EXERCISE-BASED FITNESS PATHFIT 2

ACTIVITIES PE102
SECOND SEMESTER
MOVEMENT EDUCATION
INTRODUCTION ‣ It can be either voluntary
MOVEMENT EDUCATION – or involuntary, such as
is an approach to when a person walks, runs,
teaching physical or jumps, or when an
object is pushed or pulled.
education and sports that
focuses on developing the ‣ Movement can also refer
ability to move in a variety to the ability to move or be
of ways. It emphasizes moved, such as when a
person is able to move
learning through
exploration, their arms and legs, or
experimentation, and play when an object is able to
move on its own.
and encourages students
‣ Movement is essential for
to use their own creativity
in order to move in a way all living things, as it helps
them to get around,
that is meaningful to them.
Movement education also explore their environment,
and interact with other
emphasizes the
importance of physical organisms.
activity and active
learning in order to ➢ Movement is a key
promote physical, element of physical
cognitive, and emotional activity.
well-being. ➢ It involves the physical
body in some way.
MOVEMENT ➢ It can include walking,
‣ Movement is the act of running, jumping, cycling,
changing location or swimming, dancing, any
position. other activity that requires
‣ It is the action of traveling the use of the body’s
from one place to another. muscles.

1|P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
➢ Movement can also
involve non-physical
activities such as playing
sports, stretching, or yoga.
➢ Movement is important
for keeping the body
healthy, as it helps to keep
the muscles, bones, and
joints strong and flexible. It
can also help to reduce
stress, improve mood, and
boost energy levels.
TYPES OF MOVEMENT
➢ LINEAR MOVEMENT – This
is movement that follows a
straight line or path.
Examples of linear
movement include:
• Walking
• Running
• Flying in a straight line
‣ The linear motion is
motion in a straight line. It is
the most basic form of
motion. Examples of linear
motion include objects
moving along a straight
line, a ball rolling across the
floor, a person walking in a
straight line, a car driving
2|P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
down a straight road, and
so on.
‣ Linear motion can be
described using the
equation of motion, which
states that the distance an
object travels in each time
is equal to the product of
its average velocity and
the time elapsed.
‣ Linear motion can also
be described using
kinematics, which is the
study of the motion of
bodies without considering
the forces acting on them.
‣ Linear motion is used in
a variety of applications,
such as in engineering,
robotics, and physics. In
engineering, linear motion
is used to design machines
and mechanisms, such as
robots and conveyors.
‣ In robotics, linear motion
is used to control be aware
of their body position,
momentum, and balance
as they move around the
circle. The drill also
encourages creative
expression and
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
improvisation as the something in a clever or
students experiment with devious manner. It is
different movement commonly used to refer to
patterns. the influencing of people
or events in order to
LOCOMOTION benefit oneself or others.
‣ Locomotion is the ability ‣ Manipulation can involve
to move from one place to a range of tactics,
another. It is seen in most including deception,
living things, including persuasion, and reverse
humans, animals, and psychology. Manipulation
some plants and fungi. is often used in situations
‣ Many different methods where one person has
of locomotion exist, power or authority over
including running, walking, another.
crawling, swimming, and EXAMPLE:
flying. • An example of
‣ Locomotion is the act or manipulation in
process of moving or being movement is when a
moved from one place to dancer uses their body to
another. It is the ability to create the illusion of a
move oneself or be moved certain effect or emotion.
by external forces. • For instance, they may
‣ Locomotion may be use their arms to express
either voluntary or sadness or use their body
involuntary, and can be to convey joy.
either powered or • They may also use their
unpowered. body to manipulate the
audiences perception of
MANIPULATION the performance, such as
‣ Manipulation is the act of when a dancer moves
controlling or altering slowly to create a feeling
3|P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
of suspense or when a She begins by smiling and
dancer moves quickly to gently swaying her arms,
evoke excitement. then moves her body to
EXPRESSION express the joy she feels.
‣ Expression in movement is • Her movements
the use of physical become more energetic
movements such as facial and exaggerated as the
expressions, hand gestures, emotion intensifies. She
and body language to adds hand gestures and
convey emotions, facial expressions to her
thoughts, and ideas. movements to emphasize
‣ It is often used in theatre her feelings. By the end of
and dance performances the performance, the
to create a more dynamic audience can feel the joy
and emotive effect. that the dancer is
‣ Expression in movement expressing through her
can also be used to body
express ideas and
emotions that are not FUNDAMENTAL
easily communicated MOVEMENTS
through words. ➢ Fundamental
‣ Expression in movement movement skills are
can be used to create a movement patterns that
visual representation of involve various body parts
emotion and thought that and provide the basis of
can be more effective physical literacy.
than verbal ➢ Fundamental
communication. movement skills are the
EXAMPLE: foundational movements,
• A dancer uses or precursor patterns, to
expression in movement to the more specialized and
portray the emotion of joy.
4|P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
complex skills used in play,
games and specific sports.
➢ Physical literacy
describes the ability of a BODY MANAGEMENT SKILL
person to instruct the body ➢ Body management skills
to perform an action involve balancing the
accurately and with body in stillness and in
confidence and to motion. Examples are
recognize the physical, static and dynamic
social, cognitive and balancing, rolling, landing,
emotional attributes bending and stretching,
required to do so twisting and turning,
effectively. Gymnastics - swinging, and climbing.
like activities promote the The scheme of work on the
development of all DVD contains units of work
movement patterns. that introduce, initiate and
➢ Fundamental develop body
movement skills feature management skills.
predominantly through the Specific skills in the units
units of work on the DVD include balancing (on
and are referred to as large and small body
action in the following parts, with a partner and in
gymnastics formula: groups), rolling techniques,
shape + action = inversions, safe landings,
gymnastics skill and climbing.
➢ Fundamental ➢ Body management skills
movement skills can be can be developed using
categorized into three both the large apparatus
groups: body and hand apparatus.
management skills, Without competence in
locomotor skills and object body management, the
control skills. safe implementation and
5|P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
development of the other resources complement
fundamental movement most locomotor skills in fun
skills becomes difficult. and easy-to-instruct ways
➢ Body management skills and are explained in
are featured throughout chapter 11, Themed
the units of work on the Games, and in the
DVD in the Scheme of Themed Games folder
Work folder within the Pictorial
Resources folder on the
DVD.
LOCOMOTOR SKILL
➢ Locomotor skills involve
OBJECT CONTROL SKILL
transporting the body in
➢ Object control skills
any direction from one
point to another. Examples require controlling
are crawling, walking, implements and objects
running, hopping, leaping, such as balls, hoops, bats
jumping, and ribbons by hand, by
galloping, skipping and foot or with any other part
swimming. Several units of of the body. Examples are
work on the DVD feature throwing, catching,
travelling skills and jumping kicking, striking, bouncing
and landing techniques. and dribbling. The use of
The themed games in hand apparatus to
chapter 11 of this book promote object control
encourage exploring skills and extend
various ways to travel, and gymnastics activities is a
the Travel Techniques card theme present in all the
in the Pictorial Resources units of work, which makes
folder on the DVD offers it unique in its approach to
many ideas for varying inclusive gymnastics. The
modes of travelling. The activities offer a creative
Creature Movements alternative to the direct
6|P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
learning of gymnastics
specific skills and provide
an avenue through which
to develop object control
skills in a gymnastics
environment.
STRETCHING
➢ Stretching before
strength-building exercises
can help reduce muscle
spasms and may increase
your overall exercise
performance.
➢ Dynamic stretches are
optimal for exercise warm-
ups. These should follow a
five- to 10- minute mild
aerobic warm-up workout.
TIPS
‣ Ease into all stretches
gently. If your warm-ups
feel monotonous or boring,
add variety.
‣ For example, if you walk
to warm up for a run, try
parking farther from the
gym and walking to it to
warm up. If you run
outside, visit a different
park or running trail for a
change of scenery.
7|P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
‣ Swimmers can try dog
paddling or a relaxed
backstroke to warm up.
WARNINGS
‣ Stop stretching a joint or
muscle group when it has
reached its limit.
‣ Trying to push it past that
point can result in injury,
and repeatedly stretching
to that point will make the
muscles fatigued.
‣ If you feel sharp, sudden
or chronic pain because of
stretching or mild aerobics,
stop and talk to your
health care provider
before continuing.
STRETCHING EXERCISES
➢ NECK STRETCHES – Slowly
and gently tilt the head
laterally. You may increase
the degree of the stretch
by gently pulling with one
hand. You may also turn
the head about 30
degrees to one side and
stretch the neck by raising
your head toward the
ceiling. Do not extend your
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
head, instead look straight
forward.
AREAS STRETCHED:
• Neck Flexors and
Extensors
• Ligaments of the
cervical spine
➢ ARM CIRCLES – Gently
circle your arms all the way
around. Conduct the
exercise in both directions.
AREAS STRETCHED:
• Shoulder muscles and
ligaments
➢ SIDE STRETCH – Stand
upright, feet separated to
shoulder-width, and hands
on your waist. Now bend
the upper body to the
right, with left arm extends
over the head, toward the
right. Hold the final stretch
for a few seconds. Repeat
on the other side.
AREAS STRETCHED:
• Muscle and ligaments in
the pelvic
➢ CHEST STRETCH – Stand
opposite your partner
about, an arm’s length
apart, facing each other.
Place your hands on your
8|P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
partner’s shoulders. Let
your partner do the same.
Bend down together at
the waist without losing
hold of each other’s
shoulder until your upper
body is parallel to the floor.
Hold the final position for a
few seconds.
AREAS STRETCHED:
• Chest (pectoral)
muscles
• Shoulder ligaments.
➢ SHOULDER
HYPEREXTENSION STRETCH
– Have a partner grasp
your arms from behind by
the wrist and slowly push
them upward. Hold the
final position for a few
seconds.
AREAS STRETCHED:
• Deltoid and pectoral
muscles
• Ligaments of the
shoulder joint
➢ QUAD STRETCH – Lie on
your side and move one
foot back by flexing the
knee. Grasp the front of
the lower leg and pull the
ankle toward the gluteal
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
region. Hold for several ➢ WALKING - The general
seconds. Repeat with the position for walking is
other leg. similar to that of standing,
AREAS STRETCHED: the only difference being
• Quadriceps muscle that the center of gravity is
• Knee and ankle moved forward so that the
ligaments gravity helps overcome,
FUNDAMENTAL SKILL the inertia of the body and
➢ STANDING - Good force can be applied in
standing might be the direction of the
described as the position in movement,
which the center of gravity ➢ RUNNING – The trunk is
of the body segments inclined forward, with
centered over its shoulder, arms and head
supporting base such relaxed.
position can be easily • The elbows are bent to
maintained if; facilitate fast swinging of
• The feet are few inches the arms and hands
apart (not wider than the opened with
hips) and the toes straight palms facing forward.
forward • The contact is on the
• The knee straight and at heel of the foot making it
ease, possible to absorb the
• The pelvis in a balanced additional force
position. of the run without jar by
• The shoulders directly giving with the ankle, and
above the hips, relaxed, hips.
and level, • Knees are bent to make
• And the head the legs swing easier.
balanced above the ➢ FALLING - Feet should be
shoulder with the chin kept under the body so
level.
9|P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
that they will contact the
ground or floor first.
They should be slightly far
apart.
➢ HOPPING – is taking off
from one foot and body
landing on the same foot.
• Bend the hips, knees,
and ankles to exert force.
The deeper the crouch the
more force obtainable.
• Take-off on the ball of
the foot and swing the
arms back-ward to help in
propelling and balancing
the forward lean of the
body.
• Land on the ball, then
the ankles, knees and hips
and bend so that the
shock
of the impact can be
absorbed.
➢ JUMPING – In jump, the
take-off may be made
either by one foot both
feet and in landing both
feet contact the ground
simultaneously.
• Bend the hips, knees,
and ankles to put the
10 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
extensors of the legs in
position
for more force. The deeper
the crouch the more
power is generated.
• Swing the arms
backward as preparatory
position for the jump to
help in propelling the
body.
• Extend both legs rapidly
as the arms swing in the
direction of desired
movement. A strong push
with both feet equally and
simultaneously gives
maximum force in the
desire direction of the
jump.
• The same landing
position is used in the skill of
falling.
➢ LEAPING - In leaping the
take-off force is on one
foot and landing on the
other foot. The
mechanics involve to
acquire maximum force is
the same as in hopping
skill.
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
➢ GALLOPING - Slightly
bend to the direction of
movement.
• Step on one foot
forward and slightly bend
the knee.
•. Cut the front foot
forward.
➢ SKIPPING – Slightly
incline body to the
direction of movement.
• Shift weight to one foot.
• Step on the other foot
and bend knee.
• Take-off on the ball and
land on the same foot.
➢ JUMPING HEIGHT - Jump
height is measured by the
vertical jump test,
which measures the
distance an athlete is able
to lift themselves off the
ground. It is a measure of
leg power which plays a
big part in performance in
many sports like
basketball, football and
volleyball to name a few.
➢ JUMPING DISTANCE –
Get into the ready position
by bending the knees hips
and ankles
11 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
• Head up and eye
focused forward
• Explode forward from
the ready positon.
• Swing the arms back
behind the body then
quickly forward and
upwards
• Push off from both feet
together, with the toes the
last part of the body to
leave the ground.
• Land on both feet at
the same time bending the
hips, knees and ankles to
absorb the impact.
• Legs straighten during
the flight phase.
➢ DODGING – Head up
and eyes focused forward.
• Low body position
• To change direction
plant foot, bend knee and
push off from the outside of
the foot.
• Lower the body during
the change of direction
• To add a deceptive
element to the dodge,
step/lean one wat and
push off in the other
direction.
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
• Practice on both sides. • Head stable with eyes
➢ SIDE STEPPING – Stand focused forward on a
side on with hip and target.
shoulder pointing in the • Arms as still as possible
direction of travel with no excessive
• Knees slightly bent with movement-either at the
weight on the balls of the side or extended to aid the
feet. balance.
• Head stable and eyes ➢ LANDING – Head up,
focused forward or in the stable and looking straight
direction travelled. ahead.
• Lead footsteps in the • Arms should be
direction travelled. stretched out in front to
• Free foot follows quickly maintain balance.
behind • Stomach should be
• There should be a brief pulled in and bum tucked
period where both feet are under the body
off the ground. • Land with the feet wide
• Arms out to the side for apart but still in a stable
balance. position
• Movement should be • Bend the knees
rhythmical. • Land on the feet in the
➢ BALANCING – Support order toes ball-heel.
leg still, with foot flat on the ➢ CATCHING – Eyes
ground focused on the object
• Non-support leg bent throughout the catch.
and not touching the • Move feet to place the
support leg. body directly in the path of
• Trunk stable and object and secure a wide
upright. base of support.
• Head reach out to
meet the object.
12 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
• Fingers and hand are
relaxed and slightly
cupped to receive the
object.
• Catch and control the
object with the hands only.
• Elbows bend at least 90
degrees to absorb the
impact.
➢ THROWING – Hold the
object in one hand.
• Eyes focused on a
target throughout the
throw.
• Stand side on with non-
throwing shoulder towards
a target.
• Bring the throwing arm
back behind the body,
swinging it down and
backwards in preparation
to throw.
• Step toward a target
with the foot of non-
throwing side (transferring
weight from the black foo
to the front foot).
• Hips then shoulders
rotate forwards.
• Throwing arms moves
forward, releases the
object, then follows
13 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
through in the direction of
a target and down across
the body.
• It is good practice to
raise the non-throwing arm
and point it in the direction
of a target in the
preparation phase, the
lower it when throwing.
➢ KICKING - Approach the
ball from behind and
slightly to the side.
• Place the non-kicking
foot to the side of the ball.
• Swing the kicking leg
back to make an angle of
at least 90 degrees.
• Bring the kicking leg
forward fast, making
contact with the ball using
the shoe laces or instep of
the foot.
• Swing the arm opposite
the kicking leg forward
and sideways
• Follow through in the
direction of the target.
• Ensure that the trunk
leans forward and the arm
opposite kicking leg swing.
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
➢ STRIKING WITH THE HAND • Eyes should be focused
- Keep eyes on (and in time on the ball throughout the
over) the ball. striking action.
• Knees bent and feet a • Hands should be
comfortable distance together at the base of the
apart. implement with the hand
• Lean slightly forward at at the end matching the
the waist. front foot.
• Fingers are spread open • Feet shoulder width
but relaxed. apart, knees slightly bent
• Push the ball with weight on the back
downwards with the foot in the preparation
fingers while also phase.
controlling the movement • Step forward with the
with the wrist. front foot, rotating hips and
• Follow through when shoulder during the striking
bouncing and pull the action.
hand back as the ball • Follow through the ball
rebounds in a cushioning and around the body.
action (no slapping • Arms should be
action). extended fully at the point
• Keep the ball below of contact with the ball.
wrist height.
• When on the move
(dribbling), bounce the
ball slightly forward in front
of the body.
➢ STRIKING WITH AN
IMPLEMENT - Stand side on
to the target.

14 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
SAFETY TIPS
SAFETY VARIABLES
SAFETY VARIABLES IN WHAT ARE SAFETY
PHYSICAL EDUCATION? VARIABLES IN PHYSICAL
‣ Safety variables in EDUCATION?
physical education refer to ➢ Proper equipment and
the various elements that clothing
can be used to reduce the • All students should be
risk of injury during physical encouraged to wear
activity. appropriate clothing and
‣ These include proper equipment when
warm-ups, correct form, participating in physical
appropriate equipment, activities.
appropriate pacing, and ➢ Supervision
adequate rest and • A teacher or
recovery. responsible adult should
‣ Safety variables also refer always be present when
to the measures taken to students are participating
ensure the safety of in physical activities.
participants in physical ➢ Proper warm-up and
education activities. cool-down
‣ These include properly • Students should be
trained staff, the presence instructed to do a proper
of emergency medical warm-up and cool-down
personnel, the use of prior to and after
protective equipment, participating in physical
and the establishment of activities.
safe physical-activity ➢ Hydration
environments. • Adequate hydration is
essential for physical
activity and should be

15 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
SAFETY TIPS

16 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
monitored to ensure that
students are taking in
enough fluids.
➢ Adequate rest
• Students should be
given adequate rest time
in between physical
activities to allow their
bodies to recover.
➢ Appropriate
environment
• The physical education
environment should be
appropriate for the activity
being done and should be
free of any hazards that
could cause injury.
➢ Proper instruction
• Students should be
given proper instruction on
how to perform physical
activities safely and
correctly.
➢ Proper Equipment
• All necessary
equipment should be in
good condition and used
properly to reduce the risk
of injury.
➢ Emergency Protocol
• An emergency protocol
should be in place in case
17 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
of injuries or medical
emergencies.
➢ Risk Assessment
• A risk assessment should
be completed before
starting a physical
activity to identify any
potential hazards.
PROPER CLOTHING
‣ In physical education
(PE) classes, students
should wear comfortable,
loose-fitting clothing that
allows them to move freely
and safely. Clothing should
not be too loose or too
baggy, as it can be a
safety hazard, and should
not interfere with the
student’s ability to
participate in physical
activities.
‣ Shoes should be
comfortable and
appropriate for the
activity. Sneakers are a
common choice for PE
classes, but students may
also be allowed to wear
other types of shoes, such
as running shoes or cleats,
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
depending on the activity. shorts or jogging pants are
It is important to make sure usually appropriate.
that the shoes are in good Athletic shoes are
condition and provide important for safety, and
adequate support. should be worn at all times.
‣ For some activities, ‣ For example, students
students may need to should not wear flip flops or
wear additional items of open-toed shoes. Some
clothing, such as a hat, activities may require
gloves, or a second layer additional clothing such as
for warmth. It is important a swimsuit, warm-up suit, or
for students to dress protective gear.
appropriately for the ‣ Proper clothing is
weather and environment important for safety when
and to follow any exercising and
additional guidelines participating in sports.
provided by the Clothing should allow for
teacher. full range of motion and
EXAMPLE SPORTS: should be made of
• Running breathable, lightweight
• Climbing materials. Shoes should
• Swimming also provide adequate
• Soccer support and cushioning to
• Football help prevent injury.
• Volleyball ‣ Additionally, wearing the
• Rock climbing proper clothing can help
‣ In physical education, with performance, as it
clothing should be loose can help keep the body
and comfortable, and cool and dry and reduce
should not the risk of muscle strain.
restrict the range of ‣ Finally, certain types of
movement. T-shirts and clothing may be required
18 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
for certain activities, such
as a swimsuit for
swimming or protective
gear for contact sports.
FLUID INTAKE AND
REPLACEMENT
‣ Fluid intake is the amount
of liquid that an individual
consumes on a daily basis.
It is an important
component of a healthy
diet and is essential for
proper hydration of the
body.
‣ Fluids are essential for the
body to function properly.
They help to regulate
temperature, transport
nutrients, and flush out
waste products. The
recommended daily fluid
intake varies depending
on factors such as age,
activity level, and health
conditions.
‣ Adults should aim to drink
at least 2.2 liters of fluids
per day. This can include
anything from water, tea,
and coffee, to milk, juice,
and soft drinks. The type of
19 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
fluid intake can also have
an impact on a person’s
health. For example,
sugary drinks should be
avoided, as they can lead
to weight gain and an
increased risk of type 2
diabetes. Drinking plenty
of water throughout the
day is one of the healthiest
ways to stay hydrated.
‣ Fluid intake is especially
important for athletes, as it
helps to regulate body
temperature and prevent
dehydration during
physical activity. It is also
important for people who
are ill, as it can help to
prevent dehydration and
promote recovery. Even
those who are
not particularly active
should make sure to stay
hydrated.
‣ To ensure that you are
getting enough fluids, it is
important to pay attention
to how much you are
drinking throughout the
day. Make sure to include
plenty of fluids in your diet
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
and avoid sugary drinks. By
doing so, you can help to
keep your body properly
hydrated and functioning
at its best.
WHAT FLUID IS FLUID
REPLACEMENT?
‣ Fluid replacement is a
medical process which
replaces lost bodily fluids,
usually lost through illness
or injury. This process can
help to restore a person’s
health by replacing lost
electrolytes and other
beneficial substances. It
can also help to correct
dehydration or other
imbalances in the body.
‣ Fluid replacement can
involve replacing water,
electrolytes, and other
bodily fluids. Water is the
most important fluid to
replace and should be
done in cases of
dehydration or prolonged
sweating. Electrolytes,
such as sodium and
potassium, are important
for maintaining normal
20 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
body functions and must
be replaced in cases of
electrolyte imbalance or
depletion. Other fluids may
include glucose, amino
acids, and proteins,
depending on the
person’s specific needs.
‣ Fluid replacement can
be done orally, through
intravenous (IV) fluids, or
through a feeding tube.
Oral fluid replacement is
simple and can be done
at home. IV fluids are
usually administered in a
hospital or medical setting
and can provide a more
concentrated solution of
electrolytes and other
fluids. Feeding tubes, while
less common, are
sometimes used for people
who are unable to
swallow.
‣ Fluid replacement is a
vital part of medical care
and can help to restore a
person’s health. It is
important to ensure that
the correct fluids are being
used and that the amount
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
being replaced is painful, especially if it has
appropriate for the been caused by friction. If
individual’s needs. the blister is caused by an
infection, it may be filled
with pus and be painful.
‣ If the blister is not causing
BLISTERS
any pain or discomfort, it is
‣ A blister is a small pocket
often best to leave it
of fluid that forms on the
alone. This is because
upper layer of the skin. It is
breaking the blister can
filled with a clear, often
increase the risk of
yellowish liquid, and is
infection. If it is causing
often caused by friction,
pain, however, it is possible
burns, or infection. Blisters
to treat
are common, and can
it. The fluid inside the blister
range in size from a
can be drained with a
pinhead to the size of an
sterile needle, and the
adult hand.
blister can then be
‣ The most common cause
covered with a bandage.
of blisters is friction. This is
‣ It is important to monitor
when two surfaces rub
blisters closely, as they can
against each other, such
be a sign of a more serious
as shoes rubbing against
skin condition. If a blister is
the feet. This causes tiny
accompanied by fever,
tears in the skin, which
redness, swelling, or severe
allow fluid to
pain, it is important to seek
collect and form a blister.
medical attention.
Burns can also cause
‣ To aid a blister, the first
blisters, as can some skin
step is to keep the area
infections.
clean and covered. This
‣ The blister itself is often
will help to prevent
painless. But the area
infection and reduce pain.
around it can be itchy and
21 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
‣ A bandage or dressing muscle soreness (DOMS), is
can be used to cover the the ache and soreness felt
blister, and this should be in the muscles after
changed daily. If the blister engaging in physical
is causing pain, it can be activity. DOMS is a normal
drained carefully with a response to physical
sterile needle. activity, particularly when
‣ The fluid should be the body is not used to the
drained slowly, and the activity or when it is
area should be washed performed at a higher
with soap and water intensity than usual. It is
afterwards. A bandage most common after
should then be applied to activities that involve
the area. eccentric muscle
‣ Over-the-counter creams contractions, or when the
and ointments can also be muscle lengthens while
used to help the healing contracting.
process. These can help to ‣ Common symptoms of
reduce pain and swelling, DOMS include tenderness
as well as to speed up the and tightness in the
healing process. In some affected area, as well as
cases, a doctor may possible swelling or
prescribe antibiotics to bruising. This soreness
treat an infected blister. usually begins during the
‣ If the blister is large or first 24 to 48 hours after
painful, a doctor may also exercise and can last up to
need to surgically remove 72 hours. In some cases, it
it. can even last up to a
week.
MUSCLES SORENESS ‣ DOMS is thought to be
‣ Muscle soreness, also caused by microscopic
known as delayed onset tears in the muscles that
22 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
occur during exercise,
leading to inflammation
and an accumulation of
metabolic by-products in
the muscle tissue. This can
lead to the release of
chemical irritants, resulting
in the sensation of pain
and soreness.
‣ The best way to reduce
DOMS is to begin
exercising slowly and
gradually increase the
intensity and duration of
the exercise, allowing your
muscles to become
accustomed to the new
activity. You should also
make sure to warm up and
stretch before and after
workouts. Additionally, a
cool down period of light
activity can help to reduce
soreness. If the soreness is
particularly severe, taking
a day or two off can also
help.
‣ Muscle soreness, also
known as muscle fatigue
or delayed onset muscle
soreness (DOMS), is the
feeling of tenderness and
23 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
pain in the muscles
following a workout or
physical activity. It is
commonly experienced
after intense exercise or
any other activity that
involves the use of
muscles. Muscle soreness is
a normal response to
physical activity and
occurs due to the build-up
of lactic acid in the
muscles. It is a result of
micro-tears in the muscle
fibers caused by the
mechanical strain that
occurs during exercise.
‣ Muscle soreness can vary
depending on the intensity
of the activity and the
amount of strain placed
on the muscles. It typically
begins to appear 12 to 24
hours after exercise and
can last up to 72 hours in
some cases. The soreness is
usually worse the following
day and subsides over the
next few days.
‣ Muscle soreness can be
managed by performing
light exercise or stretching
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
before and after a overuse, improper use, or
workout, drinking plenty of trauma.
fluids to prevent ‣ When a muscle is
dehydration, and avoiding strained, the fibers of the
activities that involve the muscle can be stretched
same muscle groups. or torn. This can cause
Additionally, taking hot pain, swelling, bruising,
baths and using topical and weakness of the
creams such as ibuprofen affected muscle. Strains
gels can help to reduce are typically classified as
pain and inflammation. It is either a first, second, or
important to note that any third-degree strain
severe or persistent depending on the severity
soreness should be of the injury.
discussed with a medical ‣ Sprains occur when a
professional as it could be ligament is stretched or
a sign of an underlying torn. Ligaments are the
health issue. fibers that connect two
bones together and
STRAINS AND SPRAINS provide stability to a joint.
‣ Strains and sprains are Sprains can cause pain,
injuries that involve the swelling, bruising, and
muscles, ligaments, joints, instability in the affected
and tendons of the body. joint. Sprains are also
‣ A strain is an injury to a classified as a first, second,
muscle or tendon, whereas or third - degree
a sprain is an injury to a depending on the severity
ligament. of the injury.
‣ Strains and sprains are ‣ Treatment for both strains
common injuries that can and sprains typically
occur as a result of include rest, ice,
compression, and
24 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
elevation (RICE). In more factors, including
severe cases, physical dehydration, electrolyte
therapy and medications imbalance, muscle
may be necessary. In some fatigue, strain, or injury.
cases, surgery may be Muscle cramps usually
necessary to repair the occur in the extremities,
damaged muscle or such as the legs, arms, or
ligament. feet, and can last
‣ It is important to be anywhere from a few
aware of the signs and seconds to several
symptoms of strains and minutes.
sprains and to seek ‣ Common symptoms of
medical attention if pain or muscle cramps include
other symptoms become sudden, intense pain,
severe or do not improve tightness and hardness in
with rest. the affected area, and
‣ Prevention of strains and difficulty moving the
sprains can be achieved affected limb. The area
by stretching properly may also be swollen and
before physical activity tender. If the cramp
and using proper persists for more than a few
technique and form when minutes, it is
performing activities. recommended to seek
medical attention.
MUSCLE CRAMPS ‣ There are a variety of
‣ Muscle cramps are treatments for muscle
involuntary, sudden, and cramps, including
usually painful stretching, massage, and
contractions of a muscle or heat and cold therapy.
group of muscles. They Over-the-counter pain
can be caused by a medications may also
number of different provide relief. However,
25 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
these treatments are
usually intended to
provide temporary relief,
and do not address the
underlying cause of the
cramp.
‣ In order to prevent
muscle cramps, it is
important to stay
hydrated, maintain proper
electrolyte balance, and
exercise regularly. If the
cramps are caused by
muscle fatigue, rest and
relaxation may help.
Additionally, it is important
to stretch before and after
any physical activity. If the
cramps persist despite
these measures, it is
important to seek medical
attention.
STRESS FRACTURE &
FRACTURE
WHAT IS STRESS FRACTURE?
‣ A stress fracture is a small
crack or incomplete break
in a bone that occurs from
overuse or repetitive
activity. It is a common
injury that affects athletes
26 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
and active individuals who
put a lot of stress on their
bones. The most common
sites of stress fractures are
the feet, ankles, and lower
legs.
‣ Stress fractures are
caused by repetitive
overloading of the bones,
which can be caused by
running, jumping, or any
activity that puts stress on
the bones. This is different
from other fractures
caused by a single
incident, such as a fall or a
blow to the body.
‣ Unlike other fractures,
stress fractures often do
not show up on X-rays until
several weeks after the
injury. This is because they
are caused by cumulative
microtrauma to the bone,
which is not visible on an X-
ray until the damage has
become severe enough to
cause a crack or fracture.
‣ The most common
symptom of a stress
fracture is pain that is
localized to the site of the
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
fracture and increases with
activity. Other symptoms
may include swelling,
tenderness, and
decreased range of
motion in the affected
area.
‣ Treatment of a stress
fracture usually involves
rest and immobilization of
the affected area.
Depending on the severity
of the fracture, a doctor
may recommend crutches
or a cast. Physical therapy
may be recommended to
help strengthen the
muscles around the
fracture site to support the
bone and prevent re-
injury.
WHAT IS FRACTURE?
‣ A fracture is a break or
crack in a bone. It can be
caused by a single,
traumatic incident or by
repetitive stress on the
bone. The most common
causes of a fracture are
falls, car accidents, and
sports-related injuries.
27 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
‣ The symptoms of a
fracture depend on the
severity of the break.
Common symptoms
include pain, swelling, and
tenderness around the
affected area. In more
serious fractures, the bone
may be visible through the
skin or the person may
experience numbness,
tingling, or paralysis.
‣ The treatment for a
fracture depends on the
type and location of the
break. In most cases, the
bone will need to be
immobilized with a splint,
cast, or brace. In more
severe cases, surgery may
be required to realign the
broken pieces of bone.
Physical therapy may be
recommended to help
restore strength and
mobility to the affected
area.
DISLOCATIONS
‣ Dislocation is a term used
to describe a situation in
which individuals, families,
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
or communities are instance, individuals may
displaced from their suffer from psychological
homes and familiar distress, depression, and
anxiety due to their
surroundings. Dislocation
displacement, and may also
can
be more vulnerable to
occur at any time and for exploitation, abuse, and
various reasons, such as violence. In addition,
war, natural disasters, dislocated people often
economic hardship, or experience difficulties in
political instability. accessing adequate
‣ The effects of dislocation education, health care, and
can be devastating and other social services, and
long-lasting. Individuals may find it difficult to
who experience become
integrated into their new
dislocation are forced to
community.
leave behind their homes,
‣ For governments and non-
possessions, livelihoods, governmental organizations,
and support networks, and managing large-scale
face the daunting task of dislocation can be a
rebuilding their lives in a complex process, requiring
foreign environment. This is careful planning and
a difficult and potentially coordination. In order to
traumatic process, effectively address the needs
of dislocated people,
particularly when the
governments and NGOs must
individuals are unable to
ensure that affected
find adequate and stable individuals have access to
housing, employment, or appropriate services,
access to health and including shelter, food,
social services. healthcare, education, and
‣ Dislocation can also have a employment. These
profound impact on the organizations must also
overall health and wellbeing develop strategies to ensure
of affected individuals. For
28 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
the safe and dignified return
of displaced people to their
homes, and to support their
successful integration into the
local community.
‣ In conclusion, dislocation is
a highly disruptive and
potentially damaging
experience, which can have
a major impact on the lives of
affected individuals, families,
and communities.
Governments, NGOs, and
other stakeholders must work
together to ensure that the
needs of dislocated people
are addressed, and that they
are able to rebuild their lives
in a safe, secure, and
supportive environment.

29 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
PHYSICAL FITNESS
WHAT IS PHYSICAL activities include walking,
jogging, running, biking,
FITNESS?
swimming, and
‣ Physical fitness is a state
weightlifting.
of being that is achieved
‣ Proper nutrition is also
through exercise and
essential for physical
proper nutrition. It is a
fitness. Eating a balanced
crucial component of
diet that includes a variety
overall health and well-
of fruits, vegetables, whole
being.
grains, and lean proteins
‣ Physical fitness is the
helps to provide the body
ability to perform everyday
with the necessary
activities with energy,
nutrients for optimal
strength, and agility. It is a
health. Eating a healthy
combination of physical
diet also reduces the risk of
activity, proper nutrition,
developing chronic
and regular relaxation or
diseases such as heart
rest.
disease, diabetes, and
‣ Physical activity is an
obesity.
important part of physical
‣ Regular relaxation or rest
fitness. Regular physical
is also important for
activity has a positive
physical fitness. Rest helps
effect on overall physical
to reduce stress, improve
health, mental health, and
physical performance,
emotional well-being. It
and increase mental
helps to reduce stress,
clarity. Relaxation
improve cardiovascular
techniques such as yoga,
health, strengthen bones
meditation, and deep
and muscles, improve
breathing can be
balance, and reduce the
beneficial for physical and
risk of chronic diseases.
mental health.
Examples of physical
30 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
‣ Physical fitness is an exercise and a balanced
essential part of living a diet. Exercise can include
healthy lifestyle. It is activities such as
important to engage in cardiorespiratory exercise
regular physical activity, (e.g., running, cycling,
eat a balanced diet, and swimming), strength
get adequate rest in order training, and flexibility
to maintain good physical exercises. A balanced diet
fitness. Regular exercise should provide adequate
and proper nutrition can amounts of protein,
help to reduce the risk of carbohydrates, fats,
chronic diseases and vitamins, and minerals to
improve overall health. support physical activity
Additionally, physical and overall health.
fitness can help to improve ‣ Being physically fit can
mood, boost energy, and provide numerous
increase self-confidence. benefits, including
‣ Physical fitness refers to improved cardiovascular
the ability of an individual health, increased
to perform daily tasks and muscular strength and
activities with ease and endurance, better
without undue fatigue. It flexibility and balance,
involves the proper and a reduced risk of
functioning of various chronic diseases such as
body systems, including obesity, type 2 diabetes,
the cardiovascular, and heart disease.
respiratory, muscular, and
skeletal systems, as well as WHAT IS FITNESS?
a healthy body ‣ Fitness refers to the
composition. overall state of health and
‣ Physical fitness is well-being, including
achieved through regular physical, mental, and
31 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
emotional aspects. It
involves the ability to
perform physical activities
with ease and without
experiencing undue
fatigue or injury. Fitness
can be achieved through
a combination of regular
exercise, proper nutrition,
and adequate rest.
‣ Physical fitness, which is
often the most commonly
associated aspect of
fitness, encompasses
various components such
as cardiovascular
endurance, muscular
strength, muscular
endurance, flexibility, and
body composition. Mental
and emotional fitness, on
the other hand, refers to
the ability to manage
stress, maintain emotional
stability, and have a
positive outlook on life.
‣ Overall, fitness is an
ongoing process that
requires consistent effort,
discipline, and dedication
to achieve and maintain. It
can provide numerous
PATHFIT 2
PE102
benefits, including
improved physical health,
mental well-being, and
overall quality of life.
THE HEALTH-RELATED
COMPONENT OF PHYSICAL
FITNESS
Physical activity has many
health- related
components, which are
essential to maintaining
good health and reducing
the risk of chronic diseases.
These components
include:
➢ CARDIOVASCULAR
ENDURANCE – This refers to
the ability of your heart,
lungs, and blood vessels to
deliver oxygen and
nutrients to your muscles
during exercise. Activities
that improve
cardiovascular endurance
include running, cycling,
swimming, and aerobics.
➢ MUSCULAR STRENGTH –
This refers to the ability of
your muscles to exert force
against resistance.

32 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
Strength training exercises refer to the ability to
like weightlifting, push-ups, maintain control of your
and squats can help build body’s movements and
muscular strength. stay upright during
➢ MUSCULAR ENDURANCE activities. Exercises like
– This refers to the ability of yoga, Tai Chi, and
your muscles to contract balance training can
repeatedly over an improve balance and
extended period. Activities coordination.
like circuit training, high-
intensity interval training ASSESSING CARDIO
(HIIT), and yoga can RESPIRATORY ENDURANCE
improve muscular ‣ Cardiorespiratory
endurance. endurance refers to the
➢ FLEXIBILITY – This refers to ability of the heart, lungs,
the ability of your joints to and blood vessels to
move through their full deliver oxygen to the
range of motion. working muscles during
Stretching exercises, yoga, prolonged physical
and Pilates can improve activity. Assessing
flexibility. cardiorespiratory
➢ BODY COMPOSITION – endurance is important for
This refers to the proportion determining an individual’s
of fat, muscle, and bone in level of fitness and
your body. Regular identifying areas for
physical activity can help improvement.
maintain a healthy body There are several ways to
weight and improve body assess cardiorespiratory
composition. endurance, including:
➢ BALANCE AND ➢ Maximal Oxygen
COORDINATION – Balance Uptake (VO2max) Test: This
and coordination: These test measures the
33 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
maximum amount of ➢ 12-Minute Run/Walk
oxygen that an individual Test: This test involves
can use during intense walking or running as far as
exercise. It is considered possible in 12 minutes. It is a
the gold standard for simple and convenient
assessing cardiorespiratory way to assess
endurance. cardiorespiratory
➢ Submaximal Exercise endurance.
Test: This test involves
performing physical ‣ Overall, the choice of test
activity at a moderate will depend on factors
intensity, while heart rate such as the individual’s
and other physiological fitness level, age, and
variables are measured. It specific goals. It is
is a less rigorous alternative recommended that a
to the VO2max test. qualified health or fitness
➢ 1.5-Mile Run Test: This professional administer the
test involves running a test and interpret the
distance of 1.5 miles as fast results.
as possible. It is commonly
used by military THE FOUR FITNESS ZONE
organizations and law ‣ The four fitness zones are
enforcement agencies to a way to categorize
assess physical fitness. physical activity levels
➢ Step Test: This test based on heart rate and
involves stepping up and exertion. These zones are
down on a bench or step commonly used in exercise
at a specific rate for a set programs to help
amount of time. Heart rate individuals track their
is measured before and progress and achieve their
after the test to determine fitness goals.
cardiovascular fitness.
34 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
➢ Zone 1: The Recovery
Zone – This zone is
characterized by a heart
rate that is 50-60% of your
maximum heart rate. It is
the easiest level of exercise
and is ideal for warm- up,
cool-down, and recovery
periods.
➢ Zone 2: The Aerobic
Zone – This zone is
characterized by a heart
rate that is 60-70% of your
maximum heart rate. It is
the moderate level of
exercise and is ideal for
improving cardiovascular
endurance and burning
fat.
➢ Zone 3: The Anaerobic
Zone – This zone is
characterized by a heart
rate that is 70-80% of your
maximum heart rate. It is
the high level of exercise
and is ideal for improving
speed and power. This
zone is also known as the
lactate threshold zone.
➢ Zone 4: The Redline Zone
– This zone is characterized
by a heart rate that is 80-
35 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
90% of your maximum
heart rate. It is the
maximum level of exercise
and is ideal for improving
performance and
increasing overall fitness.
This zone is also known as
the VO2 max zone.
‣ It's important to note that
the specific heart rate
range for each zone may
vary depending on the
individual’s age, fitness
level, and other factors.
Consult with a fitness
professional to determine
your target heart rate for
each zone.
THE SKILL COMPONENT OF
PHYSICAL FITNESS
‣ The skill component of
physical fitness refers to the
ability to perform specific
motor tasks accurately
and effectively. These
tasks require a high degree
of coordination, balance,
agility, and precision.
Some examples of skill-
related fitness include:
BSED SCI 1B
EXERCISE-BASED FITNESS
ACTIVITIES
SECOND SEMESTER
➢ Agility: the ability to
change direction quickly
and accurately while
maintaining
balance and control.
➢ Balance: the ability to
maintain stability while
standing, walking, running,
or
performing other activities.
➢ Coordination: the ability
to synchronize movements
of different body parts to
perform a specific task.
➢ Power: the ability to
generate maximum force
in a short amount of time,
such as in jumping or
throwing.
➢ Reaction time: the ability
to respond quickly to a
stimulus, such as a visual or
auditory cue.
➢ Speed: the ability to
move quickly from one
point to another.
‣ Improving skill-related
fitness requires regular
practice and training,
often with a focus on
36 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
PATHFIT 2
PE102
specific drills or exercises
that target the particular
skill being developed.
BENEFITS OF BEING FIT
‣ There are numerous
benefits of being physically
fit, both for your physical
and mental well- being.
Some of the key benefits
include:
➢ Improved
cardiovascular health:
Exercise helps strengthen
your heart and improve
blood circulation, which
can reduce the risk of
heart disease and stroke.
➢ Increased energy levels:
Regular exercise can help
boost your energy levels
and reduce feelings of
fatigue.
➢ Better weight
management: Regular
exercise combined with a
healthy diet can help you
maintain a healthy weight
or lose weight if necessary.
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
➢ Improved muscle from your physical health
strength and flexibility: to your mental and
Exercise can help build emotional well-being.
muscle and improve
flexibility, which can
reduce the risk of injury
and improve overall
physical performance. THE BENEFIT OF EXERCISE
➢ Reduced risk of chronic IN THE AGING PROCESS
diseases: Regular exercise ‣ Exercise can be highly
can reduce the risk of beneficial for aging
chronic diseases such as individuals, both physically
diabetes, high blood and mentally.
pressure, and certain types
of cancer. Here are some key benefits
➢ Improved mental of exercise in the aging
health: Exercise can help process:
reduce symptoms of ➢ Maintaining muscle
depression and anxiety, mass: As people age, they
improve mood, and often experience a loss of
promote better sleep. muscle mass and strength.
➢ Increased longevity: Regular exercise,
Regular exercise has been particularly strength
linked to increased life training, can help slow
expectancy and down or even reverse this
improved quality of life in process, keeping the body
older adults. strong and functional.
➢ Improved
‣ Overall, being physically cardiovascular health:
fit can have a positive Aging is often associated
impact on nearly every with an increased risk of
aspect of your life, heart disease and stroke.
37 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B
EXERCISE-BASED FITNESS PATHFIT 2
ACTIVITIES PE102
SECOND SEMESTER
Exercise can help reduce depression and anxiety
this risk by improving and improving overall
cardiovascular health, quality of life.
strengthening the heart, ➢ Increased social
and improving blood flow. connections: Participating
➢ Reduced risk of chronic in exercise classes or
diseases: Exercise can groups can provide social
help prevent or manage a connections and a sense
range of chronic diseases, of community, which can
including type 2 diabetes, be especially important for
high blood pressure, and older adults who may be
osteoporosis. more isolated.
➢ Better balance and
coordination: Falls are a ‣ Overall, exercise can
significant risk for older play an important role in
adults, but regular exercise helping older adults.
can improve balance and
coordination, reducing the
risk of falls and related
injuries.
➢ Improved cognitive
function: Exercise has been
shown to improve
cognitive function in older
adults, including memory,
attention, and decision-
making skills.
➢ Reduced risk of
depression and anxiety:
Exercise can help improve
mental health in older
adults, reducing the risk of
38 | P a g e
PREPARED BY: KRISTEL CASSANDRA SAN DIEGO
BSED SCI 1B