PHYSICAL ACTIVITY, HEALTH, AND WELLNESS
Prelims-Midterms
Module 1
Physical Education came from the Latin words “Physica” meaning
physics and “Educatio” meaning education, which means that
Physical Education refers to the training of the bodily organs and
power with a view to the promotion of hearts and vigor. Physical
Education is an integral part of general education which aims to
develop the physical, social, emotional, spiritual, and the mental traits
of man through physical activities. World Health Organization (WHO)
stated that, to have a sound body, one must have a sound mind, which
means to say that health as state of complete physical,
mental, social wellness and not merely the absence of disease or
infirmity.
Physical Education (PE) has been a big part of the educational system
as it impacts the mental, emotional, and social wellness of a human
being. A research by Schaefer and Wasyliw, (2018) mentioned that
healthier students make better learners. The term quality physical
education is used to describe programs that are catered to a student’s
age, skill level, culture, and unique needs. When we say PE, we can
easily think about the recreational activities done by using our human
body such as Dancing, Playing, and engaging into outdoor activities
but that is not the only focus of Physical Education. Tuliao (2008)
mentioned that physical education in college students like you reduce
risk of premature death, reduce the risk of developing and/or dying
from heart disease, reduce the risk of high blood etc. This means that
physical education is also focusing on the healthy lifestyle of a person
with the application of recreational or extracurricular activities.
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Legal Bases of Physical Education
Legal Bases of Physical Education In accordance with the pertinent
provisions of Republic Act(RA) No. 7722, otherwise known as the
“Higher Education Act of 1994” in pursuance of an outcome based
quality assurance system as advance under CM 046s 2012 and virtue
of commission.
Legal bases,acquisition and importance of physical education as part
of the curriculum.
The importance of physical education as part of the curriculum is in
the 1986 Philippine Constitution,Article XIV,Section 19. Sec. 19.(1)
The State shall promote physical education and encourage sports
programs, league competitions, and amateur sports, including training
and for international competition, to foster self-discipline, teamwork,
and excellence for the development of a healthy and alert citizenry.
The Curriculum Philosophy of Physical Education Movement
Enhancement
For theses reasons that same mandated that; Sec. 19 (2) All
educational institutions shall undertake regular sports activities
throughout the country in cooperation with athletic clubs and other
sectors.
Constitutional ProvisionThese Constitutional provisions can be
achieved in Physical Education.
According to David(2010), physical education is basis to the best
development of child and youth. It should be a process of experience,
progressing from the simple type, for small youngsters to non-advance
movement.
Functions and Objectives of Physical Education
What do you think are the objectives and functions of Physical
Education?
These deals with the connection of how healthy a human being is
while executing recreational activities under physical education.
Functions of Physical Education
The function of Physical Education is to help the students acquire
skills, develop an affection in their activities, and develop physical skill
competence The individual growth of each student and the
development of the total body movement are guided w/ safety
precautions when it comes to physical activities.
The rationale behind this is that learning through health and wellbeing
enables children and young people to:
 make informed decisions to improve their mental, emotional,
socialand physical wellbeing;
 experience challengeand enjoyment;
 experience positive aspects of healthy livingand activity for
themselves;
 apply their mental, emotional, and social skillsto pursue a
healthy lifestyle;
 make a successful moveto the next stage of education or work.
 establish a pattern of health and wellbeingthat will retain into
adult life, and which will help to promote the health and
wellbeing of the next generation.
.
The primary aims of physical education vary historically, based on the
needs of the time and place. Most modern school systems claim they
intend to equip students with the knowledge, skills, capacities, and
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values along with the use of enthusiasm to maintain a healthy lifestyle
into adulthood.
Activities included in the program are designed to physical fitness, to
develop motor skills, to instill knowledge and understanding of rules,
concepts, strategies, and to teach students to work as part of a team,
or as individuals, in a wide variety of competitive activities
Objectives of Physical Education
Physical Development
Through carefully selected physical education activities, an individual
who participates actively will develop and maintain good health and a
high level of physical fitness. The acquisition of physical skills can
motivate an individual to participate further in physical activities:
hence, the healthy growth and development of each learner will
improve.
For Example: Engaging in different physical activities in PE can help
develop your physical aspects. Just like having a jog for at least 1 hour
a day can build strong bones, strengthen your different muscles, and
improves your cardiovascular fitness. This can maintain a healthy
weight and can be your weight bearing exercise.
Social Development
Participation in Physical Education activities provides opportunities for
the acquisition and practice of desirable social traits necessary for
adjustment to happy living and the social life in general.
Some traits are:
Friendliness
Forming a good relationship with your physical education
classmates can lead to a good outcome. You can communicate
with them easily. Since you will be dealing with your classmate with
dual or group activities you are expected to deal and mingle with
them the whole semester.
Cooperation
To be able to meet your goals, regardless if it’s winning in a sports
competition, a successful group pyramid building, camping or etc.
you will be expected to work with other people. Working with a
diverse group of people helps you understand and perform various
roles making you more versatile, inclusive and innovative.
Good Sportsmanship
The basic things to consider in attaining and developing
sportsmanship in Physical Education includes winning without
gloating, respecting one's opponents, and being able to lose
gracefully. Mentioned below are the things to consider for attaining
and developing Sportsmanship in Physical Education.
 If you lose, don't make up excuses.
 If you win, don't rub it in.
 Learn from mistakes and get back in the game.
 Always do your best.
 If someone else makes a mistake, remain encouraging and
avoid criticizing.
 Show respect for yourself, your team, and the officials of the
game or activity.
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Good Leadership and followership
Leadership skills can come naturally; student learn things along the
way that significantly impacts them later in life. The right words at the
right time can make all the difference. I have here some tips to develop
yourself as a good leader and a follower in Physical Education.
 Be a good example.
 Participate in Group Activities.
 Emphasize perseverance.
 Good negotiation skills.
 Hone decision-making.
 Practice confident communication.
 Encourage members for an excellent work.
Honesty in Group Competition
Group competitions in physical education are the most popular type of
assessment used by a physical education instructor. Fooling around
in your group activities implies that you're also fooling yourself. Just
like other people say, honesty is the best policy, and it begins with
yourself.
Emotional Development
The informal nature of physical education offers opportunities for the
development of expression and emotional traits needed for emotional
mastery like:
Self Confidence
During Physical Education activities, as you learn the different rules
and objectives of a game or activity you can develop self-confidence
by slowly opening up your natural talents. Many college student is too
shy to show their real talents and real potentials because of many
reasons, one aspect that I can consider is your growing maturity, but
as you engage yourself with other people and adjust your personality
in a given task you can slowly develop your self confidence in physical
education.
Self – Control
Self-control is defined as the ability to manage your actions, behavior
and emotion. To develop self – control in PE you must equip your
personality with the word patience. Plenty of things can happen during
your physical education class or in any physical activity in general.
You also do not expect to win all the time nor do you expect things go
along your way. Your experiences in physical activities can help you
to become more tolerant and patient with any change that happens
especially when they are inevitable.
Self-Reliance
Unlike other activities where you can ask others for help, the success
of any physical education activities greatly lies in your own skill and
willpower. You do not expect anyone to do the exercise for you to
become physically fit.
Courage
Many activities in Physical Education requires an act of great courage
just like performance in dance, playing different sports, and
participating in recreational activities.
Determination
Every goal requires determination. “Since life is never smooth, many
of us fall off when we come across obstacles. But with determination,
we can overcome any type of obstacle (Sama, 2010)” Similar case
happens in P.E. activities, success of any activity will be dependent
on your persistence to achieve or complete a task despite the number
of challenges you will have to encounter.
Personal Discipline
For Example, you can develop personal discipline in physical
education by giving yourself a wide range of understanding. Applying
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attention, good behavior, being proactive and being humble college
student in Physical Education can to develop personal discipline.
Mental/Cognitive Development
In Physical Education activities, the individual develops his mental
capacities as he learns the mechanical principles of underlying
movement. As the students acquire knowledge and underlying rules
and strategies of games and sports as wells as dance instructions, he
or she discovers ways of improving his movement in gymnastics and
dance, and the ability to analyze and give comments.
A good example to develop cognitive process in Physical Education is
to know how can you apply the rules of a game/activity and make a
creative way of techniques for it. One thing also to include is know the
proper terms and keywords in PE that way you will be guided to be
more creative in a critical thinking situations. For instance, in
basketball, you can develop your mental process by knowing first the
rule of the game, engaging yourself to play in a real basketball game
and pursuing yourself to give your best to win a points on your
opponents. Now, how can you apply critical thinking in this type of
games? Think first a strategy on your opponent’s strengths and
weaknesses, after that apply your knowledge of the game, that
includes rules, terms, technique, equipment, proper calls and etc. then
apply your best shot and apply all the strength of your body, physically
and mentally. that way you can achieve the goal and win.
Module 2
Physical fitness means the ability to carry one’s workload without
staggering and to participate in recreation with ease and enjoyment
and still have a reservoir of endurance to meet the emergencies of life.
In other words, it is the capability of the body systems carrying out
their daily activities satisfactory and still have enough energy to enjoy
the leisure and to meet unforeseen emergencies. Physical fitness is a
condition whereby; the system of the body can function at its optimal
efficiency.
Physical Fitness
Physical fitness is a personal responsibility. Few individuals other than
athletes and military personnel are required to participate in organized
fitness programs. Most people are physically unfit simply because
they do not get enough exercises and others try to stay fit with only
light, infrequent activity.
A person’s physical fitness is determined by factors such as age,
heredity, and behavior. Although many people cannot control their age
or heredity, their behavior can help them become physically fit and
stay that way. Individuals vary greatly in their capacity for physical
fitness, but almost anyone can improve by exercising regularly.
THE COMPONENTS OF PHYSICAL FITNESS
The Components of Physical Fitness may be thought in two different
forms. It can be a health related or skill related.
HEALTH RELARED FITNESS
1. Cardio-Respiratory Endurance
The heart and lungs can function efficiently and effectively over a
prolonged time.
Example: Run in place for a prolonged time and then breathe. that way
you can see the cardiorespiratory endurance. Record how many
seconds have you accomplished your endurance.
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2. Muscular Strength
Ability to continue selected muscle group movements or a prolonged
period of time.
Example: Lay your body down on the floor and then demonstrate at
least 5 push-ups that’s an example of muscular strength. Record the
push ups you have demonstrated.
3. Flexibility
The Functional capacity of a joint to move through a normal range of
motion. The muscular system is also involved.
Example: Sit on an open area, widely open your both feet as much as
you can, then bend your upper extremities in between your legs and
then reach as much as you can. Record how many seconds had you
accomplished your flexibility.
4. Body Composition
One of the newest attributes in physical fitness components. It refers
to the relative distribution of lean and fat body tissues.
Example: Somehow after applying the different components of Health-
related physical fitness components, there can be changes in your
physical appearance, but it will not appear in a shortened time. It will
take some time to see the changes in your body. Get a tape measure
and determine your waist line.
SKILL RELATED FITNESS
1. Balance
It involves vision, reflexes, and the skeletal and muscular system
which, provides the maintenance of equilibrium.
Find an open place then stand with only one foot. Record the time you
had to consume while standing.
2. Coordination
It is the ability to integrate the senses with muscles so as to produce
accurate, smooth, and harmonious body movement.
Go into an open space where you can jog. Start jogging while
swinging your arms like the wings of a butterfly. Observe that two parts
of your body are moving in different directions. That is an example of
Body coordination. The activity used only for two body parts, but it is
your discretion how many parts of your body can move at the same
time and also moves in different directions.
3. Agility
It is the capacity to change the direction of the body quickly and
effectively.
Stand in an open area, open both your feet where you can move
freely, hop side to side while moving your hands upward and
downward as quickly as possible. Record your time of agility.
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4. Speed
Ability to move one’s body from one point to another in the shortest
possible time.
Find a room where you can run freely. Stand with one wall, set a timer
to determine how fast you will reach the other wall. Firmly do a running
position, then run until you reach the other wall. That’s an example of
Agility.
5. Power
Power is sometimes confused with strength. Speed contraction is the
ingredient, which is when combined with the strength, it provides an
explosive type of movement.
Find a safe area. Position yourself, imagine an imaginary punching
bag where you can punch. Punch at least three times and record the
time interval of every punch that you are hitting. Punching is the best
example of power because you are applying two aspects, the force of
your muscles and the speed contraction of your hand.
6. Reaction Time
The time required to respond or initiate a movement as a result of a
given stimulus.
Example: Find a partner where you can play, find a basketball ball
where you can tackle with him/her to seize the ball, set a target time
to have the ball, record the time you had used seizing the ball.
Importance of Physical Fitness Through regular exercises, physical fitness helps the individual:

Physical activity and exercise are basic needs for everyone. Children,  In the proper growth of young bones and muscles
adolescents, and adults of all ages need regular physical activity.  Improve the ability to avoid and recover from illnesses and
accidents
Physical activity promotes good health and will let you stay active  Improve posture and appearance by strengthening muscles
throughout all stages of your life regardless of your body type or Body that support the body
Mass Index (BMI).  Minimize stress response
 Maintain proper body weight and prevent heart ailment
What is a BMI?  Improve organic functions
 Delay the aging process and helps you feel good and younger
Body Mass Index (BMI) is a person’s weight in kilograms divided by as a human being
the square of height in meters. A high BMI can be an indicator of high
 Experience joy of participation in any recreational or sports
body fatness. BMI can be used to screen for weight categories that
activities
may lead to health problems but it is not diagnostic of the body fatness
or health of an individual.
Physiology of Exercise
How can you compute your BMI?
The physiology of exercise is a broad concept that addresses the
Body Mass Index is a simple calculation using a person’s height and
central issue as to how the body adapts itself to the demands of
weight. The formula is BMI = kg/m2where kg is a person’s weight in
physical activity. Physiology is the academic study of the various
kilograms and m2 is their height in meters squared.
processes, systems, and functions of the human body as influenced
by the performance of physical activity. Exercise is a term that has a
Step 1: Weigh first your kilograms
variety of possible meanings, each dictated by circumstances. In a
sports context, exercise is the performance, conditioning or training
Step 2: Determine your Height and convert it into meters
undertaken in respect to a particular athletic or sporting purpose.
Exercise may also be directed to improvement of a person's general
Step 3: Using the blank table compute your BMI.
health, physical fitness, or as physical therapy, to augment an existing
treatment to remedy or to ameliorate the effects of a disease or illness
Step 4: Classify your BMI
upon the body.
Understanding the benefits of physical fitness and knowing how active
you should be can help you maintain good health and improve your
overall quality of life. Here are a few benefits of regular physical activity
that demonstrate the importance of physical fitness.

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MONITORING HEART RATE (MHR) Types of Exercises

Resting Heart Rate (RHR) Physical Exercise is any bodily activity that enhances or maintains
physical fitness and overall health and wellness. It is performed for
This is the number of pulse at rest. The best time to take the RHR is various reasons, including increasing growth and development,
upon waking up in the morning. The average RHR is 75 beats for preventing aging, strengthening muscles and the cardiovascular
males and 80 for females per minute. system, honing athletic skills, weight loss or maintenance, and also
enjoyment.
Target Heart Rate (THR)
1. ISOTONIC EXERCISE
This is the 60-80% of your hearts maximum capacity (after deducting
age) while exercising. An ordinary college freshman should These refers to exercises where the muscles are made to do some
approximately have a THR of 130-160 pules beats per minute. This contraction and relaxation to gain tones. These movements are
gradually attained in the workout phased and sustained steady common to many physical education activities.
exercises for 20 minutes.
Two Types of Isotonic Exercise
LETS COMPUTE!
Concentric Contraction
1st Step: Subsctract your Age in 220
Example : 220 – 21 = 199 The external force on the muscle is less than the force the muscle is
generating a shortening contraction
2nd Step: Multiply 199 into 50% and 85% level of exertion in exercise.
Eccentric Contraction
Basis on exercise:
Isometric Exercises are strength exercises where your muscles
60 % - Medium level of exertion contract while you hold a still position.

80 % - High level of exertion 2. ISOMETRIC EXERCISES

Example: 199 x 60% = 119.5 (pbm) strength exercises where your muscles contract while you hold a still
position.
199 x 80% = 159.2 (pbm)

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THE COMPONENTS OF EXERCISE
To be healthy we all know that we need to do some form of exercise
on a regular basis. But choosing what type of exercise we should be
doing, how long should we be doing it for and how hard should we be
working while we are doing it can be a little confusing. A complete
fitness and exercise program should incorporate four basic
components: Endurance (Aerobic), Flexibility, Strength, and Balance.
Each of these components has specific guidelines, which govern their
effectiveness.
AEROBIC/Endurance Exercise
Entails vigorous movements such as brisk walking, jogging, running,
and dancing. The body experiences fast breathing, so that the
muscles of the heart and the lungs are exercised. Some common
aerobic activities include:
 A brisk walk
 Jogging
 Climbing the stairs
 Playing tennis
 Dancing
 Biking
 Doing yard work like raking, digging and gardening
 Swimming laps
Strength Exercise
Strength training is beneficial in reducing falls and helping you do
everyday activities that require lifting, such as carrying groceries.
Some examples of strength training include:
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 Lifting free weights
 Using resistance machines at the gym
 Using resistance bands to leverage your own body weight in
building strength
Flexibility Exercise
Flexibility exercises can keep your body limber and help you maintain
a wide range of motion. This is important because things like arthritis
often limit range of motion. Here are some ways to improve your
flexibility:
 Stretching various parts of the body
 Doing yoga
Balance Exercise
Practicing and improving balance is important for older adults because
it can strengthen the body’s core and help prevent falls. Here are some
good balance exercises:
 Heel-to-toe walking
 Standing on one foot
 Practicing tai chi poses
THE ELEMENTS OF EXERCISE
After, knowing the types of exercises lets know now the elements that
needs to be maintained during your regular exercise plan. These four
elements are the Frequency, Intensity, Duration and Types of
exercises to be applied. Every college individual needs a monitoring
guideline that will be their path to a healthier life and balanced
exercised.

How frequent should the individual exercise be?
FREQUENCY refers to the number of exercise sessions an individual
performs per week at least three to five workouts. In cardiovascular
endurance exercise, a strenuous and demanding workout is usually
done the next day by a mild exercise bout. To maintain an acceptable
level of fitness, a minimum of three workouts per week is usually
required.
For a college student requires at least 3 – 5 days per week
How intense or vigorous should the exercise session be?
INTENSITY indicates how hard the exercise can be performed. To
measure it in aerobic activity, the heart rate should be monitored. A
productive intensity requires the training state of heart rate. Which is
60 to 80 percent of the maximum rate possible. Duration and intensity
can be monitored in strength development. For most strength-
inducting activities are high intensity and therefore requires an
increase in duration through an increased number of sets or
repetitions.
The intensity of exercise of a college student must be moderate to
vigorous.
How long should an exercise session be?
DURATION refers to the length of each exercise. For developing
cardiovascular endurance, the minimum amount of aerobic exercise
should be 20 to 30 minutes. The intensity of exercise will have an
impact on the duration of the fitness session. For most individuals,
monitoring the duration of the activity instead of the intensity is best.
For exercise plan at least 20 – 60 minutes every session of different
exercises for a specific fitness goal.
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What type of exercises should be included?
TYPES - There are three types of Exercises the Isotonic, Isometric
and Aerobic Exercise, but for a college student like you, the best to
suggest is the aerobic exercises.
PRINCIPLES OF EXERCISE
The human body works in a certain way and if you want to get the
most out of it and reach your physical fitness goals you need to
understand how exercise works.
When it’s looked after properly, your body can grow stronger and work
better than you ever thought possible.
So what are the principles of exercise?
SPECIFICITY
The exercise program you choose should match your goals. If you
want to change the shape of your body, you need to do activities that
will change the shape of your body. But for your body to change, it
needs a reason to.
“Changing your body” is much different from “losing weight.” Losing
weight can be accomplished without exercise and ultimately, all you’re
really doing is making a smaller version of the same body. Sure, the
scale might have a lower number, but the image hasn’t changed: same
slumped shoulders, jiggly arms, and a smaller (but still flabby) belly.
To change the shape of your body you have to do specific, targeted
work, like strength training and intense cardiovascular exercise.
OVERLOAD THE FOOD GUIDE PYRAMID FOR A HEALTHY LIFE
In order to improve, your exercise needs to be intense!
The Food Guide Pyramid will guide you on how many recommended
Let’s continue to use weight loss (fat loss) as an example. Everyone servings from each food group daily.
wants to run to lose fat. (It’s not effective but that’s another article.)
You begin running a mile and burn, say, 100 calories in 15 minutes. There are six food
You’ve gotten better at running that mile and now you are more groups in the
efficient at using energy (i.e. burning calories). Food Guide Pyramid. The
serving requirements of
Don’t get too excited! Being efficient means burning less calories to each individual depends
run that mile. You now have to ramp up your physical activity to on age, sex, size, and
prevent plateauing. So how do you make it more intense? The activity level. Each day,
overload principle. Go faster. Run up a hill. Carry someone on your we need to eat at least
back. Increase your frequency, intensity, or speed and push your body the lowest serving from
to the next level. In other words, GET OUT OF YOUR COMFORT each of the food groups.
ZONE.
To meet the daily
requirements
PROGRESSION of vitamins, minerals,
Let’s say you are hooked on pole dancing. (Don’t knock it; it’s a great protein, fiber, and
workout!) Remember how sore you were from swinging around the carbohydrates of an
pole a few times? You created a stress on your muscles because they individual, we all need to
worked in a new way. You even burned some calories. But after eat a balanced diet every
several months, you’re a pro. If you were in a club, men would be day. It includes servings of
making it rain! Those simple swings around the pole are so easy that foods from different food groups in the Food Guide Pyramid.
you don’t even break a sweat.

The next step is progression. Start by climbing up and down the pole,
flipping upside down, and all the other priceless moves. By increasing
those fitness levels, you’ll be constantly pushing your body to the limit.
Once you body adapts to something, it becomes efficient at doing it.
Progression takes you back out of that comfort zone and introduces a
whole new ball game.
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This guide suggests that we consume:
 Food from fats, oil, and sweet group sparingly.
 At least one glass a day of milk products group.
 For meat, poultry, dry beans, eggs, and nut groups there must
be two servings daily.
 For teenagers, at least 1 egg every day.
  For teenagers, three servings of food from the vegetable group
daily.
 Three servings of fruits daily.
The greatest number of serving is from bread, cereal, rice, root crops,
and noodles, which is a minimum of 6 serving and a maximum of 8
servings.
For you to grow and develop to the fullest and to improve your
nutritional status, it is important to follow healthy eating guidelines
such as:
 Eat a variety of foods daily.
 Maintain a healthy weight.
 Eat foods that are low in fat, saturated fat, and cholesterol.
 To lower the risk of heart diseases, avoid too much cholesterol
in your diet.
 Consume milk, milk products, and other calcium-rich foods,
such as small fish & dark green leafy vegetables daily.
 Eat plenty of vegetables, fruits, root crops, and grain products.
 Use sugar in moderation. Eating too many sweet foods
contributes to tooth decay.
 Eat clean and safe food, cook food in edible/cooking oil.
 Use iodized salt but avoid excessive intake of salty foods. Too
much salt in the diet may increase the risk of having high blood
pressure.
Remember, healthy eating will reduce your risk of suffering from fatal
diseases, such as cancer, heart disease, stroke, and diabetes. Eating
healthy foods is important for proper growth and development. It can
also prevent health problems, such as obesity, dental caries, iron
deficiency, and osteoporosis. Women are prone to osteoporosis, so
teenage girls should eat enough foods rich in calcium. It will help build
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strong bones to protect them from osteoporosis later in life. Eating a
wide variety of foods in moderation daily is a good practice. Following
the Food Guide Pyramid and the Nutritional guidelines for Filipinos will
make it easier for anyone to have a balanced, healthy diet daily.
How Many Servings Do You Need as an Adolescent?
A serving is the size of food after it is cook. Do you know that three
ounces of cooked meat are about the size of a deck of cards?
The serving sizes below will guide you in measuring the amount of
food and liquid you take daily.
 1-1/2 cups (12 ounces) of liquid is the size of a soda-pop can.
 One cup (8 ounces) of food is the size of a large handful.
 1/2 cup (4 ounces) of food is about half of a large handful.
 One ounce of cheese is about the size of a 1-inch cube.
 Two tablespoons (Tbsp.) is about Two times the size of the tip
of your thumb (from the last crease).
 One tablespoon (Tbsp.) is about the size of the tip of your
thumb (from the last crease).
 One teaspoon (tsp) is about the size of the tip of your little finger
(from the last crease).
Module 3
INTRODUCTION:
A review of the existing Physical Fitness Tests (PFT) introduced by
Dr. Aparicio H. Mequi, former Chair, Philippine Sports
Commission (PSC) and Director, Bureau of Physical Education
and School Sports (BPESS) was conducted for the purpose of
establishing testing protocols considered to be more current and  To motivate, guide and counsel pupils/students in selecting
appropriate for the Special Program in Physical Education and Sports. sports for recreation, competition and lifetime participation.

The development of the physical fitness tests was conducted through TEST PROTOCOLS
a workshop initiated by the Task force on School Sports (TFSS) and
was subsequently reviewed by the Bureau of Secondary Education  Explain the purpose and benefits that can be derived from the
(BSE). This gave rise to the Physical Fitness Tests Manual. The physical fitness tests.
manual is intended for the use of the public and private schools for the  Administer the test at the beginning of the school year.
Physical Education Sports Program.  Prepare the following testing paraphernalia:
 First aid kit
Physical Fitness Testing is a necessary activity because it will give  Drinking water
us information on the status of over-all physical fitness. The physical  Small towel or bimpo to wipe their perspiration
fitness test will serve as a guide in determining what PE activities the
 Individual score cards During testing
students will need to improve any physical fitness component or their
physical fitness component in general. Testing will also serve as the
basis to evaluate the activities of the PE program.
SAFETY GUIDELINES
The Physical Fitness Test should be administered at least twice
 Review medical consideration. The PE teacher should identify
a year, the pre-test (beginning of the school year) and the post-test
students who need medical care. Students should not take the
(last month before the end of the term). This will provide information
rest if not feeling well or Suffering from infection.
on whether the physical education program in general helps the
 Warm up 5 – 10 minutes before physical fitness test.
students achieve physical fitness.
 Students should not take heavy meals for two hours before test
The PFT is a set of measures designed to determine a student’s level  Students should wear physical education attire for the test.
of physical fitness.  Before taking the test, students must count their pulse rate (at
rest). Their initial pulse rate must not be more than 120 beats
PHYSICAL FITNESS TEST OBJECTIVES: per minute. The teacher should teach the students to count
pulse rate to monitor intensity of the activity.
 To determine the level of fitness of students.
 To identify strength and weaknesses for development and
improvement.
 To provide baseline data for selection of physical activities for
enhancement of health and skill performance.
 To gather data for the development of norms and standards.

13

TEST ITEMS
COMPONENTS BEING TESTED
Test 1 Standing Long
Jump
Test 2 Bent Knee Curl
Ups
Test 3 50-meter sprint
Test 4 Push-up (Male)
Knee push-up (Female)
Test 5 Shuttle run
Test 6 Sit and Reach
Test 7 1000 Meter Run
Test 8 Three Minute Step
Test
PFT NO. 1 Standing Long Jump
Procedure:
stand behind a line
marked on the ground
with feet slightly apart.
Use a two-foot take-off
and landing, with
swinging of the arms
and bending of the
knees to provide forward drive. Then jump as far as possible, landing
on both feet without falling backwards. Record your final attempt
using a meter stick.
Rules:
 Allow two successive fair trials within the testing period.
PHYSICAL FITNESS
 The measurement is made from the take-off line to the heel of
the foot closer to the take-off board or line.
 Attempt where the performer loses his balance and falls
Leg Strength Power
backward is not counted
Abdominal Strength and  Taking beyond the take-off is considered foul
Endurance
Common Faults:
Speed  The performer takes more than one swing of the arms.
Arm Strength Endurance  The performer does not keep both of his feet behind the front
edge of the take-off board or line at the start of the jump.
Arm Strength Endurance
 The performer bounced and took several steps before
Agility jumping.
 Both feet of performer are not parallel at the take-off.
Trunk Flexibility
Cardio-respiratory endurance
PFT NO. 2 BENT-KNEE CURL-UPS
Leg Strength Power
Procedure:
Lie on your back with your arms
crossed over your chest,
keeping your knees slightly
bent. Raise your upper body off
the floor by flexing your
abdominal muscles. Touch your
elbows to your thighs and
repeat. Record the time you
have consumed during your curl
ups.
Rules:
 Only one trial should be allowed.
 No resting between curl-up is permitted.
 The knee must remain bent at right angle for the duration of
the exercise.
14
  The cur-up shall be counted only if the performer:  Pause and push back to the starting position.
 Keeps the crossed arms close to his chest; and  Repeat until the set is complete. PROPER FORM AND
 Returns to starting position with the upper back touching the BREATHING PATTERN.
mat or floor before curling up again.
Common Faults:
Common Faults:
 Curling up and uncurling are not performed slowly. Performer  When the body is not kept straight line from heels and for
bounces off the floor when executing the curl ups. females the body is not kept straight from hamstring.
 When the elbows are not fully bent.
PFT NO. 3 REGULAR PUSH-UPS FOR MALES
PFT NO. 4 SHUTTLE RUN
Procedure:
Procedure:
 Get down on all fours, Find a place to run
placing your hands slightly back and forth
wider than your shoulders. between two
 Straighten your arms and parallel lines as
legs. fast as possible. Set up two lines of cones 10 feet apart or use line
 Lower your body until your chest nearly touches the floor. markings, and place two blocks of wood or a similar object behind
 Pause, then push yourself back up. one of the lines. Starting at the line opposite the blocks, on the signal
"Ready? Go!" the participant runs to the other line, picks up a block
and returns to place it behind the starting line, then returns to pick up
the second block, then runs with it back across the line. Record the
KNEE PUSH-UPS FOR FEMALES time duration of how many runs did you execute use a stopwatch to
clearly check the time.
Procedure:
Rules:
 Place the knees on the
floor, the hands below the  Do not allow the performer to throw the wooden block across
shoulders and cross your the line.
feet.  Allow two trials and record the faster time.
 Keeping your back straight, start bending the elbows until your
chest is almost touching the floor.

15
 Suggestions for the tester: PFT NO. 6 THREE-MINUTE STEP TEST

 To eliminate the necessity of returning the block after each Procedure:

trial, start the runners on alternate sides. Begin by demonstrating
 If the testers have stopwatches, it is practicable to have two or the alternating stepping
more students running at the same time. to the subject (a box, 1
step stair, or a chair that
PFT NO. 5 SIT AND REACH has a measurement of
12 inches will do). In time with the beat step one foot up on the
bench (1st beat), step up with the second foot (2nd beat), step down
Procedure: with one foot (3rd beat), and step down with the other foot (4th beat)
Remove your shoes and sit on an the so on and then continue the process 0f until 96 steps per
a flat surface, legs extended in minute for boys and 88 minutes for girls. The athlete steps up and
front of the body, toes pointing down on the platform at the given rate for a total of 3 minutes.
up and feet slightly apart, with Immediately stop on completion of the test and sits down and
the soles of the feet against the remains still. Starting within 5 seconds, Use your
base of the step (if there is no
step, just any flat surface will do). Place the ruler on the ground Middle and forehand finger to count the beat of your pulse in 60
between your legs or on the top of the step. Place one hand on top seconds.
of the other, then reach slowly forward. At the point of your greatest
reach, hold for a couple of seconds, and measure how far you have
reached. If you have trouble straightening you legs, get a friend to Rating For Men
help by holding the knees down flush with the ground. 18 - 25 26 - 35 36 – 45
(Age)
Excellent 50-75 51-76 49-76
Common Faults:
Good 79-84 79-85 80-88
 Trunk flexion movements are not slow and gradual. Above Average 88-93 88-94 92-88
 Fast jerky motions are made.
Average 95-100 96-102 100-105
 Knees are not kept straight.
 Finger tips on tape measure are not even, with one hand Below Average 102-107 104-110 108-113
pushed farther than the other.
Poor 111-119 114-121 116-124
Very Poor 124-157 126-161 130-163

16
 This notes that this unit focuses on human body systems directly
Rating For
18 - 25 26 - 35 36 – 45 responsible for human movement; the skeletal and muscular systems
Women (Age)
as the basic movement team, and cardio respiratory and
Excellent 52-81 58-80 51-84 cardiovascular systems as the transformers and users of energy for
movement.
Good 85-93 85-92 89-96
Above Average 96-102 95-101 100-104 The human Skeletal System is the internal framework of the human
body. It is composed of around 270 bones at birth – this total
Average 104-110 104-110 107-112
decreases to around 206 bones by adulthood after some bones get
Below Average 113-120 113-119 115-120 fused together. The bone mass in the skeleton reaches maximum
density around age 21.
Poor 122-131 122-129 124-132
Very Poor 135-169 134-171 137-171 The human skeleton can be divided into the axial skeleton and the
appendicular skeleton. The axial skeleton is formed by the vertebral
column, the rib cage, the skull and other associated bones. The
Module 4 appendicular skeleton, which is attached to the axial skeleton, is
formed by the shoulder girdle, the pelvic girdle and the bones of the
THE SKELETAL SYSTEM upper and lower limbs.

The Human Body is an incredible machine that adapts to varying

intensities and types of physical activity with efficiency and
effectiveness. It has specialized systems for body support, protection,
and movement; the regulation of body activities; the supply and
distribution of nutrients and removal of waste material; and many more
systems that are involved indirectly during exercise.

These systems are comprised of organs which are composed of

tissues, that is made up of cells. Cells are the basic structure and
functional units of life in the human organism. There are one trillion
cells in the human organism. Each cell type has a special and specific
function and purpose. For example, nerve cells carry message to
muscles cells which causes movement, and blood cells carry nutrients
to working muscles and remove wastes from tissues.

17
TWO MAJOR PART OF SKELETAL SYSTEM APPENDICULAR SKELETON

AXIAL SKELETON The appendicular skeleton (126

bones) is formed by the pectoral
The axial skeleton is the part of girdles, the upper limbs, the
the skeleton that consists of the pelvic girdle or pelvis, and the
bones of the head and trunk of lower limbs. Their functions are
a vertebrate. In the human to make locomotion possible and
skeleton, it consists of 86 bones to protect the major organs of
and is composed of six parts; digestion, excretion and
the skull (22 bones), the reproduction.
ossicles of the middle ear , the
hyoid bone, the rib cage,  Shoulder girdle
sternum and the vertebral  Arm
column. The axial skeleton  Hand
together with the appendicular  Pelvic girdle
skeleton form the complete  Leg
skeleton. Another definition of  Foot
the axial skeleton is the bones
including the vertebrae, sacrum,
coccyx, ribs, and sternum. Our bones have sub-parts too.

The upright posture of humans PARTS AND SUB-PARTS

is maintained by the axial skeleton, which transmits the weight from The axial skeleton, comprising the spine, chest and head, contains 80
the head, the trunk, and the upper extremities down to the lower bones. The appendicular skeleton, comprising the arms and legs,
extremities at the hip joints. The bones of the spine are supported by including the shoulder and pelvic girdles, contains 126 bones, bringing
many ligaments. The erector spine muscles are also supporting and the total for the entire skeleton to 206 bones.
are useful for balance.
Spine (vertebral column) - A fully grown adult features 26 bones in
 Skull the spine, whereas a child can have 34.
 Ossicles  Cervical vertebrae(7 bones)
 Hyoid bone  Thoracic vertebrae(12 bones)
 Vertebral Column  Lumbar vertebrae(5 bones)\
 Rib Cage  Sacrum (5 bones at birth, fused into one after adolescence)
 Coccyx (set of 4 bones at birth, fused into after adolescence)

18
 Middle Ears (6 Bones In Total, 3 On Each Side)
 Malleus(2)
 Incus(2)
 Stapes(2)

Arm - There are a total of 64

bones in the arm.
 Upper arm bones (6
bones in total; 3 on
each side)
 Humerus(2)
 Pectoral
girdle(shoulder)
Head - There are 22 bones in the skull Including the bones of the  Scapula(2)
middle ear, head contains 28 bones.  Clavicles(2)
 Cranial bones(8)  Lower arm bones (4
 Occipital bone bones in total, 2 on
 Parietal bones(2) each side)
 Frontal bone  Ulna(2)
 Temporal bones(2)  Radius(2)
 Sphenoid bone(sometimes counted as facial)  Hand(54 bones in total;
 Ethmoid bone(sometimes counted as facial) 27 in each hand)
 Carpals
Facial Bones  Scaphoid bone(2)
 Nasal bones(2)  Lunate bone(2)
 Maxillae(upper jaw) (2)  Triquetral bone(2)
 Lacrimal bone(2)  Pisiform bone(2)
 Zygomatic bone(cheek bones) (2)  Trapezium(2)
 Palatine bone(2)  Trapezoid bone(2)
 Inferior nasal concha(2)  Capitate bone(2)
 Vomer(1)  Hamate bone(2)
 Mandible(1)  Metacarpals(10 bones in total; 5 on each side)

19
Phalanges of the hand
 Proximal phalanges(10 bones in total; 5 on each side)
 Intermediate phalanges(8 bones in total; 4 on each side)

Pelvis (Pelvic Girdle) - The pelvis (or hip bone) is made up of three
regions that have fused to form two coxal bones. They are: ilium, Leg - there are a total of 60 bones in the legs.
ischium, and pubis  Femur(2 bones)
 Patellaor kneecap (2 bones)
The sacrum and the coccyx attach to the two hip bones to form the  Tibia(2 bones)
pelvis, but are more important to the spinal column, where they are  Fibula(2 bones)
counted.  Foot(52 bones in total, 26 per foot)
 Tarsus/Tarsals
 Calcaneusor heel bone (2 bones)
 Talus(2 bones)
 Navicular bone(2 bones)
 Medial cuneiform bone(2 bones)
 Intermediate cuneiform bone(2 bones)
 Lateral cuneiform bone(2 bones)

20
  Cuboid bone(2 bones) HERE IS THE POSTERIOR VIEW OF OUR SKELETAL SYSTEM
 Metatarsals(10 bones)
 Phalanges of the foot
 Proximal phalanges(10 bones)
 Intermediate phalanges( 8 bones)
 Distal phalanges( 10 bones)

HERE IS THE ANTERIOR VIEW OF OUR SKELETAL SYSTEM

Module 5

THE MUSCULAR SYSTEM

INTRODUCTION:
The muscular system is composed of specialized cells called muscle
fibers. Their predominant function is contractibility. Muscles, attached
to bones or internal organs and blood vessels, are responsible for
movement. Nearly all movement in the body is the result of muscle
contraction.

21
The integrated action of joints, bones, and skeletal muscles produces
obvious movements such as walking and running. Skeletal muscles
also produce more subtle movements that result in various facial
expressions, eye movements, and respiration.
In addition to movement, muscle contraction also fulfills some other
important functions in the body, such as posture, joint stability, and
heat production. Posture, such as sitting and standing, is maintained
as a result of muscle contraction. The skeletal muscles are continually
making fine adjustments that hold the body in stationary positions. The
tendons of many muscles extend over joints and in this way contribute
to joint stability. This is particularly evident in the knee and shoulder
joints, where muscle tendons are a major factor in stabilizing tjoint.
Heat production, to maintain body temperature, is an important by-
product of muscle metabolism. Nearly 85 percent of the heat produced
in the body is the result of muscle contraction.
TYPES OF MUSCLES
There are three types of muscle tissue in the human body – the
smooth, the cardiac, and the skeletal – and they are characterized by
location, microscopic structure, and nervous control.
1. Smooth Muscles
Smooth muscles are non-striated and involuntary, Smooth muscle
lines the inside of blood vessels and organs, such as the stomach,
and is also known as visceral muscle. It is the weakest type of muscle
but has an essential role in moving food along the digestive tract and
maintaining blood circulation through the blood vessels. Smooth
muscle acts involuntarily and cannot be consciously controlled.
2. Cardiac Muscles
It is striated and involuntary in category. Located only in the heart,
cardiac muscle pumps blood around the body. Cardiac muscle
22
stimulates its own contractions that form our heartbeat. Signals from
the nervous system control the rate of contraction.
3. Skeletal Muscles
Striated and voluntary and are attached to the bone. It contains the
contractile elements necessary to produce movement. It has been
estimated that there are 250 million muscle fibers in the human body.
The biceps muscles alone have some 600,00 fibers. Skeletal muscles
contribute about 45% of the body weight of males and about 36% for
females.
Contraction of skeletal muscles holds the body in a stationary
position. Without such contraction the body would collapse. Muscular
contraction also produces heat by their movements and thereby play
an important role in maintaining normal body temperature. produces
force which can move one bone through a range of degrees toward
the other bone. The bone that remains stationary is considered the
origin of the muscles, and the bone that moves is referred to as the
insertion.
1. Striated Muscles
Striated muscle tissue is a muscle tissue that features repeating
functional units called sarcomeres. The presence of sarcomeres
manifests as a series of bands visible along the muscle fibers, which
is responsible for the striated appearance observed in microscopic
images of this tissue. There are two types of striated muscles:
 Cardiac muscle(heart muscle)
 Skeletal muscle(muscle attached to the skeleton)
2. Non-Striated muscles. Nonstriated muscle is defined as smooth,
thin muscle that isn't controlled voluntarily. An example of a
nonstriated muscle is the bladder.
3. Voluntary Muscles
Voluntary muscles are the muscles that are under conscious control
and can be controlled at will or we can choose when to use them. They
are also known as skeletal muscles as they are attached to the bones.
Voluntary muscles are responsible for the movement of body parts
and the locomotion.
4. Non-Voluntary Muscles
Muscle governing reflex functions and not under direct voluntary
control especially: smooth muscle.
The Muscular System
What are the main functions of the Muscular System?
The muscular system consists of various types of muscle that each
play a crucial role in the function of the body.
Muscles allow a person to move, speak, and chew. They control
heartbeat, breathing, and digestion. Other seemingly unrelated
functions, including temperature regulation and vision, also rely on the
muscular system.
Eleven main functions of the muscular system
The main functions of the muscular system are as follows:

1. MOBILITY
The muscular system’s main function is to allow movement. When
muscles contract, they contribute to gross and fine movement.

Gross movement refers to large, coordinated motions and includes:

 walking
 running
 swimming

Fine movement involves smaller movements, such as:

 writing
 speaking
 facial expressions

Most muscle movement of the body is under conscious control.

However, some movements are reflexive, such as withdrawing a hand
from a source of heat.

2. STABILITY
Muscle tendons stretch over joints and contribute to joint stability.
Muscle tendons in the knee joint and the shoulder joint are crucial in
stabilization.

23
The core muscles are those in the abdomen, back, and pelvis, and
they also stabilize the body and assist in tasks, such as lifting weights.
3. POSTURE
Skeletal muscles help keep the body in the correct position when
someone is sitting or standing. This is known as posture.
Good posture relies on strong, flexible muscles. Stiff, weak, or tight
muscles contribute to poor posture and misalignment of the body.
Long-term, bad posture leads to joint and muscle pain in the
shoulders, back, neck, and elsewhere.
4. CIRCULATION
The heart is a muscle that pumps blood throughout the body. The
movement of the heart is outside of conscious control, and it contracts
automatically when stimulated by electrical signals.
Smooth muscle in the arteries and veins plays a further role in the
circulation of blood around the body. These muscles maintain blood
pressure and circulation in the event of blood loss or dehydration.
They expand to increase blood flow during times of intense exercise
when the body requires more oxygen.
5. RESPIRATION
Breathing involves the use of the diaphragm muscle.
The diaphragm is a dome-shaped muscle located below the lungs.
When the diaphragm contracts, it pushes downward, causing the
chest cavity to get bigger. The lungs then fill with air. When the
diaphragm muscle relaxes, it pushes air out of the lungs.
When someone wants to breath more deeply, it requires help from
other muscles, including those in the abdomen, back, and neck.
24
6. DIGESTION
The muscular system allows for movement within the body, for
example, during digestion or urination.
Smooth muscles in the gastrointestinal or GI tract control digestion.
The GI tract stretches from the mouth to the anus.
Food moves through the digestive system with a wave-like motion
called peristalsis. Muscles in the walls of the hollow organs contract
and relax to cause this movement, which pushes food through the
esophagus into the stomach.
The upper muscle in the stomach relaxes to allow food to enter, while
the lower muscles mix food particles with stomach acid and enzymes.
The digested food moves from the stomach to the intestines by
peristalsis. From here, more muscles contract to pass the food out of
the body as stool.
7. URINATION
The urinary system comprises both smooth and skeletal muscles,
including those in the:
 bladder
 kidneys
 penis or vagina
 prostate
 ureters
 urethra
The muscles and nerves must work together to hold and release urine
from the bladder.
Urinary problems, such as poor bladder control or retention of urine,
are caused by damage to the nerves that carry signals to the muscles.
8. CHILDBIRTH Muscle Involved: Quadriceps, Hamstrings, Gastronemius,
Smooth muscles in the uterus expand and contract during childbirth. Soleus and Obliques
These movements push the baby through the vagina. Also, the pelvic
floor muscles help to guide the baby’s head down the birth canal. Bent Knee Curl Ups
Muscle Involved: Rectus Abdominus, Biceps, triceps, Deltoid and
9. VISION Trapezius
Six skeletal muscles around the eye control its movements. These
muscles work quickly and precisely, and allow the eye to: 50 Meter Sprint
 maintain a stable image Muscle Involved: All Major Muscles
 scan the surrounding area
 track moving objects Push Up
Muscle Involved: Pectolaris, Deltoid, tricep and Rectus Abdominus
If someone experiences damage to their eye muscles, it can impair
their vision. Shuttle Run
Muscle Involved: All Major Muscles
10. ORGAN PROTECTION
Muscles in the torso protect the internal organs at the front, sides, and Sit and Reach
back of the body. The bones of the spine and the ribs provide further Muscle Involved: Rectus Abdominus, Finger Flexors, Biceps, triceps,
protection. Deltoid and Trapezius

Muscles also protect the bones and organs by absorbing shock and 1000-meter Run
reducing friction in the joints. Muscle Involved: All Major Muscles

11. TEMPERATURE REGULATION
Maintaining normal body temperature is an important function of the
muscular system. Almost 85 percent of the heat a person generates
in their body comes from contracting muscles.
When body heat falls below optimal levels, the skeletal muscles
increase their activity to make heat. Shivering is one example of this
mechanism. Muscles in the blood vessels also contract to maintain
body heat.
Five fun facts about the Muscular system!
1. The heart is the hardest-working muscle in the body. It pumps 5
quartsof blood per minute and 2,000 gallons daily.
2. The gluteus Maximus is the body’s largest muscle. It is in the
buttocks and helps humans maintain an upright posture.
3. The ear contains the smallest muscles in the body alongside the
smallest bones. These muscles hold the inner ear together and are
connected to the eardrum.
4. A muscle called the masseter in the jaw is the strongest muscle by
weight. It allows the teeth to close with a force of up to 55 poundson
the incisors or 200 pounds on the molars.

25
 Module 6

INTRODUCTION
Movement is the change in the position of a body part with respect to
the whole body. It is one of the significant features of all living beings.
The blinking of the eyes, breathing, eating are all examples of
movement. So we can say that every second some or the other part
of our body exhibits some or other kind of movements.

The human body movements get polished as we grow in age. The

movement starts from crawling and with the increase in age the person
starts walking leading to the movement of the whole organism.
TYPES OF MOVEMENTS
These movements are possible because of joints. Joints are points in
our body where two or more parts of our skeleton are connected
Flexion
together. Different joints help our body carry out different activities and
A movement that reduces the
movements.
joint angle between adjacent
body parts as in bending the
LESSON PROPER:
fingers to close the hands.
Movement occurs at the joint, the point or position where two or more
bones articulate to join. The amount of movement in a joint depends
Extension
on the structure and functions of the joint the four basic types of joints
A movement that increases the
for movement are ball & socket joint, hinge joints, pivotal joint, and
joint angles between adjacent
fixed joints.
body parts as in straightening
the fingers to open the hands

Abduction
Sideward movement away from the midline of the
body as in moving the arms straight out to the side.

Adduction
Sideward movement toward the midline of the body as
in returning the arm back to the side of the body

26
Rotation of Rotary Movement Elbow Flexion
Movement in a circular pathway ideally with the Decreasing the angle between the lower arm
resistance axis or rotation in line with the joint axis of and the upper arm.
rotation
Elbow Extension
JOINT MOVEMENTS Increasing the angle between the lower arm and
Movements of the major joints of the body are varied. the upper arm.
More specifically, exercises when applied, can
increase the muscular force of the following joint
movements. The joint movements are illustrated down
below:
Shoulder Flexion
Shoulder Abduction Increasing the angle between the lower leg and
Increasing the angle between the upper leg
the upper arm and the side
(downward-sideward Shoulder Extension
movement) Decreasing the angle between the lower leg and
the upper leg.
Shoulder Adduction
Decreasing the angle between
the upper arm and the chest Hip Flexion
(upward-sideward movement) Decreasing the angle between the
thighs and the torso
Knee Flexion
Increasing the angle between the lower leg and the Hip Extension
upper leg Increasing the angle between the
thighs and the torso
Knee Extension
Decreasing the angle between the lower leg and the Trunk Flexion
upper leg Decreasing the angle between the chest and
stomach

Trunk Extension
Increasing the angle between the chest and
stomach

27
Ankle Flexion
Decreasing the angle between the thighs and
the torso
Ankle Extension
Increasing the angle between the thighs and
the torso
Wrist Flexion
Decreasing the angle between the thighs and the
torso
Wrist Extension
Increasing the angle between the thighs and the
torso
THE CONTROLLER OF MOVEMENT: NERVOUS SYSTEM
The nervous system is a complex collection of nerves and specialized
cells known as neurons that transmit signals between different parts
of the body. It is essentially the body's electrical wiring.
Structurally, the nervous system has two components: the central
nervous system and the peripheral nervous system. The central
nervous system is made up of the brain, spinal cord and nerves. The
peripheral nervous system consists of sensory neurons, ganglia
(clusters of neurons) and nerves that connect to one another and to
the central nervous system.
Functionally, the nervous system has two main subdivisions: the
somatic, or voluntary, component; and the autonomic, or involuntary,
component. The autonomic nervous system regulates certain body
processes, such as blood pressure and the rate of breathing, that work
without conscious effort. The somatic system consists of nerves that
28
connect the brain and spinal cord with muscles and sensory receptors
in the skin.
LESSON PROPER:
The Nervous system is responsible for receiving, interpreting, and
responding to various stimuli from both the internal and external
environment. To perform these functions, the nervous system is
equipped with a brain and 12 pairs of cranial nerves, the spinal cord
and 31 pairs of spinal nerves, and billions of nerve fibers that spread
in a vast network to all parts of the body.
Basically, the nervous system has two functions:
Getting information like:
 impulses
 signals
 messages
Thus, nerves can be divided by their function into two general types,
each following a separate pathway. Those that receive – information,
for example, from our senses – and pass it along are called sensory
are afferent (inward – travelling). Those that relay information back
with a directive for action are called motor or efferent (outward –
travelling).
THE TWO PRINCIPAL DIVISIONS: the central nervous system and
the peripheral nervous system and their subdivisions are summarized
below.
THE CENTRAL NERVOUS SYSTEM (CNS) controls most functions
of the body and mind. It consists of two parts: the brain and the spinal
cord.
The brain is the center of our thoughts, the interpreter of our external
environment, and the origin of control over body movement. Like a
central computer, it interprets information from our eyes (sight), ears
(sound), nose (smell), tongue (taste), and skin (touch), as well as from
internal organs such as the stomach.

The spinal cord is the highway for communication between the body
and the brain. When the spinal cord is injured, the exchange of
information between the brain and other parts of the body is disrupted.

THE PERIPHERAL NERVOUS SYSTEM (PNS) is the division of the

nervous system containing all the nerves that lie outside of the central
nervous system (CNS). The primary role of the PNS is to connect the
CNS to the organs, limbs, and skin.

These nerves extend from the central nervous system to the outermost areas
of the body.

The peripheral system allows the brain and spinal cord to receive and send
information to other areas of the body, which allows us to react to stimuli in
our environment.

 Connects the central nervous system to the organs, limbs, and skin
 Allows the brain and spinal cord to receive and send information to
other areas of body HAPPY EXAMS MGA BHIELAT :P
 Carries sensory and motor information to and from the central
nervous system
 Regulates involuntary body functions like heartbeat and breathing

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 INTRODUCTION:
Gymnastics is thought to have begun in
ancient Greece about 2500 years ago where
it was used in training to keep fit for
sporting activities. In the Greek city of
Athens, gymnastic tournaments were held,
including tumbling, rope climbing, and
other similar activities.
The gymnasium was the hub of cultural
activity. Men met there not only to practice
sport, but to understand art, music and
philosophy. The Greeks believed
symmetry between the mind and body
was possible only when physical exercise
was coupled with intellectual activity.
Because of their love for these
tournaments, the Athenians sponsored
the ancient Olympic Games. When the
Roman’s conquered Greece, they found
that gymnastics was very valuable in
their military training. But after the fall of
the Roman Empire, gymnastics vanished
for hundreds of years.
After knowing the history of gymnastic,
let’s find out who are the people behind
gymnastic and what are their
contributions to physical education and
how long did their contribution last. These people are the pillars of gymnastic
they had contributed a big part on gymnastics, this means that these peoples are
very important to physical education, however we will also know what
organizations, groups, associations, and etc. have been playing and standing
during the past few years in gymnastic.
“Great Grandfather of Gymnastics”
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Johann Christoph Friedrich GutsMuths, also called Guts Muth or Gutsmuths (9
August 1759 – 21 May 1839), was a teacher and educator in Germany, and is
especially known for his role in the development of physical education. He is
thought of as the "grandfather of gymnastics" – the "father" being Friedrich
Ludwig Jahn. GutsMuths introduced systematic physical exercise into the school
curriculum, and he developed the basic principles of artistic gymnastics
He was born in Quedlinburg. He attended the University of Halle from 1778 to
1782, where he studied pedagogy. Sometime after 1785 while a private tutor in
Schnepfenthal (where he remained his entire life) he was appointed as a teacher,
and it was there he taught gymnastics supervised by Salzmann. In 1793, GutsMuths
published Gymnastik für die Jugend, the first systematic coursebook on gymnastics
His literary output on both moral and physical education continued upwards of
twenty-five years after the production of his seminal work Gymnastik.
Father of Gymnastic
Friedrich Ludwig Jahn, (born Aug. 11, 1778, Lanz, Brandenburg, Prussia—died
Oct. 15, 1852, Freyburg an der Unstrut, Prussian Saxony), the German “father of
gymnastics” who founded the turnverein (gymnastics club) movement
in Germany. He was a fervent patriot who believed that physical education was
the cornerstone of national health and strength and important in strengthening
character and national identity.
Jahn studied theology, history, and philology (1796–1802) at the universities of
Halle, Frankfurt an der Oder, Göttingen, and Greifswald. He spent the next years
tutoring, travelling, and attending classes at Jena and Göttingen. In 1809 he settled
in Berlin, where he held several teaching positions at secondary schools. There he
began a program of outdoor physical exercise for students. He invented the parallel
bars, the rings, the balance beam, the horse, and the horizontal bar, which became
standard equipment for gymnastics. He established a strong following among both
youths and adults and in 1811 opened his first gymnastics In 1813 Jahn joined the
volunteer Lützow corps and commanded its third battalion until after the fall of
Napoleon in 1815, returning then to Berlin and resuming work as a state teacher at
his gymnastic club. Deutsche Turnkunst zur Einrichtung der Turnplätze (A Treatise
on Gymnastics, 1828), written with Ernst Eiselen, was published in 1816. In the
politically reactionary climate of 1819, Jahn came under suspicion for his outspoken
nationalistic views and strong influence on youth, and the government arrested
him, closed his gymnastic club, and imprisoned him for almost a year. After his
release he was confined to the city of Kolberg until 1825, when he was given his
freedom. He was forbidden, however, to live in a city with a university or a
secondary school, and so he moved to Freyburg an der Unstrut, where he lived the
rest of his life. Jahn was awarded the Iron Cross for military bravery in 1840. Two
years later a national ban on gymnastics, which had been in effect since 1819, was
lifted. He served in the national parliament (1848–49).
Jahn wrote a vigorous defense of cultural nationalism, based on his investigation
of the German language and culture, Das Deutsches Volkstum (“German
Nationality”; 1810).
Karl Adolf Spieß
(3 February 1810 – 9 May 1858) was a German
gymnast and educator who contributed to the
development of school gymnastics for children of both
sexes in Switzerland and Germany. In 1833, his father
read a newspaper notice that the city of Burgdorf,
Switzerland, was in search of someone who could
take charge of physical training in its elementary
school. The clergyman, recognizing that a sojourn in
a neutral country was the only safe course for his
son, in view of existing political conditions, at once
wrote to propose Adolf for the place. Word came in
August that Adolf had been appointed teacher of
gymnastics, singing, writing, and drawing. (In 1835,
geography and history was substituted for writing
and drawing.) On October 5 he left home with his youngest brother, Hermann,
and traveling by way of Basel reached Burgdorf on the 21st, ready to begin work
in the state which was to be his home for the next fifteen (1833–1848).
 He introduced marching and free hand exercises performed with music.
Pehr Henrik Ling
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(15 November 1776 in Södra Ljunga – 3 May
1839 in Stockholm) pioneered the teaching
of physical education in Sweden. Ling is
credited as the father of Swedish massage.
He read Johann Christoph Friedrich
GutsMuths' book Gymnastics for the Youth,
and participated in the gymnastic exercises of
the originator of Danish gymnastics, Franz
Nachtegall He returned to Sweden 1804 in
order to establish a gymnastic institute.
It is possible that Ling's gymnastics were inspired by Chinese body exercises. Back
in Sweden, Ling began a routine of daily exercise, including fencing, and in 1805
was appointed as a master of fencing at Lund University. Having discovered that
his daily exercises had restored his health, Ling decided to apply this experience for
the benefit of others. He saw the potential of adapting these techniques to
promote better health in many situations and thus attended classes
in anatomy and physiology, and went through the entire curriculum for the
training of a medical doctor. He then outlined a system of gymnastics, exercises,
and maneuvers divided into four branches: pedagogical, medical, military, and
aesthetic, which carried out his theories and demonstrated the scientific rigor to
be integrated or approved by established medical practitioners. Ling was the
gymnastics instructor in the Military Academy at Carlsberg.
After several attempts to interest the Swedish government, Ling at last obtained
government cooperation in 1813,and founded the Royal Central Gymnastics
Institute for the training of gymnastic instructors was opened in Stockholm, with
Ling appointed as principal. Ling invented physical education apparatus including
the box horse, wall bars, and beams. He is also credited with
developing calisthenics and free calisthenics. Orthodox medical practitioners were
opposed to the claims made by Ling and his disciples. However, by 1831, Ling was
elected a member of the Swedish General Medical Association (Svenska
läkaresällskapet), which demonstrated that his methods were regarded as worthy
of professional recognition. He was elected a member of the Swedish Academy in
1835 and became a titular professor the same year.
1st American Contributor of Gymnastics

Dr. Dudley Allen Sargent was born in 1849, and died in
1924. He was a pioneer in physical education at
Harvard University. At a time when the concept that
physical education is beneficial to health and wellbeing
was being introduced, Sargent added scientific research
to fitness instruction. He held four terms as president
of the American Physical Education Association. Sargent
saw benefits in all programs in physical education, and
taught them all at his Normal School and at Harvard
Summer School. His long association with Harvard
included his years as Director of the Hemenway
Gymnasium at Harvard from 1879 to 1919. During this time, he also established
and taught at the Harvard Summer School of Physical Education.
History of Gymnastics in Philippines
The Philippines is a small island country in Southeast Asia.
The nation has a population of more than 92 million.
Organized athletic programs in the Philippines had their
beginnings in the establishment of the University of the
Philippines in 1908. All students were required to
participate in at least one sport. In the decades following
the opening of the university, student athletes, including
gymnasts, were nurtured and trained.
Gymnastics in the Philippines was started by two exponents of
Physical Education –Director Candido Bartolome of the University of the
Philippines and Mrs. Francisca Aquino of the Bureau of Public Schools.
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Candido Bartolome is the father of Physical Education of
the Philippines. He earned both B.P.E and M.P.E degrees
from Springfield College (then known as International
YMCA College). He represented the Philippines in the
Olympic Games in Los Angeles (1932), Berlin (1936),
London (1948), Melbourne (1956) and Tokyo (1964). In
1975, Candido Bartolome received an honorary degree of
Doctor of Humanics from Springfield College. In 1979,
Springfield College awarded him a Distinguished Alumni
Award.
Francisca Reyes-Aquino, the country's pioneer researcher on traditional
Philippine folk dances and music and known as the mother Philippine folk
dancing, was born in Lolomboy, Bocaue, Bulacan.
Francesca was the eldest of the three children of Felipe Reyes and Juliana Santos.
She had her early schooling at the Meisic Elementary School, Tondo Intermediate
School and Manila High School in Tondo, Manila. She obtained her High School
Teacher's Certificate (HSTC) in 1923, her Bachelor of Science in Education degree
in 1924 at the University of the Philippines (UP) and her Master of Arts degree in
1926 also at the UP.
Francisca Reyes Aquino, a member of the Bureau of Public Schools and a folk and
rhythm dance educator, contributed to the early training of gymnasts at the
university. Specifically, she infused gymnastic routines with dance moves unique to
the culture. She also wrote guides for gymnasts and raised the profile of the sport
throughout the nation.
Introduction:
Gymnastics is a sport that tests strength, balance and the ability to bend your body
and perform acrobatic movements. Like athletics and wrestling, it originated in
ancient Greece as part of military training. By the 19th century physical education
for boys in Europe included gymnastics, and several gymnastics events for men
were included in the first modern Olympic Games in 1896. Old-fashioned attitudes
 kept women and girls out of gymnastics until the 1920s, and the - Vault
Olympic Games didn’t include events for women until 1928. - Parallel and Horizontal Bars
Gymnastics is now part of physical education for boys and girls in
nearly every country, and gymnastics has become one of the
most popular sports at the Olympic WOMEN ARTISTIC GYMNASTIC
Games. The Games feature three - Uneven Bars
competitions; rhythmic gymnastics for - Floor Exercise
women only and artistic gymnastics - Balance Beam
and trampolining for both men and - Vault
women.

4 COMPETITIONS/DISCIPLINES IN FLOOR EXERCISES

GYMNASTICS It is a gymnastics event in which movements are performed on the floor in an
area 12 meters (40 feet) square. This area is covered by some type of cloth or
ARTISTIC GYMNASTICS mat, usually with some cushioning. No other apparatus is used. Men’s routines
are 50 to 70 seconds in duration. The type of exercise required is a series of
Competitive artistic gymnastics is the most popular gymnastic events. Artistic
movements combining elements of flexibility, strength, jumps, holding of poses,
gymnastics is a discipline of gymnastics in which athletes perform short routines
and balance, as well as other maneuvers. The whole routine must be performed
(ranging from about 30 to 90 seconds) on different apparatuses, with less time for
with rhythm and harmony, and the gymnast must move in different directions,
vaulting. The sport is governed by the Fédération Internationale de Gymnastique
using a major portion of the allotted area.
(FIG), which designs the code of points
and regulates all aspects of
international elite competition.
There are two types of artistic POMMEL HOARSE
gymnastics, Men’s Artistic Gymnastics The pommel horse is an artistic gymnastics apparatus. Traditionally, it is used by
(MAG) and Women’s Artistic only male gymnasts. Originally made of a metal frame with a wooden body and a
Gymnastics (WAG) leather cover, the modern pommel horse has a metal body covered with foam
rubber and leather, with plastic handles (or pommels).
Men’s Artistic Gymnastics (MAG) and
Women’s Artistic Gymnastics (WAG) competes with Six (8) Apparatus A typical pommel horse exercise involves both single leg and double leg work.
Single leg skills are generally in the form of scissors. Double leg work however, is
the main staple of this event. The gymnast swings both legs in a circular motion
(clockwise or counterclockwise depending on preference) and performs such skills
on all parts of the apparatus. To make the exercise more challenging, gymnasts will
often include variations on a typical circling skill by turning (moores and spindles),
by straddling their legs (Flairs), placing one or both hands on the pommel or the
MEN ARTISTIC GYMNASTIC
leather, or moving up and down the horse placing their hands on the pommel
- Floor Exercise
and/or the leather (travelling). Routines end when the gymnast performs a
- Pommel Horse
dismount, either by swinging his body over the horse or going through a handstand
- “The Rings”

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 to land on the mat. The pommel horse, its feet (340 cm) long and positioned at roughly hand height. Parallel bars are used in
gymnastic elements, and various rules are artistic gymnastics and also for physical therapy and home exercise. A routine
all regulated by the Code of Points. performed on the parallel bars must include various elements that depend on the
gymnast's competitive level. A typical performance will involve swinging skills in a
support position (on the hands), a hanging position, and an upper arm position
STILL RINGS OR “THE RINGS”
(resting on the inner bicep). Also, parallel bar routines often feature a strength or
The rings, also known as steady rings or still
static hold skill such as an L-sit or handstand. Each routine ends with a dismount
rings (in contrast to flying rings), is an
from either the ends of the bars or the side of the apparatus.
artistic gymnastics apparatus and the event
that uses it. It is traditionally used only by
male gymnasts, due to its extreme upper
HORIZONTAL BARS
body strength requirements. Gymnasts
The horizontal bar, also known as the high bar, is an apparatus used by male
typically wear ring grips while performing
gymnasts in artistic gymnastics. It traditionally consists of a cylindrical metal
on the rings. An exercise on rings consists
(typically steel) bar that is rigidly held above and parallel to the floor by a system
of swing, strength and hold elements.
of cables and stiff vertical supports. Gymnasts typically wear suede leather grips
Generally, gymnasts are required to fulfill
while performing on the bar. Current elite-level competition uses a more elastic
various requirements including a swing to held handstand, a static strength hold,
fiberglass core rail similar in material to the rails used in the women's uneven bars
and an aerial dismount. More experienced gymnasts will often perform more
and men's parallel bars apparatus. The gymnastics elements performed on the
than one strength element, sometimes swinging into hold positions or
horizontal bar are regulated by a Code of Points. A bar routine, which is a
consecutively performing different holds.
sequence of several bar skills, usually includes giants with various grips (over grip,
under grip, dorsal grip, mixed grip), in-bar work, turns, release and regrasp skills,
and a dismount. The horizontal bar is often considered one of the most exciting
VAULT
gymnastics events due to the power exhibited by gymnasts during giant swings
The vault is an artistic gymnastics apparatus
and spectacular aerial releases and dismounts that often include multiple flips or
which gymnasts perform on, as well as the
twists and, in some cases, airborne travel over the bar.
skill performed using that apparatus.
Vaulting is also the action of performing a
vault. Both male and female gymnasts
UNEVEN BARS
perform the vault. To perform a vault, the
The uneven bars or asymmetric bars is an artistic gymnastics apparatus. It is made
gymnast runs down a runway (the run),
of a steel frame. The bars are made of fiberglass with wood coating, or less
which is usually padded or carpeted. They hurdle
commonly wood. The English abbreviation for the event in gymnastics scoring is
onto a springboard and spring onto the vault with
UB or AB, and the apparatus and event are often referred to simply as "bars". The
their hands (the preflight or first flight, and block).
bars are placed at different heights and widths, allowing the gymnast to transition
from bar to bar. A gymnast usually adds white chalk to the hands so that they can
grip the bar better.

PARALLEL BARS
Parallel bars are floor apparatus consisting of two wooden bars slightly over 11

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 BALANCE BEAM
The balance beam is a rectangular artistic
ROPE
Look for swings, circles, rotations, wraps, unwraps, figure-eight-type circling
movements, throws and catches of the rope. Gymnasts also leap and jump
through the open or folded rope, held by both hands.

SPECS:
MATERIAL: hemp or synthetic material, knotted at each end

gymnastics apparatus, as well as the event performed using the apparatus. Both LENGTH: proportionate to the size of the gymnast
the apparatus and the event are sometimes simply referred to as "beam". The
English abbreviation for the event in gymnastics scoring is BB. The beam is a
small, thin beam which is typically raised from the floor on a leg or stand at both
ends. The balance beam is only performed by HOOP
female gymnasts. Beams are usually covered Common movements with the hoop include swings, rolls, tosses and catches,
with leather like material, and are only 4 spins, passes through and over the hoop, rotations of the hoop on the floor and
inches wide. rotations of the hoop around the hand and other parts of the body. Most
impressive here are the high throws and complex techniques for catching the
hoop in a different fashion each time.
RHYTHMIC GYMNASTICS
Rhythmic gymnastics, also called modern
gymnastics or modern rhythmic gymnastics, the performance of systematic SPECS:
physical exercise with the aid of such hand apparatuses as ropes, hoops, balls,
clubs, and ribbons. The sport combines elements of gymnastics, dance and MATERIAL: wood or plastic
calisthenics; gymnasts must be strong, flexible, agile, dexterous and coordinated.
DIAMETER: Interior is 80-90 cm (31.2-35.1 in)
Rhythmic gymnastics is governed by the International Gymnastics Federation
(FIG), which first recognized it as a sport in 1963 It became an Olympic sport in WEIGHT: 300 grams (10.5 oz.) min.
1984, with an individual all-around event. The group all-around competition was
added to the Olympics in 1996.

Competition area Material: carpeting

• Length: 13 m x 13 m (approx. 42.5ft. square)

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 BALL
Waves, circles, throws and catches, movement
with the ball balanced on the hand, bouncing
and rolling the ball on the floor and along parts
of the body are all key movements.
SPECS:
MATERIAL: rubber or synthetic material
DIAMETER: 18-20 cm (7-7.8 in)
WEIGHT: 400 grams (14 oz.) min.
CLUBS
Swings, large circles, small circles, mills,
throws and catches and rhythmical
tapping are common tricks.
SPECS:
MATERIAL: wood or synthetic material
LENGTH: 40-50 cm (15.6-19.5 in.)
DIAMETER: 3 cm (1.2 in) max. for head of
club
WEIGHT: 150 grams each (5.25 oz)
RIBBON
Ribbon routines are comprised of snakes, spirals, swings, circles, throws and
catches and figure-eight movements. The ribbon must remain constantly in
motion.
SPECS:
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MATERIAL: stick – wood or synthetic material
ribbon – satin or similar non-starched material
DIAMETER: stick – 50-60 cm (19.5-23.4 in)
ribbon – 6 m (6.54 yds.)
LENGTH: 3 cm (1.2 in) max. for head of
club
WEIGHT: ribbon, 35 grams (1.225 oz) min.
“TRAMPOLINING” OR TRAMPOLINE GYMNASTICS
Trampoline gymnasts perform a series of short routines containing a variety of
twists, bounces and somersaults. Precise technique and perfect body control are
vital for success, with judges delivering marks for difficulty, execution, flight time
and horizontal displacement.
In 1934, an American gymnast named George Nissen was inspired by watching
circus acrobats fall onto flexible safety nets and use the rebound to perform
acrobatic skills. He constructed the first prototype trampoline from canvas and
rubber used for inner tubes. Nissen named his device after ‘trampoline’, the
Spanish word for springboard.
The trampoline itself consists of a rectangular ‘bed’ made from a woven synthetic
fabric and measuring 4.28m x 2.14m. The bed is attached to a frame with steel
springs so that its recoil action propels performers high into the air.
Initially used as a training tool for astronauts, pilots and other sports, the
trampoline grew in popularity to such an extent that the first ever World
Championships were held in London in 1964. The discipline was added to the
Olympic programmed at Sydney 2000 and features men's and women's individual
competitions.
Olympic qualification is based on results achieved at the World Championships in
the year preceding the Games and the Olympic test event. In total, 16 men and 16
women take part.
ACROBATIC GYMNASTICS
What is Acrobatic Gymnastics?
Acrobatic gymnastics is a competitive gymnastic
discipline where partnerships of gymnasts work
together and perform figures consisting of
acrobatic moves, dance and tumbling, set to
music. There are three types of routines; a
'balance' routine (at FIG grade 5 and above)
where the focus is on strength, poise and
flexibility; a 'dynamic' routine (also FIG grade 5
and above) which includes throws, somersaults
and catches, and (at FIG grade 6 and above, as
well as grade 4 and below) a 'combined' routine
which includes elements from both balance and dynamic.
There are three different routines competed in Acrobatics Gymnastics.
 BALANCE
- The balance routines consist of skills requiring static holds and
pyramids. Groups in all levels perform a balance routine at
competitions.
 DYNAMIC
- The dynamic routine consists of skills that show flight,
demonstrating a variety of throws, catches somersaults and twists.
Groups in all levels perform a dynamic routine at competitions.
 COMBINED
- The combined routine consists of a combination of both balance and
dynamic elements. Only groups in National Stream Level 8 and above
and International Stream 12-18, 13-19 & Senior perform a combined
routine as competitions.
- The sport is governed by the International Federation of Gymnastics
(FIG). At international level, there are four FIG categories of
competition defined by age; 11-16, 12-18, 13-19, and 15+ (Senior). As
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well as this there is grades 1-6, grade 5 is the same difficulty as 11-16
and grade 6 is the same difficulty as 12-18.
Acrobatic gymnasts perform in pairs or groups and enter into and are
judged at a specific level or age group category. In each partnership,
the gymnasts' different sizes and abilities will be balanced to
complement each other in order to carry out the complex moves.
Some will mainly carry out supporting and pitching roles, and are
known as bases. They are then balanced with usually smaller
gymnasts who become the 'tops'. In men's and women's groups there
is also one or two ‘middles’, who are like another base who usually
will support the top while balancing on the base.
The different partnerships seen in competition are:
- women's pair (two females)
- men's pair (two males)
- mixed pair (a male base and a female top)
Introduction:
Gymnastics, in the context of this program, is regarded as an activity,
not a sport. It incorporates the modern approach to gymnastics: an
emphasis on the gradual accumulation of skill. Gymnastics contributes
significantly to overall fitness because it uses muscle groups and body
orientations that are uncommon to many other activities. If students
are not challenged beyond their abilities, and if the focus is on
movement and movement sequences at basic, not advanced, levels,
the fear of injury should be no different than that for any other physical
activity.
TERMS IN GYMNASTICS
ARCH
A position where the body is curved like an arc of a circle, with the
hip forward and the head and trunk bent backward.
 BASE
- A partner who supports the other performer above him
 SPOTTER
 - A person who helps a performer to go about a skill for the  PRONE
first time Lying face down with the body straight

 SPOTTING
- The act of helping a person to go about a skill for the first  SUPINE
time Lying flat on the back, with a straight body.

 EXERCISE OR ROUTINE  SPLIT

- Planned series of dance skills for the first time - A position where the legs are extended forward and
backward in a straight position.
 FLIP
- A hand springs  SCALE
- A support on one leg with the other leg raised at the back
 TOP and the body arch
- The partner who is supported by the bases.
 STRADDLE
 TUCK - The legs are extended sideways.
- A position where the head and the knees are in contact and
the trunk is covered
THE CONDITIONING PROGRAM IN GYMNASTICS
The exercises are selected for the purpose of preparing the body for more
 MOUNT complicated movements and skills. Exercises for the warm-
up can also be selected in his phase. This phase can also be
- A stunt performed by a performer to go up on an apparatus
considered as “calisthenics” since routines can be made out
of the exercises in the conditioning program.
 DISMOUNT
- A stunt used by a performer to get off on an apparatus  Cool down Exercises – serve to gradually taper off
the body from the stress of exercises. It is important as
warming up because it keeps the blood circulating around
HELD OR STATIC POSITION the body prevent the individual from experiencing some
These are the positions held for 2 or more seconds. form of dizziness.

 PIKE
- The upper body is bent forward at the hips to an angle equal THERE ARE ALSO TWO TYPES OF STRETCHING IN GYMNASTICS
to or than 90 degrees while the legs remain straight.

 PRESS 1. PASSIVE ASSISTED STRETCHING

- The application of steady pressure to a particular muscle or
group of muscles in order to attain a desired stretch Involves relaxing a specific body part and just allowing the partner to
move the limb of the stretcher to gain a new range of movement.

38
 Done without caution, this type of stretching may cause muscle injury
because the person assisting the stretcher cannot adequately
determine the sensation of the latter. Thus, the risk of injury
associated with overstretching a specific muscle group is high for this
type of stretching.
2. STATIC STRETCHING
Involves slowly stretching a segment of the body to the farthest point and
holding that position for a certain period of time. Usually performed without
a partner, each stretch is easy and pain – free. Once the stretcher has
achieved its full range of movement and begins to feel a mild discomfort
(muscle tension or “pangangalay”) in the body part being stretched, the
position is held statically. The risk of injury associated with this type of
stretching is very minimal
HERE ARE THE FIVE BEST EXAMPLES OF GYMNASTIC EXERCISES!
As most are fairly familiar already, gymnastics requires extreme contortions
that can really take a toll on their body without the proper training, but this
isn’t just exclusive to gymnasts. The benefits of many exercises transfer from
gymnastics over to other body training routines.
That’s why we’re giving you 5 essential gymnastics exercises you can do to
prepare your body by making it more agile, flexible, and mobile. They will
improve your core strength, make you less prone to injuries, and help you
gain better balance.
These gymnastics exercises are great for beginners and can also be
modified to challenge anyone of any skill level:
1. INVERT LEG STRETCH
Let’s start off with something simple, no need to jump right into the
complicated things just yet. This leg stretch is a little bit different from just
standing and touching your toes, we are looking to improve mobility which
requires a little more effort than that. This mobility centered stretch helps to
prepare the body for interactive workouts and exercises. Sports and CrossFit
are two good examples of where this stretch would see the most benefits.
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 How to do it
 While standing, separate both feet a little bit past shoulder width.
 Use the same side hand to whichever foot you are reaching for, so
if you are touching your right foot it should be with your right hand.
 Lean to either side, touch your foot, and extend the opposite arm
over your head.
It’s difficult to maintain straight legs, but try your best. As with most stretches,
it’s best to rep in seconds so count to 10-15 seconds before alternating legs.
Basically, you want to avoid crossing your body over. It helps to do this with
a point of reference in front of you. The point of reference (POR) is supposed
to prevent bad posture (chest has to be facing POR) so if at any point your
chest is pointed to the ground instead of the POR then posture needs to
change. Think of the motion made when going into a cartwheel, chest open,
one hand is on the ground, the other is reaching over. You get the idea.
2. KNEELING ROCKERS
A good way to warm up for any exercises involving your feet is kneeling
rockers. This plantar flexion mobility stretch decreases the likelihood of
potentially incredibly strenuous accidents from happening, like rolling your
ankle. So, let’s not make that a possibility and jump right into getting your
body ready.
 How to do it
 Sit on the ground with legs underneath you, and the top of your feet
flat against the floor.
 You should be positioned so that the bottom of your feet is undeath
your butt.
 Now hold the ground on either side of you for balance and push
your hips forward while using legs for support.
 This will cause quads to flex and helps test ankle resistance.
Here are time reps to go by:
Beginner: 3 X 10 seconds
Intermediate: 3 X 25 seconds
Spend the time you have in between sets (10-15 seconds) alternating resting
and lifting your legs off the ground. Essentially, you’ll be rocking back and
forth with your legs underneath.
Due to the nature of this warm up it’s important to take note not to overextend
the ankles while performing this stretch. Overextending can cause a number
of things to happen, but the main being pulling a muscle.
3. HOLLOW BODY HOLD
One of the most crucial techniques employed by gymnasts is the hollow body
hold. This involves bracing your abdominal muscles and creating complete
body tension. The more stable you are in this position, the better you’ll be
transferring force from your upper to lower body. Mastering the hollow body
hold will let you run, jump, kick, flip, and tumble faster and stronger. It also
has the added benefits of gaining better balance and making you less prone
to injuries.
How to do it?
The hollow body hold is the foundation of any gymnastic workout regimen,
and you should ensure that you are incorporating it into your routines as
much as possible. Below is a basic outline of how to start doing the exercise:
 Start by lying on your back with your legs together and arms over
your head.
 Contract your ab muscles and lift your legs, head, and shoulders a
few inches off the floor.
 Your body should be in a crescent shape from head to toe.
 At first it may be hard to hold this position for more than a few
seconds.
 Before moving on you should be able to be in this position
comfortably for at least 30 seconds.
 Once you can hold the position begin to incorporate rocking back
and forth while in the position.
 Start doing slow and small movements, and gradually increase the
speed and intensity of your movement.
The key here is to keep your body as tight as possible by squeezing the
targeted muscles, this will assure the most out of your workout. This simple
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exercise will do wonders for your core and help you when attempting more
difficult techniques in the future.
4. HOLLOW HOLD PULL-UP
When you get tired of lying on your back, you can take what you’ve learned
and apply it to the simple exercise of a pullup.
The hollow hold is actually very effectively utilized when doing pullups
because the crescent shape of your body increases stability, and requires
you to focus on the two factors:
The pullup
Keeping your legs up
While this is certainly great for your arms, it also will allow you to gain even
more core strength when doing your pullups. You can use this technique
while doing any type of pullup, so once you get the hang of it you can move
on to more advanced grips and pullup techniques. My gymnasts typically use
gymnastics bars for sale for these pullups, but anything you can hang from
works just fine.
 How to do it
 Begin your pullup by hanging at arms-length. Contract your abs,
press your thighs together and put your legs in front of you (your
body should form the shape of a L).
 Make sure you keep this position for the remainder of the exercises,
as breaking from it will greatly decrease the effectiveness of your
pullups. Do as many reps as you can at first, gradually increasing
over time.
 Once you master a normal grip you can move on to wide, close, or
reverse grips and even try variations like the commando.
5. HANDSTAND WALKS
This quintessential gymnastic technique can help you tone your body and
increase your overall agility. Perfecting a handstand has numerous physical
benefits including better balance, core strength, overhead agility, and
increased shoulder stability. Much like the other techniques in this list,
perfecting a handstand takes consistent practice to see gradual progress.
  How to do it
 Place your hands on the floor a couple of inches from a wall.
 Make sure to spread your fingers as wide as possible. Kick one leg
up at a time to get into a typical handstand position.
 Once you are in that position, you will want to hold that for as long
as you comfortably can.
Once you can hold the position for 30 seconds, try doing it without a wall.
Just make sure you have a clear space in front of you in case you need to
roll forward. It helps tremendously to have someone spotting you while you
find your balance in the handstand.
Eventually, you will get to the point where you can hold a handstand for a
period of time by alternating hand positions. Once you are at this point it’s all
about putting one hand in front of the other (be sure to utilize forward roll bail
out in case you lose your balance).
MOVEMENT
LOCOMOTOR MOVEMENT SKILLS – Used to move the body from one
location to another. The examples are shown down below.
WALKING
- A series of steps in all directions
RUNNING
- A fast walk with longer strides and there is a push-off by the
foot to suspend the body momentarily in air
HOPPING
- A spring on one foot and land on the other foot in one count.
SKIPPING
- A step and hop with the same foot in one count.
LEAPING
- A spring on one foot and land on the other foot
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SLIDING
- A full contact of the foot on the floor by gliding in any direction
GALLOPING
- A combined step and a cut (shift weight or displace the other
foot)
JUMPING
- To spring on one or both feet and landing on both feet
NON – LOCOMOTOR MOVEMENT SKILLS – in which the individual
does not have to change location in order to practice an activity.
 Bend or Flexion to move the body or part of the body around a wide
axis.
 Stretch, Extend, Straighten, to lengthen a part of the body
 Twist to move a body around a long axis
 Lift, raise to elevate a part of the body or the whole body to a
desired level
 Circle to move a body around a point
 Rotate/Turn to change directions to move around an axis
 Swing to move continuously from one point to the other
MANIPULATIVE MOVEMENT SKILLS – used to handle or manipulate
play objects, such as ball, wands, hoops, bats and etc. they include
movements that increase hand – eye and hand – foot coordination, tracking
skills, and dexterity and propulsion skills, such as throwing, kicking and
batting.
SPECIALIZED MOVEMENT SKILLS related to specific sports, games
and apparatus. Skills are structured (specific rules, guidelines and
techniques)
TUMBLING Skills  CARTWHEEL (movement
analysis)
 FORWARD ROLL (movement analysis)
 Standing on the left, right
 Squat position knees together; place hands in front of the knees flat
pointed forward; arms
on the floor fingers pointing front
overhead close to the ears.
 Tuck the head so the chin touches the chest.
 Step the right foot forward at
 Raise buttocks up to pike position. the same time kicks the left
 Bend arms until the shoulders reach the mat. leg sideward and place the
 Roll on back in tuck position, right hand on the mat,
weight of the body in it.
 Come up to squat position, arms forward.
 Continue the body and leg
rotation transferring the body weight on the left hand; legs in wide
stride in air.
Example of Variations:
 Land on tie left leg sideward left, and stand.
Straddle to Straddle
Pike to Pike

 HANDSTAND (movement analysis)

 BACKWARD ROLL (movement analysis)
 With the back facing the mat, squat Position; arms Infront of the
knees Hands and Feet Positions
 For momentum, place weight of the body before the roll  The hands are place in front of the right
 Sit to tuck position to continue rolling on the back; elbow foot; the elbows locked. The shape is a
closed to the head; fingers pointing back triangle,
 Continue rolling until the hands touch the mat,  The palms arc flat on the floor, fingers
(overhead reaching position) arc spread and pointing forward
 Immediately push with the hands to clear the head.  The weight of the body is on the heels
 End in squat position, arms forward of the hands, the fingers help in the
balance.
Example of Variations:

Steps
Straddle to Straddle
 Starting position: Facing the mat in standing position
Pike to Pike weight on the left foot right foot pointed in front; arms upward
close to the ears.

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  Lower the arms sideward down to arms close to the  Lift the pointed leg as the
hips and on the floor at the same time, step right foot; the left back arched, the arms
leg kicks upward in rear to vertical position. (Spotter holds the stretched overhead to
left leg in that position,) reach the floor
 Have the right leg join the left leg in handstand  Push through the
position, the be well contracted, the head is held up. supporting leg to come up
to a handstand position,
with leg on a wide split
 SPOTTING position.
 Keeping the other leg high and Straight as the first comes down.
The spotter stands in front of the performer as close as possible to be able
to catch the left leg in the upward kick.  Bring the second leg down to finish on standing position as in
starting position

 FRONT WALKOVER (movement analysis)

 Start on standing position on one leg, the other leg pointing
forward, arms overhead,
 Lift the pointed leg forward about 6 — 12 inches of the floor, the
arms stretched overhead
 Step the lifted leg forward to a lunge position, lean trunk slightly
forward hands to reach the floor.
 Push through the supporting leg to come up to a handstand
position, with leg on a wide split position
 Push body forward, keeping the other leg high and straight as the
first comes down.
 Bing the second leg down to finish on standing position as in
starting position.

 BACK WALKOVER (movement analysis)

 Staff on standing position on one leg, the other leg pointing forward,
arms overhead.

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