide axis.
 Lift, Raise – to elevate a part of the body or the whole body
to a desired level.
 Stretch, extend, straighten – to lengthen a part of the body.
 Twist – to move a body around a long axis.
 Circle – to move a body around a point.
 Swing – to move continuously from one point to the other.
 Turn, Rotate – to change direction to move around an axis.

The Locomotor Movements. These are movements that bring the

performer from one place to the other.
The preparatory movements to locomotor movements.
 Point – to touch the floor with the toes, the knees well
extended.
 Step – to transfer weight from one foot to the other.
 Place – to touch the floor with the whole foot with slight body
weight on it.
  Spring – to push off the leg or legs in the air. It is a
combination of bend on the knees and leg stretch.

Types of Locomotor Movements

 Walk – a series of steps in all directions.
 Run – a walk with longer strides with a push off by the foot to
suspend the body momentarily in air.
 Hop – spring on one foot and landing on the same foot.
 Skip – step and a hop combination on one or same foot.
 Leap – spring on one foot and landing on the other foot.
 Slide – a full contact of the foot on the floor by gliding in any
direction.
 Gallop – a combination of a step and a cut.
 Jump – spring on one or both feet and landing on both feet.
 Chapter 4
Basic Positions in Gymnastics

Gymnastics involves flowing movements and the use of locomotor skills in

the performance of routines. Movements should be relaxed and easy.

Standing Position

 Feet together or Feet parallel

Have feet about one (1) inch apart,
toes pointing forward. Arms at the
sides.

 Stride Position
Have feet apart about 12 inches wide.
Stride may be made wider than 12
inches. Weight of the body is on both
feet and the trunk is at the center.
Arms at sides.
 Lunge Position
Bend one knee, while the other leg is
straight. Have weight on both feet.
Hands on hips.

 Half Knee Bend

Feet together, bend knees to about 45 0
angle; feet flat on floor, body erect,
hands on hips.
  Full Knees Bend or Squat Position
Have knees fully bent, sit on the heels
of the feet. Weight of the body should
be the balls of the feet.

Sitting Positions

 Long sitting Position

Sit with legs extended forward, toes
pointed, trunk erect and hands on hips.

 Hook Sitting Position

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

 Long Sitting Rest Position

Extend legs and toes forward; hands at
the rear on the floor, elbow and body
straight.

 Tuck Sitting Position

Sit on buttocks, bend knees close to
body; round back so that the forehead
and the knees are in contact; hold shin
of legs.
 Stride Sitting Position
Sit on buttocks, spread legs apart,
trunk erect, hands on thighs.

 Side Sitting Position

Sit on buttocks, bend right or left leg in
front; extend other leg sideward.
Hands on knees.

 Hurdle Sitting Position

Sit on buttocks, bend right leg at the
back about 900 angle, the other leg
extended diagonally.

 Heels Sit
Form a kneeling position, sit on the
heels of the feet, toes pointed. Hands
on hips.
Kneeling Positions

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

 Stride Kneeling Position

Kneel on both knees, with knees apart.

 Half Kneeling Position (Right or

Left)
Kneel on right, left in half kneeling
position in front. Hands on hips.

 One Leg Extended Kneeling

Position
Kneel on one leg with the other leg
extended sideward , forward or
backward.
Lying Positions

 Back or Supine Lying Position

Lie on the back, have the body well
extended, arms overhead, toes
pointed.

 Front or Prone Lying Position

Have body well extended and the front
of the body in contact with the floor.
Toes pointed arms forward.

 Side Lying Position

Have the body well extended with the
side of the body in contact with the
floor, one hand on the floor overhead
and other hand bent close to chest
palms on floor. Toes pointed.
 Hook Lying Position
Have the back in lying position, bend
knees, with the feet close to buttocks,
feet flat on the floor. Arms overhead.

 Tuck Lying Position

Lie on the back, pull the knees close to
the forehead, hold shin of legs.
Arm Support Positions

 Supine or Back Arm Support

From a long sitting position, lift the
body with straight arms support. Body,
legs and toes should be extended in
one straight line.

 Prone or Front Arm Support

From front lying position, lift the body
to front arms support; body, legs and
toes well extended and in one straight
line.

 Side Arm Support

Have body supported with the right or
left arm; the body is well extended.

Four-Base Positions

 Dog Stand Position

From kneeling position, place the
hands on the floor, elbows straight,
toes pointed; the knees and hands are
base of support.
  Bridge Stand Position
From hook sitting, lift the trunk; legs
and arms in right angle with the trunk

Hand Positions

 Hands on Waist
Place hands on waist, fingers pointing
front and thumbs pointing backward.

 Hands on Chest
Have palms faced down, thumbs
touching the chest, elbows in line with
the shoulder.

 Hands on Shoulders
Bend arms from the elbow, finger tips
touching the shoulders, elbow in line
with the shoulders, ribcage lifted.
  Hands on Neck
Bend arms from the elbows, place
hands behind the neck, finger tips
meeting each other, elbows in line with
the shoulders.

 Hands on Hips
Place hands on hips, thumbs pointing
back and fingers pointing front.

Arms Positions

 Arms Forward
Raise arms forward with palms facing
each other. Hands in line with the
shoulders, elbows slightly extended.

 Arms Sideward
Raise arms sideward, palms facing
down, finger tips in line with the
shoulder.

 Arms Upward
Raise arms upward, palms facing each
other, elbows touching the ears, the
whole arm in line with the body.
3. Stunts

Still, a basic phase of gymnastics is the stunt. Some stunts are

simple that they can be used as conditioning exercise. Stunts are in the form of
play and are used to test the balance, coordination, endurance and flexibility
skills. Stunts are important as they are preparatory to tumbling.

Types of Stunts

1. Individual stunts – stunts performed by only one person.

2. Dual stunts – stunts performed by two persons.
3. Group stunts – stunts performed by three or more persons.
4. Combative stunts – stunts where two performers or more, fight each other
showing strength, balance, agility and endurance.

Example of Individual Stunts

 Turk Stand
In cross sitting position, arms in front of the body clasping the
elbow, stand without breaking the hand clasp and the leg cross. Do
this several times.

 Rocking Chair
In tuck sitting position, roll on back until the buttocks are up. Return
to tuck sitting position. Do this several times.

 Prone Rocking
Grasp the ankles in rear with the hands, arch back, head up. Rock
forward and backward.

 Ankle Hold Walk

Hold the ankle with hands, legs relatively straight. Walk forward.
 Coffee Grinder
Side support position, walk on feet to go around a circle. Do this
right and left.

 Egg Roll or Tuck Roll Sideward

Tuck lying position, roll sidewaed without breaking the tuck position.

 Log Roll
Supine lying position, hands clasped overhead, roll sideward right
or left with the body, arms and legs relatively straight.

 Human Ball
Frog sitting position, hold the feet so that the arms are between the
knees. In tuck position, roll on the right side continue on the back to
the left side and come up to original position.

 Jump to Full Turn

Half-knee bend, jump in air at the same time turn in air as the body
is suspended. End facing the same direction.

 Dog Walk
In a four-base support, buttocks up walk alternately right, left with
the hands and feet.
 Frog Kick
Squat position, hands on the floor in front of the knees, push with
the feet so that the buttocks are lifted in rear. The weight of the
body is on the hands.

 Lame Dog Walk

Place hands in front on the floor, buttocks up and one leg extended
in air. Move both hands forward, then hop supporting foot close to
the hands. Repeat the movement several times.

 Frog Jump
Squat position, hands on floor, jumps forward as far as you can,
end in the squat position.

 Inch Worm
From a front arm support, walk on feet toward the hands with knee
straight-8 counts. Then walk with the hands forward-8 counts to
front arm support.

 Crab Walk
From a bridge stand position, walk on hands and feet alternately
towards the head.

 Hip Walk
From a long sitting position, hands on neck, walks on buttocks
forward or backward
Example of Dual Stunts

 Wring the Disk Cloth

Partner faces each other and joins hands. Raise one joined hands
while the other is lowered. Turn under the raised hands and end in
a back to back position. Continue the turn to face each other again.
Do this fast and several times.

 Chinese Get-Up
Long sitting position, partner stay back to back position with elbows
locked. Bend right knee ct. 1, bend left knee ct. 2, push against
each other back to stand ct. 3. Go down to original position 4
counts.

 See-Saw
From hook sitting position, partner’s feet together, hold each
other’s hands. One partner goes to lying hook positions and the
other partner stands to bend forward. Repeat with the other partner
standing, etc.

 Jump Over
One partner stands with hands on knees, trunk bend forward. The
other partner jumps over the back of the partner.

 Three Partners-One Jump Over

Partners join right and left hands. Third partner joins free hands of
first and second partner. Third partner jumps over the joined hands,
forward then back, partners help on the jump.
Examples of Group Stunts

 Walking Chair
a. Form a line one behind the other. Hold the waist of the person in
front.
b. On signal “READY” all participants go to half knee bend.
c. On command “GO” walk on right, left, right, etc.
Note: The body should be erect and the heads properly aligned.

 Merry-Go-Round
a. In circle formation.
b. Hold each others waist, all small participants sit alternately with
the bigger ones.
c. All those seated put their feet together.
d. On signal “GO” all those seated will go to straight body position.
e. The ones standing go around to imitate a merry-go-round.

 Skin the Snake

a. Line one after the other, then go to stride stand position.
b. Extend right arm forward to hold the left hand of the performer in
front. Bend trunk forward.
c. Last person with feet together sit while the rest of the people in
the line move backward in stride position, one performance
sitting one after the other.
d. After all are in a lying position the last performer to sit starts to
stand, the rest follow ending from the starting position.
Note: The clasp of the hands should never break throughout the
performance.
 Examples of Combative Stunts

 Rooster Fight
Two players enter a ten-foot diameter circle. Each player squats
and holds on to her ankles. The objective of this activity is for a
player to be the first to bump the other out of the circle. Each player
is given three warning before being disqualified or there can be
more than two players in the circle. Each player drives out another
out of the circle. The last one left in the circle wins.
 Hop Shove
Two students engage in a mild combative event. Each player holds
on to one of her ankles with one hand and hops on a free leg and
tries to bump shoulders with the opponent. The player is to make
the other player lose balance and let go of the ankles.

4.Tumbling

This phase of gymnastics program is the most important because this is

where the ability of the performer to roll to and fro; twist, turn and spring about on
the mat, floor and in the air is seen.

Tumbling is a skill in gymnastics that requires strength of the arms and

flexibility of almost all parts of the body. Master of the fundamental stunts and
skills will help the performance execute the tumbling skills with ease and grace.
This is done for better timing, speed and agility.

Safety Precautions

1. All tumbling must be done in the mat specially if they are done for the first
time.
2. Warm-up exercises are a must before doing any skill exercise.
3. Check arm and body positions before moving and have a ready spotter.
4. Concentration is a must.
Preparatory Stunts to Tumbling:

 Tuck Position
Round the body with the knees in
contact with the forehead. This is
done in inverted position.
 Pike Sitting Position
Be in a long sitting position. Behind
trunk forward so that the front of
the body is in contact with the legs.
 Pike Standing Position
From a squat position, hands flat
on the floor; raise buttocks to full
retention of the legs; the head is
tucked.

 Shoulder Stand
Extend the body and legs upward
so that the base of support is the
head and the shoulders. The
hands support the hips.

 Overhead Reach
Put the legs over the head so that
the toes touch the floor over the
head.
  Bridge Stand
With the hands and feet as the
base of support, push the body up
to high arch. The hands, arms and
shoulders in one line.

 Forward Split
Full extension of the legs forward
and backward. Buttocks on the
floor.

The Tumbling Skills

Forward Rolls

 Tuck Forward Roll

Steps:
1. Squat position knees together; place in front of the knees flat on the
floor, fingers pointing front.
2. Tuck the head so the chin touches the chest.
3. Raise buttocks up to pike position.
4. Bend arms until the shoulder reach the mat.
5. Roll on back in tuck position.
6. Come up to squat position, arms forward.
 Straddle Forward Roll
Steps:
1. Starting position is either standing feet together or stride stand
position.
2. Place hands on the mat and roll on back.
3. End in a wide straddle position, arms upward.

 Forward Roll from a Lunge Position

Steps:
1. Starting position is lunge forward right.
2. Place the hands on the mat in front of the right foot.
3. Tuck the head in and bend the arms until the shoulders touch the mat.
4. Roll with the right knee close to the head.
5. Come up to squat position, one leg extended.
  Pike Forward Roll
Steps:
1. Standing feet together; arms upward close to the ears.
2. Bend forward to pike position at the same time place the hands flat on
the floor; the head tucked.
3. Roll on back; the legs straight all the way.
4. Come up to stand.

Backward Rolls

 Tuck Backward Roll

Steps:
1. With the back facing the mat, squat position; arms in front of the knees,
hands flat on the floor.
2. For momentum, place eight of the body before the roll.
3. Sit to tuck position to continue rolling on the back; elbow close to the
head; fingers pointing back.
4. Continue rolling until the hands touch the mat (overhead reach
position).
5. Immediately push with the hands to clear the head.
6. End in squat position, arms forward.
 Straddle Backward Roll
Steps:
1. Starting position either feet together or wide stride position; arms
upward, sit on buttocks.
2. Place the hands on the mat palms flat, head tucked.
3. Roll on back backward, legs on wide stride.
4. Push up as soon as the feet touch the mat.
5. End in wide stride position standing.

`
 Backward Roll from Long Sitting Position
Steps:
1. Starting position is long sitting, arms upward.
2. Bend forward to overhead reach, immediately push the arms to squat
position.
Cartwheel

Steps:

1. Standing on left foot, right pointed forward; arms overhead close to the
ears.
2. Step the right foot forward at the same time kick the left leg sideward and
place the right hand on the mat weight of the body in it.
3. Continue the body and leg rotation transferring the body weight on the left
hand; legs in wide stride in air.
4. Land on the left leg sideward left, and stand.

Apparatus Exercises (Heavy)

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

Gymnastics Apparatus

 Balancing Beam – A woman gymnast has to execute her graceful routines

on a beam that is just four inches wide.
 Uneven Bars – This woman gymnastics event is a crowd puller. It allows
for a fine demonstration of the gymnast’s upper body strength, split second
timing and aggressive approach. This event is judged on continuous fluid
movement without breaks or pause

 Pommel Horse – This gymnastics event is one of the most difficult yet most
subtle. Complex hand placements juxtaposed with body positions allow a
gymnast to seamlessly flow from one swing or tumble to another.
 Horizontal Bar – The Horizontal or High bar is the perfect man gymnastics
even to showcase a gymnast’s artistry and daring.

 Still Rings – The rings should be absolutely still and under control. The
gymnast has to be perfectly still and possess proper body position to display
mastery over this event.

 Vault – The height, distance of travel and the overall acceleration on the
vault mark out an excellent man gymnastics champion from the ordinary.
The athlete approaches the vault and takes off from the springboard with
an acrobatic maneuver in the air. A poised landing will end the performance
with panache.
Pyramid Building

This phase of the program makes a pictures (mural) out of body static
positions. The positions should be properly arranged and selected so that they
form the shape of a pyramid.

Examples:
 Chapter 5
Aerobics

Introduction

Most of the people have

Mistakenly perceived that when
they get exhausted during or after
physical activities the body has
been completely exercised. However,
the exhausted feeling is only a mental
fatigue caused by several anxieties due to the pressures of work and other related
factors. Actually, a body which is truly exercised is refreshed and relaxed. Aerobics
is an example of exercise that has relaxing and refreshing impacts on the body
that one can engage in, after daily work.

The word aerobic means “with oxygen” but aerobics usually refers to any
kind of activity that gets your heart pumping and your muscles using oxygen. On
the other hand, Dr. Kenneth H. Cooper defined aerobics as a variety of exercises
that stimulate heart and lung activity for a time period sufficiently long to produce
beneficial changes in the body. Examples are running, swimming, cycling and
jogging.

In 1968, Jackie Sorenson developed and introduced a series of dance

routines known as the aerobic dance to considerably improve the cardiovascular
fitness. It truly gained attentions with the United States and later became popular
to the other countries. Aerobic dance is defined as a series of fun, rhythmic
exercises that are normally done in presence of music in a class led by an
instructor. These rhythmic exercises are performed within an adequate period of
time and vitally enough for the body to require more oxygen supply.
Benefits of Aerobic

1. The heart works more efficient and becomes more stronger.

2. It helps to control the weight.
3. Reduces the risk in developing diabetes, obesity and any heart disease.
4. It increases endorphins.
5. Increases the body’s ability to take in oxygen and makes the breathe faster.
6. Improves the body muscle strength and flexibility.
7. Aerobics increases the resistance fatigue and gives more energy.
8. Improves the mood and reduces depression, stress and anxiety.
9. Helps in prevention of cardiovascular diseases.
10. Helps to reduce blood pressure.

Types of Aerobics

Low - Impact Aerobics

Low impact aerobics involve rhythmic, continuous movements that exercise

large muscle groups. When done on land, one foot remains on the floor at all times
during low impact aerobics. This aerobic level includes control arm and leg
movement.

High - Impact Aerobics

High impact aerobics is continuous, high energy activity that involves

movements which take both of the exerciser’s feet off the floor simultaneously.

Step Aerobics

Step aerobics utilizes stepping up and down fromj a platform step aerobics
can offer a moderate-to high-intensity cardiovascular workout with low impact
stresses intensity of the class can be individualized by changing the platform height
and use of propulsion.
Aerobic Dance - Safety Rules

1. Only students with medical check-ups showing nothing wrong should

participate.
2. Each lesson should include a warm-up, stretching, aerobics and cool down.
3. A wooden, rubberized or carpeted floor should be used.
4. A tennis type shoe designed for multi-direction movement with good arch
support should be worn.
5. Start with a low-impact aerobic exercise routine and gradually increase with
faster body movements and increased arm movements.
6. Each student should progress at their own rate using the walk-jog-run
variable to accomplish this.
7. The heart rate must be monitored and students must stay within their
working heart rate limits (WHR).
8. Regard obesity as a medical problem needing special modification.
9. To avoid fatigue and stress on any one muscle group, it is a good idea to
change the movement after 16 repetitions. By using the number 16, the
movements will fit to the music as the measures are usually 2 beats or 4
beats.
10. Report any accidents to the instructor immediately.
11. Return all equipment to the designated area.

Phases of Aerobic Dancing Workout

1. Limbering Exercises. This is initial phase of the workout to enhance

flexibility. It includes stretches and bounces done to music within 3-4
minutes.
2. Warm-up. In this phase the muscles are condition for more vigorous
movements. The warm-up will start from slow and then gradually increase
the intensity as a preparatory for the main aerobic dance workout. This is
done to music within 3-4 minutes.
 3. Aerobic Dancing Routines or Workout. This is the main aerobic dance
phase, it is composed of a series of steps, patterns and complete dances
styled to a wide range of music that lasts for about 30 minutes.
4. Cool down. This is the last phase of the workout. The last five minutes
should be done with slow and moderate exercises or dance steps to go
back gradually to right recovery level. Limbering exercises may also use in
cooling down.

Pulse Taking and Heart Monitoring

Before engaging in any activity, the student should know how to get his
pulse rate to avoid injury or damage to the heart. The following principles should
be observed:

1. Theoretical Maximal Heart Rate (TMHR) – the highest maximal heart rate a
homo sapiens reaches which is 220 b/m.
2. Personal Maximal Heart Rate (PMHR) - it is taken by subtracting the age
from the TMHR.
a. 20 years old – 200 b/m
b. 40 years old – 180 b/m
c. 609 years old – 160 b/m
3. Training Heart Rate – minimum and maximum training heart rate required
for any given activity.
Minimum Training Heart Rate – 60% of PMHR
a. 20 years old – 120 b/m
b. 40 years old – 108 b/m
c. 60 years old – 96 b/m

Maximum Training Heart Rate – 80% of PMHR

a. 20 years old – 160 b/m

b. 40 years old – 144 b/m
c. 60 years old – 128 b/m
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