PATHFIT 1- Movement Enhancement Trece Martires City College

PATHFIT 1
Movement Enhancement

Orientation
- Discussion about the rules and regulation of the school and class.
- Policy of the instructor.
- OBTLP and Grading System
- Other matter to be discuss by the instructor.

❑ Overview of Physical Education

For about a century, many people have been confused about the term physical education,
and are not exactly sure about the term and what physical education teachers do. Even
college students, who have chosen physical education as their major field shared this
confusion. Despite this confusion, physical education has been accepted as part of the
curriculum in all schools. What is important is that physical education is one subject that
is well –taught and well-accepted. Within the past decades, dramatic changes have
occurred in the field of physical education and sport. Contemporary physical education
and sport has expanded to include persons of all ages and abilities. Involvement in
carefully designed programs can enhance the health and quality of life of the participant.

❑ Article XIV, Section 19 of 1987 Philippine Constitution

SECTION 1. The state shall promote physical education and encourage sports programs, league
competitions and amateur sports including the training for international competitions to foster self-
discipline team work & excellence for the development of healthy and alert citizenry.

SECTION 2. All educational institutions shall undertake regular sports activities throughout the
country in cooperation with athletic clubs and other sectors.

❑ CHED Memorandum Order No. 39, s.2021

ARTICLE II - SECTION 3. Integrated Purposes of the General, Higher and Physical Education
One of the goals of general education as articulated by the Commission on Higher Education is “to help
improve the Filipino quality of life”. This succinctly expresses the aspiration of the Tertiary Physical Education
Program. PE, more than any other subject in the curriculum, is much more direct. It is a subject that is directly
applicable and relevant to a learner's life in school, out of school and even beyond school. Through PE, the
learner can be more disciplined because the activities and tasks demand physical effort. When the learner
independently engages in physical activities because he understands the benefits of caring for and nurturing
one's health. he gains self-mastery. This self-mastery which s accompanied by self-confidence enables the
learner to become more socially involved. This is not to say that individuals who are incapable of exercise or
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physical activities are deprived of living a full life, rather, those who are physically fit and healthy are more
disposed to living a life of service for others.

PE, in recognizing this fundamental humanity of all, serves therefore as an important scaffold to the goal of
producing "graduates imbued with values reflective of a humanist orientation, [who are equipped to] think
through the ethical and social implications of a given course of action and are competent learn continuously
throughout life. Thus, the Filipino learner who is fully cognizant of his role in the life of the nation and the
larger community will be able to live meaningfully in a complex, rapidly changing and globalized world by
actively engaging himself in his community and the nation's development issues and concerns.

ARTICLE III - SECTION 5. Tertiary PE Program Standards

The following are the outcomes of the tertiary PE program:

1) Active and Healthy Living. This outcome is achieved through the adaptation of movement competencies
to physical activity pursuits. Movement competency and confidence allows the learner to engage in a variety
of moderate-to-vigorous physical activities resulting in improvements in one's fitness levels as well as
optimizing health by way of reducing health risk factors (i.e., physical inactivity, sedentary behaviors, stress).
As part of healthy living, food and beverage consumption patterns are periodically evaluated based on dietary
recommendations for the purpose of building healthy eating habits.

2) Advocacy and Action. At the individual level, this outcome is achieved through periodic evaluation of the
learner's (a) physical activity levels, (b) fitness levels, and (c) dietary/eating patterns. Such evaluation is
aimed at enhancing awareness and personal responsibility for making healthy choices (i.e., taking action).
At the school and/or community level, the learner is provided with and/or seeks opportunities for participation
in and/or lead (e.g. organize) physical activity-related events (e.g. intramurals, PA- based clubs, fitness and
wellness activities, etc.). These opportunities advocacy)

❑ PAR_Q (See the attached paper regarding the format)

http://eparmedx.com/wp-content/uploads/2022/12/ParQ-Plus-Jan-2023-Fillable-1.pdf

❑ FITT Principle

F- frequency (how often)

I- Intensity (how hard)
T- time (period of time)
T- type (what type)
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❑ PHYSICAL FITNESS

Fitness

- The ability to carry out daily tasks efficiently with enough physical capacity to cope with the
physical needs of life.

- States that it is the ability to carry out daily tasks efficiently with enough energy left over to enjoy
leisure time pursuits and to meet unforeseen emergencies.

Physical Fitness

- The ability to carry out daily tasks with vigor and alertness, without undue fatigue, and with ample
energy to enjoy leisure time pursuits and to meet unforeseen emergencies.

- (Physical fitness at any age depends upon eating the correct foods, having sufficient rest, taking
adequate daily exercise, and maintaining a strong mental attitude.)

Aspects of Fitness
1. Physical Fitness - refers to the ability of an individual to perform his daily tasks efficiently
without undue fatigue and has some extra “reserves” in case of emergency.

2. Social Fitness – is the ability to mingle with different types of people and interest and
concern for others.

3. Emotional Fitness – refers to the ability of an individual to control his emotions or

feelings.

4. Mental Fitness – is the ability to cope with common problems of everyday living.

5. Spiritual Fitness - is the beliefs and practices that strengthen your connectedness with
sources of hope, meaning, and purpose.

Total Fitness
It refers to the fitness of the whole person including physical, mental, social, emotional and spiritual
fitness

❑ COMPONENTS OF PHYSICAL FITNESS

Here follows the 11 components of physical fitness and its respective indicators;

Health-Related Fitness Components

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1. Cardio respiratory Endurance – the ability of the lungs and heart to take in and transport
adequate amounts of oxygen to the working muscles.
2. Muscular Endurance – the ability of the muscles to apply a sub maximal force repeatedly or to
sustain a muscular contraction for a certain period of time.
3. Muscular strength – the maximal one effort force that ca be exerted against a resistance.

4. Flexibility - the functional capacity of a joint to move through a full range of motion.

5. Body Composition – the ratio of lean body tissue (muscle and bone) to body fat tissue.

Skill-Related Fitness Components

6. Agility - quickness of movement

7. Speed - the ability of the individual to make a successive movement of the same kind in the shortest
time
8. Balance – the state of equilibrium.
9. Power – refers to muscular power which is the ability to release maximum force in the shortest
period of time; the ability of the muscle to exert effort.

10. Reaction Time – the amount of time it takes to start a movement once your senses signal the
need to move.
11. Coordination – the ability to use the senses together with body parts in performing tasks smoothly
and accurately.

❑ Types of Warm-up Exercise

Static warm-up- stay in position
Dynamic warm-up- moving from one place to another

❑ Basic Position Where Most Exercises Begin

A. Standing Positions
1. Feet together or Feet Parallel
The feet are about one (1) inch apart, toes pointing forward.
Arms at the sides.
2. Stride Position
The feet are apart about 12 inches wide. The stride
may be made wider than 12 inches. The weight of the
body is on both feet and the trunks is at the center.
Arms at sides.
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3. Lunge Position
Bend one knee, the other leg straight
Weight on both feet. Hands on hips.
4. Half-Knee Bend
Feet together, bend knees to about 45” angle;
feet flat on floor, body erect; hands on hips.

5. Full Knees Bend or Squat Position

The knees are fully bent, sit on the
Heels of the feet. The weight of the
body is on the balls of the feet.

B. Sitting Positions
1. Long Sitting Position
Sitting with legs extended forward, toes pointed;
trunk erect and hands on hips.

2. Hook Sitting Position

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

3. Long Sitting Rest Position

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

4. Tuck Sitting Position

Sitting on buttocks, bend knees close to
body; round back so that the forehead
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and the knees are in contact; hold shin of legs.

5. Stride Sitting Position
Sitting on buttocks, spread legs apart, trunk erect, hands
on thighs.
6. Side Sitting Position
Sitting on buttocks, bend right or left leg in front;
other leg extended sideward. Hands on knees.

7. Hurdle Sitting Position

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

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

9. Cross Sitting

10. Frog Sitting or Tailor Sitting

C. Kneeling Positions
1. Kneeling Position
Kneel on both knees, knees close together, body erect,
hands on hips.
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2. Stride Kneeling Position

Kneeling on both knees, with knees apart.

3. Half-kneeling Position Right or Left

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

4. Kneeling Position One Leg

Extended Sideward Kneeling on one leg, the other
extended sideward, forward or backward.

D. Lying Positions
1. Back or Supine Lying Position
Lying on the back, the body is well Extended, arms
overhead, toes pointed.
2. Front or Prone Lying Position
Body is well extended and in front of the body in contact
with the floor. Toes pointed, arms forward.
3. Side Lying Position
With the body well extended, the side of the
body is in contact with the floor, one hand on the
floor overhead and other hand bent close
to chest palms on floor. Toes pointed.
4. Hook Lying Position
In a back lying position, bend knees, with the feet
close to buttocks, feet flat on the floor. Arms overhead.

5. Tuck Lying Position

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

E. Arm Support Positions

1. Supine or Back Arm Support
From a long lying position, lift the body with straight arms
support. Body, legs and toes well extended and one
straight line.
2. Prone or Front Arm Support
From a front lying position, lift the body to front arms
support; body, legs and toes well extended and in
one straight line.

3. Side Arm Support

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

F. Four-Base Positions
1. Dog Stand Position
From a kneeling position, place the hands on the floor,
elbows straight, toes pointed; the knees and hands
are the base of support.

2. Bridge Stand Positions

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

G. Hand Positions
1. Hands on Waist
Place hands on waist, fingers pointing from thumbs pointing
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backward.
2. Hands on Chest
Palms facing down, thumbs touching the chest, elbows in line with the shoulders.

3. Hands on Shoulders
Bend arms from the elbow, fingertips touching the shoulders,
elbow in line with the shoulders, rib cage lifted.

4. Hands on Neck
Bend arms from the elbows, place hands behind the neck, fingertips
meeting each other, elbows in line with the shoulders.

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

H. Arm Positions
1. Arms Forward
Raise arms forward with palms facing each other.
Hands in line with the shoulder, elbows slightly extended.

2. Arms Sideward
Raise arms sideward, palms facing down, fingertips in
line with the shoulder.

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

forward backward sideward sideward

downward downward downward upward

5. Arms in T-Positions

T-Position Reverse T-Position

❑ Directional Terms
Supination - body facing upward/ palm facing up
Pronation - body facing downward/ palm facing down
Plantar flexion - pointing down
Dorsi flexion - pointing up
Extension - opposite of flexion
Hyperextension - next movement after extension
Rotation - act of turning part of the body
Circumduction - cone movement
Abduction - act of moving away the midline
Adduction - moving back to anatomical position
PATHFIT 1- Movement Enhancement Trece Martires City College

Elevation - moving up
Depression - moving down
Opposition - thumb and little finger move together
Reposition - thumb and little finger going back to its anatomical position

❑ Physical Fitness Test

Physical fitness testing

- Provides information on the status of your overall physical fitness.

- Serves as basis in determining what P.E activities you need to perform in order to improve a
particular component of physical fitness.
- For school administrators, results of physical fitness test may also be used as a basis in
evaluating the activities of the PE program.

Safety Guidelines that must be considered before and during the conduct of PFT:

1. Take into consideration the medical condition.

2. Condition your body before the test.
3. Do not perform strenuous activities.
4. Check your pulse rate before the test.
5. Wear proper attire.
6. If at any point during the test, you will feel dizzy or unwell; do not hesitate to inform you’re professor.
7. Do not do the physical fitness test unsupervised.

Tests

▪ VERTICAL JUMP

▪ PUSH UP
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▪ 50 METER SPRINT

rating men women

very good < 5.80 < 6.30
good 5.80 - 6.09 6.30 - 6.59
average 6.10 - 6.29 6.60 - 6.89
fair 6.30 - 6.60 6.90 - 7.20
poor > 6.60 > 7.20

▪ ILLINOIS AGILITY RUN TEST

Gender Excellent Above Average Average Below Average Poor

Male <15.2 secs 15.2 - 16.1 secs 16.2 - 18.1 secs 18.2 - 19.3 secs >19.3 secs
Female <17.0 secs 17.0 - 17.9 secs 18.0 - 21.7 secs 21.8 - 23.0 secs >23.0 secs
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▪ THREE MINUTE STEP TEST

- The lower your heart rate is after the test, the fitter you are.

3 Minute Step Test (Men) - Heart Rate

Age 18-25 26-35 36-45 46-55 56-65 65+

Excellent <79 <81 <83 <87 <86 <88

Good 79-89 81-89 83-96 87-97 86-97 88-96

Above Average 90-99 90-99 97-103 98-105 98-103 97-103

Average 100-105 100-107 104-112 106-116 104-112 104-113

Below Average 106-116 108-117 113-119 117-122 113-120 114-120

Poor 117-128 118-128 120-130 123-132 121-129 121-130

Very Poor >128 >128 >130 >132 >129 >130

3 Minute Step Test (Women) - Heart Rate

Age 18-25 26-35 36-45 46-55 56-65 65+

Excellent <85 <88 <90 <94 <95 <90

Good 85-98 88-99 90-102 94-104 95-104 90-102

Above Average 99-108 100-111 103-110 105-115 105-112 103-115

Average 109-117 112-119 111-118 116-120 113-118 116-122

Below Average 118-126 120-126 119-128 121-129 119-128 123-128

Poor 127-140 127-138 129-140 130-135 129-139 129-134

Very Poor >140 >138 >140 >135 >139 >134

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▪ BEEP TEST

❑ Physical Activity to Be Executed and Graded

Non – Locomotor
Breathing and Bracing

Dead Bug Series

Level 1 Single leg raise (Left and Right) 15 reps
Level 2 Contra lateral arm and leg (Left and Right) 15 reps
Level 3 Single leg raise elevation (Left and Right) 15 reps
Level 4 Contra lateral arm and leg elevation (Left and Right) 15 reps

Rolling (10 counts)

Step 1 Left arm extend on top of head, Right arm across then roll
Step 2 Right arm across then roll
Step 3 Roll back
Step 4 Do steps 1 to 3 to the other side

Push-Up
Push-up plank - Elbow push-up to Full push-up
Modified Push-Up (10 counts)
Step 1 Cobra push-up
Step 2 Knee push-up
Step 3 Full push-up
Step 4 Reverse from 3 to 1
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Planking Series
Level 1 Elbow plank 15 secs.
Level 2 Full plank 15 secs.
Level 3 Left arm raise 15 secs.
Level 4 Right arm raise 15 secs.
Level 5 Left leg raise 15 secs.
Level 6 Right leg raise 15 secs.
Level 7 Contra lateral L arm &R leg raise 15 secs.
Level 8 Contra lateral R arm &L leg raise 15 secs.

Bird Dog Series

Dog stand
Step 1 arm raise L & R 15 secs.
Step 2 leg raise L & R 15 secs.
Step 3 Contra lateral L arm &R leg raise 15 secs.
Contra lateral R arm &L leg raise 15 secs.
Step 4 Knee to elbow (L to R , R to L)

Bridge Exercise
Step 1 Bend both legs to the ground 15 reps.
Step 2 Hips elevation 15 reps.
Step 3 Hips and L,R foot elevation 15 reps.

Squat Sequence (10 counts)

Step 1 Low plank (elbow plank)
Step 2 High plank (full plank)
Step 3 L foot close to L hand
Step 4 R foot close to R hand
Step 5 Pray position
Step 6 Extend arms upward, squeeze back
Step 7 Stand up
Step 8 Reverse from 7 to 1

Locomotor

Crawling
- Army crawl
- Baby crawl
- Bear crawl
- Spiderman crawl
- Gorilla crawl
- Lateral crawl

Exercise for balance

- One leg
- One leg (close eyes)
- Toe touches
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- Superman
- Airplane

Jumping and Landing

- Squat
- Jump
- Land (soft & quiet)
- Absorb
- Step off
- Absorb

Running
- Arm action (arm swing)
- Leg kick (wall mountain climbers)
- Elastic band (Running)

❑ EATING DISORDER AND FOUR TYPES OF EATING

Eating Disorder is an illness that are characterized by irregular eating habits and stress concern about size.
Can develop during any stage in life but typically appear during teen years or adulthood. Commonly coexist
with other conditions such as anxiety, depression etc.

Why there is eating disorders

1. Genetic

Some genes identified in the contribution to eating disorders have been shown to be associated with
specific personality traits. They are believed to be highly heritable and often exist prior to the onset of the
eating disorder. These traits are: Obsessive thinking, Perfectionistic tendencies, Sensitivity to reward and
punishment, Emotional instability, Hypersensitivity, Impulsivity, Strictness.

2. Biochemical

Anorexia Nervosa – characterized by low weight, fear of gaining weight and a strong desire to be
thin, resulting in food restriction.

Bulimia Nervosa – characterized by recurrent binge eating followed by compensatory behaviours

such as self-induced vomiting, excessive use of laxatives or excessive exercise.

Binge eating – characterized by eating much more rapidly than normal, eating until feeling
uncomfortably full, eating large amounts of food when not feeling physically hungry , eating alone
because of feeling embarrassed by how much one is eating and feeling disgusted with oneself,
depressed or guilty afterwards.
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3. Psychological

This eating disorder are common in individuals who struggle with clinical depression, anxiety
disorders and obsessive-compulsive disorder, Low self-esteem, Feelings of hopelessness and inadequacy,
Trouble coping with emotions or expressing your emotions and Perfectionism.

4. Cultural
Most individuals are exposed to cultural pressures regarding weight or appearance.

5. Environmental

Environment can cause eating disorder because of family or other relationship problems, history of
physical or sexual abuse, activities that encourage thinness or focus on weight, peer pressure, being bullied
because of weight or appearance in general.

Eating disorders are illnesses, not character flaws or choices. Individuals don’t choose to have an eating
disorder. You also can’t tell whether a person has an eating disorder just by looking at their appearance.
People with eating disorders can be underweight, normal weight or overweight. It’s impossible to diagnose
anyone just by looking at them.

❑ Four Types of Eating You Should Know Fueling For Performance

Nutrition is critical for both academic and sports performance. Student- athletes need to fuel early
and often in order to meet their daily energy needs. Fueling before exercise has been shown to improve
performance over exercising in the fasted state. Consuming 30 to 60 grams of carbohydrate each hour during
prolonged exercise will prevent the under- fueling trap. It’s just a matter of timing, wrong timing/ timing of
intake definitely cause imbalance nutrition. Because the body is needed to reach the level of optimum
efficiency. People should have ‘food strategies and time management’. To ensure the timing of food and
fluids before, during or after exercise and especially to those who are non- athletes.

Tips: 1. Know your limitations 2. Eat fruits and vegetables 3. Control yourself

• Emotional Eating

Tips to Stop Emotional Eating

1. Identify the triggers - such as stress, emotions, social influences, boredom

2. Find ways to overcome them instead of eating - manage yourself, like if you are bored, read a book,
go to an amusement park, watch comedy shows -when having problems, confront it with confidence, - if
lonely, just call someone, play with pets etc.

3. Practice Mindful eating - Awareness of your physical and emotional cues, Awareness of your non-
hunger triggers for eating, Awareness on how you buy, prepare and eat your food, Choosing foods that give
you both enjoyment and nourishment, Learning to meet your emotional needs in ways other than eating.
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4. Pause and think - Construct a strategy to avoid this All this can help, but not if you can’t stand for it,
let’s make a change.

• Social Eating

Tips to avoid

1. Say no! For events whit many food

2. Try to manage and control

3. Make a decision

4. Change your habits

5. Encourage others to

6. Known your limits

7. Make yourself busy.

• Distracted Eating

Tips

1. Make the time to eat

2. Take a break on gadgets etc.

3. Chew food mindfully Make sure you’re truly reaping the nutritious benefits of your food choices and take
time to eat. Your behaviors are strongly influenced by your environments. Constantly being on the go, working
at a desk all day, and watching TV and laptops all influence your brain and behaviors when it comes to food
choices. Bring your focus back to your food, be mindful when eating and chew thoroughly to improve your
health and your waistline.

Prepared by: TMCC P.E Instructor