Pe PMF

UNIVERSITY OF SAINT LOUIS
Tuguegarao City
SCHOOL OF EDUCATION, ARTS and SCIENCES

GENERAL EDUCATION AREA
First Semester, A.Y. 2020-2021
CORRESPONDENCE LEARNING MODULE

PHED 1012 – PHYSICAL ACTIVITY TOWARDS HEALTH AND FITNESS (Health and Wellness)
COURSE OUTLINE
I. Definition of Terms
-Physical education
-Functions and objectives of physical education
-Physical fitness program
-Functions and objectives of physical fitness
II. The Physiology of Exercise

-How to determine the normal or resting heartbeat?
-How to attain the maximum heartbeat (MHR)
-How to compute the target heart rate (THR)
-Types of Exercise
-Elements of an exercise program
-Components of an exercise
-Principle of exercise
-Guidelines in exercising
-Health benefits of regular physical activity.
III. Physical Fitness Program

-Orientation on the latest testing procedure of physical fitness
program -Components of physical fitness
-Objectives/Importance
-Test protocol
CRITERIA IN GRADING PRELIMS MIDTERMS FINALS

Class Standing: 60% 60% 60%
Quizzes 15% 15% 15%
Practical test / Activities 40% 40% 40%
Assignment 5% 5% 5%
Major Exam/ Practical 40% 40% 40%
TOTAL 100% 100% 100%
Fernandez, Raissa Joy

IV. Administration of Physical Fitness and Sports Talent
Test -Push-up
-Curl-ups
-Standing long jump
-Sit and Reach
-10m run
Practical Exam
V. Systems of the Body
-Skeletal system: Major bones involved during exercise
-Muscular Systems: Major muscles involved in exercise
-Nervous System: The boss of the human body
-Cardio-Respiratory system: Moving process of gases and nutrients by all parts of the body.
-Joint movements
VI. Posture/Body Mechanics

-Types of postural defects
-Exercise/s essential to postural defects development
-Factors affecting poor posture
-Practical Test
VII. Gymnastics
-History
-Objectives
-Terms and Phases of gymnastics
-Conditioning program of gymnastics
-Tumbling and Stunts
-Pyramid Building
-Rhythmic gymnastics
GRADING SYSTEM
Introduction:
This introductory lesson focuses on the education of, by, and through human movement. It is an integral part of the
total education process which endeavors for the development of physically, mentally, socially, psychologically,
emotionally, and spiritually fit citizens through the medium of different physical activities that have been select with a
view of realizing the outcomes. It serves to develop the body, mold the character, and discipline the mind, as a
medium of men totals, intellectual, and developmental education using experiences centered in the movements. The
slogan for physical education from the days of ancient Greece until the present is men Sana en corpora Sano (a sound
body in a sound mind).

THE PHYSICAL EDUCATION LAW
REPUBLIC ACT NO. 5708 - AN ACT PROVIDING FOR THE PROMOTION AND FINANCING OF AN
INTEGRATED PHYSICAL EDUCATION AND SPORTS DEVELOPMENT PROGRAM FOR THE
SCHOOLS IN THE PHILIPPINES.
The summary of the physical education law.
This Act shall be known as "The Schools Physical Education and Sports Development Act of 1969." A law that is
mandating every student in the Philippines to be engaged in an integrated physical education and sports development
program, that will be undertaken by the Department of Education. The goal of physical education is to instill in young
citizens a proper appreciation of the importance of physical development hand in hand with the mental development in
individual and social activities. Sports and other activities in physical education program should provide opportunities
for the athletic development of children and youth who have the competitive spirit as well as grace, coordination,
stamina and strength. It also dictates that physical education program in schools must be addressed to physical growth,
social training, and personal, discipline for all pupils and students, as well as superior athletic achievement for those
who are psychologically inclined and physically gifted; and an integrated program for sports development in the
schools requires effective organizational planning and administration with provisions for adequate training facilities
and sustained stable financing.
Lesson Proper:
Physical Education came from the Latin words “Physica” meaning physics and “Educatio” meaning education,
which means that Physical Education refers to the training of the bodily organs and power with a view to the
promotion of hearts and vigor. Physical Education is an integral part of general education which aims to develop the
physical, social, emotional, spiritual, and the mental traits of man through physical activities. World Health
Organization (WHO) stated that, to have a sound body, one must have a sound mind, which means to say that health
as state of complete physical, mental, social wellness and not merely the absence of disease or infirmity.
Physical Education (PE) has been a big part of the educational system as it impacts the mental, emotional, and social
wellness of a human being. A research by Schaefer and Wasyliw, (2018) mentioned that healthier students make
better learners. The term quality physical education is used to describe programs that are catered to a student’s age,
skill level, culture, and unique needs. When we say PE, we can easily think about the recreational activities done by
using our human body such as Dancing, Playing, and engaging into outdoor activities but that is not the only focus of
Physical Education. Tuliao (2008) mentioned that physical education in college students like you reduce risk of
premature death, reduce the risk of developing and/or dying from heart disease, reduce the risk of high blood etc. This
means that physical education is also focusing on the healthy lifestyle of a person with the application of recreational
or extracurricular activities.
Source:
Physical Education 1 Movement Enhancement By: Dr. Michelle Duya Punzalan and Marilou C. Mondina

FUNCTIONS AND OBJECTIVES OF PHYSICAL
EDUCATION What do you think are the objectives and functions of Physical Education?
These deals with the connection of how healthy a human being is while executing recreational activities under
physical education.
Functions of Physical Education
The function of Physical Education is to help the students acquire skills, develop an affection in their activities, and
develop physical skill competence The individual growth of each student and the development of the total body
movement are guided w/ safety precautions when it comes to physical activities.
The rationale behind this is that learning through health and wellbeing enables children and young people to:
-make informed decisions to improve their mental, emotional, social and physical well being;
-experience challenge and enjoyment;
-experience positive aspects of healthy living and activity for themselves;
-apply their mental, emotional, and social skills to pursue a healthy
lifestyle; -make a successful move to the next stage of education or work.
-to promote the health and wellbeing of the next establish a pattern of health and well being that will retain into adult
life, and which will help generation.
Objectives of Physical Education
The primary aims of physical education vary historically, based on the needs of the time and place. Most modern
school systems claim they intend to equip students with the knowledge, skills, capacities, and values along with the
use of enthusiasm to maintain a healthy lifestyle into adulthood.
Activities included in the program are designed to physical fitness, to develop motor skills, to instill knowledge and
understanding of rules, concepts, strategies, and to teach students to work as part of a team, or as individuals, in a wide
variety of competitive activities
PHYSICAL DEVELOPMENT- Through carefully selected physical education activities, an individual who
participates actively will develop and maintain good health and a high level of physical fitness. The acquisition of
physical skills can motivate an individual to participate further in physical activities: hence, the healthy growth and
development of each learner will improve.
For Example: Engaging in different physical activities in PE can help develop your physical aspects. Just like having
a jog for at least 1 hour a day can build strong bones, strengthen your different muscles, and improves your
cardiovascular fitness. This can maintain a healthy weight and can be your weight bearing exercise.
This Development is merely focusing on the bodily aspect of a person how they can do the activities and how
motivated they are to participate.
SOCIAL DEVELOPMENT- Participation in Physical Education activities provides opportunities for the acquisition
and practice of desirable social traits necessary for adjustment to happy living and the social life in general.
Some traits are:
Friendliness - Forming a good relationship with your physical education classmates can lead to a good outcome. You
can communicate with them easily. Since you will be dealing with your classmate with dual or group activities you are
expected to deal and mingle with them the whole semester.
Cooperation - To be able to meet your goals, regardless if it’s winning in a sports competition, a successful group
pyramid building, camping or etc. you will be expected to work with other people. Working with a diverse group of
people helps you understand and perform various roles making you more versatile, inclusive and innovative.
Good Sportsmanship - The basic things to consider in attaining and developing sportsmanship in Physical Education
includes winning without gloating, respecting one's opponents, and being able to lose gracefully. Mentioned below are
the things to consider for attaining and developing Sportsmanship in Physical Education.
-If you lose, don't make up excuses.

-If you win, don't rub it in.
-Learn from mistakes and get back in the game.
-Always do your best.
-If someone else makes a mistake, remain encouraging and avoid criticizing.
-Show respect for yourself, your team, and the officials of the game or activity.
Good Leadership and followership - Leadership skills can come naturally; student learn things along the way that
significantly impacts them later in life. The right words at the right time can make all the difference. I have here some
tips to develop yourself as a good leader and a follower in Physical Education.
1. Be a good example.
2. Participate in Group Activities.
3. Emphasize perseverance.
4. Good negotiation skills.
5. Hone decision-making.
6. Practice confident communication.
7. Encourage members for an excellent work.
Honesty in Group Competition - Group competitions in physical education are the most popular type of assessment
used by a physical education instructor. Fooling around in your group activities implies that you're also fooling
yourself. Just like other people say, honesty is the best policy, and it begins with yourself.
EMOTIONAL DEVELOPMENT - The informal nature of physical education offers opportunities for the
development of expression and emotional traits needed for emotional mastery like:
In P.E., conducting yourself as a proactive person can easily acquire these things.
Self Confidence - During Physical Education activities, as you learn the different rules and objectives of a game or
activity you can develop self-confidence by slowly opening up your natural talents. Many college student is too shy to
show their real talents and real potentials because of many reasons, one aspect that I can consider is your growing
maturity, but as you engage yourself with other people and adjust your personality in a given task you can slowly
develop your self confidence in physical education.
Self – Control - Self-control is defined as the ability to manage your actions, behavior and emotion. To develop self –
control in PE you must equip your personality with the word patience. Plenty of things can happen during your
physical education class or in any physical activity in general. You also do not expect to win all the time nor do you
expect things go along your way. Your experiences in physical activities can help you to become more tolerant and
patient with any change that happens especially when they are inevitable.
Self-Reliance - Unlike other activities where you can ask others for help, the success of any physical education
activities greatly lies in your own skill and willpower. You do not expect anyone to do the exercise for you to become
physically fit.
Courage - Many activities in Physical Education requires an act of great courage just like performance in dance,
playing different sports, and participating in recreational activities.
Determination - Every goal requires determination. “Since life is never smooth, many of us fall off when we come
across obstacles. But with determination, we can overcome any type of obstacle (Sama, 2010)” Similar case happens
in P.E. activities, success of any activity will be dependent on your persistence to achieve or complete a task despite
the number of challenges you will have to encounter.
Personal Discipline - For Example, you can develop personal discipline in physical education by giving yourself a
wide range of understanding. Applying attention, good behavior, being proactive and being humble college student in
Physical Education can to develop personal discipline.
MENTAL/COGNITIVE DEVELOPMENT - In Physical Education activities, the individual develops his mental
capacities as he learns the mechanical principles of underlying movement. As the students acquire knowledge and
underlying rules and strategies of games and sports as wells as dance instructions, he or she discovers ways of
improving his movement in gymnastics and dance, and the ability to analyze and give comments.

Mental Development in P.E. refers to the gathering the information and how to properly apply and improve it in your
recreational activities and sports.
A good example to develop cognitive process in Physical Education is to know how can you apply the rules of a
game/activity and make a creative way of techniques for it. One thing also to include is know the proper terms and
keywords in PE that way you will be guided to be more creative in a critical thinking situations. For instance, in
basketball, you can develop your mental process by knowing first the rule of the game, engaging yourself to play in a
real basketball game and pursuing yourself to give your best to win a points on your opponents. Now, how can you
apply critical thinking in this type of games? Think first a strategy on your opponent’s strengths and weaknesses, after
that apply your knowledge of the game, that includes rules, terms, technique, equipment, proper calls and etc. then
apply your best shot and apply all the strength of your body, physically and mentally. that way you can achieve the
goal and win.
*** END of LESSON 1***

Lesson 2: Physical Fitness Program
Topic: Functions and Objectives of Physical Fitness
Learning Outcomes:
At the end of this module, you are expected to:
1. Define physical fitness and the food healthy guidelines

2. Explain the need to select food based on the nutritional needs of adolescents.
3. Identify the different food nutrients
4. Identify components of physical fitness
5. Discuss the benefits derived from physical fitness
LEARNING CONTENT
Introduction:
This Lesson will provide information about fitness and its benefits to one’s health. As a college student, you
must identify your level of fitness and engage in different fitness activities that will help you develop your fitness
plan.
Physical fitness is the primary specific objective in physical education that considers a combination of medical
fitness (body soundness) and dynamic fitness (capacity for action). A physically fit person is free from disease and can
move and perform efficiently. Neither good health nor physical proficiency alone constitutes physical fitness, which
combines both qualities. Another factor is the emotional factor. This factor is readily apparent in an athletic contest,
where performance requires self-discipline, effective teamwork, and the ability to remain calm under stress.
Lesson Proper:
Physical fitness means the ability to carry one’s workload without staggering and to participate in recreation with ease
and enjoyment and still have a reservoir of endurance to meet the emergencies of life. In other words, it is the
capability of the body systems carrying out their daily activities satisfactory and still have enough energy to enjoy the
leisure and to meet unforeseen emergencies. Physical fitness is a condition whereby; the system of the body can
function at its optimal efficiency.

ART 1: THE FOOD GUIDE PYRAMID FOR A HEALTHY LIFE
The Food Guide Pyramid will guide you on how many recommended servings from each food group daily.
There are six food groups in the Food Guide Pyramid. The serving requirements of each individual depends on age,
sex, size, and activity level. Each day, we need to eat at least the lowest serving from each of the food groups.
To meet the daily requirements of vitamins, minerals, protein, fiber, and carbohydrates of an individual, we all need to
eat a balanced diet every day. It includes servings of foods from different food groups in the Food Guide Pyramid.
This guide suggests that we consume:
• Food from fats, oil, and sweet group sparingly.
• At least one glass a day of milk products group.
• For meat, poultry, dry beans, eggs, and nut groups there must be two servings daily.
• For teenagers, at least 1 egg every day.
• For teenagers, three servings of food from the vegetable group daily.
• Three servings of fruits daily.
The greatest number of serving is from bread, cereal, rice, root crops, and noodles, which is a minimum of 6 serving
and a maximum of 8 servings.
For you to grow and develop to the fullest and to improve your nutritional status, it is important to follow healthy
eating guidelines such as:
• Eat a variety of foods daily.
• Maintain a healthy weight.
• Eat foods that are low in fat, saturated fat, and cholesterol.
• To lower the risk of heart diseases, avoid too much cholesterol in your diet.
• Consume milk, milk products, and other calcium-rich foods, such as small fish & dark green leafy vegetables
daily.
• Eat plenty of vegetables, fruits, root crops, and grain products.
• Use sugar in moderation. Eating too many sweet foods contributes to tooth decay.
• Eat clean and safe food, cook food in edible/cooking oil.
• Use iodized salt but avoid excessive intake of salty foods. Too much salt in the diet may increase the risk of
having high blood pressure.
Remember, healthy eating will reduce your risk of suffering from fatal diseases, such as cancer, heart disease, stroke,
and diabetes. Eating healthy foods is important for proper growth and development. It can also prevent health
problems, such as obesity, dental caries, iron deficiency, and osteoporosis. Women are prone to osteoporosis, so
teenage girls should eat enough foods rich in calcium. It will help build strong bones to protect them from
osteoporosis later in life. Eating a wide variety of foods in moderation daily is a good practice. Following the Food
Guide Pyramid and the Nutritional guidelines for Filipinos will make it easier for anyone to have a balanced, healthy
diet daily.
How Many Servings Do You Need as an Adolescent?

A serving is the size of food after it is cook. Do you know that three ounces of cooked meat are about the size of a
deck of cards?
The serving sizes below will guide you in measuring the amount of food
and liquid you take daily.
• 1-1/2 cups (12 ounces) of liquid is the size of a soda-pop can.

• One cup (8 ounces) of food is the size of a large handful.
• 1/2 cup (4 ounces) of food is about half of a large handful.
• One ounce of cheese is about the size of a 1-inch cube.
• Two tablespoons (Tbsp.) is about Two times the size of the tip of your thumb (from the last crease).
• One tablespoon (Tbsp.) is about the size of the tip of your thumb (from the last crease).
• One teaspoon (tsp) is about the size of the tip of your little finger (from the last crease).

Daily Servings for a Teen’s Diet
The table below is a food guide for adolescents. Adolescents can achieve their energy and nutrient requirements by
eating a variety of foods daily. This guide may be used to ensure variety in foods eaten.
FOOD GROUP SERVING SIZE NUMBER OF SERVING/DAILY
Breads / · 2 slices bread 5 to 10

Starches: · 1/2 cup cooked cereal, pasta, Serving/s
potatoes, or rice
· 1 ounce or 3/4 cup dry cereal
· 4 pcs. pan de sal
· 1 small size root crop
· 1 pack instant noodle
Fruits · 1/2 cup canned fruit or fruit juice 2 to 3

· 1-piece fresh fruit, such as an apple, Serving/s
orange, banana
· 15 to 20 grapes
· 1-1/2 cups fresh melon
Meat /Meats · 1/2 cup cottage cheese 3 to 5

Substitute · 3/4 to 1 cup cooked dried beans or Serving/s
legumes
· 1 egg
· 1 ounce low-fat or regular cheese
· 2 to 3 ounces’ meat, fish, or poultry
· 2 to 3 Tbsps. peanut butter
· 1/2 cup nuts
Milk or Yogurt 1 cup low-fat milk or yogurt 4 to 5

· one ounce of cheese serving
· 1/2 cup of cottage cheese
Vegetables · 1/2 cup cooked or 1 cup raw 2 to 3 servings

vegetable
· 2 cups salad greens
· 1 cup vegetable or tomato juice

Fats · 1 0 pe a nuts 2 to 4 Serving s
· 2 Tbsps. cream cheese, avocado, or
low-calorie salad dressing
· 1 tsp oil, margarine,
mayonnaise, or butter
· 1 Tbsp. salad dressing

Sweets and Desserts · 1/8 of a pie 1 to 3 Serving/s per week
· 1/2 cup ice cream
· 3-inch pastry
· 1/2 cup pudding,
· 2 small cookies.
Too much sweets and dessert can
aggravate skin problems, like
pimples.
Water and Beverages 6 – 8 glasses (240 ml each)
PART 2: Physical Fitness

Physical fitness is a personal responsibility. Few individuals other than athletes and military personnel are required to
participate in organized fitness programs. Most people are physically unfit simply because they do not get enough
exercises and others try to stay fit with only light, infrequent activity.
A person’s physical fitness is determined by factors such as age, heredity, and behavior. Although many people cannot
control their age or heredity, their behavior can help them become physically fit and stay that way. Individuals vary
greatly in their capacity for physical fitness, but almost anyone can improve by exercising regularly.
Importance of Physical Fitness
Physical activity and exercise are basic needs for everyone. Children, adolescents, and adults of all ages need regular
physical activity.
Physical activity promotes good health and will let you stay active throughout all stages of your life regardless of your
body type or Body Mass Index (BMI).
Now what is a BMI?
• Body Mass Index (BMI) is a person’s weight in kilograms divided by the square of height in meters. A high
BMI can be an indicator of high body fatness. BMI can be used to screen for weight categories that may lead
to health problems but it is not diagnostic of the body fatness or health of an individual.
How can you compute your BMI?
• Body Mass Index is a simple calculation using a person’s height and weight.
2 2
• The formula is BMI = kg/m where kg is a person’s weight in kilograms and m is their height in meters
squared.
Step 1: Weigh first your kilograms
Step 2: Determine your Height and convert it into meters
Step 3: Using the blank table compute your BMI.
Step 4: Classify your BMI
Proceed to the activity sheet to compute your BMI before moving to the next section
Understanding the benefits of physical fitness and knowing how active you should be can help you maintain good
health and improve your overall quality of life. Here are a few benefits of regular physical activity that demonstrate
the importance of physical fitness
Through regular exercises, physical fitness helps the individual:
• In the proper growth of young bones and muscles
• Improve the ability to avoid and recover from illnesses and accidents
• Improve posture and appearance by strengthening muscles that support the body
• Minimize stress response
• Maintain proper body weight and prevent heart ailment
• Improve organic functions
• Delay the aging process and helps you feel good and younger as a human being

• Experience joy of participation in any recreational or sports activities

THE COMPONENTS OF PHYSICAL FITNESS
The Components of Physical Fitness may be thought in two different forms. It can be a health related or skill related.
HEALTH RELATED
Cardio-Respiratory Endurance
The heart and lungs can function efficiently and effectively over a prolonged time.
Example: Run in place for a prolonged time and then breathe. that way you can see the cardiorespiratory endurance.
Record how many seconds have you accomplished your endurance.
Muscular Strength
Ability to continue selected muscle group movements or a prolonged period of time.
Example: Lay your body down on the floor and then demonstrate at least 5 push-ups that’s an example of muscular
strength. Record the push ups you have demonstrated.
Flexibility
The Functional capacity of a joint to move through a normal range of
motion. The muscular system is also involved.
Example: Sit on an open area, widely open your both feet as much as you can, then bend your upper extremities in
between your legs and then reach as much as you can. Record how many seconds had you accomplished your
flexibility.
Body Composition
One of the newest attributes in physical fitness components. It refers to the relative distribution of lean and fat
body tissues.
Example: Somehow after applying the different components of Health-related physical fitness components, there can
be changes in your physical appearance, but it will not appear in a shortened time. It will take some time to see the
changes in your body. Get a tape measure and determine your waist line.
SKILL RELATED
1. Balance
It involves vision, reflexes, and the skeletal and muscular system which, provides the maintenance of
equilibrium.
Find an open place then stand with only one foot. Record the time you had to consume while standing.
2. Coordination
It is the ability to integrate the senses with muscles so as to produce accurate, smooth, and harmonious body
movement.
Go into an open space where you can jog. Start jogging while swinging your arms like the wings of a butterfly.
Observe that two parts of your body are moving in different directions. That is an example of Body coordination. The
activity used only for two body parts, but it is your discretion how many parts of your body can move at the same time
and also moves in different directions.
3. Agility
It is the capacity to change the direction of the body quickly and effectively.
Stand in an open area, open both your feet where you can move freely, hop side to side while moving your hands
upward and downward as quickly as possible. Record your time of agility.
4. Speed
Ability to move one’s body from one point to another in the shortest possible time.
Find a room where you can run freely. Stand with one wall, set a timer to determine how fast you will reach the
other wall. Firmly do a running position, then run until you reach the other wall. That’s an example of Agility.
5. Power
Power is sometimes confused with strength. Speed contraction is the ingredient, which is when combined with
the strength, it provides an explosive type of movement.

Find a safe area. Position yourself, imagine an imaginary punching bag where you can punch. Punch at least three
times and record the time interval of every punch that you are hitting. Punching is the best example of power because
you are applying two aspects, the force of your muscles and the speed contraction of your hand.
6. Reaction Time
The time required to respond or initiate a movement as a result of a given stimulus.
Example: Find a partner where you can play, find a basketball ball where you can tackle with him/her to seize the
ball, set a target time to have the ball, record the time you had used seizing the ball.

PE WEEK 3
Lesson 3 Physiology of Exercise
LEARNING CONTENT
Introduction:
Education exercise has been regarded as important to human health for thousands of years, beginning with ancient
cultures. The Greek physician Hippocrates is one of the earliest recorded and most well-known proponents of
exercise. He recommended moderate exercise in order to stay healthy and even improve health. Other prominent
ancient scholars throughout history followed suit, including Plato, Aristotle, and the Roman physician Galen, who
believed that exercise improved general health, metabolism, and muscle tone, and even led to better bowel
movements.
Physiology of Exercise
The physiology of exercise is a broad concept that addresses the central issue as to how the body adapts itself to the
demands of physical activity. Physiology is the academic study of the various processes, systems, and functions of the
human body as influenced by the performance of physical activity. Exercise is a term that has a variety of possible
meanings, each dictated by circumstances. In a sports context, exercise is the performance, conditioning or training
undertaken in respect to a particular athletic or sporting purpose. Exercise may also be directed to improvement of a
person's general health, physical fitness, or as physical therapy, to augment an existing treatment to remedy or to
ameliorate the effects of a disease or illness upon the body.
MONITORING HEART RATE (MHR)
1. Resting Heart Rate (RHR)

This is the number of pulse at rest. The best time to take the RHR is upon waking up in the morning. The
average RHR is 75 beats for males and 80 for females per minute.
LETS TRY!
Put your forehand finger and middle finger on any of your hands after waking up, then observe and count your pulse
for one minute. That way you can determine your resting heart rate. Put the result on your MHR Table.
2. Target Heart Rate (THR)

This is the 60-80% of your hearts maximum capacity (after deducting age) while exercising. An
ordinary college freshman should approximately have a THR of 130-160 pules beats per minute. This gradually
attained in the workout phased and sustained steady exercises for 20 minutes.
LETS COMPUTE!
I’m Ayan a 21
years old college
Example:
1st Step: Subsctract your Age in 220
Example : 220 – 21 = 199
2nd Step: Multiply 199 into 50% and 85% level of exertion in exercise.
Basis on exercise:
60 % - Medium level of exertion
80 % - High level of exertion
Example: 199 x 60% = 119.5 (pbm)
199 x 80% = 159.2 (pbm)
Note: if you exert more effort in your exercises, the more your pbm (Pulse Beat per Minute)
will be in normal calculation. Try computing your THR, put the result on the MHR table.

Types of Exercises
Physical Exercise is any bodily activity that enhances or maintains physical fitness and overall health and
wellness. It is performed for various reasons, including increasing growth and development, preventing aging,
strengthening muscles and the cardiovascular system, honing athletic skills, weight loss or maintenance, and also
enjoyment.
ISOTONIC EXERCISE
These refer to exercises where the muscles are made to do some contraction and relaxation to gain tones. These
movements are common to many physical education activities.
Two Types of Isotonic Exercise
• Concentric Contraction
The external force on the muscle is less than the force the muscle is generating a shortening contraction.
• Eccentric Contraction
Isometric Exercises are strength exercises where your muscles contract while you hold a still position
Grab any object for both of your hands that you can easily lift, try to move both your elbow for both hands in different
directions, see both biceps and observe, check the image for the difference of concentric and eccentric contractions.
ISOMETRIC EXERCISES
Strength exercises where your muscles contract while you hold a still position.
Hold a glass of water observe for at least 30 seconds w/ out any movement.
As time runs your biceps will feel some pain,
it is because of the workload that it receives
THE COMPONENTS OF EXERCISE

To be healthy we all know that we need to do some form of exercise on a regular basis. But choosing what type of
exercise we should be doing, how long should we be doing it for and how hard should we be working while we are
doing it can be a little confusing. A complete fitness and exercise program should incorporate four basic components:
Endurance (Aerobic), Flexibility, Strength, and Balance. Each of these components has specific guidelines, which
govern their effectiveness.
AEROBIC/Endurance Exercise
Entails vigorous movements such as brisk walking, jogging, running, and dancing. The body experiences fast
breathing so that the muscles of the heart and the lungs are exercised. Some common aerobic activities include:
• A brisk walk
• Jogging
• Climbing the stairs
• Playing tennis
• Dancing
• Biking
• Doing yard work like raking, digging, and gardening
• Swimming laps
Strength Exercise
Strength training is beneficial in reducing falls and helping you do everyday activities that require lifting, such as
carrying groceries. Some examples of strength training include:
• Lifting free weights
• Using resistance machines at the gym
• Using resistance bands to leverage your own body weight in building strength

Flexibility Exercise
Flexibility exercises can keep your body limber and help you maintain a wide range of motion. This is important
because things like arthritis often limit range of motion. Here are some ways to improve your flexibility:
• Stretching various parts of the body
• Doing yoga
Balance Exercise
Practicing and improving balance is important for older adults because it can strengthen the body’s core and help
prevent falls. Here are some good balance exercises:
• Heel-to-toe walking
• Standing on one foot
• Practicing tai chi poses
THE ELEMENTS OF EXERCISE

After, knowing the types of exercises lets know now the elements that need to be maintained during your regular
exercise plan. These four elements are the Frequency, Intensity, Duration, and Types of exercises to be applied. Every
college individual needs a monitoring guideline that will be their path to a healthier life and balanced exercise
How frequent should the individual exercise be?
• FREQUENCY refers to the number of exercise sessions an individual performs per week at least three to
five workouts. In cardiovascular endurance exercise, a strenuous and demanding workout is usually done the
next day by a mild exercise bout. To maintain an acceptable level of fitness, a minimum of three workouts per
week is usually required.
For a college student requires at least 3 – 5 days per week
How intense or vigorous should the exercise session be?
• INTENSITY indicates how hard the exercise can be performed. To measure it in aerobic activity, the heart
rate should be monitored. A productive intensity requires the training state of heart rate. Which is 60 to 80
percent of the maximum rate possible. Duration and intensity can be monitored in strength development. For
most strength-inducting activities are high intensity and therefore requires an increase in duration through an
increased number of sets or repetitions
The intensity of exercise of a college student must be moderate to vigorous.
How long should an exercise session be?
• DURATION refers to the length of each exercise. For developing cardiovascular endurance, the minimum
amount of aerobic exercise should be 20 to 30 minutes. The intensity of exercise will have an impact on the
duration of the fitness session. For most individuals, monitoring the duration of the activity instead of the
intensity is best.
For exercise plan at least 20 – 60 minutes every session of different exercises for a specific fitness goal.
What type of exercises should be included?
There are three types of Exercises the Isotonic, Isometric, and Aerobic Exercise, but for a college student like
you, the best to suggest is aerobic exercises.

PE WEEK 4
Physiology of Exercise Part II
LEARNING CONTENT
Introduction:
This Lesson contains the different principles, benefits, guidelines and the basic workout outline for a normal college
student it focuses on the different developments in physical education and relates physical exercise to the daily
lifestyle of an individual. It also talks about the proper application of exercise and the correct guidelines in conducting
their exercise plan.
Physical exercise is the performance of some activity in order to develop or maintain physical fitness and
overall health. It is often directed toward honing athletic ability or skill. Frequent and regular physical exercise is an
important component in the prevention of some diseases such as heart disease, cardiovascular disease, Type 2 diabetes
and obesity.
Exercises are generally grouped into three types depending on the overall effect they have on the human body:
Flexibility exercises such as stretching improve the range of motion of muscles and joints; aerobic exercises such as
walking and running focus on increasing cardiovascular endurance; and anaerobic exercises such as weight training,
functional training or sprinting increase short-term muscle strength.
Physical exercise is considered important for maintaining physical fitness including healthy weight; building and
maintaining healthy bones, muscles, and joints; promoting physiological well-being; reducing surgical risks; and
strengthening the immune system.
GUIDELINES FOR EXERCISE

Did you ever wonder when you are engaging yourself in physical exercises if there is a specific guideline to
follow? Below are the things that you need to follow for a well balance exercise!
• There is no one best form of exercise. It depends on what the individual wants to achieve.
• The individual should choose exercise (s) which he/she likes and enjoys.
• Exercise 30 – 60 minutes regularly 3 – 5 times a week.
• Wear light comfortable clothes and shoes.
• Conduct exercise either in the morning or late afternoon when it is not so hot
• If the individual is a beginner, a graduated exercise program starting with light exercise and gradually
increasing the intensity should be followed.
• Severe exercise must be avoided unless the individual is young and athletic.
THE PRINCIPLES OF EXERCISE

When you approach your exercise training, the best way to answer your questions is to better understand the principles
behind the work you are putting in to improve.
PRINCIPLE 1: OVERLOAD
The principle of overload refers to the amount of exercise that is needed to improve fitness levels. Exercise must be
observed in accordance to the intensity, duration, and frequency of the specific activity. The principle of overload is a
good basis for your fitness. It can measure the quality of your exercise plan, following the proper accordance of the
principle can lead to an excellent process and decreases the risk of fatigue exercise.
PRINCIPLE 2: PROGRESSION
Progression must be in context of the performer’s tolerance whether to increase or maintain the overload. An
increase in the level of exercise, whether it runs further or adding more resistance must be in the principle of
progression. This enables the body to slowly adapt to overload, thus making the overload normal. Once this is
achieved, progression is continued onward and toward to a new overload. If the progression is too fast or too intense,
the body will simply not be able to work at the new level, and improvement may not occur.
Progress plays a big role in Physical Education. But in exercise it is for you to decide on how will you immediately or
slowly achieve your exercise goal.

PRINCIPLE 3: SPECIFICITY
Exercise must be specific in its concern. It could be either for strength, flexibility or endurance and etc. Physical
conditioning should match the demands of the sport or activity that an individual is making. Specificity infers that all
skills and activities are unique and requires training that is geared specifically to each exercises. The implication of
specificity is that if only a certain part of the body is exercised, only a specific part of the body develops. For example,
if one chooses only to jog for fitness the cardiovascular system will e developed.
For a College student like you, it is difficult to choose an exercise that will fit for you. In this principle all exercises
are unique and have a specific exercise goal, it is for you to decide what exercise will make you happy and satisfied.
PHASES OF EXERCISES
WARMP UP WORK OUT COOLDOWN
THE WARM UP
Activities should be conducted before an intense work-out. It will help you perform better and will decrease arches
and pains. It prepares the muscle for exercise and allows oxygen supply to ready itself for whatever strenuous
activities to be worked at. Muscles perform best when they are warmer than normal body temperature. They should
consist of flexibility exercises that stretch all the major muscle groups. Light paced jogging can also prepare the heart
muscle prior to the work out.
THE WORK OUT
Workout elevates the heart rate and achieves aerobic fitness. Activities, which may be included in this phase, are
walking, jogging, running, swimming, bicycling, rope skipping and aerobic dancing. This phase should follow the
principles of training or exercise with regard to frequency, intensity and duration. Reaching the target heart rate and
maintaining the intensity of workout in the specified time are important guidelines for this phase.
THE COOL DOWN
After the workout cooling down should be accomplished by walking for a few minutes. This can help prevent
soreness, the next day by massaging the waste products of exercise into the circulatory system. When a person stops
exercising the heart continues for a time to pump blood to the muscles at a vigorous rate. If no cooling down activity
is done, there is little action to send the blood back to the heart, and will pool the veins. This pooling may cause light-
headedness, which can be prevented by proper cooling down. The walking might be followed with stretching
exercises to undo the tightening of muscles groups that occurs from strenuous activity.
THE BASIC WORKOUT OUTLINE

The following exercises are the basic workout guide for an adolescent like you, follow the steps on the exercises.
JOG IN PLACE
Jog slowly in place for 30 – 60 seconds. Lift your knees.
NECK STRETCH
Bend your neck alternately to the left, right, front, and back. Hold each position for 5 seconds and do 2 repetitions. Do
not rotate your neck, each movement must be distinct
TRICEP AND SHOULDER STRETCH

Gently and slowly pull the elbow behind the head. Hold for 15 – 30 seconds and reverse arms. Do 1 set.
ARM AND SHOULDER STRETCH

Interlace your fingers, straighten, and lift the arms to produce strength/stretch in the arms, shoulders and chest. Hold
for 15 – 30 seconds. Do 1 set.
SIDE STRETCH
Keep your hips facing front and bent to the left. Hold 5 – 10 seconds and repeat. To the right side. Do 3 repetitions on
each side.
FOREARM STRETCH
Extend your arm. Using your left hand, pull your fingertips toward your body until you feel the stretch in your
forearm. Hold the stretch for 10 – 30 seconds. Repeat using the other arm.

QUADRICEPS STRETCH
Supporting your body with your left arm against a solid object, grab your left toes with right arm. Pull your heel up to
your buttocks until you feel the stretch in your thigh.
INNER THIGH STRETCH

While seated, pull both feet inward toward the body. Grab your feet with your hands, while using the elbows to press
downward slightly on the knees. You should feel this stretch in your inner thighs. Hold for 10 – 30 seconds.
SPINAL TWIST
While seated, extend the left leg in front of you. Bend your right leg, placing your right foot on the outside of the left
knee. Extend your right arm behind you to support your body. Place the left arm on the outside of the right leg.
Slightly twist the torso using your left arm until you feel the stretch in your side. Hold for 10 – 30 seconds. Stretch the
other side.
HARMSTRING STRETCH
While seated, extend your left leg in front of you. Bend your right leg, placing the bottom of your foot on the inside of
the left knee. Place your right hand on top of your left hand. While keeping the lower back straightened, reach the foot
of the straight leg upright with the ankle and toes relaxed.
Repeat for the right leg.
BENEFITS OF EXERCISE
We have all heard it many times before - regular exercise is good for you, and it can help you lose weight. But if you
are like many Filipinos, you are busy, you have a sedentary job, and you haven't yet changed your exercise habits. The
good news is that it's never too late to start. You can start slowly, and find ways to fit more physical activity into your
life. To get the most benefit, you should try to get the recommended amount of exercise for your age. If you can do it,
the payoff is that you will feel better, help prevent or control many diseases, and likely even live longer. What are the
health benefits of exercise?
• Regular exercise and physical activity may
Help you control your weight. Along with diet, exercise plays an important role in controlling your weight and
preventing obesity. To maintain your weight, the calories you eat and drink must equal the energy you burn. To lose
weight, you must use more calories than you eat and drink
• Reduce your risk of heart diseases
Exercise strengthens your heart and improves your circulation. The increased blood flow raises the oxygen levels in
your body. This helps lower your risk of heart diseases such as high cholesterol, coronary artery disease, and heart
attack. Regular exercise can also lower your blood pressure and triglyceride levels.
• Help your body manage blood sugar and insulin levels
Exercise can lower your blood sugar level and help your insulin work better. This can cut down your risk for
metabolic syndrome and type 2 diabetes. And if you already have one of those diseases, exercise can help you to
manage it.
• Improve your mental health and mood
During exercise, your body releases chemicals that can improve your mood and make you feel more relaxed. This can
help you deal with stress and reduce your risk of depression.
• Help keep your thinking, learning, and judgment skills sharp as you age
Exercise stimulates your body to release proteins and other chemicals that improve the structure and function of your
brain
• Strengthen your bones and muscles
Regular exercise can help kids and teens build strong bones. Later in life, it can also slow the loss of bone density that
comes with age. Doing muscle-strengthening activities can help you increase or maintain your muscle mass and
strength.
• Reduce your risk of some cancers, including colon, breast , uterine, and lung
Reduce your risk of falls For older adults research shows that doing balance and muscle-strengthening activities in
addition to moderate-intensity aerobic activity can help reduce your risk of falling.
• Improve your sleep. Exercise can help you to fall asleep faster and stay asleep longer.
• Improve your sexual health

Regular exercise may lower the risk of erectile dysfunction (ED) in men. For those who already have ED, exercise
may help improve their sexual function. In women, exercise may increase sexual arousal.
• Increase your chances of living longer
Studies show that physical activity can reduce your risk of dying early from the leading causes of death, like heart
disease and some cancers.

Midterm Week 7 Coverage
PHED 1012 (PHYSICAL ACTIVITY TOWARD HEALTH AND FITNESS)
Lesson 6: Systems of the Body (Skeletal System)
LEARNING CONTENT
INTRODUCTION:
The Human Body is an incredible machine that adapts to varying
intensities and types of physical activity with efficiency and
effectiveness. It has specialized systems for body support, protection,
and movement; the regulation of body activities; the supply and
distribution of nutrients and removal of waste material; and many more
systems that are involved indirectly during exercise.
These systems are comprised of organs which are composed of tissues,
that is made up of cells. Cells are the basic structure and functional units
of life in the human organism. There are one trillion cells in the human
organism. Each cell type has a special and specific function and purpose.
For example, nerve cells carry message to muscles cells which causes
movement, and blood cells carry nutrients to working muscles and
remove wastes from tissues.
This notes that this unit focuses on human body systems directly responsible for human movement; the skeletal and
muscular systems as the basic movement team, and cardio respiratory and cardiovascular systems as the transformers
and users of energy for movement.
LESSON PROPER:
The human Skeletal System is the internal framework of the human body. It is composed of around 270 bones at birth
– this total decreases to around 206 bones by adulthood after some bones get fused together. The bone mass in the
skeleton reaches maximum density around age 21. The human skeleton
can be divided into the axial skeleton and the appendicular skeleton. The
axial skeleton is formed by the vertebral column, the rib cage, the skull
and other associated bones. The appendicular skeleton, which is attached
to the axial skeleton, is formed by the shoulder girdle, the pelvic girdle
and the bones of the upper and lower limbs.
TWO MAJOR PART OF SKELETAL SYSTEM
AXIAL SKELETON
The axial skeleton is the part of the skeleton that consists of the bones of
the head and trunk of a vertebrate. In the human skeleton, it consists of 86
bones and is composed of six parts; the skull (22 bones), the ossicles of
the middle ear, the hyoid bone, the rib cage, sternum and the vertebral
column. The axial skeleton together with the appendicular skeleton form
the complete skeleton. Another definition of axial skeleton is the bones
including the vertebrae, sacrum, coccyx, ribs, and sternum.
The upright posture of humans is maintained by the axial skeleton, which

transmits the weight from the head, the trunk, and the upper extremities
down to the lower extremities at the hip joints. The bones of the spine are
supported by many ligaments. The erector spine muscles are also
supporting and are useful for balance
• Skull
• Ossicles
• Hyoid bone
• Vertebral Column
• Rib Cage
APPENDICULAR SKELETON
The appendicular skeleton (126 bones) is formed by the pectoral girdles, the
upper limbs, the pelvic girdle or pelvis, and the lower limbs. Their functions are
to make locomotion possible and to protect the major organs of digestion,
excretion and reproduction.
• Shoulder girdle
• Arm
• Hand
• Pelvic girdle
• Leg
• Foot
OUR BONES HAVE SUB-PARTS TOO.
PARTS AND SUB-PARTS

The axial skeleton, comprising the spine, chest and head, contains 80 bones.
The appendicular skeleton, comprising the arms and legs, including the
shoulder and pelvic girdles, contains 126 bones, bringing the total for the
entire skeleton to 206 bones.
Spine (vertebral column)

A fully grown adult features 26 bones in the spine, whereas a child can have
34.
1. Cervical vertebrae(7 bones)
2. Thoracic vertebrae(12 bones)
3. Lumbar vertebrae(5 bones)
4. Sacrum (5 bones at birth, fused into one after adolescence)
5. Coccyx (set of 4 bones at birth, fused into after adolescence
Head
There are 22 bones in the skull. Including the bones of the middle ear,
the head contains 28 bones.

HEAD
• Cranial bones(8) FACIAL BONES (14)
• Occipital bone • Nasal bones(2)
• Parietal bones(2) • Maxillae(upper jaw) (2) MIDDLE EARS (6 bones in total,
• Frontal bone • Lacrimal bone(2) 3 on each side)
• Temporal bones(2) • Zygomatic bone(cheek bones) 1. Malleus(2)
• Sphenoid bone(sometimes (2) 2. Incus(2)
counted as facial) • Palatine bone(2) 3. Stapes(2)
• Ethmoid bone(sometimes • Inferior nasal concha(2)
counted as facial) • Vomer(1)
• Mandible(1)
There are a total of 64 bones in the arm.

1. Upper arm bones (6 bones in total; 3 on each side)
• Humerus(2)
• Pectoral girdle(shoulder)
• Scapula(2)
• Clavicles(2)
2. Lower arm bones (4 bones in total, 2 on each side)
• Ulna(2)
• Radius(2)
3. Hand(54 bones in total; 27 in each hand)
• Carpals
• Scaphoid bone(2)
• Lunate bone(2)
• Triquetral bone(2)
• Pisiform bone(2)
• Trapezium(2)
• Trapezoid bone(2)
• Capitate bone(2)
• Hamate bone(2)
• Metacarpals(10 bones in total; 5 on each side)
4. Phalanges of the hand
• Proximal phalanges(10 bones in total; 5 on each side)

• Intermediate phalanges(8 bones in total; 4 on each side)
The pelvis (or hip bone) is made up of three regions that have fused to form two coxal bones. They are:
• ilium
• ischium
• pubis
The sacrum and the coccyx attach to the two
hip bones to form the pelvis, but are more
important to the spinal column, where they
are counted.
LEG
There are a total of 60 bones in the legs.

□ Femur(2 bones)
□ Patellaor kneecap (2 bones)
□ Tibia(2 bones)
□ Fibula(2 bones)
□ Foot(52 bones in total, 26 per foot)
□ Tarsus/Tarsals
□ Calcaneusor heel bone (2 bones)
□ Talus(2 bones)
□ Navicular bone(2 bones)
□ Medial cuneiform bone(2 bones)
□ Intermediate cuneiform bone(2 bones)
□ Lateral cuneiform bone(2 bones)
□ Cuboid bone(2 bones)
□ Metatarsals(10 bones)
□ Phalanges of the foot
□ Proximal phalanges(10 bones)
□ Intermediate phalanges( 8 bones)
□ Distal phalanges( 10 bones)
THE ANTERIOR AND POSTERIOR VIEW OF

SKELETAL SYSTEM
Anterior
View Posterior View

*** End of Lesson 5**

PHED 1012 (PHYSICAL ACTIVITY TOWARD HEALTH AND WELLNESS)
Lesson 6: Systems of the Body (Muscular System)
LEARNING CONTENT
INTRODUCTION:
The muscular system is composed of specialized cells called muscle fibers. Their predominant function is
contractibility. Muscles, attached to bones or internal organs and blood vessels, are responsible for movement. Nearly
all movement in the body is the result of muscle contraction.
The integrated action of joints, bones, and skeletal muscles produces obvious movements such as walking and
running. Skeletal muscles also produce more subtle movements that result in
various facial expressions, eye movements, and respiration.
In addition to movement, muscle contraction also fulfills some other important functions in the body, such as
posture, joint stability, and heat production. Posture, such as sitting and standing, is maintained as a result of muscle
contraction. The skeletal muscles are continually making fine adjustments that hold the body in stationary positions.
The tendons of many muscles extend over joints and in this way contribute to joint stability. This is particularly
evident in the knee and shoulder joints, where muscle tendons are a major factor in stabilizing the joint. Heat
production, to maintain body temperature, is an important by-product of muscle metabolism. Nearly 85 percent of the
heat produced in the body is the result of muscle contraction.
LESSON PROPER:
TYPES OF MUSCLES
There are three types of muscle tissue in the human body – the smooth, the cardiac, and the skeletal – and they are
characterized by location, microscopic structure, and nervous control.
Smooth Muscles
Smooth muscles are non-striated and involuntary, Smooth muscle lines the inside of blood vessels and organs, such as
the stomach, and is also known as visceral muscle. It is the weakest type of muscle but has an essential role in moving
food along the digestive tract and maintaining blood circulation through the blood vessels. Smooth muscle acts
involuntarily and cannot be consciously controlled.
Cardiac Muscles
It is striated and involuntary in category. Located only in the heart, cardiac muscle pumps blood around the body.
Cardiac muscle stimulates its own contractions that form our heartbeat. Signals from the nervous system control the
rate of contraction.
Skeletal Muscles
striated and voluntary and are attached to the bone. It contains the contractile elements necessary to produce
movement. It has been estimated that there are 250 million muscle fibers in the human body. The biceps muscles
alone have some 600,00 fibers. Skeletal muscles contribute about 45% of the body weight of males and about 36% for
females.
Contraction of skeletal muscles holds the body in a stationary position. Without such contraction the body would
collapse. Muscular contraction also produces heat by their movements and thereby play an important role in
maintaining normal body temperature. produces force which can move one bone through a range of degrees toward
the other bone. The bone that remains stationary is considered the origin of the muscles, and the bone that moves is
referred to as the insertion.
• Striated Muscles
Striated muscle tissue is a muscle tissue that features repeating functional units called sarcomeres. The presence of
sarcomeres manifests as a series of bands visible along the muscle fibers, which is responsible for the striated
appearance observed in microscopic images of this tissue. There are two types of striated muscles:
• Cardiac muscle(heart muscle)
• Skeletal muscle(muscle attached to the skeleton)
• Non Striated muscles

Nonstriated muscle is defined as smooth, thin muscle that isn't controlled voluntarily. An example of a nonstriated
muscle is the bladder.
• Voluntary Muscles
Voluntary muscles are the muscles that are under conscious control and can be controlled at will or we can choose
when to use them. They are also known as skeletal muscles as they are attached to the bones. Voluntary muscles are
responsible for the movement of body parts and the locomotion.
• Non Voluntary Muscles

muscle governing reflex functions and not under direct voluntary control especially: smooth muscle.
The basic function of the muscular system is to work with the skeletal system to produce movement. However, it also
enables the body to maintain posture and aids in heat production. An obvious example of movement of the body is
walking, which involves the coordinated action of many muscles. The movement of a body part, such as flexion of the
forearm at the elbow joint, results from contraction of the biceps muscles and relaxation of the triceps muscles.
What are the main functions of the Muscular System?

The muscular system consists of various types of muscle that each play a crucial role in the function of the
body.
Muscles allow a person to move, speak, and chew. They control heartbeat, breathing, and digestion. Other seemingly
unrelated functions, including temperature regulation and vision, also rely on the muscular system.

Eleven main functions of the muscular system
The main functions of the muscular system are as follows:
1. MOBILITY
The muscular system’s main function is to allow movement. When muscles contract, they contribute to gross and fine
movement.
Gross movement refers to large, coordinated motions and includes:
• walking
• running
• swimming
Fine movement involves smaller movements, such as:
• writing
• speaking
• facial expressions
Most muscle movement of the body is under conscious control. However, some movements are reflexive, such as
withdrawing a hand from a source of heat.
2. STABILITY
Muscle tendons stretch over joints and contribute to joint stability. Muscle tendons in the knee joint and the shoulder
joint are crucial in stabilization.
The core muscles are those in the abdomen, back, and pelvis, and they also stabilize the body and assist in tasks, such
as lifting weights.
3. POSTURE
Skeletal muscles help keep the body in the correct position when someone is sitting or standing. This is known as
posture.
Good posture relies on strong, flexible muscles. Stiff, weak, or tight muscles contribute to poor posture and
misalignment of the body.
Long-term, bad posture leads to joint and muscle pain in the shoulders, back, neck, and elsewhere.
4. CIRCULATION
The heart is a muscle that pumps blood throughout the body. The movement of the heart is outside of conscious
control, and it contracts automatically when stimulated by electrical signals.
Smooth muscle in the arteries and veins plays a further role in the circulation of blood around the body. These muscles
maintain blood pressure and circulation in the event of blood loss or dehydration.
They expand to increase blood flow during times of intense exercise when the body requires more oxygen.
5. RESPIRATION
Breathing involves the use of the diaphragm muscle.
The diaphragm is a dome-shaped muscle located below the lungs. When the diaphragm contracts, it pushes
downward, causing the chest cavity to get bigger. The lungs then fill with air. When the diaphragm muscle relaxes, it
pushes air out of the lungs.When someone wants to breath more deeply, it requires help from other muscles, including
those in the abdomen, back, and neck.
6. DIGESTION
The muscular system allows for movement within the body, for example, during digestion or urination.
Smooth muscles in the gastrointestinal or GI tract control digestion. The GI tract stretches from the mouth to the anus.
Food moves through the digestive system with a wave-like motion called peristalsis. Muscles in the walls of the
hollow organs contract and relax to cause this movement, which pushes food through the esophagus into the stomach.
The upper muscle in the stomach relaxes to allow food to enter, while the lower muscles mix food particles with
stomach acid and enzymes.
The digested food moves from the stomach to the intestines by peristalsis. From here, more muscles contract to pass
the food out of the body as stool.

7. URINATION
The urinary system comprises both smooth and skeletal muscles, including those in the:
• bladder
• kidneys
• penis or vagina
• prostate
• ureters
• urethra
The muscles and nerves must work together to hold and release urine from the bladder.
Urinary problems, such as poor bladder control or retention of urine, are caused by damage to the nerves that carry
signals to the muscles.
8. CHILDBIRTH
Smooth muscles in the uterus expand and contract during childbirth. These movements push the baby through the
vagina. Also, the pelvic floor muscles help to guide the baby’s head down the birth canal
9. VISION
Six skeletal muscles around the eye control its movements. These muscles work quickly and precisely, and allow the
eye to:
• maintain a stable image
• scan the surrounding area
• track moving objects
• If someone experiences damage to their eye muscles, it can impair their vision.
10. ORGAN PROTECTION

Muscles in the torso protect the internal organs at the front, sides, and back of the body. The bones of the spine and the
ribs provide further protection.
Muscles also protect the bones and organs by absorbing shock and reducing friction in the joints.
11. TEMPERATURE REGULATION

Maintaining normal body temperature is an important function of the muscular system. Almost 85 percent of the heat
a person generates in their body comes from contracting muscles.
When body heat falls below optimal levels, the skeletal muscles increase their activity to make heat. Shivering is one
example of this mechanism. Muscles in the blood vessels also contract to maintain body heat.
Body temperature can be brought back within normal range through the relaxation of smooth muscle in the blood
vessels. This action increases blood flow and releases excess heat through the skin.
LET’S TALK ABOUT WHAT ARE THE MUSCLES THAT CAN BE DEVELOPED DURING EXERCISE.
• IN General, the Major muscle parts can all develop during a high intensity exercise or in an exercise circuit
that can last at least 30 minutes up to 1 hour, it only depends on what is the goal of a person during his/her
workout.
• BUT there are also exercises that requires a specific muscle to be developed, applying the principles of
exercise, how frequent? How long? Or how intense the exercise is.
For Example:
• PUSH UP
Muscle: 1. Pectolaris 2. Deltoid
3. Triceps 4. Abdominal Muscle
• CURL UPS
Muscle: 1. Rectus Abdominus
To conclude, choosing a specific exercise is the first step to develop
specific muscles, however before engaging into different types of
exercises you must also consider your health condition.

Standing Long Jump
Muscle Involved: Quadriceps, Hamstrings, Gastronemius, Soleus and Obliques
Bent Knee Curl Ups
Muscle Involved: Rectus Abdominus, Biceps, triceps, Deltoid and Trapezius
50 Meter Sprint
Muscle Involved: All Major Muscles
Push Up
Muscle Involved: Pectolaris, Deltoid, tricep and Rectus Abdominus
Shuttle Run
Sit and Reach
Muscle Involved: Rectus Abdominus, Finger Flexors, Biceps, triceps, Deltoid and Trapezius1000-meter Run
Four fun facts about the Muscular system!

1. The heart is the hardest-working muscle in the body. It pumps 5 quarts of blood per minute and 2,000 gallons
daily.
2. The gluteus Maximus is the body’s largest muscle. It is in the buttocks and helps humans maintain an upright
posture.
3. The ear contains the smallest muscles in the body alongside the smallest bones. These muscles hold the inner
ear together and are connected to the eardrum.
4. A muscle called the masseter in the jaw is the strongest muscle by weight. It allows the teeth to close with a
force of up to 55 pounds on the incisors or 200 pounds on the molars.
***End of Lesson 7***
What is Calisthenics?
Calisthenics is a form of exercise consisting of a variety of movements that exercise large muscle groups (gross motor
movements), such as running, standing, grasping, pushing, etc. These exercises are often performed rhythmically and
with minimal equipment, as body weight exercises. They are intended to increase strength, fitness, and flexibility,
through movements such as pulling, pushing, bending, jumping, or swinging, using one's body weight for resistance.
Calisthenics can provide the benefits of muscular and aerobic conditioning, in addition to improving psychomotor
skills such as balance, agility, and coordination.

Midterm Week 9 & 10 Coverage
PHED 1012 PHYSICAL ACTIVITY TOWARD HEALTH AND FITNESS (HEALTH AND WELLNESS)
Lesson 9: Systems of the Body (Joint Movements)
INTRODUCTION:
Movement is the change in the position of a body part with respect to the whole body. It is one of the significant
features of all living beings. The blinking of the eyes, breathing, eating are all examples of movement. So we can say
that every second some or the other part of our body exhibits some or other kind of movements.
The human body movements get polished as we grow in age. The movement starts from crawling and with the
increase in age the person starts walking leading to the movement of the whole organism.
These movements are possible because of joints. Joints are points in our body where two or more parts of our skeleton
are connected together. Different joints help our body carry out different activities and movements.
LESSON PROPER:
Movement occurs at the joint, the point or position where two or more bones articulate to join. The amount of
movement in a joint depends on the structure and functions of the joint the four basic types of joints for movement are
ball & socket joint, hinge joints, pivotal joint, and fixed joints.
Types of Movements
Flexion
Movement that reduces the joint angle between adjacent body parts as in bending the fingers to close the hands.
Extension
Movement that increases the joint angles between adjacent body parts as in straightening the fingers to open the hands
Abduction
Sideward movement away from the midline of the body as in moving the arms straight out to the side.
Adduction
Sideward movement toward the midline of the body as in returning the arm back to the side of the body
Rotation or Rotary Movement

Movement in a circular pathway ideally with the resistance axis or rotation in line with the joint axis of rotation

JOINT MOVEMENTS
Movements of the major joints of the body are varied. More specifically, exercises when applied, can increase the
muscular force of the following joint movements. The joint movements are illustrated down below
Shoulder Abduction
Increasing the angle between the upper arm and the side (downward-sideward movement)
Shoulder Adduction
Decreasing the angle between the upper arm and the chest (upward-sideward movement)
Knee Flexion
Increasing the angle between the lower leg and the upper leg
Knee Extension
Decreasing the angle between the lower leg and the upper leg.
Elbow Flexion
Decreasing the angle between the lower arm and the upper arm.
Elbow Extension
Increasing the angle between the lower arm and the upper arm.
Shoulder Flexion
Increasing the angle between the lower leg a nd the upper leg
Shoulder Extension
Decreasing the angle between the lower leg and the upper leg.
Hip Flexion
Decreasing the angle between the thighs and the torso
Hip Extension
Increasing the angle between the thighs and the torso
Trunk Flexion
Decreasing the angle between the chest and stomach
Trunk Extension
Increasing the angle between the chest and stomach
Ankle Flexion

Decreasing the angle between the foot and the shin
Ankle Extension
Increasing the angle between the foot and the shin
Wrist Flexion
Decreasing the angle between the palm and the underside of the forearm
Wrist Extension
Increasing the angle between the palm and the underside of the forearm
***End of module 9***

PHED 1012: PHYSICAL ACTIVITY TOWARD HEALTH AND FITNESS (HEALTH AND WELLNESS)
Lesson 9: The Controller of Movement: Nervous System
LEARNING CONTENT
INTRODUCTION:
The nervous system is a complex collection of nerves and specialized cells known as neurons that transmit signals
between different parts of the body. It is essentially the body's electrical wiring.
Structurally, the nervous system has two components: the central nervous system and the peripheral nervous system.
The central nervous system is made up of the brain, spinal cord and nerves. The peripheral nervous system consists of
sensory neurons, ganglia (clusters of neurons) and nerves that connect to one another and to the central nervous
system.
Functionally, the nervous system has two main subdivisions: the somatic, or voluntary, component; and the
autonomic, or involuntary, component. The autonomic nervous system regulates certain body processes, such as blood
pressure and the rate of breathing, that work without conscious effort. The somatic system consists of nerves that
connect the brain and spinal cord with muscles and sensory receptors in the skin.
LESSON PROPER:
The Nervous system is responsible for receiving, interpreting, and responding to various stimuli from both the internal
and external environment. To perform this functions, the nervous system is equipped with a brain and 12 pairs of
cranial nerves, the spinal cord and 31 pairs of spinal nerves, and billions of nerve fibers that spread in a vast network
to all parts of the body.
THE NERVOUS SYSTEM

Basically the nervous system has two functions:
Getting information like:

• impulses
• signals
• messages
Thus, nerves can be divided by their function into two general types, each following a separate pathway. Those that
receive – information, for example, from our senses – and pass it along are called sensory are afferent (inward –
travelling). Those that relay information back with a directive for action are called motor or efferent (outward –
travelling).
THE TWO PRINCIPAL DIVISIONS: the central nervous system and the peripheral nervous system and their
subdivisions are summarized below.
THE CENTRAL NERVOUS SYSTEM

(CNS) controls most functions of the body and mind. It consists of two parts: the brain and the spinal cord.
The brain is the center of our thoughts, the interpreter of our external environment, and the origin of control over body
movement. Like a central computer, it interprets information from our eyes (sight), ears (sound), nose (smell), tongue
(taste), and skin (touch), as well as from internal organs such as the stomach.
The spinal cord is the highway for communication between the body and the brain. When the spinal cord is injured,
the exchange of information between the brain and other parts of the body is disrupted.
THE PERIPHERAL NERVOUS SYSTEM

(PNS) is the division of the nervous system containing all the nerves that lie outside of the central nervous system
(CNS). The primary role of the PNS is to connect the CNS to the organs, limbs, and skin. These nerves extend from
the central nervous system to the outermost areas of the body.
The peripheral system allows the brain and spinal cord to receive and send information to other areas of the body,
which allows us to react to stimuli in our environment.
DIVISIONS OF NERVOUS SYSTEM

Finals Week 1 Coverage
GYMNASTIC: HISTORY
Introduction:
Gymnastics is a sport that includes physical exercises requiring balance, strength, flexibility, agility, coordination, and endurance.
The movements involved in gymnastics contribute to the development of the arms, legs, shoulders, back, chest, and abdominal
muscle groups. Gymnastics evolved from exercises used by the ancient Greeks that included skills for mounting and dismounting
a horse and from circus performance skills.
The sport of gymnastics, which derives its name from the ancient Greek word for disciplinary exercises, combines physical skills
such as body control, coordination, dexterity, gracefulness, and strength with tumbling and acrobatic skills, all performed in an
artistic manner. Gymnastics is performed by both men and women at many levels, from local clubs and schools to colleges and
universities, and in elite national and international competitions.
HISTORY OF GYMNASTIC
Greek Civilization
The Greeks interest in gymnastics initially dates back to 776 B.C. They developed three goals for gymnastic exercise: to maintain
good physical condition, the use of military training, and to be used as a conditioning regime for athletes. Their performance of
this sport was a sacred dedication to their Greek god, Zeus. To show their gratitude and faithfulness they would hold festivals at
which they would perform these activities without clothing. “The name of the sport “gymnastics” is derived from the ancient
Greek word “gymnos” which literally translated means naked and comes from, the Greek word for naked” (“History”). The
practice of nudity eventually led to the exclusion of women from participation and they were also forbidden from observing the
festivities.
Training of the athletes varied in skill. “The skills performed comprised of rope climbing, weight lifting, foot races, wrestling,
and throwing of the javelin”. Generally, Greek gymnasts were males of age eighteen or older who were dedicated to becoming
more physically fit and practically lived in the places of training. The men worked hard and pushed their selves to achieve both
physical and mental superiority, two attributes emphasized and highly respected in their communities.
Facts in Greek Civilization
• Gymnastic was also called as the “naked art”
• Gymnazein - to exercise naked. Greek word for gymnastics
• The Romans used gymnastics as a way to prepare for warfare, they learned this from the Greeks when they were
conquered by the Romans
• Was seen in their Olympic games until AD 393
Egyptian Civilization
In Egyptian civilizations the sport was also used as a form of entertainment. The style of performances included acrobatics of
humans building pyramids and balancing. “The earliest known physical evidence of gymnastics can be found in the art of ancient
Egypt, where female acrobats performed for the Pharaohs and the Egyptian nobility” (“History”). “Artifacts, such as frescoes and
hieroglyphics, dating as far back as 5000 B.C. portray backbend variations and partner stunts”.
Acrobats began the art of vaulting around the time of 2,700 B.C. on the island of Crete, a booming Minoan civilization. It is
known from a fresco at the palace of Knossos that this is where acrobats began vaulting. Instead of the modern vault that we
know of today, Minoans vaulted over bulls. “The athlete would run toward a charging bull, grab its horns, and when tossed into
the air, would execute various aerial movements, landing on the bulls back, and dismount and land on his or her feet on the other
side of the bull”.
• Pictures on stones found as a sort of balancing gymnastic.

• Pyramids were inspirations of pyramid building.
Roman Civilization
After the Roman invasion of Greece in the second century BC, gymnastics was adopted by the Roman army for training exercises,
and the practice was spread across the ancient world through Roman conquest. When the Olympics were outlawed in AD 393, the
sport of gymnastics was lost to the common citizen, and with the destruction of the Roman army in 476, the art of gymnastics was
all but lost to the world.
The ever-expanding Roman Empire used gymnastics to keep its troops in peak fighting condition. Through its conquests, Rome
was able to spread the seeds of gymnastics throughout the ancient world from Africa to England. In AD 393, Emperor Theodosius
outlawed the Greek Olympic Games. This decree was a major hit to the sport of gymnastics, and the art was all but lost to the
average Roman citizen. Gymnastics continued its practice by the Roman army for the next century, until the collapse of Rome in
476 brought about the European dark ages, and aesthetic sports such as gymnastics nearly died out completely.
Like many of the classical Greco-Roman sports, gymnastics saw a revival during the 16th century renaissance where it was
revived for its health benefits and difficulty in competition.

Chinese Civilization
Juedixi, an ancient form of gymnastics, became very popular in the middle of the Western Han Dynasty (206 BC-AD 24). A
combination of ancient Chinese culture, art and sports, it incorporated dances, music, acrobatics, conjuring and wrestling.
In 108 BC, the third year of the Yuanfeng Reign of Emperor Wudi of the Han Dynasty, a juedixi performance was held in the
capital of Chang' an, drawing spectators, men and women, young and old, from as far as 150 kilometers away. Such shows were
often staged by the emperor in honor of foreign guests, contributing to cultural and sports exchanges between China and other'
countries as well as among various ethnic groups at home.
Han Dynasty pictures inscribed on stones and bricks depict graceful and difficult gymnastic stunts such as standing on a single
hand, hanging inverted on a horse cart or a high pole, and handstands on a tight rope.
Middle Ages
Gymnastics continued in the Middle Ages in Europe, where it was practiced by traveling troupes of thespians, dancers, acrobats,
and jugglers. The activity was first described in the West in a book published in the 15th century by Archange Tuccaro, Trois
dialogues du Sr. Archange Tuccaro (the book contains three essays on jumping and tumbling). Tumbling seems to be an activity
that evolved in various forms in many cultures with little cross-cultural influence. For instance, the hoop-diving illustrated in
Tuccaro’s book looks very similar to a type of tumbling seen in ancient China. Tumbling and acrobatics of all kinds were
eventually incorporated into the circus, and it was circus acrobats who first used primitive trampolines.
Jean-Jacques Rousseau’s novel Émile; ou, de l’éducation (1762; Emile; or, On Education) is credited by historians as
the catalyst of educational reform in Europe that combined both the physical and cognitive training of children. Rousseau’s work
inspired educational reformers in Germany, who opened schools known as Philanthropinum in the late 1700s that featured a wide
variety of outdoor activities, including gymnastics; children from all economic strata were accepted. The “grandfather” of modern
gymnastics, Johann Christoph Friedrich Guts Muths (1759–1839), was a leading teacher at the Philanthropinist school in
Schnepfenthal. In his seminal work, Gymnastik für die Jugend (1793; Gymnastics for Youth), Guts Muths envisioned two main
divisions of gymnastics: natural gymnastics and artificial gymnastics. These two divisions may be thought of as utilitarian and
non-utilitarian gymnastics.
Modern Gymnastic up to Present
In 1774, a Prussian, Johann Bernhard Basedow, included physical exercises with other forms of instruction at his school in
Dessau, Saxony. With this action began the modernization of gymnastics, and also thrust the Germanic countries into the forefront
in the sport. In the late 1700s, Friedrich Ludwig Jahn of Germany developed the side bar, the horizontal bar, the parallel bars, the
balance beam, and jumping events. He, more than anyone else, is considered the "father of modern gymnastics." Gymnastics
flourished in Germany in the 1800s, while in Sweden a more graceful form of the sport, stressing rhythmic movement, was
developed by Guts Muth. The opening (1811) of Jahn's school in Berlin, to promote his version of the sport, was followed by the
formation of many clubs in Europe and later in England. The sport was introduced to the United States by Dr. Dudley Allen
Sargent, who taught gymnastics in several U.S. universities about the time of the Civil War, and who is credited with inventing
more than 30 pieces of apparatus. Most of the growth of gymnastics in the United States centered on the activities of European
immigrants, who introduced the sport in their new cities in the 1880s. Clubs were formed as Turnverein and Sokol groups, and
gymnasts were often referred to as "turners." Modern gymnastics excluded some traditional events, such as weight lifting and
wrestling, and emphasized form rather than personal rivalry.
The International Gymnastics Federation (French: Fédération Internationale de Gymnastique, FIG) is the governing body of
competitive gymnastics. Its headquarters is in Lausanne, Switzerland. It was founded on July 23, 1881, in Liège, Belgium, making
it the world's oldest existing international sports organization. Originally called the European Federation of Gymnastics, it had
three member countries—Belgium, France and the Netherlands—until 1921, when non-European countries were admitted and it
received its current name.
The federation sets the rules, known as the Code of Points, that regulate how gymnasts' performances are evaluated. Seven
gymnastics disciplines are governed by the FIG: artistic gymnastics, further classified as men's artistic gymnastics (MAG) and
women's artistic gymnastics (WAG); rhythmic gymnastics (RG); aerobic gymnastics (AER); acrobatic gymnastics (ACRO);
trampolining (TRA) and tumbling (TUM).
Gymnastic was Introduced in the Olympic Games

Artistic gymnastics was introduced at the very first Olympic Games in 1896 in Athens, and has been present at every edition of
the Games since then. At the beginning, it comprised disciplines that are difficult to qualify as “artistic”, such as climbing and
acrobatics.
The foundations of the Olympic gymnastics programme were laid at the 1924 Games in Paris, when the men’s apparatus
individual and team competitions appeared. In 1928, women were included in the Amsterdam Games. It was not until 1952 that
the women’s programme was developed, with seven events, and then stabilised at six events as from the 1960 Games in Rome.

Facts:
In 1928 the vault, parallel bars, horizontal bars and horse pommel were introduced to the Olympics
Women competed in 1928 for events similar to men with the exception of the balance beam.
In 1932 floor exercises were added.
Rhythmic gymnastics became an Olympic sport in 1984
*** End of Lesson 11***

Finals Week 2
INTRODUCTION:
Gymnastics is thought to have begun in ancient Greece about 2500 years ago where it was used in training to keep fit for sporting
activities. In the Greek city of Athens, gymnastic tournaments were held, including tumbling, rope climbing, and other similar
activities.
The gymnasium was the hub of cultural activity. Men met there not only to practice sport, but to understand art, music and
philosophy. The Greeks believed symmetry between the mind and body was possible only when physical exercise was coupled
with intellectual activity. Because of their love for these tournaments, the Athenians sponsored the ancient Olympic Games. When
the Roman’s conquered Greece, they found that gymnastics was very valuable in their military training. But after the fall of the
Roman Empire, gymnastics vanished for hundreds of years.
After knowing the history of gymnastic, let’s find out who are the people behind gymnastic and what are their contributions to
physical education and how long did their contribution last. These people are the pillars of gymnastic they had contributed a big
part on gymnastics, this means that these peoples are very important to physical education, however we will also know what
organizations, groups, associations, and etc. have been playing and standing during the past few years in gymnastic.
“Great Grandfather of Gymnastics”
Johann Christoph Friedrich GutsMuths, also called Guts Muth or Gutsmuths (9 August 1759 – 21 May 1839), was a teacher and
educator in Germany, and is especially known for his role in the development of physical education. He is thought of as the
"grandfather of gymnastics" – the "father" being Friedrich Ludwig Jahn. GutsMuths introduced systematic physical exercise into
the school curriculum, and he developed the basic principles of artistic gymnastics
He was born in Quedlinburg. He attended the University of Halle from 1778 to 1782, where he studied pedagogy. Sometime after
1785 while a private tutor in Schnepfenthal (where he remained his entire life) he was appointed as a teacher, and it was there he
taught gymnastics supervised by Salzmann. In 1793, GutsMuths published Gymnastik für die Jugend, the first systematic
coursebook on gymnastics
His literary output on both moral and physical education continued upwards of twenty-five years after the production of his
seminal work Gymnastik.
Father of Gymnastic
Friedrich Ludwig Jahn, (born Aug. 11, 1778, Lanz, Brandenburg, Prussia—died Oct. 15, 1852, Freyburg an der Unstrut, Prussian
Saxony), the German “father of gymnastics” who founded the turnverein (gymnastics club) movement in Germany. He was a
fervent patriot who believed that physical education was the cornerstone of national health and strength and important in
strengthening character and national identity.
Jahn studied theology, history, and philology (1796–1802) at the universities of Halle, Frankfurt an der Oder, Göttingen, and
Greifswald. He spent the next years tutoring, travelling, and attending classes at Jena and Göttingen. In 1809 he settled in Berlin,
where he held several teaching positions at secondary schools. There he began a program of outdoor physical exercise for
students. He invented the parallel bars, the rings, the balance beam, the horse, and the horizontal bar, which became standard
equipment for gymnastics. He established a strong following among both youths and adults and in 1811 opened his first
gymnastics club.
In 1813 Jahn joined the volunteer Lützow corps and commanded its third battalion until after the fall of Napoleon in 1815,
returning then to Berlin and resuming work as a state teacher at his gymnastic club. Deutsche Turnkunst zur Einrichtung der
Turnplätze (A Treatise on Gymnastics, 1828), written with Ernst Eiselen, was published in 1816. In the politically reactionary
climate of 1819, Jahn came under suspicion for his outspoken nationalistic views and strong influence on youth, and the
government arrested him, closed his gymnastic club, and imprisoned him for almost a year. After his release he was confined to
the city of Kolberg until 1825, when he was given his freedom. He was forbidden, however, to live in a city with a university or a
secondary school, and so he moved to Freyburg an der Unstrut, where he lived the rest of his life. Jahn was awarded the Iron
Cross for military bravery in 1840. Two years later a national ban on gymnastics, which had been in effect since 1819, was lifted.
He served in the national parliament (1848–49).
Jahn wrote a vigorous defense of cultural nationalism, based on his investigation of the German language and culture, Das
Deutsches Volkstum (“German Nationality”; 1810).
Karl Adolf Spieß (3 February 1810 – 9 May 1858) was a German gymnast and educator who contributed to the development of
school gymnastics for children of both sexes in Switzerland and Germany. In 1833, his father read a newspaper notice that the city
of Burgdorf, Switzerland, was in search of someone who could take charge of physical training in its elementary school. The

clergyman, recognizing that a sojourn in a neutral country was the only safe course for his son, in view of existing political
conditions, at once wrote to propose Adolf for the place. Word came in August that Adolf had been appointed teacher of
gymnastics, singing, writing, and drawing. (In 1835, geography and history was substituted for writing and drawing.) On October
5 he left home with his youngest brother, Hermann, and traveling by way of Basel reached Burgdorf on the 21st, ready to begin
work in the state which was to be his home for the next fifteen (1833–1848).
• He introduced marching and free hand exercises performed with music.
Pehr Henrik Ling (15 November 1776 in Södra Ljunga – 3 May 1839 in Stockholm) pioneered the teaching of physical education
in Sweden. Ling is credited as the father of Swedish massage. He read Johann Christoph Friedrich GutsMuths' book Gymnastics
for the Youth, and participated in the gymnastic exercises of the originator of Danish gymnastics, Franz Nachtegall He returned to
Sweden 1804 in order to establish a gymnastic institute.
It is possible that Ling's gymnastics were inspired by Chinese body exercises.
Back in Sweden, Ling began a routine of daily exercise, including fencing, and in 1805 was appointed as a master of fencing at
Lund University. Having discovered that his daily exercises had restored his health, Ling decided to apply this experience for the
benefit of others. He saw the potential of adapting these techniques to promote better health in many situations and thus attended
classes in anatomy and physiology, and went through the entire curriculum for the training of a medical doctor. He then outlined a
system of gymnastics, exercises, and maneuvers divided into four branches: pedagogical, medical, military, and aesthetic, which
carried out his theories and demonstrated the scientific rigor to be integrated or approved by established medical practitioners.
Ling was the gymnastics instructor in the Military Academy at Carlsberg.
After several attempts to interest the Swedish government, Ling at last obtained government cooperation in 1813,and founded the
Royal Central Gymnastics Institute for the training of gymnastic instructors was opened in Stockholm, with Ling appointed as
principal. Ling invented physical education apparatus including the box horse, wall bars, and beams. He is also credited with
developing calisthenics and free calisthenics. Orthodox medical practitioners were opposed to the claims made by Ling and his
disciples. However, by 1831, Ling was elected a member of the Swedish General Medical Association (Svenska läkaresällskapet),
which demonstrated that his methods were regarded as worthy of professional recognition. He was elected a member of the
Swedish Academy in 1835 and became a titular professor the same year.
1st American Contributor of Gymnastics
Dr. Dudley Allen Sargent was born in 1849, and died in 1924. He was a pioneer in physical education at Harvard University. At a
time when the concept that physical education is beneficial to health and wellbeing was being introduced, Sargent added scientific
research to fitness instruction. He held four terms as president of the American Physical Education Association. Sargent saw
benefits in all programs in physical education, and taught them all at his Normal School and at Harvard Summer School. His long
association with Harvard included his years as Director of the Hemenway Gymnasium at Harvard from 1879 to 1919. During this
time, he also established and taught at the Harvard Summer School of Physical Education.
History of Gymnastics in Philippines
The Philippines is a small island country in Southeast Asia. The nation has a population of more than 92 million. Organized
athletic programs in the Philippines had their beginnings in the establishment of the University of the Philippines in 1908. All
students were required to participate in at least one sport. In the decades following the opening of the university, student athletes,
including gymnasts, were nurtured and trained.
Gymnastics in the Philippines was started by two exponents of Physical Education –Director Candido Bartolome of the University
of the Philippines and Mrs. Francisca Aquino of the Bureau of Public Schools.
Candido Bartolome is the father of Physical Education of the Philippines. He earned both B.P.E and M.P.E degrees from
Springfield College (then known as International YMCA College). He represented the Philippines in the Olympic Games in Los
Angeles (1932), Berlin (1936), London (1948), Melbourne (1956) and Tokyo (1964). In 1975, Candido Bartolome received an
honorary degree of Doctor of Humanics from Springfield College. In 1979, Springfield College awarded him a Distinguished
Alumni Award.
Francisca Reyes-Aquino, the country's pioneer researcher on traditional Philippine folk dances and music and known as the
mother Philippine folk dancing, was born in Lolomboy, Bocaue, Bulacan.
Francesca was the eldest of the three children of Felipe Reyes and Juliana Santos. She had her early schooling at the Meisic
Elementary School, Tondo Intermediate School and Manila High School in Tondo, Manila. She obtained her High School
Teacher's Certificate (HSTC) in 1923, her Bachelor of Science in Education degree in 1924 at the University of the Philippines
(UP) and her Master of Arts degree in 1926 also at the UP.

Francisca Reyes Aquino,was also a member of the Bureau of Public Schools and a folk and rhythm dance educator, contributed to
the early training of gymnasts at the university. Specifically, she infused gymnastic routines with dance moves unique to the
culture. She also wrote guides for gymnasts and raised the profile of the sport throughout the nation.
Finals Week 3 and 4
Introduction:
Gymnastics is a sport that tests strength, balance and the ability to bend your body and perform acrobatic movements. Like
athletics and wrestling, it originated in ancient Greece as part of military training. By the 19th century physical education for boys
in Europe included gymnastics, and several gymnastics events for men were included in the first modern Olympic Games in 1896.
Old-fashioned attitudes kept women and girls out of gymnastics until the 1920s, and the Olympic Games didn’t include events for
women until 1928.
Gymnastics is now part of physical education for boys and girls in nearly every country, and gymnastics has become one of the
most popular sports at the Olympic Games. The Games feature three competitions; rhythmic gymnastics for women only and
artistic gymnastics and trampolining for both men and women.
PHASES OF GYMNASTICS
The main objective of gymnastics is to improve and maintain a physically fit body and to improve efficiency of movement
through grace, poise, dignity, form and rhythm.
• CONDITIONING PROGRAM
• STUNTS
• TUMBLING
• PYRAMID BUILDING
4 Competitions/Disciplines in Gymnastics
ARTISTIC GYMNASTICS
Competitive artistic gymnastics is the most popular gymnastic events. Artistic gymnastics is a discipline of gymnastics in which
athletes perform short routines (ranging from about 30 to 90 seconds) on different apparatuses, with less time for vaulting. The
sport is governed by the Fédération Internationale de Gymnastique (FIG), which designs the code of points and regulates all
aspects of international elite competition.
There are two types of artistic gymnastics, Men’s Artistic Gymnastics (MAG) and Women’s Artistic Gymnastics (WAG)
Men’s Artistic Gymnastics (MAG) and Women’s Artistic Gymnastics (WAG) competes with Six (8) Apparatus
MAG
- Floor Exercise
- Pommel Horse
- “The Rings”
- Vault
- Parallel and Horizontal Bars
WAG
- Uneven Bars
- Floor Exercise
- Balance Beam
- Vault
Floor Exercises
It is a gymnastics event in which movements are performed on the floor in an area 12
meters (40 feet) square. This area is covered by some type of cloth or mat, usually with
some cushioning. No other apparatus is used. Men’s routines are 50 to 70 seconds in
duration. The type of exercise required is a series of movements combining elements
of flexibility, strength, jumps, holding of poses, and balance, as well as other

maneuvers. The whole routine must be performed with rhythm and harmony, and the gymnast must move in different directions,
using a major portion of the allotted area.

• Pommel Hoarse
The pommel horse is an artistic gymnastics apparatus. Traditionally, it is used by only
male gymnasts. Originally made of a metal frame with a wooden body and a leather
cover, the modern pommel horse has a metal body covered with foam rubber and
leather, with plastic handles (or pommels). A typical pommel horse exercise involves
both single leg and double leg work. Single leg skills are generally in the form of
scissors. Double leg work however, is the main staple of this event. The gymnast
swings both legs in a circular motion (clockwise or counterclockwise depending on
preference) and performs such skills on all parts of the apparatus. To make the exercise more challenging, gymnasts will often
include variations on a typical circling skill by turning (moores and spindles), by straddling their legs (Flairs), placing one or both
hands on the pommel or the leather, or moving up and down the horse placing their hands on the pommel and/or the leather
(travelling). Routines end when the gymnast performs a dismount, either by swinging his body over the horse or going through a
handstand to land on the mat. The pommel horse, its gymnastic elements, and various rules are all regulated by the Code of
Points.
Still Rings or “The rings”

The rings, also known as steady rings or still rings (in
contrast to flying rings), is an artistic gymnastics apparatus
and the event that uses it. It is traditionally used only by
male gymnasts, due to its extreme upper body strength
requirements. Gymnasts typically wear ring grips while
performing on the rings. An exercise on rings consists of
swing, strength and hold elements. Generally, gymnasts
are required to fulfill various requirements including a
swing to held handstand, a static strength hold, and an
aerial dismount. More experienced gymnasts will often
perform more than one strength element, sometimes
swinging into hold positions or consecutively performing
different holds.
Vault
The vault is an artistic gymnastics apparatus which gymnasts perform on, as well as the skill performed using that apparatus.
Vaulting is also the action of performing a vault. Both male and female gymnasts perform the vault. To perform a vault, the
gymnast runs down a runway (the run), which is usually padded or carpeted. They hurdle onto a springboard and spring onto the
vault with their hands (the preflight or first flight, and block).
Parallel Bars
Parallel bars are floor apparatus consisting of two wooden bars slightly over 11 feet (340 cm) long and positioned at roughly hand
height. Parallel bars are used in artistic gymnastics and also for physical therapy and home exercise. A routine performed on the
parallel bars must include various elements that depend on the gymnast's competitive level. A typical performance will involve
swinging skills in a support position (on the hands), a hanging position, and an upper arm position (resting on the inner bicep).
Also, parallel bar routines often feature a strength or static hold skill such as an L-sit or handstand. Each routine ends with a
dismount from either the ends of the bars or the side of the apparatus.
Horizontal Bars
The horizontal bar, also known as the high bar, is an apparatus used by male gymnasts in
artistic gymnastics. It traditionally consists of a cylindrical metal (typically steel) bar that
is rigidly held above and parallel to the floor by a system of cables and stiff vertical
supports. Gymnasts typically wear suede leather grips while performing on the bar.
Current elite-level competition uses a more elastic fiberglass core rail similar in material
to the rails used in the women's uneven bars and men's parallel bars apparatus. The
gymnastics elements performed on the horizontal bar are regulated by a Code of Points. A
bar routine, which is a sequence of several bar skills, usually includes giants with various
grips (over grip, under grip, dorsal grip, mixed grip), in-bar work, turns, release and
regrasp skills, and a dismount. The horizontal bar is often considered one of the most
exciting gymnastics events due to the power exhibited by gymnasts during giant swings
and spectacular aerial releases and dismounts that often include multiple flips or twists and, in some cases, airborne travel over the
bar.
Uneven Bars
The uneven bars or asymmetric bars is an artistic gymnastics apparatus. It is made of a steel frame. The bars are made of
fiberglass with wood coating, or less commonly wood. The English abbreviation for the event in gymnastics scoring is UB or AB,
and the apparatus and event are often referred to simply as "bars". The bars are placed at different heights and widths, allowing the
gymnast to transition from bar to bar. A gymnast usually adds white chalk to the hands so that they can grip the bar better.
Balance Beam
The balance beam is a rectangular artistic gymnastics apparatus, as well as the
event performed using the apparatus. Both the apparatus and the event are
sometimes simply referred to as "beam". The English abbreviation for the
event in gymnastics scoring is BB. The beam is a small, thin beam which is
typically raised from the floor on a leg or stand at both ends. The balance
beam is only performed by female gymnasts. Beams are usually covered with
leather like material, and are only 4 inches wide.
RHYTHMIC GYMNASTICS
Rhythmic gymnastics, also called modern gymnastics or modern rhythmic gymnastics, the performance of systematic physical
exercise with the aid of such hand apparatuses as ropes, hoops, balls, clubs, and ribbons. The sport combines elements of
gymnastics, dance and calisthenics; gymnasts must be strong, flexible, agile, dexterous and coordinated. Rhythmic gymnastics is
governed by the International Gymnastics Federation (FIG), which first recognized it as a sport in 1963 It became an Olympic
sport in 1984, with an individual all-around event. The group all-around competition was added to the Olympics in 1996.
Competition area Material: carpeting

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

Rope
Look for swings, circles, rotations, wraps, unwraps, figure-eight-type circling movements, throws and catches of the rope.
Gymnasts also leap and jump through the open or folded rope, held by both hands.
Specs:
• Material: hemp or synthetic material, knotted at each end
• Length: proportionate to the size of the gymnast
Hoop
Common movements with the hoop include swings, rolls, tosses and catches, spins, passes through and over the hoop, rotations of
the hoop on the floor and rotations of the hoop around the hand and other parts of the body. Most impressive here are the high
throws and complex techniques for catching the hoop in a different fashion each time.
Specs:
• Material: wood or plastic
• Diameter: Interior is 80-90 cm (31.2-35.1 in)
• Weight: 300 grams (10.5 oz.) min.
Ball
Waves, circles, throws and catches, movement with the ball balanced on the hand, bouncing and rolling the ball on the floor and
along parts of the body are all key movements.
Specs:
• Material: rubber or synthetic material
• Diameter: 18-20 cm (7-7.8 in)
• Weight: 400 grams (14 oz.) min.
Clubs
Swings, large circles, small circles, mills, throws and catches and rhythmical tapping are common tricks.
Specs:
• Material: wood or synthetic material
• Length: 40-50 cm (15.6-19.5 in.)
• Diameter: 3 cm (1.2 in) max. for head of club
• Weight: 150 grams each (5.25 oz)
Ribbon
Ribbon routines are comprised of snakes, spirals, swings, circles, throws and catches and figure-eight movements. The ribbon
must remain constantly in motion.
Specs:
• Material: stick – wood or synthetic material; Ribbon – satin or similar non-starched material
• Diameter/width: stick – 1 cm (0.39 in); ribbon – 4-6 cm (1.56-2.34 in)
• Length: stick – 50-60 cm (19.5-23.4 in); ribbon – 6 m (6.54 yds.)
• Weight: ribbon, 35 grams (1.225 oz) min.
“TRAMPOLINING” OR TRAMPOLINE GYMNASTICS
Trampoline gymnasts perform a series of short routines containing a variety of twists, bounces and somersaults. Precise technique
and perfect body control are vital for success, with judges delivering marks for difficulty, execution, flight time and horizontal
displacement.
In 1934, an American gymnast named George Nissen was inspired by watching circus acrobats fall onto flexible safety nets and
use the rebound to perform acrobatic skills. He constructed the first prototype trampoline from canvas and rubber used for inner
tubes. Nissen named his device after ‘trampoline’, the Spanish word for springboard.
The trampoline itself consists of a rectangular ‘bed’ made from a woven synthetic fabric and measuring 4.28m x 2.14m. The bed
is attached to a frame with steel springs so that its recoil action propels performers high into the air.
Initially used as a training tool for astronauts, pilots and other sports, the trampoline grew in popularity to such an extent that the
first ever World Championships were held in London in 1964. The discipline was added to the Olympic programmed at Sydney
2000 and features men's and women's individual competitions.
Olympic qualification is based on results achieved at the World Championships in the year preceding the Games and the Olympic
test event. In total, 16 men and 16 women take part.
ACROBATIC GYMNASTICS
What is Acrobatic Gymnastics?
Acrobatic gymnastics is a competitive gymnastic discipline where partnerships of gymnasts work together and perform figures
consisting of acrobatic moves, dance and tumbling, set to music. There are three types of routines; a 'balance' routine (at FIG
grade 5 and above) where the focus is on strength, poise and flexibility; a 'dynamic' routine (also FIG grade 5 and above) which
includes throws, somersaults and catches, and (at FIG grade 6 and above, as well as grade 4 and below) a 'combined' routine
which includes elements from both balance and dynamic.
There are three different routines competed in Acrobatics Gymnastics.
Balance
The balance routines consist of skills requiring static holds and pyramids. Groups in all levels perform a balance routine at
competitions.
Dynamic
The dynamic routine consists of skills that show flight, demonstrating a variety of throws, catches somersaults and twists. Groups
in all levels perform a dynamic routine at competitions.
Combined
The combined routine consists of a combination of both balance and dynamic elements. Only groups in National Stream Level 8
and above and International Stream 12-18, 13-19 & Senior perform a combined routine as competitions.
The sport is governed by the International Federation of Gymnastics (FIG). At international level, there are four FIG categories of
competition defined by age; 11-16, 12-18, 13-19, and 15+ (Senior). As well as this there is grades 1-6, grade 5 is the same
difficulty as 11-16 and grade 6 is the same difficulty as 12-18.
Acrobatic gymnasts perform in pairs or groups and enter into and are judged at a specific level or age group category. In each
partnership, the gymnasts' different sizes and abilities will be balanced to complement each other in order to carry out the complex
moves. Some will mainly carry out supporting and pitching roles, and are known as bases. They are then balanced with usually
smaller gymnasts who become the 'tops'. In men's and women's groups there is also one or two ‘middles’, who are like another
base who usually will support the top while balancing on the base. The different partnerships seen in competition are:
women's pair (two females)
men's pair (two males)
mixed pair (a male base and a female top)
*** End of Lesson 13 and 14***

Finals Weeks 5 and 6
Introduction:
Gymnastics, in the context of this program, is regarded as an activity, not a sport. It incorporates the modern approach to
gymnastics: an emphasis on the gradual accumulation of skill. Gymnastics contributes significantly to overall fitness because it
uses muscle groups and body orientations that are uncommon to many other activities. If students are not challenged beyond their
abilities, and if the focus is on movement and movement sequences at basic, not advanced, levels, the fear of injury should be no
different than that for any other physical activity.
TERMS IN GYMNASTICS
ARCH
A position where the body is curved like an arc of a circle, with the hip forward and the head and trunk bent backward.
BASE
A partner who supports the other performer above him
SPOTTER
A person who helps a performer to go about a skill for the first time
SPOTTING
The act of helping a person to go about a skill for the first time
EXERCISE OR ROUTINE
Planned series of dance skills for the first time
FLIP
A handsprings
TOP
The partner who is supported by the bases.
TUCK
A position where the head and the knees are in contact and the trunk is covered
MOUNT
A stunt performed by a performer to go up on an apparatus
DISMOUNT
A stunt used by a performer to get off on an apparatus
HELD OR STATIC POSITION
These are the positions held for 2 or more seconds.
PIKE
The upper body is bent forward at the hips to an angle equal to or than 90 degrees while the legs remain straight.
PRESS
The application of steady pressure to a particular muscle or group of muscles to attain the desired stretch
PRONE
Lying face down with the body straight
SUPINE
Lying flat on the back, with a straight body.
SPLIT
A position where the legs are extended forward and backward in a straight position.
SCALE
Support on one leg with the other leg raised at the back and the body arch
STRADDLE
The legs are extended sideways.
THE CONDITIONING PROGRAM IN GYMNASTICS
The exercises are selected to prepare the body for more complicated movements and skills. Exercises for the warm-up can also be
selected in his phase. This phase can also be considered as “calisthenics” since routines can be made out of the exercises in the
conditioning program.

• Cooldown Exercises – serve to gradually taper off the body from the stress of exercises. It is important as warming up
because it keeps the blood circulating in the body prevents the individual from experiencing some form of dizziness.
THERE ARE ALSO TWO TYPES OF STRETCHING IN GYMNASTICS
1. Passive Assisted Stretching
Involves relaxing a specific body part and just allowing the partner to move the limb of the stretcher to gain a new range of
movement. Done without caution, this type of stretching may cause muscle injury because the person assisting the stretcher
cannot adequately determine the sensation of the latter. Thus, the risk of injury associated with overstretching a specific muscle
group is high for this type of stretching.
B. Static Stretching
Involves slowly stretching a segment of the body to the farthest point and holding that position for a certain period of time.
Usually performed without a partner, each stretch is easy and pain–free. Once the stretcher has achieved its full range of
movement and begins to feel a mild discomfort (muscle tension or “pangangalay”) in the body part being stretched, the position is
held statically. The risk of injury associated with this type of stretching is very minimal.
Examples:
HERE ARE THE FIVE BEST EXAMPLES OF GYMNASTIC EXERCISES!

As most are fairly familiar already, gymnastics requires extreme contortions that can really take a toll on their body without the
proper training, but this isn’t just exclusive to gymnasts. The benefits of many exercises transfer from gymnastics over to other
body training routines.
That’s why we’re giving you 5 essential gymnastics exercises you can do to prepare your body by making it more agile, flexible,
and mobile. They will improve your core strength, make you less prone to injuries, and help you gain better balance.
These gymnastics exercises are great for beginners and can also be modified to challenge anyone of any skill level:
1. Invert Leg Stretch

Let’s start with something simple, no need to jump right into the complicated things just yet. This leg stretch is a little bit different
from just standing and touching your toes, we are looking to improve mobility which requires a little more effort than that. This
mobility centered stretch helps to prepare the body for interactive workouts and exercises. Sports and CrossFit are two good
examples of where this stretch would see the most benefits.
• How to do it
• While standing, separate both feet a little bit past shoulder width.
• Use the same side hand to whichever foot you are reaching for, so if you are touching your right foot it should be with
your right hand.
• Lean-to either side, touch your foot and extend the opposite arm over your head.
It’s difficult to maintain straight legs but try your best. As with most stretches, it’s best to rep in seconds so count to 10-15
seconds before alternating legs.
Basically, you want to avoid crossing your body over. It helps to do this with a point of reference in front of you. The point of
reference (POR) is supposed to prevent bad posture (chest has to be facing POR) so if at any point your chest is pointed to the
ground instead of the POR then posture needs to change. Think of the motion made when going into a cartwheel, chest open, one
hand is on the ground, the other is reaching over. You get the idea.
2. Kneeling Rockers
A good way to warm up for any exercises involving your feet is

kneeling rockers. This plantarflexion mobility stretch decreases the likelihood of potentially incredibly strenuous accidents from
happening, like rolling your ankle. So, let’s not make that a possibility and jump right into getting your body ready.
• How to do it
• Sit on the ground with legs underneath you, and the top of your feet flat against the floor.
• You should be positioned so that the bottom of your feet is undeath your butt.
• Now hold the ground on either side of you for balance and push your hips forward while using your legs for support
• This will cause quads to flex and helps test ankle resistance.
Here are time reps to go by:
Beginner: 3 X 10 seconds
Intermediate: 3 X 25 seconds
Spend the time you have in between sets (10-15 seconds) alternating resting and lifting your legs off the ground. Essentially,
you’ll be rocking back and forth with your legs underneath.
Due to the nature of this warm-up, it’s important to take note not to overextend the ankles while performing this stretch.
Overextending can cause several things to happen, but the main being pulling a muscle.
1. 3. Hollow Body Hold

One of the most crucial techniques employed by gymnasts is the hollow body hold. This involves bracing your abdominal muscles
and creating complete body tension. The more stable you are in this position, the better you’ll be transferring force from your
upper to lower body. Mastering the hollow body hold will let you run, jump, kick, flip, and tumble faster and stronger. It also has
the added benefits of gaining better balance and making you less prone to injuries.
• How to do it
The hollow body hold is the foundation of any gymnastic workout regimen, and you should ensure that you are incorporating it
into your routines as much as possible. Below is a basic outline of how to start doing the exercise:
• Start by lying on your back with your legs together and arms over your head.
• Contract your ab muscles and lift your legs, head, and shoulders a few inches off the floor.
• Your body should be in a crescent shape from head to toe.
• At first, it may be hard to hold this position for more than a few seconds.
• Before moving on you should be able to be in this position comfortably for at least 30 seconds.
• Once you can hold the position begin to incorporate rocking back and forth while in the position.
• Start doing slow and small movements, and gradually increase the speed and intensity of your movement.
The key here is to keep your body as tight as possible by squeezing the targeted muscles, this will assure the most out of your
workout. This simple exercise will do wonders for your core and help you when attempting more difficult techniques in the future.
4. Hollow Hold Pull-up
When you get tired of lying on your back, you can take what you’ve learned and apply it to the simple exercise of a pullup.
The hollow hold is actually very effectively utilized when doing pull-ups because the crescent shape of your body increases
stability, and requires you to focus on the two factors:
The pullup
Keeping your legs up
While this is certainly great for your arms, it also will allow you to gain even more core strength when doing your pullups. You
can use this technique while doing any type of pullup, so once you get the hang of it you can move on to more advanced grips and
pull-up techniques. My gymnasts typically use gymnastics bars for sale for these pullups, but anything you can hang from works
just fine.
• How to do it
• Begin your pullup by hanging at arms-length. Contract your abs, press your thighs together and put your legs in front of
you (your body should form the shape of an L).
• Make sure you keep this position for the remainder of the exercises, as breaking from it will greatly decrease the
effectiveness of your pullups. Do as many reps as you can at first, gradually increasing over time.
• Once you master a normal grip you can move on to wide, close, or reverse grips and even try variations like the
commando.
5. Handstand Walks
This quintessential gymnastic technique can help you tone your body and increase your overall agility. Perfecting a handstand has
numerous physical benefits including better balance, core strength, overhead agility, and increased shoulder stability. Much like
the other techniques in this list, perfecting a handstand takes consistent practice to see gradual progress.
• How to do it
• Place your hands on the floor a couple of inches from a wall.
• Make sure to spread your fingers as wide as possible. Kick one leg up at a time to get into a typical handstand position.
• Once you are in that position you will want to hold that for as long as you comfortably can.
Once you can hold the position for 30 seconds, try doing it without a wall. Just make sure you have a clear space in front of you in
case you need to roll forward. It helps tremendously to have someone spotting you while you find your balance in the handstand.
Eventually, you will get to the point where you can hold a handstand for a period of time by alternating hand positions. Once you
are at this point it’s all about putting one hand in front of the other (be sure to utilize forward roll bail out in case you lose your
balance).
CONCLUDING THOUGHTS
Take any necessary safety precautions before committing to any of these activities. Although you can do these exercises inside
your home, it’s the obstacles near you that put you in harm’s way. Otherwise, it’s safest to do it outside.
Pre-wrap
Something gymnasts go through every so often are sore wrists, mostly because their hands are what do most of the support
throughout the sport so it gets pretty strenuous. Likewise, with some of these mobility exercises. Pre-wrap evens out the amount
of activity your wrists need to do to complete a task.
Mastering these five simple exercises will improve shoulder strength, core tension, and overall body mobility. Make sure to start
slow and work your way up to more intense reps and positions. After a few weeks of doing these exercises, you’ll notice an
immediate improvement in the way you move while practicing any physical activity.
MOVEMENT
Locomotor Movement Skills – Used to move the body from one location to another. The examples are shown down below.
Walking
A series of steps in all directions
• Running
A fast walk with longer strides and there is a push-off by the foot to suspend the body momentarily in the air
• Hopping
A spring on one foot and land on the other foot in one count.
• Skipping
A step and hop with the same foot in one count.
• Leaping
A spring on one foot and land on the other foot
• Sliding
Full contact of the foot on the floor by gliding in any direction
• Galloping
A combined step and a cut (shift weight or displace the other foot)
• Jumping
To spring on one or both feet and land on both feet
Non – Locomotor Movement Skills – in which the individual does not have to change location in order to practice an activity.
• Bend or Flexion to move the body or part of the body around a wide axis.
• Stretch, Extend, Straighten, to lengthen a part of the body
• Twist to move a body around a long axis
• Lift, raise to elevate a part of the body or the whole body to the desired level
• Circle to move a body around a point
• Rotate/Turn to change directions to move around an axis
• Swing to move continuously from one point to the other
Manipulative Movement Skills – used to handle or manipulate play objects, such as
ball, wands, hoops, bats, etc. they include movements that increase hand-eye and hand-foot coordination, tracking skills, and
dexterity and propulsion skills, such as throwing, kicking, and batting.
Specialized Movement Skills are related to specific sports, games, and apparatus. Skills are structured (specific rules, guidelines,
and techniques)
Tumbling Skills
Forward Roll (movement analysis)
• Squat position knees together; place hands in front of the knees flat on the floor fingers pointing front
• Tuck the head so the chin touches the chest.
• Raise buttocks to pike position.
• Bend arms until the shoulders reach the mat.
• Roll on back in the tuck position,
• Come up to squat position, arms forward.
Example of Variations:
Straddle to Straddle
Pike to Pike
Backward Roll (movement analysis)

• With the back facing the mat, squat Position; arms Infront of the knees
• For momentum, place the weight of the body before the roll
• Sit to tuck position to continue rolling on the back; elbow close to the head; fingers pointing back
• Continue rolling until the hands touch the mat, (overhead reaching position)
• Immediately push with the hands to clear the head.
• End in a squat position, arms forward.

Example of Variations:
Straddle to Straddle
Pike to Pike
Cartwheel (movement analysis)
Standing on the left, right pointed forward; arms overhead close to the ears.
Step the right foot forward at the same time kicks the left leg sideward and place the right hand on the mat, weight of the body in
it.
Continue the body and leg rotation transferring the bodyweight on the left hand; legs in wide stride in air.
Land on tie left leg sideward left, and stand.
Handstand (movement analysis)

Hands and Feet Positions
The hands are placed in front of the right foot; the elbows are locked. The shape is a triangle,
The palms are flat on the floor, fingers arc spread and pointing forward
The weight of the body is on the heels of the hands, the fingers help in the balance.
Steps
• Starting position: Facing the mat in standing position weight on the left foot right foot pointed in front; arms upward
close to the ears
• Lower the arms sideward down to arms close to the hips and on the floor at the same time, step right foot; the left leg
kicks upward in the rear to the vertical position. (Spotter holds the left leg in that position,)
• Have the right leg join the left leg in the handstand position, the be well contracted, the head is held up.
Spotting
• The spotter stands in front of the performer as close as possible to be able to catch the left leg in the upward kick.
Front Walkover (movement analysis)
Start on standing position on one leg, the other leg pointing forward, arms overhead,
Lift the pointed leg forward about 6 — 12 inches of the floor, the arms stretched overhead
Step the lifted leg forward to a lunge position, lean trunk slightly forward hands to reach the floor.
Push through the supporting leg to come up to a handstand position, with the leg on a wide split position
Push body forward, keeping the other leg high and straight as the first comes down.
Bing the second leg down to finish on standing position as in starting position.
Back Walkover (movement analysis)

Staff on standing position on one leg, the other leg pointing forward, arms overhead
Lift the pointed leg as the back arched, the arms stretched overhead to reach the floor
Push through the supporting leg to come up to a handstand position, with a leg on a wide split position.
Keeping the other leg high and Straight as the first comes down.
Bring the second leg down to finish on standing position as in starting position

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UNIVERSITY OF SAINT LOUIS

SCHOOL OF EDUCATION, ARTS and SCIENCES

CORRESPONDENCE LEARNING MODULE

II. The Physiology of Exercise

III. Physical Fitness Program

CRITERIA IN GRADING PRELIMS MIDTERMS FINALS

Quizzes 15% 15% 15%

Practical test / Activities 40% 40% 40%

Fernandez, Raissa Joy

VI. Posture/Body Mechanics

Fernandez, Raissa Joy

Fernandez, Raissa Joy

Objectives of Physical Education

Fernandez, Raissa Joy

Fernandez, Raissa Joy

Fernandez, Raissa Joy

Topic: Functions and Objectives of Physical Fitness

1. Define physical fitness and the food healthy guidelines

Fernandez, Raissa Joy

How Many Servings Do You Need as an Adolescent?

• 1-1/2 cups (12 ounces) of liquid is the size of a soda-pop can.

Fernandez, Raissa Joy

FOOD GROUP SERVING SIZE NUMBER OF SERVING/DAILY

Breads / · 2 slices bread 5 to 10

Fruits · 1/2 cup canned fruit or fruit juice 2 to 3

Meat /Meats · 1/2 cup cottage cheese 3 to 5

Milk or Yogurt 1 cup low-fat milk or yogurt 4 to 5

Vegetables · 1/2 cup cooked or 1 cup raw 2 to 3 servings

Fernandez, Raissa Joy

Fernandez, Raissa Joy

Water and Beverages 6 – 8 glasses (240 ml each)

PART 2: Physical Fitness

Fernandez, Raissa Joy

Fernandez, Raissa Joy

Fernandez, Raissa Joy

Fernandez, Raissa Joy

MONITORING HEART RATE (MHR)

1. Resting Heart Rate (RHR)

2. Target Heart Rate (THR)

Fernandez, Raissa Joy

Two Types of Isotonic Exercise

THE COMPONENTS OF EXERCISE

Fernandez, Raissa Joy

THE ELEMENTS OF EXERCISE

How frequent should the individual exercise be?

How intense or vigorous should the exercise session be?

How long should an exercise session be?

What type of exercises should be included?

Fernandez, Raissa Joy

GUIDELINES FOR EXERCISE

THE PRINCIPLES OF EXERCISE

Fernandez, Raissa Joy

THE BASIC WORKOUT OUTLINE

TRICEP AND SHOULDER STRETCH

ARM AND SHOULDER STRETCH

Fernandez, Raissa Joy

INNER THIGH STRETCH

Fernandez, Raissa Joy

Fernandez, Raissa Joy

The upright posture of humans is maintained by the axial skeleton, which

OUR BONES HAVE SUB-PARTS TOO.

PARTS AND SUB-PARTS

End of Lesson 7

End of module 9

* End of Lesson 11*

* End of Lesson 13 and 14*