Chapter I

PHYSICAL EDUCATION

Introduction
Physical Education as a subject in the curriculum has been dejectedly uncared for in the past and has
suffered many setbacks due to misconceptions among the teachers and administrators who, perhaps, never had the
chance to be acquainted more about the field. It is, therefore, necessary that this subject area be properly defined
and interpreted so that it will receive its rightful emphasis in the educational program.
In this unit, the students taking PATH-FIT I - (Physical Activity Towards Health and Fitness) as a required
subject will comprehend better about the meaning of Physical Education and the coverage of the course. There is
almost undisputed agreement that optimum health is one's most esteemed possession. Schopenhauer, the German
philosopher expressed this thought when he wisely remarked, "the greatest of follies is to neglect one's health for
any advantage of life "
A study of history of nations shows that advancement is directly related to the physical, mental, and
emotional health of the people. In the process of improving and maintaining optimum health, it is necessary for all
people of all ages to participate in physical exercise; there is an ample variation in the types of exercise, which are
recommended for different age groups.

General Objectives:
At the end of the unit, the students are expected to:
 Define physical education and interpret its meaning in relation to life situation;
 Analyze fitness as a major goal of physical education;
 Discuss the general objectives of PE as a part of educational system and its legal bases;
 State the purposes of Physical Education in a developing country; and
 Participate actively in the discussion.

Physical Education: Definition, Goals, Objectives and Functions

Specific Objectives:
 Explain the meaning of Physical Education;
 Define fitness as the major goal of Physical Education; and
 Differentiate the objectives of Physical Education.

Definition of Physical Education

Physical Education has undergone many vicissitudes and numerous changes of path in the Philippine
schools. There was a time when Physical Education was considered as education of the physical, hence, a muscular
physique was considered as a physical educated body. The activities then were termed as "drill", "physical training"
and "calisthenics". This old concept of physical education would, in all respect, mean today as strengthening the
muscles.
The newer and modern perception of physical education is that it is education through physical activities. In
modern physical education idiom, it is education through "movement." Wunderlich (1967) describes of movement
as follows:
1. It provides sensory data.
2. It broadens the perspective horizon.
3. It stimulates function and structure of all bodily organs.
4. It is the means by which an individual learns about himself in relation to his ambient environment.

What "education through movement" more particularly entails is the taking of that culture-based family of
activities and processes-games, dance, gymnastics, athletic sports, and outdoor pursuits- as a means “through
which the teacher can help effect enviable outcomes, despite the consequences of whether or not those activities
have essential worth of their own. Moreover, Physical Education focuses on the concept of “learn to move, move to
learn”. An individual must know how to move in order to learn on how to move in order to acquire and learn the
needed knowledge in a certain activity.

Physical Education
Physical Education is an integral part of the education program purposely to promote the optimum
development of the individual physically, socially, emotionally and mentally through total movement in the
performance of properly selected physical activities (Andin, 2002).
Phase of education concerned with the teaching and learning of skills and attitudes in play activities.
It is an aspect of education that may be appropriately described as education through physical exertion.
Legal Bases of Teaching Physical Education in the Philippines Setting

1901 Physical exercise was one of the subjects introduced in the public schools and regular program of athletics
was developed.

1920 Physical Education was made a required subject subjects in the curriculum of all public schools.

1937 Physical Education was made curricular subject in the secondary school curriculum.

1969 The School of Physical Education and Sports Development Act of 1969. A program of activities included
among others:
1. A program of health education and nutrition,
2. A program of physical fitness for all pupils,
3. A program of competitive athletics,
4. A program of intramurals and inter-unit athletic competition within schools, districts, and provinces; and
5. An annual athletic competitions within and among regions.
1982 MAPE was introduced and the learning area involves music, arts and physical education.

Article 1 of the International Charter of Physical Education and Sports, UNESCO, Paris (1975) and
Recommendation 1, Interdisciplinary Regional Meeting of Experts in Physical Education and Sports, UNESCO,
Brisbane (1982). The practice of Physical Education and Sports is a fundamental right of All… and the right should
not be treated as different in principle from the right of adequate food, shelter and medicines.
Article XIV Section 19 (1) & (2) of the 1987 Philippine Constitution mandates that:
The state shall promote physical education and encourage sports programs, league competitions, and
amateur sports, including training for international competitions, to foster self-discipline, teamwork, and excellence
for the development of a healthy and alert citizenry.
All educational institutions shall undertake regular sports activities throughout the country in cooperation
with athletic clubs and other sectors.

Functions of Physical Education

Physical Education performs three functions which are:
1. Biologic Function - refers to the enhancement of the individuals' growth and development through body
movement.
2. Integrative Function - refers to the personality integration achieved through participation in properly
selected physical activities.
3. Social Function - refers to the transmitting values and standards that are consistent with the needs and
ideals of the society.

All in all, Physical Education as education “through” movement is best conceived of as being that component of the
educational process which aims to improve and complement the individual chiefly through professional selected
and directed physical activities.

Fitness – A Major Goal of Physical Education

Different people differ in their notion of fitness. In the field of Physical Education, the concept of fitness has
implications for physical, social, emotional and mental well-being. In view of these four aspects, it can be said that
FITNESS is the ability to live a healthy, satisfying, and useful life. This type of life is what the educational
philosophers and thinkers term as the "good life". This is the ultimate goal of education.
To live the "good life" means that an individual satisfies the basic needs as physical well-being, love,
affection, security and self-respect. He lives blissfully with other people and is interested in them. He has an interest
and yearning to serve humanity and believes in and exemplifies high ethical standards. Because of his secure
relationship with people and future events, he lives a remarkable and stimulating life.
Physical education as a component of the educational system strives to aid or facilitate the development of
an individual so that he can achieve total fitness to allow him to envoy's the "good life." Therefore, a major goal of
physical education is FITNESS.

Objectives of Physical Education

 The following objectives of Physical Education are viewed and stated in terms of their contributions to the
outcomes of education and in the curriculum.

Physical Development
Through cautiously selected physical education activities, an individual who participates energetically will
develop and maintain good health and a high level of physical fitness. The attainment of physical skills can motivate
an individual who participates further in physical activities; hence, his growth and development will be improved.

Social Development
Involvement in Physical Education activities provides opportunities for the development of enviable social
traits needed for adjustment to the social life in general.

Some worthwhile traits are:

1. friendliness
2. cooperation
3. respect for the rights of others
4. good sportsmanship
5. good leadership and followership
6. honesty in group competition

Emotional Development
The informal nature of physical education activities offers opportunities for self-expression and emotional
mastery. Examples of worthwhile emotional traits are:
1. self-confidence
2. self-control
3. self-reliance
4. courage
5. determination

Mental Development
Through participation in physical education activities, the individual develops his mental capacities as he
learns the mechanical principles of underlying movements, as he obtains knowledge and understanding of the rules
and strategies of the games and sports, and as he discovers ways of improving his movement in gymnastics and
dance. Likewise, it enhances critical thinking how activities are done according to rules, regulations and strategies.

Objectives of Physical Education

1. Knowledge – it enhances critical thinking how activities are done according to rules, regulations and
strategies.
2. Physical Fitness – improves and maintains the workload of the individual without staggering and undue
fatigue after which have time or energy to meet some more emergencies in life.
3. Social – to understand oneself, to get along with others for effective living.
4. Motor Skills – it is the learning of the fundamental skills necessary for participation in sports and games.
5. Aesthetic – relating or responsive to or appreciative of what is pleasurable to the senses.
6. Nationalism – preservation of cultural heritage through revival of indigenous games, dances and sports.
7. Conservation of natural environment such as protection of forest and aquatic resources.

New Directions for Physical Education

"All our educational efforts must be directed towards the development of our national goals as a
developing country." This focus, contained in the Presidential Decree No. 6-A. is entitled "Educational Development
Decree of 1972," the goals of which are:
1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of
such growth; and
3. To strengthen national consciousness and promote desirable cultural values in the changing world.
The foregoing development goals must itself offer direction to the teaching of physical education. How will
Physical Education lend significant to these goals? What can the Physical Education teacher do to contribute to the
attainment of the goals? The answers to these questions will come to the fore when the purposes of physical
education have been well understood.
Evaluation

Answer comprehensively the following questions.

1. What is the importance of fitness to everyday living?
2. What are purposes of Physical Education in our country?
3. Discuss the purposes of PE in relation to one’s everyday activities.

WORKSHEET 1
Introduction- Physical Education
Name Date
Group Class Schedule Score
 Chapter II
Physical Fitness
Introduction
Physical fitness is but one part of the total fitness that includes the mental, emotional, and social aspects of
the individual’s total well-being. Physical fitness is the result of the following factors:
1. good medical and dental care;
2. proper nutrition;
3. adequate rest and relaxation; and
4. regular physical activity and or exercises.
However, no single factor can suffice for meeting the needs of our society. Physical fitness is not permanent. The
fitness level of an individual deteriorates once he stops his regular regimen of routinary exercises and physical
activities. Also, this activity will be useless without the other factors contributory to the total fitness of an
individual.

General Objectives:
At the end of the unit, the students are expected to:

 Define and explain Physical Fitness;

 Differentiate the components/concepts of Physical Fitness;
 Make generalizations on the concepts of Physical Fitness;
 Make general concepts of a physically fit person; and
 Discuss the benefits derived in executing the Physical Fitness Test.

Physical Fitness Defined

The Meaning, Concepts and Components of Physical Fitness
A. Health-Related Fitness
B. Performance-Related Fitness
C. Benefits and Parameters of Physical Fitness

Specific Objectives:
1. Define physical fitness;
2. Differentiate health-related fitness from performance- related fitness;
3. Discuss performance-related fitness;
4. Enumerate the benefits and parameters of Physical Fitness; and
5. Execute the Physical Fitness Test properly.

Physical Fitness is the ability to perform one's daily task efficiently without undue fatigue but with extra
"reserve" in case of emergency.
Being physically fit means being able to perform one's daily task efficiently without undue fatigue and still
have an extra energy to enjoy leisure activities and/or meet emergency demands.
Based on this definition, there are (3) three important aspects that an individual should be able to meet in
order to be considered physically fit. These include:

1. Being able to perform one's daily tasks without getting too tired before the end of the day. These daily activities
include:
a. Waking up in the morning to prepare for school or work
b. Going to school or office on time
c. Attending classes regularly
d. Doing assignments in the library
e. Meeting other individual, classmates and peer groups
f. Going home
g. Doing homework and household chores

2. Enjoying leisure time in some form of recreational activities. Leisure time is the amount of time that is left after
the daily routine activities of an individual have been accomplished. Recreation, on the other hand, refers to any
activity that is participated in by the individual during leisure time on voluntary basis because it provides an
immediate satisfaction to the individual.
Recreation takes place in the form of:
a. Watching TV or movies
b. Talking to friends over the phone
c. Reading books and magazines articles
d. Doing arts and crafts
e. Listening to radio
f. Playing sports

3. Meeting emergency demands such as:

a. Doing important errands
b. Performing social obligations
c. Attending to visitors
d. Attending to household problems

Concepts of Physical Fitness

1. Organic Vigor- refers to the soundness of the heart and the lungs, which contributes to the ability to resist
diseases.
2. Endurance - is the ability to sustain long-continued contractions where a number of muscle groups are used; the
capacity to bear or last long in a certain task without undue fatigue.
3. Strength - is the capacity to sustain the application of force without yielding or breaking; the ability of the muscle
to exert effort against the resistance.
4. Power - refers to the ability of the muscle to release maximum force in a shortest period of time.
5. Flexibility - it is a quality of plasticity, which gives the ability to do a wide range of movement.
6. Agility - is the ability of an individual to change direction or position in space with the quickness and lightness of
movement.
7. Balance - is the ability to control organic equipment neuro- muscularly; a state of equilibrium.
8. Speed - is the ability to make successive movements of the same kind in the shortest period of time.

Components of Physical Fitness

The components of Physical Fitness are divided into two categories the health-related components (Flexibility,
Cardiovascular Endurance, Muscular Strength, Muscular Endurance and Body Composition) and the performance-
related components (Agility, Balance, Coordination, Power, and Speed).

I. Health-Related Fitness

Health-Related Fitness is a function of body's adaptation to exercise. It could be developed and maintain through
the regular and proper exercise program. There are at least five (5) components of Health Related Fitness. They are
as follows:

A. Muscular Strength refers to the ability of the muscle to exert maximum effort in brief duration. It may be
developed through isotonic, isometric, or isokinetic contractions.

Isotonic Contractions are voluntary contractions in which muscles shorten and lengthen alternately. The muscle
contracts at varying speed against a resistance. These contractions are of two types:
1. Concentric Contraction - refers to muscles that shorten during exercise. There is no movement that occurs and
the length of the muscle remains unchanged.
2. Eccentric Contraction - refers to the muscle that lengthens during an exercise. Muscles exert force due to an
outside resistance.

The most common example of isotonic contraction is calisthenics exercise. This makes use of a body
segment or the entire body weight as a form of resistance during an exercise. Some of the most traditional
calisthenics exercises that are being performed to increase muscular strength are push-ups, sit-ups, and pull-ups.
Another approach to develop muscular strength involving isotonic exercise is through the use of weights.
Isometric Contractions are another type of contractions in which the muscles are contracted against an
immovable resistance. The exercise provides maximum contraction of muscle; however, there is no observed
movement during the exercise. This is done for about 5 seconds.
Isokenetic Contractions are similar to isotonic contractions but the muscles are exposed to fixed machines
with variable degrees of resistance. Through the range of movement, resistance is equal to the force applied.
Two physiological benefits derived from strength training:
1. Increase muscle strength by 10-25% within 6-8 weeks; and
2. Increase muscle size or muscle hypertrophy

B. Muscular Endurance refers to the ability of the muscle to endure a sub maximal effort for a prolonged period of
time. Performing a strength exercise such as push-up over a long period of time or performing the same exercise for
many continuous repetitions is a demonstration of muscular endurance. One basic requirement in achieving
muscular endurance is muscular strength. Muscle endurance is developed by employing the different strength
training exercises mentioned above either for longer periods of time or an increased number of exercise
repetitions.
C. Cardiovascular Endurance refers to the ability of the heart, blood vessels and the lungs to adapt to physical
exertion for a prolonged duration. Usually, the heart rate is increased from the resting pulse rate to target heart
rate that the individual has to sustain for a period of 20 to 60 minutes. With high levels of endurance, an individual
has more energy and has the ability to sustain different types of activities. It is also likely that coronary heart
disease (CHD) is prevented.

There are important variables to consider when engaging in any cardiovascular endurance program. These are:
1. Intensity which refers to how stressful the exercise is.
2. Duration which refers to how long will the exercise be performed.
3. Frequency which refers to the number of times the individual will exercise each week.
4. Mode which refers to the kind of activity, selected such as brisk working or jogging.

Physiological Benefits of Cardiovascular Training Program

1. Decreased resting heart rate;
2. Decreased recovery time from a bout of exercise;
3. Increased blood volume and red blood cells to transport oxygen throughout the body;
4. Stronger heart muscle allowing it to eject more blood (stroke volume) with each heart beat. If this occurs, the
heart can rest longer between beats;
5. Increased number of capillaries for efficient exchange of oxygen, carbon dioxide and nutrients between blood
and body cells;
6. Decreased rate of respiration;
7. Increased aerobic capacity which allows the body cells to utilize oxygen for better work efficiency; and
8. Prevent and/or reduction of the risk of developing coronary heart diseases.

Activities that develop cardiovascular endurance

1. Prolonged brisk walking
2. Prolonged jogging
3. Stationary bicycling
4. Prolonged skipping rope
5. Playing basketball
6. Continuous swimming
7. Rowing
8. Aerobic dancing
9. Hiking
10. Playing football

D. Flexibility is the ability of the muscles and joints to go through a full range motion. Flexibility reduces the risk of
injury, enhances performance and prevents muscle soreness. It is achieved through stretching designed to lengthen
or elongate soft tissue structures and thereby increase the range of motion. Flexibility is influenced by three factors:
1. Structure of the joints;
2. Amount of tissues surrounding the joint; and
3.Extensibility of the ligaments, tendons and muscle tissue that connects the joints.
It involves four basic movements, namely: flexion (bending of a body segment), extension (straightening a body
segment), abduction (moving a limb away from the body), and adduction (moving a limb toward the body).

Body flexibility is achieved through stretching specific segments of the body. To achieve good flexibility,
exercise should be performed daily. For very tight muscle-joint area, it is highly recommended that flexibility
exercises be done at least twice a day.
Types of Stretching (Basic Methods Used to Develop Joint Flexibility)

1. Ballistic Stretching. Ballistic stretching uses muscle contractions to force muscle elongation bobbing (i.e. up and
down) movement quickly elongates the muscle with each repetition; the bobbing also activates the stretch reflex
response (Nelson & Kokkonen, 2007). Usually this type of stretching uses in sports like gymnastics and performs in a
controlled manner.
Example: Ballistic stretching - forward bending done in rapid bouncing movement.
2. Static Stretching. This involves slowly stretching a segment of the body to the farthest point and holding that
position for at least 15-30 seconds. This type of stretching is fairly endorsed by many physical educators and
exercise psychologists because stretch is easy and pain free and the risk of injury is very minimal.
It is performed without a partner and 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) in the body part being stretched, the
position is held statically.
Example: Static stretching - seated hamstring stretch
3. Dynamic stretching. Dynamic stretching is the use of a muscle's own force production and the body's momentum
to take a joint through the full available range of motion (Clark & Lucett, 2010a). Dynamic stretching is beneficial for
any sport that involves dynamic movement, especially in sports like athletics, Football etc. that prepare the body to
move better specifically before start of an exercise or competition. Mason (2011a) suggested that in performing this
stretching the movement should be in a slow, controlled way, relaxed, and breath steadily to execute properly.
Example: Alternate lunges (right & left)
4. Proprioceptive Neuromuscular Facilitation (PNF). It involves the contract-relax approach to stretching. During
the contract-relax, the partner attempts to move the limb at its lengthened range of motion and isometrically
resists the partner's attempt to move the limb into a deeper stretch. Then, the stretcher relaxes the limb and the
partner slowly moves the segment into a new range. This type of stretching can be done active (i.e. w/o partner) or
passive (i.e. w/ partner).
Example: PNF - hold-relax hamstring stretch

Fitness Benefits of Flexibility Exercise

1. Increased range of muscle joint motion;
2. Reduced muscle stiffness and increased body relaxation;
3.Improved blood circulation in specific body segment;
4. Reduced incidence of injury during a major sport event; and
5. Reduced risk of cardiovascular problems in exercise.

E. Body Composition refers to the proportion of lean body mass to fat body mass. It stresses one's relative fatness
or leanness in relation to height. In recent years, body composition has gained wide acceptance in exercise science
as one of the components of health-related fitness. Its inclusion was earlier opposed since supporters believe that
fitness is for everyone, including the slim and overweight. In addition, being fat has some genetic predisposition
that may be quite difficult to alter.
Somatotypes
Somatotyping or body typing is a system of classifying an individual according to the shape of the body. It was
developed by Sheldon during the 1940's and 1950's. He noted that the physique of the body may be categorized
into three distinct types: a) Ectomorph, b) Mesomorph, and c) Endomorph.

1. An ectomorph body type is characterized as lean and small body build with greater surface area to mass ratio.
Bone size is relatively small with slender limbs and low muscle mass.
2. A mesomorph body type has a relative predominance of muscles. The bones are usually large and heavy with
massive limbs, thus contributing to greater weight than the ectomorphic body type.
3. An endormorph body type is characterized by a relative predominance of soft roundness and large digestive
viscera. There is a greater percent of body fat when compared to lean body mass.

II. Performance Related Fitness

It refers to the quality of one's movement skill. It includes 5 general components namely:
1. Balance is the ability to maintain equilibrium in relation to changes in body position. Balance can be categorized
into static and dynamic balance. Static Balance is the ability to maintain equilibrium in a fixed position such as
standing on one foot or on a balance beam. Dynamic Balance is the ability to maintain one's equilibrium while the
body is in motion. Walking on a balance beam is one example of this type of balance.
2. Coordination is the harmonious working relationship between the skeletal muscle and nerves in one aspect of
movement. Hand-eye coordination is demonstrated in certain sport skills such as catching, passing, dribbling or
volleying a ball.
3. Agility is the ability of an individual to quickly shift or change direction of the body from one point to another.
4. Speed is the ability to perform a task or move from one point to another in the shortest possible time. It is also
the time spent finishing or completing a performance after the initial movement has been made. Speed is
influenced by the reaction time which is the time elapsed when the "go" signal has been made by an official of the
first motor response.
5. Power is the ability to perform one maximum effort in a short period of time. It is a product of both strength and
speed as seen in many sport activities such as track and field and weightlifting.

Benefits of Physical Fitness

1. Vitality. Muscles are basic for all body action. They increase in strength with activity and deteriorate from lack of
it. Fit muscles use less energy to perform the same task, leading to an increase in vitality.
2. Posture. A physically fit person is able to maintain his general postural alignment better than one weak
musculature. Good fitness as a program stresses the development of anti- gravity muscles, which maintains good
abdominal wall and the arm and shoulder girdle.
3. Relieves Lowback Pain. A lack of physical activity has been found to be major cause for some cases of pain in the
lower back. Most adults who suffer from low-back pain are relieved from this pain by exercises that strengthen the
back and abdominal muscles.
4. Retards Aging Process. Continued participation in regular exercises of the proper amount and severity is of
considerable value in postponing that usually takes place as a person grows old.
5. Physical Fitness and Ability to Meet Emergencies. The body that is accustomed to sedentary living habits can
usually operate ineffectively even though it is operating at near maximum effort.
6. Neuromuscular Skill. The smooth, efficient coordination of the muscular system is improved as a result of regular
participation in physical activity.
7. Relaxation. Overactive minds in underactive bodies often need physical outlets for accumulated emotional and
muscular tensions that seem to be relieved by actions of the skeletal muscle.
8. Improvement of Personality and Social Skills. Participation in games and sports aids in improving the personality
and in developing desirable social skills.
9. Mental Fitness. Because of the mental and physical relaxation that often results from physical activity, regular
exercise is thought by many to be of considerable value in aiding the natural mental processes to function with
increased efficiency.
10. General Growth. The physically fit person usually possesses a high degree of general resistance, which enables
him in successfully avoiding minor illness.

Evaluation: Written Quiz

Name Date
Group Class Schedule Score

WORKSHEET 2
Introduction- Physical Education
The Meaning, Concepts and Components of Physical Fitness
 Chapter III
Nutrition

Did you eat healthy foods? Have you eaten the right amount of food everyday? Food gives our bodies the
energy we need every day to function. What you eat have an effect on your health and risk for certain diseases.
Changing eating habits is very hard sometimes you do not realize that they are unhealthy. You need to change your
habits a little bit time as well some things in your environment.

A healthier diet is good for overall health. Improve your eating habits, set small goals and

live a healthy lifestyle.

Learning Objectives
At the end of the lesson, student will be able to:

1. Identify the six classes of nutrients and its function;

2. Analyze your diet for nutritional quality using U.S. Dietary Guidelines and My Plate.
3. Explain the relationship of nutrition to enhancing performance.
4. Describe the advantages or disadvantages of dietary supplementation in the diet.
5. Discuss common eating and drinking practices in the physically active population

Pre - test

Direction: TRUE of FALSE. Identify what is being asked. Indicate your answer on the space before each number.

___________ 1. The major role of vitamins is to provide energy for the body.
___________ 2. Overnutrition is eating too much food or taking too many supplements.

___________ 3. Minerals belong to macronutrients.

___________ 4. Chocolate is a healthy substitute for sugar.

___________ 5. Fat supplies a major portion of the energy used by muscles.

___________ 6. LDL is known to be bad fat.

___________ 7. Cookies and doughnuts are high in trans-fat.

___________ 8. Protein is the most essential nutrient.
___________ 9. Sweating is how your body uses water to keep itself from overheating.

___________ 10. Your skin, hair, and nails are made up of protein.

Readings!

EATING RIGHT TO FUEL THE BODY

What kinds of food are important to your health? How much food do you need to eat? Scientists have
identified 45 to 50 nutrients—food substances required for the growth and maintenance of your cells. These
nutrients have been divided into six groups—carbohydrate, protein, fat, vitamin, mineral, and water.
 Nutrition is the science of consuming certain food substances, nutrients, and how they act to fuel your
body’s needs. Nutrients perform three major roles:

1. Growth, repair, and maintenance of all body cells

2. Regulation of body processes
3. Supply of energy for cells

The Macronutrients

Three types of nutrient supply the energy that your body needs in order to perform its daily tasks: fat,
carbohydrate, and protein. They are referred to as macronutrients. Fat contains more calories than protein or
carbohydrate per unit of weight. One gram of fat contains nine calories, whereas one gram of carbohydrate or
protein contains four calories.

PATH FIT 2 [

Figure 2.1Percentage of calories recommended by the Institute of Medicine’s Food and Nutrition Board for
carbohydrate, protein, and fat.

1. Carbohydrate
Carbohydrate is your main source of energy, and it comes in two types: simple and complex. Simple
carbohydrate includes sugars such as table sugar, fructose, and sucrose. Fructose and sucrose are commonly
found in soft drinks and other sweetened foods.

Complex carbohydrate has a more complex chemical structure, so it takes longer to digest. It contains
more nutrients than simple carbohydrate and is often rich in fiber. Fiber is found in foods such as whole grains and
vegetables. Fiber is a type of complex carbohydrate that your body cannot digest. It supplies no energy. For
example, bananas and oranges contain simple carbohydrate but also contain essential nutrients such as vitamins,
minerals, and fiber. Foods containing simple carbohydrate—such as candy, pastry, and sugared soft drinks—
contain empty calories, which provide energy but few if any other nutrients such as vitamins and minerals.

Figure 2.2 Types of carbohydrate: (a) Simple carbohydrate (such as in candy) contains empty calories, but (b and c)
complex carbohydrate (such as in vegetables and fruit) contains more nutrients and fiber.
2. Protein
Protein is the group of nutrients that builds, repairs, and maintains body cells; they are the building blocks
of your body. Protein is contained in animal products (such as milk, eggs, meat, and fish) and in some plants (such
as beans and grains). Protein provides energy but not as many calories as fat.

During digestion, your body breaks protein down into simpler substances called amino acids, which your
small intestine can absorb. Your body can manufacture 11 of the 20 known amino acids; you need to get the other 9
—known as the essential amino acids—from food.

Foods containing all nine essential amino acids are said to provide complete protein. Animal sources such as
meat, milk products, and fish provide complete protein. Foods that contain some, but not all, essential amino acids
are said to contain incomplete protein.

3. Fat
Fat is contained in animal products and some plant products, such as nuts and vegetable oils. Fat is
necessary to grow and repair your cells; it dissolves certain vitamins and carries them to your cells. Fat is classified
as either saturated or unsaturated. Saturated fat is solid at room temperature, and unsaturated fat is liquid.
Saturated fat comes mostly from animal products, such as lard, butter, milk, and meat fat. Unsaturated fat comes
mostly from plants, such as sunflower, corn, soybean, olive, almond, and peanut. In addition, fish produce
unsaturated fat in their cells.

The bulk of the fat in your diet should come from unsaturated fats, including fish oils. You should minimize
your intake of calories from saturated fat. Trans-fatty acids (also called trans fat) should not be included in the diet.
Trans fat is created through a process that makes unsaturated fat solid at room temperature—as, for example, in
solid margarine. The U.S. Food and Drug Administration (FDA) indicates that trans fat is not “recognized as safe,”.

The Micronutrients

Minerals, vitamins, and water have no calories and provide no energy, but they all play a vital role in your
staying fit and healthy. Minerals and vitamins are called micronutrients because the body needs them in relatively
small amounts as compared with carbohydrate, protein, and fat.

1. Minerals
Minerals are essential nutrients that help regulate the activity of your cells. They come from elements in
the earth’s crust and are present in all plants and animals. Some minerals are especially important for young people
—for example calcium, which builds and maintains bones. During your teen years, your body needs calcium to build
your bones. During young adulthood, your bones become less efficient in getting calcium from food and begin to
lose calcium.

Another important mineral is iron, which is needed for proper formation and functioning of your red blood
cells. These cells carry oxygen to your muscles and other body tissues. The best sources of iron are meat (especially
red meat), poultry, and fish. You can also help your body absorb iron by getting an adequate amount of vitamin C.

Sodium is a mineral that helps your body cells function properly. It’s present in many foods and is especially
high in certain foods, such as snack foods, processed foods, fast foods, and cured meats (for example, ham). For
many people, dietary sodium comes primarily from table salt (sodium chloride).

Figure 3.1 Functions and Sources of Minerals

2. Vitamins
You need vitamins for the growth and repair of your body cells. Vitamin C and the B vitamins are water
soluble, so they dissolve in your blood and are carried to cells throughout your body. Because your body cannot
store excess B and C vitamins, you need to eat foods containing these vitamins every day. In contrast, vitamins A, D,
E, and K dissolve in fat, and excess amounts of these vitamins are stored in fat cells in your liver and other body
parts. Folacin, or folic acid, is especially important for girls and young women.

Figure 3.2 Functions and Sources of Vitamins

3. Water
Dietitians usually say that water is the single most important nutrient. It carries the other nutrients to your
cells, carries away waste, and helps regulate your body temperature. Most foods contain water. In fact, 50 to 60
percent of your own body weight comes from water. Your body loses 2 to 3 quarts (1.9 to 2.8 liters) of water a day
through breathing, perspiring, and eliminating waste from your bowels and bladder.
 The best beverages for this purpose are water, fruit juice, and milk. The type of juice or milk makes a
difference. Pure fruit juices contain vitamins and minerals, and some contain fiber (for example, orange juice pulp).
Some juice drinks contain small amounts of real juice and are supplemented with simple sugar. Skim milk provides
the same basic nutrients as whole milk but without the fat.

Soft drinks that contain caffeine are not as effective as water. Sport drinks usually contain sodium and other
ingredients that you don’t need unless you exercise for several hours.

NUTRITION AND RECOMMENDED INTAKE

The United States Department of Agriculture (USDA) issues nutrition guidelines that provide easy-to-use
information about eating for good health. The current guidelines use a method called MyPlate.

MyPlate looks like a plate and contains colored areas representing the basic types of food—grains,
vegetables, fruits, and protein sources—that you typically put on your plate. Accompanying the plate is a circle that
looks like a drinking glass. It represents the dairy group— for example, a glass of milk.

Foods from each of the groups contain macronutrients (carbohydrate, protein, and fat), micronutrients
(vitamins and minerals), and water. The goal is to eat more foods that are high in nutritional value and fewer foods
containing empty calories. Foods with empty calories are typically high in fat, simple sugar, or both.

The orange area on the plate represents grains; it is relatively large because grains make up a large part of a
healthy diet. At least half of your grain choices should be whole grain. The plate’s green area represents vegetables,
and the red area represents fruits. Together, vegetables and fruits should constitute approximately half of your
total diet. There are five vegetable groups: dark green, orange, dried peas and beans, starchy, and other.

The purple area on the plate represents the protein group. This group includes meats (such as beef, poultry,
and pork), seafood (fresh and canned), beans and peas, and nuts and seeds. You should limit your intake of
processed meats such as hot dogs and some lunch meats, which contain very high levels of salt. Recommended
foods in the protein group include lean meat cuts, poultry (without skin), and fish high in omega-3 fatty acids (such
as salmon and trout). Some foods—beans, peas, nuts, and seeds—are included in the protein group and the
vegetable group because they are vegetables that are high in protein.

The blue circle near the plate represents the dairy group. The group includes milk, cheese, milk-based
desserts, and yogurt. These foods are good sources of calcium. When choosing foods from this group, consider low-
fat and fat-free options.

Figure 4.
MyPlate shows the five basic food groups that make up a healthy diet, and the tips to the right help remind you to
think about what goes on your plate.
USDA’s Center for Nutrition Policy and Promotion

Foods You Should Eat Before, During, and After an Event

People engaging in competitive sports are often very concerned with the kinds of foods selected for pre-
event meals. However, they should be more concerned with their eating patterns well before the day of the event.
The purpose of the pre-event meal is to supply the competitor with enough energy and fluids for competition. The
meal should be easily digestible as well. Most experts recommend a light meal (about 300 calories) that is rich in
carbohydrate about 2 to 4 hours before the event. Preloading on extra water is a good idea to keep well hydrated.

If the duration of the activity is relatively short, less than 30 minutes, the foods that were consumed before
the activity will generally be sufficient to provide enough energy to sustain that activity. An activity lasting more
than 30 minutes will require some additional carbohydrate (glucose and fructose) replacement during the activity.
An energy bar, gels, or a sport drink can provide the additional carbohydrates needed for energy, and the sport
drink will also help to rehydrate.

Immediately after the activity, you should begin consuming carbohydrates to restore supplies of muscle
glycogen as soon as possible after the workout to maximize recovery. During this period, nutrient-rich carbohydrate
foods, such as fruits and vegetables, or a highcarbohydrate drink, such as chocolate milk, are recommended. Pasta,
potatoes, oatmeal, and sport drinks are recommended. It has been suggested that adding protein may help to
hasten recovery.

Food Labels

Reading and understanding food labels

can help you plan your diet and shop for healthy
foods. When reading a food label, start at the top
and use the following six steps:

Figure 4.1 Sample food label from USDA

Step 1: Servings

The number of servings in the container is shown in the green area.

Step 2: Calories

The white area shows the number of calories per serving.

Step 3: Nutrients That Should Be Limited

The yellow area presents information about some nutrients that should be limited in your diet, such as fat
and salt. The number beside each nutrient indicates the amount in grams (g) or milligrams (mg) and the
percentage of that nutrient’s daily amount provided by one serving.

Step 4: Carbohydrate and Protein

Carbohydrate and protein are two of the three macronutrients that provide your body with energy.

Step 5: Micronutrients

Micronutrients, such as vitamins and minerals, are especially important to your diet. You need to get 100
percent of these each day.

Step 6: Footnote

Use the information in the white area at the bottom of the label to make adjustments for the total number
of calories you consume. The total number of calories needed each day varies from person to person
depending on age and body size. People who require more calories need to adjust the nutrient amounts,
and the information presented at the bottom of the label helps you make these adjustments.

EATING PRACTICES

Dietary guidelines emphasize that no single diet is best for all people. The exact amount of food that should
be consumed from each food group depends on factors such as age, sex, and activity level.

Here are some general guidelines for healthy eating from the USDA and MyPlate and from the national nutrition
goals for the nation (Healthy People 2020).

• Make half of your plate fruits and vegetables.

• Increase dietary complex carbohydrate.
• Make at least half your grains whole.
• Reduce consumption of calories from added sugar.
• Drink water instead of sugary drinks.
• Switch to skim or 1-percent milk.
• Reduce dietary fat, especially saturated fat. Consume no trans fat.
• Reduce daily salt (sodium) intake.
• Consume adequate dietary calcium.
• Avoid oversized portions.
 IMPROVING EATING HABITS
According to Centers for Disease Control and Prevention there are ways you can improve your eating
habits. Permanently improving your eating habits requires a thoughtful approach in which you reflect, replace, and
reinforce.

• REFLECT on all of your specific eating habits, both bad and good; and, your common triggers for unhealthy
eating.
• REPLACE your unhealthy eating habits with healthier ones.
• REINFORCE your new, healthier eating habits.

REFLECT

• Create a list of your eating and drinking habits.

• Highlight the habits
• Look at the unhealthy eating habits
• Create a list of “cues”
• Circle the “cues” on your list that you face on a daily or weekly basis.
• Ask yourself o Is there anything I can do to avoid the cue or situation? o For things I can’t avoid, can I do
something differently that would be healthier?

REPLACE

• Replace unhealthy habits with new, healthy ones 

Eat more slowly. .
• Eat only when you’re truly hungry  Plan meals
ahead of time Reinforce:

REINFORCE

Reinforce your new, healthy habits and be patient with yourself. Habits take time to develop. It doesn’t happen
overnight. When you do find yourself engaging in an unhealthy habit, stop as quickly as possible and ask yourself:
Why do I do this? When did I start doing this? What changes do I need to make? Be careful not to berate yourself or
think that one mistake “blows” a whole day’s worth of healthy habits. You can do it! It just takes one day at a time!
 THE FILIPINO PYRAMID ACTIVITY GUIDE

Energy Production
The boy, whether at rest or during various forms of physical activity, needs a constant supply of
energy to maintain its many complex functions. Our muscles are able to contract because of
adenosine triphosphate, or ATP. Energy release from the breakdown of foods is used to
manufacture this high-energy phosphate which is stored in our muscles cells. ATP is then broken
down to release energy that fuels all human movements.

Energy Expenditure
It is important to understand the concept of energy balance (EB) to know how to regulate your
body weight. We already know that the energy value of food is measured in calories (technically
a kilocalorie or kcal). The energy in a particular food depends on how much carbohydrate,
protein, and fat it contains. Carbohydrate and protein yield for calories for each gram, while fat
yields nine calories per gram. Once you know the number of grams contained in the food, you
can derive the number of calories multiplying both the carbohydrate and protein grams by four
and fat grams by nine. Finally, add all three together.
Unused calories from food intake are stored as body fat for later use. Calories are also used to
measure the cost or energy expenditure of physical activity. The more work we do, the more
energy we expend and the more calories we use.
Calorie expenditure does not only depend on one’s sex (e.g. men usually expend more energy
than women do given the same activity); but it is also affected by one’s body size. Thus, large
people expend more energy than those who are smaller given the same activity.

Poor physical activity, coupled with too much consumption of calories, leads to storage of excess
energy as fat. Any food intake that stems from surplus calories, relative to how much the body
burns off during the day through the physical activity is stored as fat, whether it comes from
carbohydrates, fats, or proteins.
According to the National Nutrition survey (NNS) by the Food and Nutrition Research Institute of
department of Science and Technology (FNRI-DOST). There was an increasing trend to
overweight and obesity among adults aged 20 years and above. This was from the years
20032008. Overweight, when left unattended, may lead to many chronic degenerative diseases
like diabetes mellitus, heart diseases, and hypertension.

Generally, it is recommended that we expend approximately 150 to 400 calories (kcal) per
activity session (ACSM, 2010). If you weigh 150 pounds and walk at pace of 2 mph for 1 hour,
would you have burned enough calories to meet this recommendation? How much Calories do
you burn from playing football for an hour?

A weekly goal for caloric expenditure would be between 1000 and 2000 kcal, which has been
associated with providing protection against cardiovascular disease. You can achieve this by
spreading the 2000 kcal over several days, for example 400 kcal per session over five days, or 500
kcal per session over four days, or any other combination.

The amount of calories the we use or burn on a daily basis is commonly referred to as total
energy expenditure. It consists of three components: resting metabolic rate (RMR), the thermic
effect of food (TEF), and TEA (thermic effect of the activity). Thus,

TEE = RMR + TEF + TEA

The thermic effect of food (TEF) is used to describe the body’s energy demands for the
absorption and assimilation of food nutrients during digestion. It is usually about 10% of the
total caloric intake. For example, when you consume 2000 calories in a given day, you will
expend approximately 200 calories to metabolize food. Among macronutrients, protein requires
the greatest amount of energy estimated at 30% compared to dietary fat which is only 2-3%. The
amount of energy required to process the carbohydrates falls between that the protein and fat.
The thermic effect of activity (TEA) is the energy cost for any bodily movement above the resting
level and includes fidgeting, doing daily chores, exercising, playing sports, and active recreational
pursuits. The more muscles we activate and frequently contract, the more calories we burn. This
component makes up about 15-30%, although this varies depending on your activity level (e.g.
sedentary = 15%; athlete = 50%). In addition, our metabolic rate remains elevated for some time
after physical activity.
RMR is also called basal metabolic rate because it refers to the amount of calories needed by our
body to perform all vital functions necessary to sustain life while in a rested and quiet state.
These functions include respiration, blood circulation, nerve transmission, production, and
transportation od substances, cell growth, maintenance, tissue repair, and temperature
regulation. It accounts for 60-75% of calories burned in a day.
Many factors can influence RMR:

1. Our muscles are calorie-hungry tissues, eight times more metabolically demanding than
fat cells. The greater our muscle mass, the faster our metabolic rate. Resistance training
has the potential to promote skeletal muscle growth, thereby, contributing to RMR.
2. As we grow older, we lose muscle mass because of the hormonal and neurological
changes. This slows down our RMR. After 20 years of age, RMR declines about 2% per
decade.
3. Men tend to have faster metabolism than women because they have more muscle mass
and less body fat.
 DAY 1 : MONDAY

Meal, Snack, of Rice, cereals, bread, Meat and poultry, Coffee, tea
Beverage and root crops Vegetables Fruits fish and shellfish, Water (hot or iced),
beans, and nuts Juice, soda

Breakfast

Morning
snack

Lunch

Afternoon
snack

Dinner

After dinner

Total

Evaluation

Refers to the table below when evaluating your food intake for the day:
FOOD GROUP SERVING PER DAY
GO FOODS

Rice, rice products, corn, root crops, bread, noodles 6 ½ – 8 cups

Rice, cooked 1 cup
Pan desal 4 pieces
1 serving size
Bread 4 slices
Pasta (macaroni/spaghetti) 1 cup
Instant noodles, cooked 1 regular pack
root crop 1 small size
Fats and oils 6-8 tsps.
Sugar/sweets 5-6 tsps.
GROW FOODS

Fish, shellfish, meats and poultry, dried beans, and nuts 2 ½ servings
Fish (about16cm, long) 2 pieces
Lean meat/poultry, cooked 1 piece about 30 gm.
1 serving size
Dried beans, cooked 1 ½ cup
Egg 1 piece
Milk and milk products 1 glass
Whole milk 1 glass
1 serving size
Powdered whole milk 4 tablespoons plus 1 glass of
water
Evaporated milk ½ plus 1 glass of water
GLOW FOODS

Vegetables 3 servings
Green leafy and yellow, cooked ¾ cup
1 serving size
Other vegetables, cooked ¾ cup
FRUITS

Vitamin C- rich 2 servings

Other fruits 1 serving
WATER/BEVERAGE 6-8 glasses

PHYSICAL ACTIVITY RECORD

Name:
Date:

• Record your activities on the following days: Wednesday, Friday, Saturday, and Sunday.
• Begin each day with 12am (midnight) and end with the following midnight.
 • Record the time you change from one activity to another (e.g. 7.15-7.30) and the duration or the
number of minutes spent performing an activity. At the end of 24 hours, the total duration must equal
1,440 minutes.
• Describe the activity (e.g. sleeping, walking to class, sitting in class, eating lunch, talking to friends
while seated) and the level at which you pursed it. The level of activity are as follows.
Basal The energy cost of staying alive (sleeping)
Sedentary driving) Sitting with little or no body movements (e.g. reading, writing, eating, watching TV,

Light Sitting or standing with some movement of arms and other parts of the body (e.g.
bathing, preparing food, dish washing, walking at 2mph)
Moderate Sitting with vigorous arm movements, or standing with considerable movement (e.g. making your bed,
mopping the floor, warm -up and cool-down exercises, walking at 4mph)

Vigorous Moving the body rapidly (e.g. playing team sports, jogging, tennis)
Strenuous Moving the body all-out or near maximum exertion (e.g. swimming laps, running, rope jumping)

ACTIVITY RECORD DAY 1 (SAMPLE)

DATE September 17 DAY Wednesday

TIME OF THE DAY DURATION (MINUTES) ACTIVITY LEVEL
12 – 7:15 am 435 Sleeping Basal
7:15 – 7:30 am 15 Taking a bath Light
7:30 – 7:40 am 10 Dressing Light
7:40 – 8:00 am 20 Eating breakfast Sedentary
8:00 – 8:30 am 30 Riding to school (car) Sedentary
8:30 – 8:35 am 5 Walking to class Moderate
8:35 – 9:15 40 Sitting in class sedentary
ACTIVITY RECORD DAY 2 (SAMPLE)

DATE September 18 DAY Thursday

TIME OF THE DAY DURATION (MINUTES) ACTIVITY LEVEL
12 – 7:15 am 435 Sleeping Basal
7:15 – 7:30 am 15 Taking a bath Light
7:30 – 7:40 am 10 Dressing Light
7:40 – 8:00 am 20 Eating breakfast Sedentary
8:00 – 8:30 am 30 Riding to school (car) Sedentary
8:30 – 8:35 am 5 Walking to class Moderate
8:35 – 9:15 40 Sitting in class sedentary

ACTIVITY RECORD DAY 1 (SAMPLE)

DATE DAY

TIME OF THE DAY DURATION (MINUTES) ACTIVITY LEVEL