PATHFit 1 - Lesson 1 3

Republic of the Philippines
MARINDUQUE STATE COLLEGE

COLLEGE OF ARTS AND SOCIAL SCIENCES
Tanza, Boac, Marinduque
BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

BACHELOR OF ARTS IN COMMUNICATION
PHYSICAL ACTIVITY
TOWARDS HEALTH AND
FITNESS

Lesson One
GENERAL CONCEPTS OF PHYSICAL EDUCATION
By the end of this section you should be able to...

 Define physical education and other related terms
 Identify activities that can help promote healthy lifestyle
 Relate personal experiences that manifest the promotion of healthy lifestyle
PHYSICAL EDUCATION, FITNESS, HEALTH, AND LIFESTYLE
Physical Education is defined as:

 An integral part of the whole educational system designed to promote the
optimum development of the individual ( Andin, 1988)
 A process of learning through physical activities
 Education through the physical. It aims to develop students
physical competence and knowledge of movement and safety, and their ability to
use these to perform in a wide range of activities associated with the development of an
active and healthy lifestyle. (edb.gov.hk)
The major goal of physical education is fitness. Fitness is the ability to live a healthy,
satisfying and useful life. This kind of life is what the educational philosophers and thinkers
term as “good life”, and good life means that an individual satisfies his basic needs as
physical well being, love, affection, security, and self respect.
Through physical education, individual will be facilitated in the development of his

potentialities so that he can attain total fitness to enable him enjoy the “good life”. (Banawa,
et. Al. 2018)
Health on the other hand, is a state of complete physical, mental, and social well
being and not merely the absence of disease or infirmity. It s a physical condition in which an
individual has sufficient energy and vitality to accomplish daily task. This is the end objective
of promoting physical activity.
There are several factors in which an individual is not able to achieve the optimum
goal of physical education. The main factor is our contemporary lifestyle. Increased
sedentary habits, long working hours, reduced rest hours, diet containing highly processed
food, poor in fiber content and with loads of artificial colors and flavor, increased anxiety
and tensions related to education, career, job, performance, etc. Are some of the factors
that are responsible for decreasing the health status of our society at large.
At another perspective, lifestyle is a way of living of people which manifest in coping

with their physical, psychological, social, and economic environments on a day-to-day basis.
It also reflects people’s self image or the way they see themselves and believe they are seen
by the others. Lifestyle can be healthy or unhealthy based on food choices, activity level
and behavior.

ACTIVITY:
Read the research below and answer the questions that follow.
According to the results, published in a July, 2017, edition of the

scientific journal Nature, Hong Kong residents appear to be the world’s
most active, walking 6,880 steps or roughly 6 kilometers (km) on average
a day. In contrast, Indonesia was the most lethargic, walking only 3,513
steps or 4km a day, followed by Saudi Arabia (3,807 steps or 4.4 km) and
Malaysia (3,963 steps or 4.5km). The Philippines turned out to be the 4th
least active in the world with only 4,008 steps or 4.6km a day.
1. What implication can you derive from the research result?
2. What do you think are the reasons for the Philippines to rank 4th least active?
3. Can you suggest activities that can help in promoting a more active lifestyle? Enumerate
your answer.

Lesson Two
THE COMPONENTS OF FITNESS
By the end of this section you should be able to...
 Outline the components of health related fitness
 Outline the components of skill related fitness
 Perform activities to determine one’s fitness level
HEALTH RELATED FITNESS

There are 5 components of health related
fitness:
Cardiorespiratory Endurance – This is also

sometimes known as stamina and is the
ability of your body to continuously provide
enough energy to sustain submaximal
levels of exercise (the ability to take on and
utilize oxygen through efficient heart and
lung actions). By definition,
Cardiorespiratory endurance is probably
the most important fitness component
because oxygen consumption, the
measure of CRE is a clear indicator of
physiological well-being. (Robbins, Powers
and Burgess, 2002)
Try doing these exercises in sets of 10–15 repetitions, or as many repetitions as possible for 1
minute with a 20-second break in between sets
a. Jumping jacks
b. Burpees
c. Mountain climber
d. Side shuffle touches (https://www.medicalnewstoday.com/articles/325487#how-to-
improve)
Muscular Strength – This is the ability of a muscle or muscles to exert maximal force to
overcome a resistance. This is characterized by short duration and high intensity efforts such
as lifting a 100lbs. Weight at one time.
As Miller (2006) states, strong muscles help protect the joints, making them less
susceptible to sprains, strains, and other injuries. In addition, postural problems and low back
pain may also be prevented as well as efficient task performance if adequate strength is
maintained
Muscular Endurance – Muscular endurance is the ability of a muscle to make

continuous contractions over a set period of time whilst resisting fatigue. This may be
characterized by activities of low intensity and with longer duration such as push ups and sit
ups.

Flexibility – This is the range of movement possible at joints within the body. An adequate
degree of flexibility is important in preventing injury and in maintaining body mobility. It can
be greatly improved by stretching. It involves four basic movements namely:
a. Flexion- bending a body segment
b. Extension- straightening a body segment
c. Abduction- moving a limb away from the body
d. Adduction- moving a limb toward the body
Body Composition – Amount of muscle, fat, bone, cartilage etc. that makes up our body.
Body fat or adipose tissue represents that the component of the body whose primary role is
to store energy for later use. Body fats does not contribute in a direct sense of exercise
performance. Lean body mass on the other hand consist of the muscles, bones, nervous
tissue, ski, blood, and organs. These tissues have high metabolic rate and make a direct
positive contribution to energy production during exercise.
Ways to measure body composition:

a. Skinfold Test
b. Body Mass Index (BMI) Computation
c. Waist-Hip Ratio Measurement
Body Mass Index- relative weight for height and uses the formula:
BMI= weight (kg)/ height (m)
Waist-Hip Ratio (WHR) refers to the percentage of fat at the abdominal area/region. A high
percentage of fat in this area is associated with an increased risk of heart diseases or
hypertension

SKILL RELATED FITNESS

These are performance- related
fitness components that are vital for
athletic success and are not crucial to
health.
There are 6 components of skill

related fitness:
a. Speed
b. Power
c. Reaction Time
d. Coordination
e. Balance
f. Agility
Speed – Is the ability to move one or more body parts quickly. Examples of sports activities
where speed is essential are sprinters in a track event and receivers in a football team.
Power – Is the product of strength and speed. It is when we move as quickly and as forcefully
as we can. Sports activities where power is essential are weight lifting and throwing in field
events.
Activity test to measure power:

a. Vertical Jump
b. Standing Long Jump
c. Softball Throw for Distance
Reaction Time – Is how quickly the brain can respond to a stimulus and initiate a
response.Examples of sports activities where reaction time is essential are track players’
response to a gun firing, jump ball in basketball and a fast serve in tennis.
Activity tests to measure reaction time
a. Paper Drop
b. Hand Reaction Time Test
Coordination – Is the ability to use the body parts and senses together to produce smooth
efficient movements.
Balance – Is the ability to maintain equilibrium whilst moving or stationary.
Agility – Is the ability to change the direction and the speed at which you are travelling,
quickly and efficiently.

FACTORS THAT AFFECT HEALTH AND SKILL RELATED FITNESS

Age – Physical fitness generally declines with the ageing process. However, the speed at
which the effects of ageing occur can be offset by regular physical activity.
Gender – Due to hormonal deviations (testosterone/estrogen) males tend to have a larger
muscle mass, larger lungs and a larger aerobic ability than females, who often have better
flexibility and a higher body fat percentage.
Physique/Body Type – Body type will have a significant impact on a person’s

ability to perform various physical tasks. We classify individuals into 3 body types
(somatotypes) ectomorphs, endomorphs and mesomorphs. It is important to note that
individuals can have a combination of two or more somatotypes.
• Ectomorphs have a slim build, low body fat

percentage and are suited to endurance events
• Mesomorphs have an athletic build and are

suited to sprint events and swimming
• Endomorphs have a rounded shape and are

suited to strength/power events such as wrestling
and throwing events
Diet – When exercising, the body requires sufficient quantities of substances for
energy, growth and repair. A diet that lacks in quality can lead to fatigue, increased levels of
adipose tissue, poor bone growth and slow results in a training program.
Activity level/type – The frequency, intensity, type and time of activities will be a large factor
as to the physiological progressions to the human body.
Physical disabilities – There are many disabilities that can cause physical
impairment, however exercise adaptations can help correct/enhance body functioning with
targeted exercises.
Illness and fatigue – Illness will affect training directly. Depending on the illness this can be
both short and long term. Fatigue will hamper progress. Rest is an essential part of an
exercise program.
Drugs – These can be both social and medical. These should be picked up in pre exercise
screening. If medical drugs are prescribed, exercise clearance may need to be sought from
the clients GP. If social drugs are taken this will affect the body in a variety of ways. Training
should never take place if you suspect a client has taken recreational drugs.

ACTIVITY
Direction: Answer the following questions.

1. In your observation, what body type do you belong and what are the activities that
you do that compliments your body type?
2. Which fitness component do you think you excel most? Why?
3. Which fitness component do you think you need improvement? Why?


LESSON TWO
THE EFFECTS AND HEALTH BENEFITS OF EXERCISE

By the end of this section you should be able to…
 Describe cardiovascular and respiratory
adaptations to endurance/aerobic
training
 Identify the short and long term effects of
exercise on blood pressure
 Explain the “blood pooling” effect
following exercise
 Identify the effects of exercise on bones
and joints including the significance of
weight bearing exercise
 Describe delayed onset of muscle soreness
(DOMS) and identify exercises or techniques likely to increase its risk
 Explain the short and long term effects of different types of exercise on muscle
 Identify different exercises that can improve posture
WHY EXERCISE?
The term hypokinetic describes many of the diseases and conditions associated with
inactivity and poor fitness and first originated in the book Hypokinetic Disease (Kraus &
Raab,1961).
Hypokinetic Diseases include:

 Obesity
 High blood pressure
 High cholesterol
 Osteoporosis
 Osteoarthritis
 Lower back pain
 Type 2 diabetes mellitus
THE HEALTH BENEFITS OF EXERCISE

• Physically active people have a 33-50% lower risk of developing type 2 diabetes
compared with inactive people.
• Physical activity programs can help reduce the risk of falling, and therefore
fractures, among older people
• Physical activity is effective in the treatment of clinical depression and can be as successful
as psychotherapy or medication, particularly in the longer term.
• Physical activity is associated with a reduction in overall risk of cancer. In colon

cancer the most active individuals have, on average, a 40-50% lower risk than the least
active. Women with higher levels of physical activity have about a 30% lower risk of breast
cancer than the least active

• Physical activity is a major independent protective factor against coronary heart disease in
men and women. Inactive and unfit people have almost double the risk of dying from
coronary heart disease compared with more active and fit people. People at high risk of
coronary heart disease may benefit even more from physical activity compared with people
at lower risk
Exercises can be categorized into 2 areas:

1. Aerobic/Cardiovascular
2. Anaerobic
The key differences between these two types of
exercises are the duration and the
exercise intensity.
CARDIOVASCULAR EXERCISE
These types of exercises are low to moderate in intensity using slow twitch muscle fibers,
these primarily utilize energy created from the aerobic energy system and typically use large
muscle groups in a rhythmical movement for extended periods of time. For example cycling,
swimming and running.
Cardiovascular exercise improves the efficiency of oxygen

transfer between the heart and lungs, this can be measured using
VO2 max. VO2 max is the maximum capacity of an individual’s
body to transport and use oxygen during exercise.
RESISTANCE EXERCISE
Resistance exercises are a form of strength training at a
moderate to high intensity using fast twitch muscle fibers to apply
effort or force to overcome a specific load. If the individual
wishes to measure the development to fast twitch muscle fibers
then 1 repetition max tests could be completed to measure the
maximal force chosen muscles can generate in a single
repetition.
There are a variety of ways in which muscles can be

worked during resistance training, these include:
• Isometric – are movements in which contracting muscles stay

the same length
whilst applying a force (the plank)
• Concentric – causes muscles to shorten as they contract under

tension to apply force (upward phase of a bicep curl)
• Eccentric – are the opposite to concentric contractions,

muscles lengthen under tension to apply a force (controlled lowering phase of a bicep curl)
EFFECTS OF EXERCISE ON THE BODY

The body will adapt to the pressures put upon it if the overload principle is used.

When this is applied, the body will develop so that it is better suited to these pressures.
The type of training undertaken will promote different adaptations.
THE LONG TERM PHYSIOLOGICAL BENEFITS OF RESISTANCE TRAINING

• Increased bone density
• Increased resting metabolic rate
• Decreased body fat percentage
• Increased creatine phosphate and adenosine triphosphate stores
• Decreased blood pressure
• Decreased blood cholesterol markers
• Muscular hypertrophy
• Improved posture
• Improved core stability
• Decreased risk of injury
• Increased range of movement
• Improved power
• Improved strength
• Increase in number and size of mitochondria
• Improved motor unit firing and ability to recruit motor units
THE LONG TERM PHYSIOLOGICAL BENEFITS OF CARDIOVASCULAR

TRAINING
• Increased lung capacity/increase in VO2 max
• Hypertrophy of cardiac tissue
• Increased blood volume and red blood cell count
• Increased cardiac output and stroke volume
• Increased number of capillaries (capillarisation)
• Reduction in blood pressure
• Increased number of mitochondria
• Increase in bone density
• Lower blood cholesterol markers (reduction in HDL count)
• Reduction in body fat
EFFECTS OF EXERCISE ON BLOOD PRESSURE
SHORT TERM
Heavy weight training and isometric exercise will
significantly increase both systolic and diastolic blood
pressure.
LONG TERM
Aerobic exercise is very effective in reducing both systolic and diastolic blood pressure
over a long term exercise program. About 30% of patients were estimated to achieve a
reduction in systolic blood pressure of 10 mmHg or more in the short term, up to 1 year.

EFFECTS OF EXERCISE ON BONES AND JOINTS
SHORT TERM
• An increased production and secretion of synovial fluid. This will

lubricate the joints and reduce friction between the articular
cartilages of each bone
LONG TERM
• Stronger ligaments and tendons increase the number of

collagen fibers creating better joint stability
• Increase in bone density due to the increased activity of

osteoblasts (bone building cells). Physical activity can increase
bone mineral density in adolescents, maintain it in young adults,
and slow its decline in old age
EFFECTS OF EXERCISE ON SKELETAL MUSCLES
SHORT TERM
• Vasodilation of blood vessels diverts blood to working muscles
LONG TERM
Muscular endurance/aerobic training will cause an
increase in number and size
of mitochondria (sometimes referred to as the battery cells, as this
is where energy is produced in the form of ATP) as well as
capillarisation (increase in capillaries surrounding muscles).
Muscular hypertrophy and strength training will cause an Increase
in muscle size (hypertrophy) and can cause a reduction in
reciprocal inhibition (muscles on one side of a joint relaxing to
allow the contraction of muscles on the opposite side of that joint). This in turn can maximize
the force generated by that agonist.
EFFECTS OF EXERCISE ON THE RESPIRATORY SYSTEM
SHORT TERM
• Increased breathing rate and amount of oxygen breathed in
and out of the lungs (Tidal Volume)
LONG TERM
• Increased strength of respiratory muscles, these include the
diaphragm and intercostal
• Increased alveolar surface area
• An increase in vital capacity, the amount of air that can be
expired from the lungs once they are filled

EFFECTS OF DIFFERENT TYPES OF RESISTANCE EXERCISE ON MUSCLES
AEROBIC EXERCISE AND MUSCULAR ENDURANCE RESISTANCE

TRAINING
Endurance training programs use low resistance, high repetition exercises such as
running or cycling to increase VO2 max. Low intensity, long duration exercise can bring
about the following changes on
Type I fibers:
• An increase in the number and size of mitochondria in the muscle fibers
• An increase in the number of capillaries surrounding these fibers
• An increase in the number of aerobic enzymes, stored glycogen and triglycerides in the
muscle fibers
HYPERTROPHY AND STRENGTH RESISTANCE TRAINING

Typically, strength training programs involve large muscle group activation of high
resistance low repetition exercises to increase the force output ability of skeletal muscle (Sale
et al 1990).
Short duration, high intensity exercise affects mainly Type II fibers:

• A decrease in reciprocal inhibition
• An increase in the diameter of the recruited fibers (hypertrophy) due to an increase in the
myofilaments within the fibers
• An increase in the glycolytic activity (the process in which carbohydrates and
sugars, especially glucose, are broken down, producing ATP) of the muscle allowing more
work to be performed under anaerobic conditions or high stress conditions. Delayed onset of
muscle soreness – The delayed onset muscle soreness (DOMS) is the pain and stiffness felt in
muscles 24 to 72 hours after the exercise. DOMS often occurs when an individual
changes/increases the workload/workout intensity. The eccentric phases of training are the
main reason for muscle soreness.
EFFECTS OF EXERCISE ON POSTURE

Poor posture is common in both children and adults, which is usually caused by
muscular imbalance. There are many causes of poor posture within a modern lifestyle. These
include work such as desk jobs (which can cause a shortening of the pectorals) and driving
(which can lead to a shortening of the hip flexors), these in turn can affect spinal posture.
Through a combination of stretching and strengthening specific muscle groups

postural abnormalities can be improved. Below are a few exercises that can be completed
to improve some spinal abnormalities, for more detail on these abnormalities referring to the
anatomy and physiology section.

LESSON THREE
APPLYING THE PRINCIPLES AND VARIABLES OF FITNESS TO AN EXERCISE

PROGRAMME
By the end of this section you should be able to…
 Describe the importance of and reasons for a warm up and cool down
 Identify the implications of specificity, overload, reversibility, adaptability, individuality
and recovery
 Explain the principles of FITT, with modifications and progressions for each component
 Explain how to recognize when and how to regress a training program
 Describe the effect speed and intensity has on posture
 Describe the effect of levers, gravity and resistance on exercise
 Describe the differences between programming exercise for physical fitness and for
health benefits
THE PURPOSE OF A WARM UP AND COOL DOWN

When designing an exercise program it is essential that a specific warm up and cool
down are included. These are often neglected by gym users but have an important role in
preparing and returning the body to a pre exercise state to reduce the risk of injury.
WARM UP
A warm up is an exercise that gradually builds in intensity at the beginning of a
workout. This prepares muscles, heart rate, blood pressure and body temperature for the
forthcoming exercises.
A typical warm up may include cardiovascular exercise with a gradual increase in

intensity. This is often referred to as a pulse raiser. Mobilization exercises to promote joint
movement and pre exercise stretching (static, dynamic or ballistic) may also be included.
A warm up is prescribed to raise the body temperature to 39/40 degrees. This small
increase in temperature has many benefits to exercise performance.
1. This heating effect will allow the muscles and tendons to become more extensible. This in
turn will create more supple muscle fibers and enhance stretching.
2. An increase in oxygen and essential nutrients to muscle tissue, which occurs due to an
increase in blood flow through vasodilation.
3. Specific warm ups that mirror the activity about to take place will enhance neural
pathways, which speeds up reaction time.
4. Secretion of synovial fluid helps lubricate joints.
5. Psychological preparation for physical activity/exercise.
The risk of injury can be reduced by about one third and the risk of severe injuries by as much
as a half. (Soligard T, Myklebust G, Steffen K, et al. 2008).

TYPES OF WARM UP
There are 3 main categories of warm up:
Passive Warm Up
– increases body temperature by some external means, for example a bath or massage, this
however is not the most appropriate method to prepare muscles for exercise.
General Warm Up
– increases body temperature by using general rhythmical body movements which use
large muscle groups, examples of movements include jogging, cycling and rowing.
Exercise Specific Warm Up

– increases body temperature whilst using specific muscle groups that are going to be used
within the exercise following the warm up. For example in football a warm up would include
drills and exercises (turns, jumps and lunges) which replicate the player’s movement patterns
within a game. Although there are no general rules to the best warm up type, an exercise
specific warm-up is seen to be the most appropriate as this method provides a rehearsal of
the activity or event.
Pre exercise stretching should then be completed on muscle groups that are going to be
worked during the session.
COOL DOWN
The purpose of a cool down is to return the body to a pre exercise state. This may
involve a cardiovascular cool down lasting 5-10 minutes in which the working intensity is
gradually reduced by reducing the speed and resistance allowing a gradual decrease in
temperature, heart rate and blood pressure, back to resting levels. By gently working the
major muscle groups blood pooling is reduced and the removal of waste products such as
lactic acid.
A good indication of when the cool down is complete would be when the
participant’s heart rate is reduced to just above the individuals resting heart rate figure.
Stretching after the cardiovascular cool down could also reduce the effects of DOMS
following exercise. It can help improve flexibility, which will have a positive effect on
performance in physical activities, or decrease risk of injuries by helping joints move through
their full range of motion more effectively.
TYPES OF STRETCHING
There are a variety of ways to stretch before and after exercise.
Active
– Active stretching is accomplished using antagonist muscles without
assistance from an external force or object (Alter, 1998) For example contracting the
hamstrings to stretch the quadriceps.
Passive
– Passive stretching is a form of stretching in which an external object or
person is used to help enhance the stretch. For example using a wall to stretch the pectorals.

WARM UP
Static
– This from of stretching is when the client holds the stretch to the end of the muscles
movement. There is no movement during this type of stretch. Correct posture should be
maintained during stretches, which are normally held
for 8-10 seconds. For example a static quadricep stretch.
Dynamic
– These types of stretches are seen to be the best way of preparing
for exercise. They are controlled movements that reflect the exercise about to be performed.
8-10 repetitions of each movement are normally completed.
For example a lunge rotation movement helps stretch the quadriceps and obliques.
Ballistic
– These types of stretches involve rapid bouncing movements, which
lengthen the muscle to beyond its normal range with the use of momentum. These are not
suitable for exercise beginners as they can cause muscle damage and muscle soreness. An
example of this would be bouncing to touch your toes in a standing hamstring stretch.
For tasks requiring power and agility, results suggest that a dynamic warm up might
offer performance benefits not found with static stretching.
For tasks demanding a high degree of flexibility, power, and agility, warm up activities
should be sequenced so that static-stretching (if it is deemed necessary) is followed by
dynamic, progressive movements that mimic the goal activity without inducing fatigue.
(Samson et al 2012)
COOL DOWN
Static (Maintenance) – cool down stretches are generally static and are held for
15-30 seconds.
Static (Developmental) – these stretches are held for 15 second intervals and are repeated
as required, these are used to develop the range of movement at a joint. Firstly the stretch
would be held for 15 seconds maintaining correct posture, once the tension has reduced
within the muscle the stretch will be passively increased and held for a further 15 seconds,
repeat as necessary.

PHYSICAL FITNESS TEST

SCORE CARD
Name:______________________________
Course & Section: ___________________
EQUIVALENT
FITNESS TEST SCORE PERFORMANCE LEVEL SCALE GRADE IN
PERCENT
Sit-ups/ Curl-ups
Push Ups
Sit and Reach
Bass Stick Test
Meter Stick Drop
Wand Juggling
Standing Long
Jump
Agility Test
30 Meters Sprint
12 Minute Run/Walk
Test
TOTAL
Note:
To get the equivalent grade in %, it is up to the evaluator to choose the exact corresponding
percentage. Example: Scale 4 may be between 89%-94%. See the table for scale equivalence and
interpretation.
To get the total score, Add the equivalent grade in % and divide it by the number of tests to
get the average.
Evaluator: __________________________________
Signature over Printed Name

SCALE EQUIVALENCE AND INTERPRETATION
EQUIVALENT GRADE
SCALE PERFORMANCE LEVEL INTERPRETATION
IN PERCENT (%)
You showed an excellent
5 Excellent 95% - 100% performance.
Congratulations!
You did a very good
performance although you
4 Very Satisfactory 89% - 94% committed minimal errors. Try
to work on it.
Keep it up!
You did a good performance.
Try to exert more effort in
getting a higher grade next
3 Satisfactory 81% - 88%
performance.
Good luck!
Your grade though passing

shows that you did not exert
so much effort. Try to exert
2 Needs Improvement 75% - 80% more in getting a higher
grade next performance.
Good luck!
Try to improve your

1 Poor 74% and below
performance next time.

FITNESS TEST MANUAL
Test 1. SIT-UPS/CURL-UPS
Objective: To test the strength and muscular endurance of the abdominal muscles.
Materials: Stopwatch, Mat on the floor
Procedure:
a. Lie down on a mat with your knees flexed at right angles.
b. Cross arms close to the chest with finger tips on level with the shoulders.
c. Ask a partner to hold your feet and on signal, perform as many sit-ups as you can in 30 seconds.
Make it sure that your back between the shoulders touching the ground and crossed arms
touching your knees.
d. Have your partner count the number of sit-ups achieved in 30 seconds.
e. Record the number achieved and sit-up rating.
NUMBER OF SIT-UPS IN 30 SECS. PERFORMANCE LEVEL

MALE FEMALE
30 above 25 above Excellent
26-30 21-25 Very Satisfactory
20-25 15-20 Satisfactory
17-19 9-14 Needs Improvements
16 below 8 below Poor
Score: __________________ Performance Level: _______________________
Scale: ___________________ Equivalent Grade in Percentage: _____________
Evaluator: ________________________________

Test 2. PUSH-UPS
Objectives: To evaluate the strength and endurance of the arms and shoulder girdle
Materials: Mat on the floor
Procedure:
a. Performer assumes front leaning rest position, hands on the floor, finger pointing forward, toes
touching the surface for males and knees touching the surface for females.
b. Extends your elbow straight upward.
c. Lowers the body until the chest touches the mat and then pushes upward to the straight arm
support position.
d. The action is then repeated as many as possible without rest. The body must not sag but maintain
a straight line throughout the trial.
e. Record the number of correct push-ups executed.
Additional Pointers:
a. The score is terminated if the performer stops to rest.
b. If the chest does not touch the mat of it the arms are not completely extended on an execution,
the trial does not count.
NUMBER OF PUSH-UPS
MALE FEMALE PERFORMANCE LEVEL
49 and above 31 and above Excellent
0-8 0-6 Poor
Score: __________________ Performance Level: ________________________
Scale: ___________________ Equivalent Grade in Percentage: _________________
Evaluator: ________________________________

Test 3. SIT AND REACH

Objectives: To evaluate flexibility. To measure the development of hip and back flexion as well as
extension of the hamstring muscles of the legs.
Materials: Meter Stick
Procedure:
a. The performer sit stride on the floor with heels not more than 5 inches apart on the line with the
near edge of the 15 inch mark and slides the seat back beyond the zero end of the meter stick.
b. A partner should stand on each side to hold the students knees in locked position as the student
prepares to stretch.
c. The performer hooks his thumbs together and points his extended finger forward on the floor.
d. Performer slowly reaches forward with both hands while bending the trunk forward.
a. The finger should touch the meter stick and should be able to hold this position while the distance
reached is noted.
b. The best of three trials measured to the nearest quarter of an inch is the test score.
NUMBER OF INCH IN SIT AND REACH PERFORMANCE LEVEL

MALE FEMALE
16 and below 17 and below Poor
Score: ___________________ Performance: ____________________________
Scale: ______________________ Equivalent Grade in Percentage: _______________
Evaluator: ________________________________

Test 4. STANDING LONG JUMP

Objectives: To measures the leg strength and power.
Materials: Mat on the floor, marking material (tape or chalk), tape measure or meter stick
Procedure:
a. Stands with feet parallel on the ground behind the starting line.
b. The performer bends the knees, swings the arms and jumps as far forward as possible.
c. The jump must be made from both feet.
a. The measurement is made from the starting line to the heel off the floor closer to the take-off
board or starting line.
b. If the performer falls backward on landing the measurement is made between the starting line
and the nearest part of the body touching the landing surface.
NUMBER OF INCHES IN LONG JUMP

(FT’ INCHES”)
AGE
19 20 21 19 20 21
8’0” 8’2” 8’5” 6’7” 6’6” 6’9” Excellent
7’2” 7’6” 7’9” 5’10” 5’9” 6’0” Very Satisfactory
6’8” 7’0” 7’2” 5’5” 5’3” 5’5” Satisfactory
6’1” 6’6” 6’6” 4’11” 4’9” 4’11” Needs Improvements
5’2” 5’5” 5’5” 4’0” 4’0” 4’1” Poor
Score: ___________________ Performance Level: _________________________
Scale: __________________ Equivalent Grade in Percentage: __________________
Evaluator: ______________________________

Test 5. SEMO AGILITY TEST

Objective: To measure the general agility of the body in maneuvering forward, backward and
sideward.
Materials: Any smooth 12 x 19 ft. area with adequate running space around it
Four plastic cones or suitable substitute objects
Stopwatch
Procedure:
a. Place the cones squarely in each corner as seen in the diagram.
b. Performers lines up outside the lane (at A).
C. At the signals “Ready”, “Go” the student side steps from A to B and passes outside the corner
cone (B).
d. Then the performer backpedals from B to D and passes to the inside of the corner cone (D).
e. Sprints forward from D to A and passes outside the corner cone (A).
f. Then backpedals from A to C and passes to the inside of the corner cone(C).
g. The performer sprints forward from C to B and passes outside the corner cone (B).
h. And finally side steps from B to the finish line at A.
TIME OF SEMO AGILITY TEST IN SECONDS PERFORMANCE LEVEL

MALE FEMALE
10.72 and below 12.19 and below Excellent
11.49-10.73 12.99-12.20 Very Satisfactory
13.02-11.50 13.90-13.00 Satisfactory
13.79-13.03 14.49-13.91 Needs Improvements
13.80 and above 14.50 and above Poor
A B
C D
Procedure:
1. Side step from A to B
2. Back pedal from B to C
3. Sprint from C to A

4. Back Pedal from At to D
5. Sprint from D to B
6. Side step from B to A
Test 6. BASS STICK TEST

Objective: To measure the static balance of the performer supported on a narrow surface on the ball
of the foot.
Materials: Stick with 1 inch wide, 1 inch high and 1 foot long
Stopwatch
Procedure:
a. Performer stands and places the ball of the foot (R or L) crosswise on the stick.
b. Lifts the opposite foot off the floor, holding the balance for as long as possible up to a maximum of
60 sec. observer takes note of how long his or her performer maintains balance.
c. Each performer executes the test 6 times, 3 times on the right leg and 3 times on the left.
d. The score is the sum of the times in seconds for all six trials.
NUMBER OF SECONDS FOR BASS STICK TEST PERFORMANCE LEVEL

MALE FEMALE
0-14 0-14 Poor
Score: ________________________ Percentage Level: ___________________
Scale: _________________________ Equivalent Grade in Percentage: ___________
Evaluator: _____________________________

Test 7. METER STICK DROP

Objective: To test the time it takes you catch the ruler.
Procedure:
a. Have your partner hold the top of the ruler with his or her thumb and index finger between the zero
mark.
b. Position your hand over the edge of the table with your thumb and index finger at the 50 m mark
on the ruler but not touching it.
c. When your partner drops the stick without warning, catch it as quickly as possible between your
thumb and index finger.
d. Try this three times. Your score is the number on the ruler at the place where you caught it.
e. Record your scores. To get your rating use the middle score (midpoint between your lowest and
highest score).
Note: Your partner should be careful not to drop the ruler at the same waiting period time.
You should not be able to guess when the ruler will drop.
METER STICK DROP RATING PERFORMANCE LEVEL

42.5 cm. and above Excellent
34.1-42.4 cm Very Satisfactory
29.6-34 cm Satisfactory
22.0-29.5 cm Needs Improvements
21 cm. and below Poor
Score: _________________ Performance Level: __________________________
Scale: _________________ Equivalent Grade in Percentage: ___________________
Evaluator: ________________________________

Test 8. WAND JUGGLING

Objectives: To test the coordination by catching the stick.
Materials: 3 pieces Sticks with 2ft. long and ½ inch x ½ inch in width.
Procedure:
a. Hold a stick in each hand. Have a partner place a stick across your sticks.
b. Toss the third stick in the air so that it makes a half-turn. Catch it with the sticks you are holding. The
tossed stick should not hit your hands.
c. Do this 5 times tossing the stick to the right and 5 times tossing it to the left.
d. Score 1 point for each successful catch.
NUMBER OF TOSSED MADE PERFORMANCE LEVEL

10 Excellent
8-9 Very Satisfactory
6-7 Satisfactory
4-5 Needs Improvements
0-3 Poor
Scale: ____________________ Performance Level: _______________________
Score: ____________________ Equivalent Grade in Percentage: _________________
Evaluator: _____________________________

Test 9. 30 METERS SPRINT

Objectives: To test the speed of a performer over 30 meters
Materials: Tape Measure
Stopwatch
Facilities: Running Area with 30 meters in length
Procedure:
a. Mark out 30 meters on your selected running surface.
b. Using a flying start. Sprint as hard as you can between the marked areas.
c. Make sure that your sprint is timed by a partner from the start to the finish line.
d. Record your time in second and sped rating.
TIME OF 30 M. SPRINT IN SECONDS PERFORMANCE LEVEL

MALE FEMALE
4.0 below 4.5 below Excellent
4.2-4.1 4.6-4.4 Very Satisfactory
4.4-4.3 4.8-4.7 Satisfactory
4.6-4.5 5.0-4.9 Needs Improvements
4.7 above 5.1 above Poor
Score: _________________________ Performance Level: ______________________
Scale: _________________________ Equivalent Grade in Percentage: _____________
Evaluator: _______________________________

Test 10. 12 MINUTES RUN-WALK TEST

Objective: To measure cardio-respiratory fitness
Stopwatch
Facilities: Running Area (30 meters x 30 meters). You can use the running area for 30 meters sprint.
Procedure:
a. Assigned a spotter or partner to each runner.
b. The runners stand behind the starting line.
c. The starter uses the command “READY” as a preparatory signal to alert all the performers.
d. When the signal “GO” is given, all performers directly down the track or running area in vice versa.
e. The performer runs as many lapses as possible around the designated course within the specified
time.
f. Each runner is assigned a spotter or partner. The spotter maintains a count of each lap and when
the “STOP” signal is given, he immediately runs to the spot, and record how many laps that the
runners did.
Scoring: The score is the distance in meters covered by running, jogging or walking in 12 minutes.
NUMBER OF METERS IN 12 MIN. RUN-WALK TEST

AGE
19 20 21 19 20 21
2326 2391 2456 1976 2011 2046 Excellent
2046 2111 2176 1702 1736 1771 Very Satisfactory
1853 1918 1983 1512 1547 1582 Satisfactory
1661 1726 1791 1321 1356 1391 Needs Improvements
1381 1445 1510 1047 1082 1117 Poor
Score: ________________________ Performance Level: ____________________
Scale: ________________________ Equivalent Grade in Percentage: ______________
Evaluator: ____________________________________

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Republic of the Philippines

MARINDUQUE STATE COLLEGE

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

GENERAL CONCEPTS OF PHYSICAL EDUCATION

By the end of this section you should be able to...

PHYSICAL EDUCATION, FITNESS, HEALTH, AND LIFESTYLE

Physical Education is defined as:

Through physical education, individual will be facilitated in the development of his

At another perspective, lifestyle is a way of living of people which manifest in coping

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

According to the results, published in a July, 2017, edition of the

1. What implication can you derive from the research result?

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

HEALTH RELATED FITNESS

Cardiorespiratory Endurance – This is also

Muscular Endurance – Muscular endurance is the ability of a muscle to make

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

Ways to measure body composition:

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

SKILL RELATED FITNESS

There are 6 components of skill

Activity test to measure power:

Balance – Is the ability to maintain equilibrium whilst moving or stationary.

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

FACTORS THAT AFFECT HEALTH AND SKILL RELATED FITNESS

Physique/Body Type – Body type will have a significant impact on a person’s

• Ectomorphs have a slim build, low body fat

• Mesomorphs have an athletic build and are

• Endomorphs have a rounded shape and are

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

Direction: Answer the following questions.

2. Which fitness component do you think you excel most? Why?

3. Which fitness component do you think you need improvement? Why?

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

THE EFFECTS AND HEALTH BENEFITS OF EXERCISE

Hypokinetic Diseases include:

THE HEALTH BENEFITS OF EXERCISE

• Physical activity is associated with a reduction in overall risk of cancer. In colon

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

Exercises can be categorized into 2 areas:

Cardiovascular exercise improves the efficiency of oxygen

There are a variety of ways in which muscles can be

• Isometric – are movements in which contracting muscles stay

• Concentric – causes muscles to shorten as they contract under

• Eccentric – are the opposite to concentric contractions,

EFFECTS OF EXERCISE ON THE BODY

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

THE LONG TERM PHYSIOLOGICAL BENEFITS OF RESISTANCE TRAINING

THE LONG TERM PHYSIOLOGICAL BENEFITS OF CARDIOVASCULAR

EFFECTS OF EXERCISE ON BLOOD PRESSURE

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

EFFECTS OF EXERCISE ON BONES AND JOINTS

• An increased production and secretion of synovial fluid. This will

• Stronger ligaments and tendons increase the number of

• Increase in bone density due to the increased activity of

EFFECTS OF EXERCISE ON SKELETAL MUSCLES

EFFECTS OF EXERCISE ON THE RESPIRATORY SYSTEM

BACHELOR OF SCIENCE IN SOCIAL WORK (BSSW)

EFFECTS OF DIFFERENT TYPES OF RESISTANCE EXERCISE ON MUSCLES

AEROBIC EXERCISE AND MUSCULAR ENDURANCE RESISTANCE

HYPERTROPHY AND STRENGTH RESISTANCE TRAINING

Short duration, high intensity exercise affects mainly Type II fibers:

Score: Performance Level: _____

Scale: _______ Equivalent Grade in Percentage: _

Score: Performance Level: ______

Scale: ___ Equivalent Grade in Percentage: _

Score: _ Performance: __________

Scale: ________ Equivalent Grade in Percentage: _

Score: _ Performance Level: _______

Scale: Equivalent Grade in Percentage:

Score: ______ Percentage Level: _

Scale: _______________ Equivalent Grade in Percentage: _

Score: _ Performance Level: __________

Scale: _ Equivalent Grade in Percentage: ___

Scale: Performance Level: ___

Score: ____ Equivalent Grade in Percentage: _

Score: ___ Performance Level:

Scale: _____________ Equivalent Grade in Percentage: _

Score: ____ Performance Level:

Scale: __________ Equivalent Grade in Percentage: