PE01 MODULE 1 Introduction To PE

Module 1 Physical Activity Towards Health and 1F
MODULE 2
INTRODUCTION TO PHYSICAL EDUCATION AND PHYSICAL FITNESS TEST
INTRODUCTION
People nowadays, have many reasons why they are less active in physical activities or
workout. Some which are; insufficient time, boredom, fear of injury, lack of motivation,
we may also consider the type of workout or physical activity they partake that may lead
them to limit their participation in these activities and resulted it to poor health and
unhealthy diet.
Nutrition has vital role in the performance in the different physical activity, if your heart
and lungs are weak it may lead to multiple health problems such as heart attack and
stroke.
This self-learning module for Physical Education 01, will help the learner to understand
the importance of exercise or physical activity in the easiest way and simplest form.
This module will also help you to become aware about fitness that involves skills that
will enable you to become and stay physically healthy. Module 2 course topics on Heart
rate monitoring, Body Mass Index, Skill related Fitness Assessment, Health related
Fitness Assessment.
Learning Outcomes:
At the end of this module, you are expected to
1. assess their fitness level through different fitness testing activities;
2. identify the different components of skill and health related physical fitness;
3. perform different exercises on skill and health related physical fitness;
4. develop one’s own health and skill related physical fitness activity; and
5. show appreciation on the importance of skill and health related fitness through
your exercise and activity.
THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY
PROHIBITED.
PRE LECTURE ACTIVITY
Physical fitness test

focuses on personal
health and how the
healthy Activity
lifestyle 1.1
of
physical activity
affects us as a person.
Create your own meme, using the photo below.
YOUR HEART
Resting
Exercising
Making meme
Instead of
working.
After answering the activity above, the following content will lead you to have a better heart beat and
understand the importance of physical fitness test to our cardiorespiratory system.
CONTENT
Although physical fitness test and exercise participation is relatively safe for most healthy individuals, the
reaction of the cardiovascular system to increase physical activity cannot always be totally predicted.
Consequently, there is a small but real risk of certain changes occurring during physical fitness test and
exercise participation. If any conditions occur, consult your physician before you participate or execute
exercises.
PROHIBITED.
Key points
 PHYSICAL EDUCATION Is the integral part of school curriculum, that aims to develop the
physical, mental, social, emotional and spiritual aspects of an individual; through well selected
physical activities that will help students attain and maintain their well-balanced life.
 PHYSICAL EDUCATION is an agent for health and wellness that can promote personal
responsibility and control for active lifestyle.
 PHYSICAL EDUCATION contributes to individual wellness through the innate “experience of the
moment” and is reinforce on a daily basis through the knowledge, skills, and feelings of enhance
self-esteem and wellness that develop overtime.
FOUNDATIONS OF PHYSICAL EDUCATION
1. CULTURAL FOUNDATION
 PE are sports history and sport philosophy.
These includes our heritage in thought and deed, our philosophy, our history, our art, our literature
2. SOCIAL FOUNDATION
 PE are sports sociology and exercise and sports psychology.
3. SCIENTIFIC FOUNDATION
 Are concerned with social phenomena. Along with the science areas are motor behavior,
which branches from psychology but includes aspects of the scientific foundations,
biomechanics and exercise physiology.
4. CURRICULAR FOUNDATION
 The curriculum for PE builds on the prior knowledge and skills that students will have
obtained through the Basic Education PE Curriculum.
 PE Curriculum will also help to promote the development of a lifelong interest in sports
participation.
PURPOSE OF PHYSICAL EDUCATION
 The main purpose is to develop the knowledge and understanding, skills, capabilities and
attributes necessary for mental, emotional, social and physical wellbeing now and in the future.
 G – GOAL SETTING
 E – ENJOYMENT
 T – TIME MANAGEMENT
 A – ATTITUDE
PROHIBITED.
 C – CONFIDENCE IN ABILITIES
 T – TV AND VIDEO GAMES RESTRAINTS
 I – INTRINSIC MOTIVATION
 V – VARIOS HEALTH BENEFITS
 E – EDUCATION ON HOW TO BE ACTIVE
 F – FAMILY, FRIENDS, AND PEER INFLUENCES
 O – OLD AGE IS NOT A BARRIER
 R – RECREATIONAL PROGRAMS INVOLVMENT
 L – LOVE LIFE AND CARPE DIEM
 I – INTERSONAL SKILLS
 F – FACILITY AND EQUIPMENT ACCESS
 E – ECONOMIC STATUS, HEALTH AND WELL BEING
SIGNIFICANCE OF PHYSICAL EDUCATION
1. PE enhance an individual’s ability to concentrate and maintain focus.
2. PE is important for healthy growth and development.
3. PE prevents sleep deprivation.
4. PE helps in relieving stress and anxiety.
5. PE makes an individual flexible and happy.
PROHIBITED.
A. HEART RATE MONITORING

Heart rate can be obtained by counting your pulse either on the wrist
over the radial artery or over the carotid artery in the neck. In Activity
DEFINITION OF TERMS
1.2 you will have an opportunity to determine your heart rate and blood
pressure and calculate the extra heart rate life years an increase in Systolic Blood Pressure (SBP)-pressure
exercise may produce. You may count your pulse for 30 seconds and exerted by the blood against walls of
multiply by 2 or take it for a full minute. The heart rate usually is at its arteries during forceful contraction
lowest point (resting heart rate) late in the evening after you have been (systole) of the heart.
sitting quietly for about half an hour watching a relaxing TV show or Diastolic Blood Pressure (DBP)-pressure
reading in bed, or early in the morning just before you get out of bed. exerted by the blood against the walls
Your pulse should have a consistent (regular) rhythm. A pulse that of the arteries during the relaxation
misses beats or speeds up or slows down may be an indication of heart phase (diastole) of the heart.
problems and should be followed up by a physician. Unless you have a
Bradycardia- Slower heart rate than
pathological condition, a lower resting heart rate indicates a stronger
normal.
heart. To adapt to cardiorespiratory or aerobic exercise, blood volume
increases, the heart enlarges, and the muscle gets stronger. A stronger Sphygmomanometer- Inflatable
heart can pump more blood with fewer strokes. Resting heart rate bladder contained within a cuff and a
categories are given in Table 1.6. Although resting heart rate decreases mercury gravity manometer (or aneroid
with training, the extent of bradycardia depends not only on the manometer) from which blood pressure
amount of training but also on genetic factors. Although most highly is read.
trained athletes have a resting heart rate around 40 beats per minute,
occasionally one of these athletes has a resting heart rate in the 60s or
70s even during peak training months of the season. For most
individuals, however, the resting heart rate decreases as the level of
cardiorespiratory endurance increases. Blood pressure is assessed using
a sphygmomanometer and a stethoscope. Use a cuff of the appropriate
size to get accurate readings. Size is determined by the width of the
inflatable bladder, which should be about 80 percent of the
circumference of the midpoint of the arm. Blood pressure usually is
measured while the person is in the sitting position, with the forearm
and the manometer at the same level as the heart. The arm should be
flexed slightly and placed on a flat surface. At first, the pressure is
recorded from each arm, and after that from the arm with the highest
reading. The cuff should be applied approximately an inch above the
antecubital space (natural crease of the elbow), with the center of the
bladder directly over the medial (inner) surface of the arm. The
stethoscope head should be applied firmly, but with little pressure, over
the brachial artery in the antecubital space.
PROHIBITED.
B. BODY MASS
INDEX
Body Mass Index (BMI) is a measurement of a person’s weight with respect to his or her height. It is
more of an indicator than a direct measurement of a person’s total body fat.
The WHO defines an adult who has a BMI between 25 and 29.9 as overweight - an adult who has a
BMI of 30 or higher is considered obese - a BMI below 18.5 is considered underweight, and between
18.5 to 24.9 a healthy weight .
BMI calculation
BMI in an individual is calculated by the use of a mathematical formula. It can also be estimated using
tables in which one can match height in inches to weight in pounds to estimate BMI. There are
convenient calculators available on internet sites that help calculate BMI as well.
To compute for your BMI use the formula, Weight/ Height2 (metre)
Example. 63 kg./1.73cm2 = 21.07 (normal)
The table below is the ideal BMI of individuals ranging 16-60 years old
Body Mass Index Classification
PROHIBITED.
QUIZ 1
EQUIPMENT
1. Stop watch
2. Blood Pressure equipment(Digital/Manual)
I. RESTING HEART RATE AND BLOOD PRESSURE

Instruction: In one minute put your index and middle finger together at
your neck (under your ear) to determine your resting heart rate, and use
equipment for your blood pressure in the right and left arms while
sitting comfortbly in a chair.
Resting Heart Rate: bpm Rating: (see table 1.6)
Blood Pressure:
Right Arm Rating (see table 1.7) Left arm Rating (see table 1.7
Systolic
Diastolic
PROHIBITED.
PRE-TEST
Anthropometric Data
Height (m): _____________________Weight (kg): ___________
Waist Circumference (cm): _________Hip Circumference (cm): ____
Waist-Hip Ratio: __________________Classification: _________
Age Predicted MHR: ________________
50%MHR_______ 85%MHR_______
Fitness Indicators
Cardiovascular Fitness:
VO2max: _____________________ Classification:
_________________
Muscular Fitness
Push-up Test: ___________________Classification: _______________
Trunk Curl Test: _________________Classification: _______________
Flexibility
Sit & Reach Test: _________________Classification: ______________
Back-Scratch Test: _____________(R) Classification:

_______________
Back-Scratch Test: ____________ (L) Classification:

_______________
Instructor's Signature: ________________Date:

__________________
PROHIBITED.
Body Mass Index (ASIAN) Waist to Hip Ratio

= weight/height squared =waist/hip
Classification: Underweight Normal Overweight Risk Men Women
BMI Value: <18.5 18.5-23.0 >23.0 Low <0.83 <0.71
Moderate 0.83-0.88 0.71-0.77
High 0.89-9.1 0.77-
0.82
Very High >0.94 >0.82
Resting Heart Rate:

Classification: <59 (Excellent); 60-69 (Good); 70-79 (Average); 80-89: Fair 90>(Poor)
Age-Predicted MHR: (220-Age) x 50% and 85%
3mins. Step Test

Procedure:
Warm up for 10 mins. Set metronome to required cadence (96bpm=men; 86bpm=women). At the command “GO”,
start stopwatch. Upon completion, student remains standing. Take 15sec HR from 5-20 sec into recovery. (HR x 4)
and compute VO2max.
VO2max: Women: =65.81 – (0.1847 x HR). Men: =111.33 – (0.42 x HR)

Male (Values in ml/kg/min)
Age Very Poor Poor Fair Good Excellent
Superior
13-19 <35.0 35.0-38.3 38.4-45.1 45.2-50.9 51.0-55.9 >55.9
20-29 <33.0 33.0-36.4 36.5-42.4 42.5-46.4 46.5-52.4 >52.4
Female (Values in ml/kg/min)
AgeVery Poor Poor Fair Good ExcellentSuperior
13-19 <25.0 25.0-30.9 31.0-34.9 35.0-38.9 39.0-41.9 >41.9
20-29 <23.6 23.6-28.9 29.0-32.9 33.0-36.9 37.0-41.0 >41.0
Push-Up:
Sex Age Excellent Very Good Good Fair N/I
Male 15-19 >39 29-38 23-38 18-22 <18
20-29 >36 29-35 22-28 17-21 <17
Female 15-19 >33 25-32 18-24 12-17 <12
20-29 >30 21-29 15-20 10-14
<10
Trunk Curl:
Sex Age Excellent Very Good Good Fair N/I
Male 15-19 >25 23-24 21-22 16-20 <16
20-29 >25 22-24 16-20 11-15 <11
Female 15-19 >25 21-24 16-20 11-15 <11
20-29 >25 18-24 14-17 5-13 <5
Seat and Reach Wall TestBack Scratch Test

Performance Level
ExcellentPalms touching the wallFingers Overlap
GoodKnuckles Touching the WallFingertips Touching Only
AverageFingertips Touching the Wall
PoorCannot Touch the Wall
Needs ImprovementFingertips Not Touching
PROHIBITED.
C. HEALTH -
RELATED FITNESS
Self-health related fitness test is a self- test that primarily deals with the state of being healthy. The five
major
. components are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility
and body composition.
 Cardiorespiratory endurance refers to the capability of your lungs, heart and muscles to work
together as you perform the different physical activities over an extended period of time.
Examples are jogging, running, walking etc.
 Muscular strength is the amount of the exerted muscles against a resistance. Examples are
weight lifting, bench press,
 Muscular endurance is the ability of the muscles to work for extended period of time.
 Flexibility refers to the ability of the joints to move freely or bend beyond the normal range.
 Body Composition is the percentage of body weight that is fat compared to other body tissue,

such as bone and muscle. People who have a high percentage of fat are more likely to be ill and
have a higher death rate than lean people. Exercise and eating the right foods in the proper
amounts can improve body composition.
ACTIVITY 1
HIGH KNEES JOG
 This activity is similar to jogging in place but

in simplest form.
 Stand upright and bring you knees as high as
you can alternately.
 Perform this activity as fast as you can just
like jogging in place for 60 seconds in
everyday
 It is more effective if you’re going to bring
your knees on your highest level.
PROHIBITED.
ACTIVITY 2
JUMPING JACKS
 Jumping is considered as one of the oldest activity
for cardio exercise.
 Begin by standing with your feet, knees are
slightly bend and arms on your side.
 As started to jump, raise your both hands up and
feet are separating to the side.
 Land on your forefoot with legs apart and arms
overhead.
 Jump again while bringing your arms on the side
and returning your feet to position.
 Count as many as you can for 60 seconds.
ACTIVITY 3
KRISS KROSS JUMP
 The basic pattern of this activity is jumping on

your feet
 Begin by standing on your feet, jump on your feet
by bringing it on your side while your hands are
extended sideward.
 Jump again and this time you’re going to bring
your right foot across to the left foot on the other
side.
 The hands are moving same with the movement
of the feet. Do this alternately.
 Do it as long as you can.
D. SKILL-REALTED
FITNESS
There are six skill-related fitness components: agility, balance, coordination, speed, power, and reaction time. Skilled
athletes typically excel in all six areas.
1. Agility is the ability to change and control the direction and position of the body while maintaining a constant,
PROHIBITED. rapid motion.
For example: changing directions to hit a tennis ball.
QUIZ 2
Perform the Six Components of Skill-Related Fitness Activity, document each activity and paste it on the
provided page.
The purpose of this activity is to help you gain an understanding of what happens to your heart rate when you
perform activities to develop the six components of skill-related fitness. Perform each activity as fast and as
many times as you can for 30 seconds. Use your heart rate monitor, and record your heart rate before and
immediately after the activity. Also, make a note if you were winded at the end of an activity. Between each
exercise, walk slowly and allow your heart rate to go below 125 if possible.
If your heart rate is over 125 at the end of an exercise, record how long it takes to get below 125.
Activity Time Component Heart Rate Heart
PROHIBITED.
of Skill- Before Rate

Related After
Fitness
Obstacle Drill 30
(Run through tires plastic seconds Agility
bottles s or chairs)
Weave Through Chairs
Run as fast as you can 30 Agility
weave through chairs. seconds
Balance at Three Levels
Use block or stair
Balance with one leg
Move to a low level and 30 Static (Still)
balance (10 seconds). Move seconds Balance
to a medium level and
balance (10 seconds). Move
to a high level and balance
(10 seconds).
Pick Me Up
Place an object in front with Dynamic
12 inches apart from your 30 (Moving)
feet then stand in one leg seconds Balance
and pick up the object.
Catch the Ball
Throw ball against wall and
move to try and 30 Eye-Hand
catch the ball. If possible, seconds Coordination
use specially made
ball that causes irregular
bounce.
Tap Me Please
Place any kind of ball on 30 Eye-Foot
ground in front of you. seconds Coordination
Tap right toe then left toe on
top of the ball.
Alternate taps and go as fast
as you can.
Sprints like Bolt
Perform short sprints (about
10 meters). As soon as you 30 Speed
finish one sprint, sprint back seconds
to the
PROHIBITED.
starting line. Repeat for time

period.
Running to the Side
Perform shuttle run between 30 Speed
two lines with the distance of seconds
6 meters.
Skip with High Knee
Perform skipping motion with 30 Power
high knee lifts. seconds
Jump Up to the Top
Perform jumps to an elevated
surface or stair 30 Power
(Approximately 1–2 feet). seconds
Step down and jump again.
Repeat for time period.
Catch Me I’m Falling
Hold a ball in one hand and
drop. Attempt to catch the 30 Agility
ball with the same hand just seconds
before it hits the ground.
Grab Me First
Work with a partner. Both in
push-up position
facing each other with a cap 30 Agility
placed between the two of seconds
you. See who can grab the
cap the fastest.
B. Analysis
In what activities did your heart rate reach above 180? Why do you
think that occurred?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
In what activities did your heart rate reach from 150 to 180? Why do
you think that occurred?
PROHIBITED.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
In which activities did you feel winded or out of breath? Why do you
think that happened?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
In what activities did your heart rate remain below 125? Why do you
think that occurred?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
D. Application
1. Why do athletes or athletic individuals need skill-related fitness?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Can others, besides athletes, benefit from skill-related fitness? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Do you think that skill-related fitness could also be a health-related fitness component?
Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. If you have a strong or healthy skill-related fitness, what will be the benefits that you can
have? Explain.
PROHIBITED.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECTION
ACTIVITY
1. What did you feel after the activity?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Do you have pains, tightness, or pressure in your chest during performing this physical
activity?
________________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
3. How this physical activity affects your appetite?

________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________
4. Do you think if a person is more active in different physical activity does he have any
chance to become more effective in his every activity or routine? Defend your answer.
______________________________________________________________________________
_______________________________________________________________________
______________________________________________________________________ ____
References
 W.W.K. Hoeger and S. A. Hoeger, 2013 “ Lifetime Physical Fitness and Wellness 12 th Edition”,
Wadsworth, Cengage Learning,
 Physical Education and Health 2nd Edition, 3G E-Learning LLC, USA 2018
 Department of Education (DEPED). K to 12 Curriculum Guide: PE and Health Education, Pasig City
Philippines, 2012
 http://departments.mercer.edu/payroll/BMI.pdf
 http://www.cnpp.usda.gov/publications/nutritioninsights/insight16.pdf
PROHIBITED.
 http://www.cdc.gov/healthyyouth/obesity/bmi/pdf/BMI_execsumm.pdf
 http://www.nhs.uk/Tools/Pages/Healthyweightcalculator.aspx
PROHIBITED.

PE01 MODULE 1 Introduction To PE

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Module 1 Physical Activity Towards Health and 1F

PRE LECTURE ACTIVITY

Physical fitness test

A. HEART RATE MONITORING

Body Mass Index Classification

I. RESTING HEART RATE AND BLOOD PRESSURE

Resting Heart Rate: bpm Rating: (see table 1.6)

Waist Circumference (cm): _________Hip Circumference (cm): ____

Waist-Hip Ratio: __________________Classification: _________

Age Predicted MHR: ________________

Trunk Curl Test: _________________Classification: _______________

Back-Scratch Test: _____________(R) Classification:

Back-Scratch Test: ____________ (L) Classification:

Instructor's Signature: ________________Date:

Body Mass Index (ASIAN) Waist to Hip Ratio

Resting Heart Rate:

Age-Predicted MHR: (220-Age) x 50% and 85%

3mins. Step Test

VO2max: Women: =65.81 – (0.1847 x HR). Men: =111.33 – (0.42 x HR)

Seat and Reach Wall TestBack Scratch Test

 Body Composition is the percentage of body weight that is fat compared to other body tissue,

 This activity is similar to jogging in place but

 The basic pattern of this activity is jumping on

Activity Time Component Heart Rate Heart

of Skill- Before Rate

starting line. Repeat for time

1. Why do athletes or athletic individuals need skill-related fitness?

2. Can others, besides athletes, benefit from skill-related fitness? Why?

3. How this physical activity affects your appetite?

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Waist Circumference (cm): _____Hip Circumference (cm):

Waist-Hip Ratio: __________Classification: _

Trunk Curl Test: ___Classification: _