i Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
Overview

This Instructional Materials for Physical Activity Towards Health and Fitness (PATHFit)
1: Movement Competency Training is a resource material designed for the students Polytechnic
University of the Philippines.
This course reintroduces the fundamental movement patterns that consist of non-
locomotor and locomotor skills, which are integrated with core training to meet the demands of
functional fitness and physical activity performance. Emphasis will be on exercise regression
and progression for the enhancement of fitness and the adaptation of movement competencies
to independent physical activity pursuits. In conjunction with fitness and wellness concepts,
exercise, and healthy eating principles, the periodic evaluation will be conducted of one's level
of fitness and physical activity, as well as eating patterns to monitor one's progress and
achievement of personal fitness and dietary goals. Adapted PE is included in this course to
ensure the physical fitness of students with additional needs (SWAN).
As the final requirement of the course, the students are expected to develop, implement,
and evaluate their own home-based fitness program that is crafted based on their baseline
fitness level, SMART goals, and their available resources.

Program Outcomes
Active and Health Living
1. Participate in moderate to vigorous physical activities (MVPAs) in accordance
with national and global recommendations on physical activities for health.
2. Adapt movement competencies to independent physical activity pursuits that are
health- enhancing and personally rewarding.
3. Monitor progress and evaluate achievement of personal fitness and dietary
goals.
4. Devise, apply and assess a range of strategies (i.e., exercise program design;
goal-setting; periodic evaluation) to improve one's physical activity performances
and those of others.
Advocacy and Action
1. Enhance and advocate for one's personal and others' fitness, safety, and
wellness through physical activity participation and/or leadership.
2. Promote practical and creative interventions that will create community
connection and contribute to the health and wellness of the school community
and its periphery.

ii Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
 Table of Contents
Overview ...................................................................................................................... ii
Course Outcomes
Syllabus........................................................................................................................ vi

Chapter 1. PHYSICAL ACTIVITY AND EXERCISE..................................................... 1

• LEARNING OBJECTIVES
• OVERVIEW
• COURSE MATERIALS
Discussion
o 8 Dimensions of Wellness ..................................................................... 2
o Physical Activity and Exercise ............................................................... 4
o Ways in strengthening immune system.................................................. 5
o Staying Active in the New Normal ......................................................... 8
• Summary ......................................................................................................... 9
• Suggested Media at Home................................................................................ 10
• ACTIVITIES/ASSESSMENTS
o Reflective Questions ............................................................................ 11
o Knowledge Check ................................................................................ 12
o Performance Task 1 ............................................................................. 13
o Performance Task 1 ............................................................................. 16
• References
Chapter 2. INTRODUCTION TO ANATOMY
• LEARNING OBJECTIVES
• OVERVIEW
• COURSE MATERIALS
Discussion
o Organ Systems ................................................................................... 19
o Anatomical Landmarks, Directions, Body Regions ............................. 21
o Bones & Muscles ................................................................................ 26
o Joints & Types of Anatomical Movements ........................................... 32
• Suggested Media at Home............................................................................... 39
• ACTIVITIES/ASSESSMENTS
o Reflective Questions ........................................................................... 40
o Knowledge Check ............................................................................... 41
o Performance Task 3 ... ...............................................................,........ 42
• References
Chapter 3. EXERCISE PRESCRIPTION
• LEARNING OBJECTIVES
• OVERVIEW
• COURSE MATERIALS
Discussion
o Physical Activity Pyramid .................................................................... 44
o Three Phases of Exercise Program .................................................... 45
o Principles of Training Exercise
o The FITT Formula ................................................................................ 46
o Exercise Prescription Guidelines........................................................... 48
• Summary
• Suggested Media at Home
• ACTIVITIES/ASSESSMENTS

iii Physical Activity Towards Health and Fitness 1: Movement Competency Training
Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
 o Reflective Questions ........................................................................... 49
o Knowledge Check ............................................................................... 50
o Performance Task 4 ............................................................................ 51
o Performance Task 5 ............................................................................ 53
• References

Chapter 4. PHYSICAL FITNESS AND SELF-TESTING ACTIVITIES

• LEARNING OUTCOMES
• OVERVIEW
• COURSE MATERIALS
Discussion
o Physical Fitness ................................................................................... 56
o Importance of Physical Fitness Assessment ....................................... 57
o Things to Consider in Self-Testing Activity
o Measuring Health-Related Physical Fitness ......................................... 58
▪ Body Composition
▪ Flexibility
▪ Cardio Respiratory Fitness ...................................................... 60
▪ Muscular Strength and Endurance............................................ 61
• Suggested Media at Home .............................................................................. 62
• ACTIVITIES/ASSESSMENTS
o Reflective Questions ............................................................................. 63
o Knowledge Check ................................................................................ 64
o Performance Task 6 .............................................................................. 65
• References

Chapter 5. FUNDAMENTAL MOVEMENT PATTERNS

• LEARNING OUTCOMES
• OVERVIEW
• COURSE MATERIALS
Discussion
o Non-Locomotor Movements .............................................................. 68
Bracing the Core, Bird Dog Series, Dead Bug Series, Rolling, Plank series,
Cobra Stretch, Squat series, scapular protraction & retraction and other
movements, Lunges
o Locomotor Movements ...................................................................... 73
Walk, Run, Hop, Leap, Skip, Jump, Slide, Baby Crawl, Inch Worm,
Gallop, Grapevine, Side Step, Crab Crawl
• Summary
• Suggested Media at Home
• ACTIVITIES/ASSESSMENTS
o Reflective Questions ........................................................................... 74
o Knowledge Check
o Performance Task 7 (Suggested Midterm) .......................................... 75
o Performance Task 8 ............................................................................ 77
• References
Chapter 6. BASIC STRENGTH TRAINING AND OTHER HOME EXERCISES
• LEARNING OUTCOMES
• OVERVIEW
• COURSE MATERIALS
Discussion
o Health Benefits of Muscle Fitness Exercise ....................................... 79
o Basic Safety Guidelines in Engaging Muscular Strength Exercises .... 80

iv Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
 oSample Strength Training Exercises
▪ Upper and Lower extremities, and Core Exercises
o Other Training Methods and Types of Equipment .............................. 85
o Physical Activities at home and Other Suggested Exercises
• Summary
• Suggested Media at Home............................................................................... 86
• ACTIVITIES/ASSESSMENTS
o Reflective Questions ........................................................................... 87
o Knowledge Check
o Performance Task 9 ........................................................................... 88
o Performance Task 10 ......................................................................... 90
References

Chapter 7. The FITNESS CHALLENGE

• LEARNING OUTCOMES
• OVERVIEW
• COURSE MATERIALS
Discussion
o General Guidelines on Fitness Plan Creation and Implementation .... 92
o Setting SMART Goals ........................................................................ 93
o Suggested Fitness Workouts
o Walking Program: 10,000 Steps Challenge, Aerobic Dance Fitness, Body
Weight Exercises, Yoga Exercises, Jump Rope Exercise, and others
• Comprehensive Personal Fitness Plan Worksheet......................................... 95
• References

About the IM Developer............................................................................................... 100

v Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
COURSE TITLE Physical Activity Towards Health and Fitness 1: Movement Competency Training
COURSE CODE PATHFIT 1
CREDIT UNITS 2 Units
COURSE PREREQUISITE None
COURSE DESCRIPTION This course reintroduces the fundamental movement patterns that consist of non-locomotor and
locomotor skills, which are integrated with core training to meet the demands of functional fitness
and physical activity performance. Emphasis will be on exercise regression and progression for the
enhancement of fitness and the adaptation of movement competencies to independent physical
activity pursuits. In conjunction with fitness and wellness concepts, exercise, and healthy eating
principles, the periodic evaluation will be conducted of one's level of fitness and physical activity, as
well as eating patterns to monitor one's progress and achievement of personal fitness and dietary
goals. Adapted PE is included in this course to ensure the physical fitness of students with additional
needs (SWAN).
Institutional Learning Outcomes Program Outcomes Course Outcomes
1. Critical and Creative Thinking. Graduates Active and Health Living 1. Demonstrate appreciation
use their rational and reflective thinking as 1. Participate in moderate to on the importance of
well as innovative abilities to life situations in vigorous physical activities regular engagement in
order to push boundaries, realize (MVPAs) in accordance with moderate to vigorous
possibilities, and deepen their national and global physical activities and
interdisciplinary, multidisciplinary, and/or recommendations on sports
transdisciplinary understanding of the world. physical activities for health. 2. Improve fitness from
2. Effective Communication. Graduates apply 2. Adapt movement baseline levels through
the four macro skills in communication competencies to independent active participation in
(reading, writing, listening, and speaking), physical activity pursuits that different moderate to
through conventional and digital means, and are health- enhancing and vigorous physical
are able to use these skills in solving personally rewarding. activities
problems, making decisions, and articulating 3. Monitor progress and 3. Demonstrate movement
thoughts when engaging with people in evaluate achievement of competencies in
various circumstances. personal fitness and dietary performing the different
3. Strong Service Orientation. Graduates goals. exercise movements
exemplify strong commitment to service 4. Devise, apply and assess a 4. Execute proper
excellence for the people, the clientele, range of strategies (i.e., techniques in performing
industry and other sectors. exercise program design; resistance training and
4. Adept and Responsible Use or Development goal-setting; periodic other home-based
of Technology. Graduates demonstrate evaluation) to improve one's exercises
optimized and responsible use of state of physical activity 5. Evaluate a personal food
the art technologies of their profession. They performances and those of log based on dietary
possess digital learning abilities, including others. recommendations
technical, numerical, and/or Advocacy and Action 6. Plan, implement, and
technopreneurial skills. 1. Enhance and advocate for evaluate personal
5. Passion for Lifelong Learning. Graduates one's personal and others' exercise program
perform and function in the society by taking fitness, safety, and
responsibility in their quest for further wellness through physical
improvement through lifelong learning. activity participation and/or
6. Leadership and Organizational Skills. leadership.
Graduates assume leadership roles and 2. Promote practical and
become leading professionals in their creative interventions that
respective disciplines by equipping them will create community
with appropriate organizational skills. connection and contribute
7. Personal and Professional Ethics. to the health and wellness
Graduates manifest integrity and adherence of the school community and
to moral and ethical principles in their its periphery.
personal and professional circumstances.
8. Resilience and Agility – Graduates
demonstrate flexibility and the growth
mindset to adapt and thrive in the volatile,
uncertain, complex and ambiguous (VUCA)
environment.
9. National and Global Responsiveness.
Graduates exhibit a deep sense of
nationalism as it complements the need to
live as part of the global community where
diversity is respected. They promote and
fulfill various advocacies for human and
social development.

vi Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
Course Plan
Week Topic Learning Outcomes Methodology Resources Assessment
Week 1 Orientation on: • Understand the Lecture • PUP Student Hand Book Oral Recitation
• Course Content school and classroom Discussion 2019 Revised Edition
• School and policies as well as the • Revised OBE Syllabus Self-Assessment of
Classroom Policies grading system Printed • Camarador, R., Camarador the use of PARQ in
• Subject • Know the different Lectures L., Serrano, J.A., & Mantala, the Fitness Journal
Requirements and subject requirements J. (2020) Instructional
Grading System • Recognize one’s Video andVisual Material on Movement
• Fitness Journal fitness status through Presentation Competency Training.
an honest declaration • Fitness Journal. Carlos,
of their fitness A.G., Dela Cruz L., Lubis F.,
condition in their Enriquez A., & Delfinado J.
“Fitness Journal”

Week 2 Chapter 1 • Display understanding Lecture • Hoeger, Werner W.K., Written Test
PHYSICAL ACTIVITY on the importance of Discussion Hoeger, Sharon A., Hoeger, (Activity Sheet)
AND EXERCISE active lifestyle Cherie I., and Fawson,
• 8 Dimensions of • Explain the 8 Focus Group Amber L., (2018) Principles Reflective Essay
Wellness dimension of wellness Discussion and Labs for Fitness &
Wellness, Fourteenth Performance Task
• Physical Activity and its importance in
Role Playing Edition. Cengage Learning, (Role Playing)
achieving better
and Exercise
quality of life. USA
• Ways in • Recognize the non- • Corbin, C.B., Welk, G.,
strengthening communicable Corbin W.R., & Welk, K.,
immune system diseases (NCDs) as (2016) Concepts of Fitness
• Staying Active in the global health And Wellness: A
New Normal problems related to Comprehensive Lifestyle
sedentary lifestyle Approach, Loose Leaf
• the different ways to Edition 11th Edition.
stay active in the New McGraw-Hill, New York
Normal • Camarador, R., Camarador
L., Serrano, J.A., & Mantala,
J. (2020) Instructional
Material on Movement
Competency Training.
• Puen, D. A. Y., Cobar, A. G.
C., Dimarucot, H.C., (2022)
Perceived Barriers to
Physical Activity of College
Students in Manila,
Philippines during the
COVID-19 Community
Quarantine: An Online
Survey. Sport Mont, 19(2),
101-106. doi:
10.26773/smj.210617
• Camarador, R.A., Dela
Cruz, L. A., Serrano, S.S.,
Banadera, S.P., (2022) Me
and My Fitness During
COVID 19 Pandemic:
Anthropometric, Physical
Activity, and Wellness
Lifestyle Habits of Collegiate
Students. Polytechnic
University of the Philippines,
College of Human Kinetics
Week 3 Chapter 2 • Discuss the Lecture • Floyd, R.T. (2015). Manual Written Test
INTRODUCTION TO importance of the Demonstration of structural kinesiology.
ANATOMY different organ New York, NY : McGraw-Hill Reflective Essay
• Organ Systems systems Video and Education.
• Anatomical • Identify the different
Visual • Patton, Kevin T. and Performance Test
Presentation Thibodeau, Anthony, Gary
Landmarks, anatomical
A., (2010) Textbook of Quiz Bee
Directions, Body landmarks, directions
Regions and body regions that Anatomy and Physiology,
19th Edition, Mosby Elsevier
• Bones & Muscles are essentials to
• Mitchell, Tommy, (2015)
physical activities and
• Joints & Types of exercise engagement Introduction to Anatomy &
Anatomical Physiology, 1st Edition, New
Movements • Understand the major Leaf Publishing Group Inc.

vii Physical Activity Towards Health and Fitness 1: Movement Competency Training
Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
 divisions and • Martini, Frederic H., Nath,
functions of skeletal Judi I., Bartholomew, Edwin
system F., (2015) Fundamentals of
• Know the different Anatomy & Physiology, 10th
major group of Edition, Pearson Education
muscles and its Inc.
functions
• Apply different
anatomical
movements
Week Chapter 3 • Demonstrate Printed • Hoeger, Werner W.K., Written Test
4-5 EXERCISE understanding of Lectures Hoeger, Sharon A., Hoeger, (Activity Sheet)
PRESCRIPTION basic principles on Cherie I., and Fawson,
• Physical Activity exercise prescription. Video and Amber L., (2018) Principles Reflective Essay
Pyramid • Apply the FITT Visual and Labs for Fitness &
Presentation Wellness,Fourteenth Performance Task
• Three Phases of formula to the creation
Edition. Cengage Learning, 1
of an exercise
Exercise Program
program. Lecture USA (Simple Exercise
• Principles of • Determine their Demonstration • Hoeger, W.W.K. (2015). Workout)
Training Exercise Cardio Respiratory Lifetime physical fitness &
• The FITT Formula Training Zone wellness : a personalized Performance Task
• Exercise • Create and perform program (13th ed.). 2
Prescription exercise workout that Stamford, Connecticut : (Cardiorespiratory
Guidelines are relatively safe to Cengage Learning. Exercise
• Corbin, C.B., Welk, G., Prescription)
• How to Determine perform
Corbin W.R., & Welk, K.,
Cardio Respiratory
(2016) Concepts of Fitness
Training Zone
And Wellness: A
Comprehensive Lifestyle
Approach, Loose Leaf
Edition 11th Edition.
McGraw-Hill, New York
• Camarador, R., Camarador
L., Serrano, J.A., & Mantala,
J. (2020) Instructional
Material on Movement
Competency Training.
Polytechnic University of the
Philippines, College of
Human Kinetics
Week 6 Chapter 4 • Identify the different Printed • Hoeger, Werner W.K., Written Test
PHYSICAL FITNESS health-related fitness Lectures Hoeger, Sharon A., Hoeger, (Activity Sheet)
AND SELF- tests Cherie I., and Fawson,
TESTING • Explain the Video and Amber L., (2018) Principles Performance Task
ACTIVITIES importance of physical Visual and Labs for Fitness & (Fitness Tests)
• Physical Fitness fitness assessment Presentation Wellness,Fourteenth
• Importance of • Demonstrate proper Edition. Cengage Learning, Reflective Essay
skills and confidence USA
Physical Fitness
Assessment on administering • Corbin, C.B., Welk, G.,
physical fitness test Corbin W.R., & Welk, K.,
• Things to Consider • Establish baseline (2016) Concepts of Fitness
in Self-Testing data (pre-test score) And Wellness: A
Activity
• Display acceptance Comprehensive Lifestyle
• Measuring Health- and understanding on Approach, Loose Leaf
Related Physical their strength and Edition 11th Edition.
Fitness weaknesses McGraw-Hill, New York
o Body Composition • Hoeger, W.W.K. (2015).
o Cardio Respiratory Lifetime physical fitness &
Fitness wellness : a personalized
o Flexibility program (13th ed.).
o Muscular Strength Stamford, Connecticut :
and Endurance Cengage Learning.
• Camarador, R., Camarador
L., Serrano, J.A., & Mantala,
J. (2020) Instructional
Material on Movement
Competency Training.
Polytechnic University of the
Philippines, College of
Human Kinetics

Week Chapter 5 • Identify the different Data Bases and • Camarador, R., Camarador
Non-Locomotor types of non- Search Engines L., Serrano, J.A., & Mantala, Written Test

viii Physical Activity Towards Health and Fitness 1: Movement Competency Training
Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
7-8 Movements locomotor movements J. (2020) Instructional (Activity Sheet)
Bracing the Core, • Execute the non- Printed Material on Movement
Bird Dog Series, locomotor movements Lectures Competency Training. Reflective Essay
Dead Bug Series, effectively Polytechnic University of the
Rolling, Plank • Design a specific Video and Philippines, College of Return
series, Cobra activity workout using Visual Human Kinetics Demonstration
Stretch, Squat the given movement Demonstration • Mangubat, A.S., Tolitol,
series, scapular • Apply basic exercise M.B., Urbiztondo, S.M.M. &
protraction & principles in creating Vergara, L.A. (2016).
retraction and other sample exercise Health-optimizing physical
movements, Lunges workout education (HOPE) 1 :
fitness. Quezon City : Vibal
Week 9 MIDTERM • Demonstrate the Video and Group, Inc. Performance Task
Skill Demonstration different fundamental Visual (Skill
movement skills Presentation Demonstration)
proficiently
Week FUNDAMENTAL • Identify the different Data Bases and Written Test
10-12 MOVEMENT types of locomotors Search Engines (Activity Sheet)
PATTERNS movements
Locomotor • Execute the locomotor Printed Reflective Essay
Movements movements effectively Lectures
Walk, Run, Hop, • Design a specific Return
Leap, Skip, Jump, activity workout using Video and Demonstration
Slide, Baby Crawl, the given movement Visual
Inch Worm, Gallop, • Apply basic exercise Demonstration Performance Task
Grapevine, Side principles in creating (Skill
Step, Crab Crawl sample exercise Demonstration)
workout
Week Chapter 6 • Identify the different Data Bases and • Camarador, R., Camarador Written Test
13-14 BASIC STRENGTH physical activities at Search Engines L., Serrano, J.A., & Mantala,
TRAINING AND home and their J. (2020) Instructional Reflective Essay
OTHER HOME benefits Printed Material on Movement
EXERCISES • Discuss the Lectures Competency Training. Performance Task
• Health Benefits of importance of strength Polytechnic University of the (Skill
Muscle Fitness training exercises for Video and Philippines, College of Demonstration)
Exercise the core, upper Visual Human Kinetics
Demonstration •
• Basic Safety extremities, and lower Cissik, John (2019) Strength
extremities. and Conditioning A Concise
Guidelines in
Engaging Muscular • Perform properly the Introduction, 2nd Edition.
different exercises at Routledge, ,USA.
Strength Exercises
home to enhance core
• Sample Strength muscles, upper body
Training Exercises muscles, and lower
o Upper and Lower body muscles.
extremities, and
Core Exercises
• Other Training
Methods and Types
of Equipment
• Physical Activities at
home and Other
Suggested
Exercises
Week The FITNESS • Come up with a Focus Group • Hoeger, Werner W.K., Journal Writing
15-17 CHALLENGE SMART exercise Discussion Hoeger, Sharon A., Hoeger,
• General Guidelines program based on Cherie I., and Fawson, Formative
on Fitness Plan their goals and Collaborative Amber L., (2018) Principles Peer/Group
Creation and objectives supported Work and Labs for Fitness & Assessment
Implementation by healthy eating Wellness,Fourteenth
Edition. Cengage Learning, Performance Task
• Setting SMART habits
USA (Implementation
Goals • Improve fitness level
• Corbin, C.B., Welk, G., and monitoring of
• Suggested Fitness based on the baseline
Corbin W.R., & Welk, K., fitness challenge)
Workouts: Walking (pre-test) score
(2016) Concepts of Fitness
Program: 10,000 • Demonstrate physical And Wellness: A
Steps Challenge, literacy in performing Comprehensive Lifestyle
Aerobic Dance the different activities Approach, Loose Leaf
Fitness, Body following the safety Edition 11th Edition.
Weight Exercises, guidelines McGraw-Hill, New York
Yoga Exercises, • Camarador, R., Camarador
Jump Rope L., Serrano, J.A., & Mantala,
Exercise, and J. (2020) Instructional
others Material on Movement

ix Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
 • Comprehensive Competency Training.
Personal Fitness Polytechnic University of the
Plan Worksheet Philippines, College of
Human Kinetics

Week 18 FINALS • Demonstrate Video and/or • Camarador, R., Camarador Documentary

Submission of video appreciation of the Written L., Serrano, J.A., & Mantala, Report
and/or written benefits of engaging Documentary J. (2020) Instructional
Documentary in physical activities Report Material on Movement
Report and exercise Competency Training.
programs. Polytechnic University of the
Philippines, College of
Human Kinetics
References
Printed Books/Module
• Camarador, R., Camarador L., Serrano, J.A., & Mantala, J. (2020) Instructional Material on Movement Competency Training.
Polytechnic University of the Philippines, College of Human Kinetics
• Cissik, John (2019) Strength and Conditioning A Concise Introduction, 2nd Edition. Routledge, ,USA.
• Floyd, R.T. (2015). Manual of structural kinesiology. New York, NY : McGraw-Hill Education.
• Hoeger, W.W.K. (2015). Lifetime physical fitness & wellness : a personalized program (13th ed.). Stamford, Connecticut :
Cengage Learning.
• McKinley, M.P., O'Loughlin, V.D. & O'Brien, E.P. (2017). Human anatomy (15th ed.). New York, New York : McGraw Hill
Education.
• PUP Student Hand Book 2019 Revised Edition
e-books/module
• Hoeger, Werner W.K., Hoeger, Sharon A., Hoeger, Cherie I., and Fawson, Amber L., (2018) Principles and Labs for Fitness &
Wellness, Fourteenth Edition. Cengage Learning, USA
• Corbin, C.B., Welk, G., Corbin W.R., & Welk, K., (2016) Concepts of Fitness And Wellness: A Comprehensive Lifestyle
Approach, Loose Leaf Edition 11th Edition. McGraw-Hill, New York
• Patton, Kevin T. and Thibodeau, Gary A. Anthony’s (2010) Textbook of Anatomy and Physiology, 19th Edition, Mosby Elsevier
• Mangubat, A.S., Tolitol, M.B., Urbiztondo, S.M.M. & Vergara, L.A. (2016). Health-optimizing physical education (HOPE) 1 :
fitness. Quezon City : Vibal Group, Inc. Mitchell, Tommy, (2015) Introduction to Anatomy & Physiology, 1 st Edition, New Leaf
Publishing Group Inc.
• Martini, Frederic H., Nath, Judi I., Bartholomew, Edwin F., (2015) Fundamentals of Anatomy & Physiology, 10 th Edition,
Pearson Education Inc.
Research Studies
• Bellen, J. J. B., & Camarador, R. A. Health status and lifestyle habits of college freshmen students: Basis for a proposed
intervention program. International Journal of Health, Physical Education & Computer Science in Sports, 37(1), 57.
• Camarador, R.A., Dela Cruz, L. A., Serrano, S.S., Banadera, S.P., (2022) Me and My Fitness During COVID 19 Pandemic:
Anthropometric, Physical Activity, and Wellness Lifestyle Habits of Collegiate Students. Polytechnic University of the
Philippines, College of Human Kinetics
• Puen, D. A. Y., Cobar, A. G. C., Dimarucot, H. C., (2021) Perceived Barriers to Physical Activity of College Students in Manila,
Philippines during the COVID-19 Community Quarantine: An Online Survey. Sport Mont, 19(2), 101-106. doi:
10.26773/smj.210617
• Santos, M. E. (2015). Alternative Home Upper Body Workout Using Water Bottles For Selected College Freshmen Students of
Angeles University Foundation. International Journal of Physical Education, Fitness and Sports, 4(2), 15-21. doi:10.26524/1523

x Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
Course Grading System

Class Standing
70%
• Quizzes
• Recitation
• Projects/Assignments/Seatwork/Special Report
Midterm / Final Examinations
30%

100%
Midterm Grade + Final Term Grade = FINAL GRADE
2

Top 10 Guidelines for Digital Citizenship

1. Protect your online privacy
2. Respect the online privacy of others.
3. Protect your property.
4. Respect the property of others.
5. Respect the rules, values, and policies of your family, religion, community, and school.
6. Understand the values of other cultures, religions, and communities.
7. Build a positive online reputation and portfolio of work.
8. Use online communications in constructive ways.
9. Evaluate the accuracy of any information you find or receive online - or share online.
10. Maintain a healthy balance between your online activities and relationships with your physical world activities and
relationships.
Consultation Time

xi Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
Chapter 1
PHYSICAL ACTIVITY AND EXERCISE
I. LEARNING OBJECTIVES:
At the end of this chapter, the students are expected to:
1. demontrate undesrtanding on the impact of phsycal inactivity in different countries;
2. recognize the importance of phsyical activity and exercise to have a strong and healthy
body and mind, most especially in time of crisis; and
3. discuss ways on how to strengthen immune system to fight corona virus.

Course Outline:
• Overview
• Course Materials: Discussion
o 8 Dimensions of Wellness
o Physical Activity and Exercise
o Ways in strengthening immune system
o Staying Active in the New Normal
• Summary
• Suggested Media at Home
• Activities and Assessments
o Reflective Questions
o Knowledge Check
o Performance Task
• References

II. OVERVIEW

With our modern world today that highly depends in technology, having different modes
of transportation and an environment that does not support and promote active lifestyle, it
became more challenging for the people to engage in daily physical activity. According to
Lancet Global Health, 1.4 billion people are physically inactive or more than one in four adults
globally are not physically active. In the number, women (23%) are less active compared to men
(32%), while countries with high economy (37%) are more inactive compared to middle income
(26%) and low income countries (16%). It can be implied that the higher economy the higher
cases of physical inactivity.

Physical inactivity
is increasing in many
countries today. It can
partly blame due to lack
of physical activity
participation during
leisure time and an
increase in sedentary
behavior in the
workplace. Physical
inactivity increases
people’s risk of having
non-communicable
diseases such as,
cardiovascular disease,

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stroke, diabetes, cancer, and mental health conditions. Global health is being influenced by
population-ageing, rapid unplanned urbanization, and globalization, all of which result in
unhealthy environments and behaviors (WHO, 2018).
World Health Organization (2016) estimates that around 15.2 million people die
worldwide due to ischaemic heart disease and stroke, which remains the top 2 leading causes
of death globally for the past 15 years. Likewise, as shown in figure 1, ischaemic heart
diseases (84,120 or 14.5 percent) was also top cause of death in the Philippines. In addition,
cerebrovascular diseases, diabetes, hypertensive, and other heart diseases which are all non-
communicable diseases were also part of the top 10 causes of death according to Philippine
Statistics Authority, 2017. Thus, the need for all countries to increase the priority to provide
programs for all individuals of all ages to have an active life style and establish environment that
will support physical activity engagement since having regular physical activity is main key to
prevent and treat non-communicable diseases (NCDs).

It is common to all that for us to improve our quality of life, participation in fitness
programs or other physical activities is a must. However, we need to realize that with these
alone are not always sufficient to lessen the possible risk of having diseases and won’t eve
guarantee a healthier body and mind. For example, a student who always participate in Zumba
dance, jog 30-45 minutes three times a week, and engage in strength training regularly might be
considered with an excellent fitness level. However, without a family and friend support, that
might cause emotional instability, and excessive stress. Also, bad eating habits, and drinking
too much alcohol will still put an individual at risk for cardiovascular disease and other chronic
disease of which they may not be aware of. Keeping an optimal level of wellness is very
important to have a higher quality of life. It is a significant matter because everything we do and
every emotion we feel relates to our well-being.

Though we are aware of unhealthy habits that we have, most especially Filipinos, we are
still satisfied with our life as long as we are free from symptoms of possible diseases. We just
came to realize that we need a positive change until we had serious health problems.
Nevertheless, healthy lifestyle habits of today will dictate the health and well-being of tomorrow.

Wellness is no longer looked as simply the absence of disease but the presence of
purpose in life, joyful relationships, active involvement in fulfilling work and play, a healthy body
and mind, living in a sustainable environment, and happiness. It is an active process of
becoming conscious of and creating choices moving toward a healthy and higher quality of life.
Moreover, it also defined as the integration of many different components that expand one’s
potential to live (“quality of life”) and work effectively to make a significant contribution to society.

III. COURSE MATERIALS: DISCUSSION

A. The Eight Dimensions of Wellness

There are eight dimensions of wellness:

physical, emotional, social, mental, environmental,
financial, occupational, and spiritual. Each dimension
is interrelated to each other in which one often affects
the others. Thus, attention must be given to all these
dimensions. A good example is when your parents do
not have a regular decent work; definitely you are not
financially stable and may cause problems within the
family since it is a basic necessity.

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 Having all the dimensions, it is not necessarily to be equally balanced. We should set
our goals to achieve personal harmony and satisfaction that is true to us. We may have our own
priorities, aspirations, styles, and personal outlooks to live life to its full potential.

1. Physical wellness is associated with being healthy. It is the ability of oneself to promote
proper care of our physical health for optimum development and proper management of health
problems. To be considered physically well individual, you must be physically active, has proper
nutrition, engage in regular exercise program, maintain ideal body weight, practice safe sex, get
enough sleep, nonuse of illegal drugs, avoid alcohol drinking, lessen exposure to environmental
pollutants, and seeks medical care if necessary. Moreover, physically well people also display
good health-related fitness level.

2. Emotional wellness contains awareness and acceptance of your own feelings. It is the
ability to accept limitations, attain emotional stability, express emotions appropriately, cope up
with stress, accept and adjust to changes, and appreciate life even with failures and regrets. An
emotionally well individual has the ability to response positively by making best decisions and
moving forward during failures or crisis. Emotional wellness empowers you to move forward with
confidence and motivation instead of spending most of the time and effort worrying about your
problems. It also entails happiness, which provides meaning and joy to your life. Though there is
no single formula for achieving happiness, according to studies, happiness can be achieve
mainly through family love and support.

3. Intellectual wellness, or mental wellness, entails that; you can apply and share the
knowledge and skills you learned with others engage in innovative and mentally-stimulating
works and create more opportunities to grow and learn. Individuals who are mentally fit are
open-minded for new ideas and accept mistakes committed by others. Because of curiosity,
they are motivated to learn more and explore new concepts and understandings. To have
optimal level of intellectual wellness, it stimulates exploration. In this way, it provides you to
know and discover some issues that constitute critical thinking, problem solving, creativity and
innovation. Through academics, personal hobbies, and cultural and community involvement,
you can develop intellectual wellness.

4. Social wellness refers to our relationships with others and how we interact with them.
One of the trademarks of social wellness is the ability to interact to others with harmony, both
within and outside our family. Moreover, with positive self-esteem it gives you the comfort and
confidence to be open, friendly, and warm to others. Social wellness entails building healthy
relationships and genuine connection with people around you. It also comprises on how to
balance the unique needs of romantic relationships with other parts of your life as well as your
social life with your professional or academic lives.

5. Environmental wellness refers to the impact of our environment on our well-being. It

indicates a lifestyle that promotes and protects healthy environment. The main principle of
environmental wellness is respect for our environment including wildlife and its ecosystem. It
does not require you to join environmental activities or join in any environmental organization
but to practice good habits to preserve and promote a healthy environment like Leave No Trace
(LNT) principle while travelling and four R’s (Refuse, Reduce, Reuse, Recycle) principle. These
are more realistic and good enough. Always remember that our health is negatively affected if
we are living in a polluted and unsafe environment. A good example is when you are living in an
environment like a squatter or slam areas and which your health is at stake due to unhealthy
environment brought by different kinds of pollution and over population.

6. Occupational wellness motivates us to go for work in which we will gain personal

development and satisfaction. It gives us career options and encouragement to pursue
opportunities to grow more and enjoy what we love most. This dimension of wellness

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acknowledges the importance of fulfillment, personal development and sense of meaning
through work. It is not always about high salary, top position or remarkable working conditions.
Any work can bring occupational wellness if it provides any kind of supports that are very much
important to the individual. Salary might be the top priority or most important factor to consider
for others, but others might give greater value on opportunity for development, recognition for
achievement, and/or good working relationship with boss and co-workers. Individuals who are
occupationally well have their own “ideal” job, which permits them to strive harder to succeed.

7. Spiritual wellness provides a unifying power that integrates all dimensions of wellness.
Basic characteristics of spiritual people include a sense of meaning and direction in life and a
relationship to a higher being. Pursuing these avenues may lead to personal freedom, including
prayer, faith, love, closeness to others, peace, joy, fulfillment, and unselfishness.

There are quite number of studies that claim positive relationship among spiritual
wellness, emotional wellness, and self-fulfillment. Prayer is an indication of our spirituality and
communication with a higher power. Several studies conclude the positive effects of prayer on
health. Most of these have associated prayer with humility, love, sincerity, and compassion to
positive health results. Other studies have shown faster healing time and less difficulties for
those who are praying compared with patients who were not.

Spiritual wellness not only allows you to seek meaning and purpose in human existence,
but it also allows you to appreciate your life experiences for what they are. When you find
meaning in your life experiences, you will be able to develop a harmony with your inner self and
the outside world. In simpler terms, spiritual wellness grants you balance. Nevertheless, spiritual
wellness does not require you to have a religious practice, though it may be only way you may
take to lift and develop your spiritual wellness.

8. Financial Wellness. Financial Wellness contains the process of learning how to successfully
manage financial expenditures. It entails the ability to have financial resources to provide
essential needs and financial literacy on how to manage personal and family expenses. Money
is very significant in everybody’s lives, for without it, it will largely affects your way of living
mainly your health and academic endeavor. More often, financial stress usually leads as one of
the causes of stress in college students. Budgeting financial resources for projects, on the job
training, thesis, transportation and food allowance, and other academic works are some of the
important things to deal with in college life. Thus, learning how to maximize your financial
resources and developing smart habits will help you to lessen possible financial stress in the
future and achieve your goals.

B. Physical Activity and Exercise

Promoting physical activity and having regular exercise means improving one’s daily
lives. According to research, people who were living in a sedentary life can improve their health
by regularly including moderate levels of activity throughout the day. Moreover, additional
evidences suggest that the more you increase the intensity level, with variety of physical
activities, the more health benefits you may achieve. Physical activity (PA) is bodily movement
produced by skeletal muscles. It utilizes energy and provides positive health benefits. It can be
light or moderate to vigorous intensity. Examples of daily light physical activity are walking,
taking the stairs, grocery, gardening, and other household chores.

Exercise is a physical activity that is planned, structured, and repetitive that aims to
maintain or improve components of physical fitness. It is usually assumed as an activity that
requires a moderate to vigorous intensity effort. Some examples are jogging, running,
swimming, biking, aerobic activities, and strength training.

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 In contrary, physical inactivity indicates a level of activity that is lower than the
recommended physical activity to improve health. It means there is an extreme light
consumption of energy throughout the day such as walking casually, perform self-care, or do
other light work that are far to contribute in our overall health. On the other hand, scientific
evidence explains that strenuous physical activity is not needed to achieve health benefits.
Having regular moderate activities provide significant benefits in health and well-being for the
people who are not physically active. While for individuals who are already moderately active,
having moderate to vigorous level of physical activity will even provide greater health benefits.
Brisk walking or jogging, playing recreational sports, dancing, and gardening are some
moderate activities that you may engage in.

C. Ways in Strengthening Immune System

Healthy Eating Habits

Proper nutrition is essential to overall health and wellness. Good nutrition means that a
person’s diet supplies all the essential nutrients for healthy body functioning, including normal
tissue growth, repair, and maintenance. The diet should also provide enough substrates to
produce the energy necessary for work, physical activity, and relaxation. Nutrients should be
obtained from a wide variety of sources.

Diet and nutrition often play a crucial role in the development and progression of chronic
diseases. A diet high in saturated fat and trans fat increases the risk for diseases of the
cardiovascular system, including atherosclerosis, coronary heart disease (CHD), and strokes. In
sodium-sensitive individuals, high salt intake has been linked to high blood pressure. Up to 50
percent of all cancers may be diet related. Obesity, diabetes, and osteoporosis also have been
associated with faulty nutrition. A healthy diet encompasses a wide range of benefits, with
positive impacts on nutrition, overall health, economy as well as the environment. According to
the World Health Organization (WHO), a healthy diet emphasizes regular intake of vegetables,
fruits, whole grains, root crops, fat-free or low-fat milk, lean meats, poultry, fish, egg, beans and
nuts. It is also low in saturated fats, trans fats, cholesterol, sodium and added sugars.

Coronavirus-related concerns may affect dietary habits, leading to higher calorie

consumption that could promote weight gain. Limiting trips to the grocery store, skipping fresh
fruits and vegetables in favor of stocking up on calorie-dense, non-perishable foods, and
financial difficulties may cause people to opt for less expensive, ultra-processed food options.
And all the extra hours you’re spending at home may make you more likely to snack, “stress-
bake,” or prepare high-calorie, comfort-food meals. Additionally, many people are coping with
fear, anxiety, stress, financial concerns, sadness, boredom, and isolation — all of which can
have a negative effect on diet, physical health, and mental well-being. The great importance of
a healthy diet during this self-isolation period also cannot be underestimated.

A high percentage of COVID-19 deaths worldwide are associated with one or more
chronic conditions. It is also evident that older people are at a higher risk for severe illness
with this pandemic. Nutrition is not a cure for COVID-19, but it is a modifiable contributor to
the development of chronic disease, which is highly associated with COVID -19 severe
illness and deaths. A well-balanced diet strengthens the immune system and reduces the
risk of chronic disease and infectious diseases. It is clear in these challenging times that
optimizing nutrition is also important, not only for ourselves but also for every patient/client
that we treat. Every physiotherapist should be aware of the benefits of healthy eating and
be able to provide sound nutritional guidance to their patients, especially those with chronic

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disease. Having knowledge about nutritional interventions that may help prevent chronic
conditions and their associated risks is now more important than ever.

Eating a healthy diet is very important during the COVID-19 pandemic. What we eat and
drink can affect our body’s ability to prevent, fight and recover from infections. While no foods or
dietary supplements can prevent or cure COVID-19 infection, healthy diets are important for
supporting immune systems. Good nutrition can also reduce the likelihood of developing other
health problems, including obesity, heart disease, diabetes and some types of cancer.

For babies, a healthy diet means exclusive breastfeeding in the first six months, with the
introduction of nutritious and safe foods to complement breastmilk from age 6 months to 2 years
and beyond. For young children, a healthy and balanced diet is essential for growth and
development. For older people, it can help to ensure healthier and more active lives.

Tips for maintaining a healthy diet:

1. Eat a variety of food, including fruits and vegetables

• Every day, eat a mix of wholegrains like wheat, maize and rice, legumes like lentils and
beans, plenty of fresh fruit and vegetables , with some foods from animal sources (e.g.
meat, fish, eggs and milk).
• Choose wholegrain foods like unprocessed maize, millet, oats, wheat and brown rice
when you can; they are rich in valuable fibre and can help you feel full for longer.
• For snacks, choose raw vegetables, fresh fruit, and unsalted nuts.

2. Cut back on salt

• Limit salt intake to 5 grams (equivalent to a teaspoon) a day.
• When cooking and preparing foods, use salt sparingly and reduce use of salty sauces and
condiments (like soy sauce, stock or fish sauce).
• If using canned or dried food, choose varieties of vegetables, nuts and fruit, without added
salt and sugars.
• Remove the salt shaker from the table, and experiment with fresh or dried herbs and
spices for added flavor instead.
• Check the labels on food and choose products with lower sodium content.

3. Eat moderate amounts of fats and oils

• Replace butter, ghee and lard with healthier fats like olive, soy, sunflower or corn oil when
cooking.
• Choose white meats like poultry and fish which are generally lower in fats than red meat;
trim meat of visible fat and limit the consumption of processed meats.
• Select low-fat or reduced-fat versions of milk and dairy products.
• Avoid processed, baked and fried foods that contain industrially produced trans-fat.
• Try steaming or boiling instead of frying food when cooking.

4. Limit sugar intake

• Limit intake of sweets and sugary drinks such as fizzy drinks, fruit juices and juice drinks,
liquid and powder concentrates, flavoured water, energy and sports drinks, ready-to-drink
tea and coffee and flavoured milk drinks.
• Choose fresh fruits instead of sweet snacks such as cookies, cakes and chocolate. When
other dessert options are chosen, ensure that they are low in sugar and consume small
portions.
• Avoid giving sugary foods to children. Salt and sugars should not be added to
complementary foods given to children under 2 years of age, and should be limited beyond
that age.

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5. Stay hydrated: Drink enough water
Good hydration is crucial for optimal health. Whenever available and safe for consumption,
tap water is the healthiest and cheapest drink. Drinking water instead of sugar-sweetened
beverages is a simple way to limit your intake of sugar and excess calories.

6. Avoid hazardous and harmful alcohol use

Alcohol is not a part of a healthy diet. Drinking alcohol does not protect against COVID-19
and can be dangerous. Frequent or excessive alcohol consumption increases your
immediate risk of injury, as well as causing longer-term effects like liver damage, cancer,
heart disease and mental illness. There is no safe level of alcohol consumption.

7. Breastfeed babies and young children

Breastmilk is the ideal food for infants. It is safe, clean and contains antibodies which help
protect against many common childhood illnesses. Babies should be breastfed exclusively
during the first 6 months of life, as breast milk provides all the nutrients and fluids they
need.
• From 6 months of age, breast milk should be complemented with a variety of
adequate, safe and nutrient-dense foods. Breastfeeding should continue under babies
at 2 years of age or beyond.
Women with COVID-19 can breastfeed if they wish to do so and should take infection
prevention and control measures.

Having Enough Sleep

When it comes to your health, sleep plays an important role. While more sleep won’t
necessarily prevent you from getting sick, skimping on it could adversely affect your immune
system, leaving you susceptible to a bad cold or case of the flu. To keep yourself sniffle-free
this season, here’s what you need to know.

Sleep and Cytokines

Without sufficient sleep, your body makes fewer cytokines, a type of protein that targets
infection and inflammation, effectively creating an immune response. Cytokines are both
produced and released during sleep, causing a double whammy if you skimp on shut-
eye. Chronic sleep loss even makes the flu vaccine less effective by reducing your body’s
ability to respond.

Stock Up on Naps
To stay healthy, especially during the influenza season, get the recommended seven to
eight hours of sleep a night. This will help keep your immune system in fighting shape, and also
protect you from other health issues including heart disease, diabetes, and obesity. If your
sleep schedule is interrupted by a busy workweek or other factors, try to make up for the lost
rest with naps. Taking two naps that are no longer than 30 minutes each —one in the morning
and one in the afternoon—has been shown to help decrease stress and offset the negative
effects that sleep deprivation has on the immune system. If you can’t swing a half-hour nap
during the workday, try grabbing a 20-minute siesta on your lunch hour, and another right before
dinner.

Other Healthy Tactics

Of course, there’s more to boosting your immunity and guarding against illness than
getting ample sleep. It’s also important to practice smart stay-healthy strategies such as
washing your hands with soap regularly, avoiding close contact with people who are obviously
under the weather, and talking with your doctor about getting an annual flu shot. And
remember: Even if you do come down with a case of seasonal sniffles, you’ll be able to bounce
back faster if your body is well rested. There is also an evidence that suggests regular exercise

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helps you fall asleep faster and improves sleep quality — and getting a good night’s sleep has
also been found to boost your immune system.

Fatigue, sleep deprivation and stress are common in healthcare professionals

especially during the COVID-19 pandemic. Sleep and the body’s immune system are
inextricably linked. Sleep deprivation potentially impairs the body’s immune response,
negatively affects inflammatory homeostasis and may also lead to an increased risk of
infection and worsen the clinical conditions caused by a disease such as COVID-19. It is
imperative to address sleep health for the sake of healthcare professionals and their
patients particularly the stresses imposed during a pandemic.

D. Stay Active in This New Normal

Source: https://www.benendenhospital.org.uk/health-news/helpful-tips/stay-active-in-this-new-normal/

Regular exercise and physical activity promote strong muscles and bones. It improves
respiratory, cardiovascular health, and overall health. Staying active can also help you maintain
a healthy weight, reduce your risk for type 2 diabetes, heart disease, and reduce your risk for
some cancers.
According to the NHS website, exercise is the miracle cure we've always had, but for too
long we've neglected to take our recommended dose.
To stay healthy, adults should try to be active every day and aim to achieve at least 150
minutes of physical activity over a week through a variety of activities.
For most people, the easiest way to get moving is to make activity part of everyday life,
like walking or cycling instead of using the car to get around. However, the more you do, the
better, and taking part in activities such as sports and exercise will make you even healthier. For
any type of activity to benefit your health, you need to be moving quick enough to raise your
heart rate, breathe faster and feel warmer. This level of effort is called moderate intensity
activity. If you're working at a moderate intensity you should still be able to talk but you won't be
able to sing the words to a song.
An activity where you have to work even harder is called vigorous intensity activity.
There is substantial evidence that vigorous activity can bring health benefits over and above
that of moderate activity. You can tell when it's vigorous activity because you're breathing hard
and fast, and your heart rate has gone up quite a bit. If you're working at this level, you won't be
able to say more than a few words without pausing for a breath.

Focus on what you want to do

Being active is also about finding out what activity works for you. It doesn’t have to be a
fully-fledged personal training program, but just focusing on what you want to do a bit more or
less of each day can make a difference.
By being active, you will burn calories that you store from eating throughout the day
and—it can be as easy as walking the dog or as rigorous as running a marathon. Providing
opportunities for children to be active early on puts them on a path to better physical and mental
health. It's never too late to jumpstart a healthy lifestyle.
Many people find that being active fits naturally into spending time with those they live
with such as family, housemates, and pets and this helps with keeping motivated.

Being active together

Being active with others has social and mental health benefits, and some people simply
find it more fun. When exercising outdoors, remember to follow all current government COVID-

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19 health protection advice, including practicing social distancing at all times. Exercising over a
video call is another great way to stay active with others, but remotely – so you get all the
benefits of moving and being connected to other people, while still practicing social distancing
and protecting your health. And there’s no restriction on who you can get active with online –
you can get moving with friends, family that don’t live with you, and even your work colleagues.

Digital tools to help you move

Some tools have been designed to track the activities you already do. Public Health
England is encouraging adults to download the free 'Active 10' app to help complete your 10
minutes of brisk walking daily and to gradually build this up to multiple 'Active 10s'. The app is
the first of its kind to show how much brisk walking you're doing and when you are doing this at
a high enough intensity and long enough to get health benefits.
You may have grown up loving sport, or you may prefer to get moving by doing a fun
activity instead. Happily, there are options out there that may work for you depending on how
you are able to move. If you have a health condition, the symptoms of your condition may mean
you have to undertake activities you used to do in a more modified way, or else try something
new.
So, whether is walking for a set amount of time at lunch time, or 10-minute seated yoga
workout or gardening - set yourself a new routine and build in new habits. Repeat the bits you
enjoy daily and keep trying new activities that inspire and motivate you.
Summary

• Nowadays, people have become more sedentary due to various ways that lighten up
their everyday life and workload. This physical inactivity increases people’s risk of having
non-communicable diseases such as, cardiovascular disease, stroke, diabetes, cancer,
and mental health conditions. Thus, promoting different physical activities and having
regular exercise can truly help improve one’s daily lives and maintain good health and
fitness.
• Unfortunately, these mandated restrictions on travel and directives against participating
in outdoor activities affect peoples’ mental and physical health, especially those who are
used to regular outdoor physical activities. But currently, the greatest risk of COVID-19
infection is exposure. That’s why it is imperative that we find creative ways to be active
and exercise while staying at home, maintaining social distancing and doing proper
hygienic countermeasures.
• Proper nutrition, healthy eating habits, correct food handling, having enough sleep, and
staying active are the different ways to strengthen our immune system amid this
pandemic.

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Suggested Media at Home

• Pinggang Pinoy https://www.fnri.dost.gov.ph/index.php/116-pinggang-pinoy

• COVID-19: Importance of home exercise while being isolated

https://www.youtube.com/watch?v=p9Dw-
4ycMQQ&fbclid=IwAR3EkZAI9cIxoeH5swmaya7Q97_mkJfr7of0FAnt85vG9DntMQUoA5
rXegI&app=desktop

• Exercise, Immune Function, and COVID 19

https://www.youtube.com/watch?v=COyEDxl5N2A&fbclid=IwAR1iNeGJFjIBJQWexOvLh
UHh6Espl5OnMzVp9uB-GxOavsWyE0l_wWfXsqs&app=desktop

• COVID-19: Tips for Getting Good Sleep

https://www.youtube.com/watch?v=JRGJ5m3VHXo&fbclid=IwAR2tEOh8JTILrPsoHI6f_6
enkYWKcTOteVyHP6XYlCirGiOEaQUC9KIulEc&app=desktop

IV. ACTIVITIES/ASSESSMENTS

In this section, a variety of suggested activities and assessments were provided. It

provides activities to assess the appreciation (reflective questions) and understanding
(knowledge check) of the students on the topics provided. It also suggests options for practical
application (a performance task) by providing a performance activity that includes the rubrics or
criteria for rating. Remember that as a teacher, you have the academic freedom to choose what
activities you would like to assign to your students, modify some of the tasks, or provide
additional or other activities that you think will be more suitable for our dear students,
recognizing the different capabilities and situations they have right now.

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Activity Worksheet 1. Reflective Questions
Name:____________________________ Section:_______ Date:_________ Group no._____

During the new or next normal, what do you think is the importance of physical
activities in your own personal lifeand and also with your family? (10points)
____________________________________________________________________________
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What are the ways that you are doing in order to cope effectively in this pandemic
situation? Explain your answer. (10points)
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Activity Worksheet 2. Knowledge Check

Name:____________________________ Section:_______ Date:_________ Group no._____

I. Encircle the letter of the best answer that corresponds to the following questions or
statements.

1. It is the ability to accept limitations, cope up with stress, accept and adjust to changes, and
appreciate life even with failures and regrets.
a. Spiritual Wellness b. Emotional Wellness c. Physical Wellness d. Health

2. ___________refers to our relationships with others and how we interact with them.
a. Spiritual Wellness b. Emotional Wellness c. Social Wellness d. Fitness

3. Below are all top leading causes of deaths in the world except____________.
a. Heart Diseases b. Stroke c. Tuberculosis d. Diabetes

4. This is due to lack of physical activity participation during leisure time and an increase in
sedentary behavior.
a. COVID19 b. Hyperventilation c. Lockdowns d. Physical inactivity

5. The following are the diseases one can acquire during physical inactivity except
____________.
a. cancer b. dengue c. hypertension d. stroke

6. It is a physical activity that is planned, structured, and repetitive that aims to maintain or
improve components of physical fitness.
a. dance b. exercise c. sports d. yoga

7. This is the recommended physical activity session by the WHO for adults and elderly.
a. 30 min/day of moderate-to-vigorous PAs c. 60 min/day of moderate-to-vigorous PAs
b. 75 min/wk of vigorous PAs d. 150 min/wk of vigorous PAs

8. These are the activities that can help us maintain our health and fitness while being
mandated to stay home during the COVID19 pandemic.
a. aerobics b. home-based exercises c. running events d. sports participation

9. It is the recommended intake of salt per day.

a. 5 grams b. 10 grams c. 15 grams d. 1 tablespoon

10. It is a type of protein that targets infection and inflammation that is produced and released
during sleep.
a. Hormonal b. Enzymatic c. Cytokines d. Transport

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Performance Task 1
My Daily Food Intake
Name:____________________________ Section:_______ Date:_________ Group no._____
Instruction: Record your daily food intake for 7 days and its quantity. (Example: Breakfast: 2 cups of white rice and 2
pcs of hotdog with 1glass of milk/1glass of water ). Also provide the time of intake (6:30am) and any form of hyration
such as water, sports drink or energy drink, etc.
Date Started:____________________________
DAY 1 FOOD/SNACKS/QUANTITY TIME
Breakfast

AM Snack

Lunch

PM Snack

Dinner

Mid-night Snack

DAY 2 FOOD/SNACKS/QUANTITY TIME

Breakfast

AM Snack

Lunch

PM Snack

Dinner

Mid-night Snack

DAY 3 FOOD/SNACKS/QUANTITY TIME

Breakfast

AM Snack

Lunch

PM Snack

Dinner

Mid-night Snack

DAY 4 FOOD/SNACKS/QUANTITY TIME

Breakfast

AM Snack

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Lunch

PM Snack

Dinner

Mid-night Snack

DAY 5 FOOD/SNACKS/QUANTITY TIME

Breakfast

AM Snack

Lunch

PM Snack

Dinner

Mid-night Snack

DAY 6 FOOD/SNACKS/QUANTITY TIME

Breakfast

AM Snack

Lunch

PM Snack

Dinner

Mid-night Snack

DAY 7 FOOD/SNACKS/QUANTITY TIME

Breakfast

AM Snack

Lunch

PM Snack

Dinner

Mid-night Snack

Date Ended :_____________________________

Recorded by:
Signature over printed name

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Instruction
After the activity kindly answer the following questions:

1. Does your daily food intake follows the ideal food guide for Filipinos/Pinggang Pinoy? If yes,
how do you manage? If no, Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Do you think being healthy or physically fit nowadays is very hard to achieve? What do you
think are the factors that affect in achieving a healthy lifestyle?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. With our current situation now, being lockedown becasue of COVID2019, what is your plan
to maintain a healthy lifestyle?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. Based on this activity, what did you realize?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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Performance Task 2
Dimensions of Wellness
Group Leader :_________________________________________ Section: __________
Members: _____________________________________________ Date: ____________
_____________________________________________ Group no. ________
_____________________________________________

Activity: Role Playing/Phantomime (By Group)

Instruction: With a proportional distribution, divide the entire class into 4-8 groups. Prepare a
lottery where the 8 dimensions of wellness (can be a combination of 2 dimensions) will be
picked and the genre of the play (e.g., drama, suspense, horror, action, etc.)
Suggested Lottery for Combined Dimensions
(1) Physical & Spiritual (2) Environmental & Financial (3)Social & Spiritual (4) Occupational & Mental

Suggested Genre of Play

Action, Horror, Drama, Comedy, Thriller, & Love Story

The leader of each group will pick from the lottery for the dimension and genre of play.
They are not allowed to announce or inform anyone of the result of the lottery. They will be
tasked with developing and presenting a role play, or phantomime (if using a mask),
demonstrating how the dimensions of wellness may affect our daily lives. The challenge here is
to deliver the play well, and after the presentation, the audience will be asked to guess the
dimensions tackled and the genre. A merit will be awarded to a student who can answer the
questions. After the guessing period, a representative from the class will be given 2-3 minutes to
explain their play. The class will be graded by the teacher (50%) and students (50%) using the
following criteria/rubrics:

50% Delivery of the Play

Clarity of the Message, Delivery of the actors and actresses,
30% Cooperation and Teamwork
10% Story Play
10% Explanation after the Play

To make the activity more fun and challenging. During the tasking, announce that there
will be an award at the end of the presentation. Additional merit can be given with the following
awards: best actor and actress; best supporting actor and actress; best director; best play or
picture; and best story play.

Comments/Suggestions:________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Pinggang Pinoy

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References

Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive Lifestyle Approach. 7 th
Edition. McGrawHill, USA.

Hoeger, W. W., Hoeger, S. A., Hoeger, C. I., & Fawson, A. L. (2018). Lifetime physical fitness and wellness. Cengage
Learning.

World Health Organization. (2020). Launch of new global estimates on levels of physical activity in
adults. https://www.who.int/news-room/detail/05-09-2018-launch-of-new-global-estimates-on-levels-of-
physical-activity-in-adults

World Health Organization. (2010). Global recommendations on physical activity for health. World Health
Organization. https://www.who.int/dietphysicalactivity/factsheet_recommendations/en/

World Health Organization. (2018). WHO launches global action plan physical activity.
https://www.who.int/news-room/detail/04-06-2018-who-launches-global-action-plan-on-physical-activity

Registered Deaths in the Philippines, 2017. Retrieved from https://psa.gov.ph/vital-statistics/id/138794

The impact of COVID-19 on sport, physical activity and well-being and its effects on social development
https://www.un.org/development/desa/dspd/2020/05/covid-19-sport/

https://www.acsm.org/read-research/newsroom/news-releases/news-detail/2020/03/16/staying-physically-active-
during-covid-19-pandemic

Sallis, J. (2020) A Call to Action: Physical Activity and COVID-19

https://www.exerciseismedicine.org/support_page.php/stories/?b=896

Joy L. (2020) Staying Active During COVID-19

https://www.exerciseismedicine.org/support_page.php/stories/?b=892

Simpson, R. (2020) Exercise, Immunity and the COVID-19 Pandemic https://www.acsm.org/home/featured-blogs---

homepage/acsm-blog/2020/03/30/exercise-immunity-covid-19-pandemic

Exercise is Essential for Well-Being During COVID-19 Pandemic https://patients.healthquest.org/exercise-is-

essential-for-well-being-during-covid-19-pandemic/

Importance of Physical Activity and Exercise during the COVID-19 Pandemic

https://medicine.umich.edu/dept/psychiatry/michigan-psychiatry-resources-covid-19/your-lifestyle/importance-
physical-activity-exercise-during-covid-19-pandemic

https://www.who.int/news-room/campaigns/connecting-the-world-to-combat-
coronavirus/healthyathome/healthyathome---physical-activity

https://www.sleepfoundation.org/articles/how-sleep-affects-your-immunity

https://members.physio-pedia.com/learn/covid-19-and-nutrition/

https://members.physio-pedia.com/learn/covid-19-and-sleep/

https://www.benendenhospital.org.uk/health-news/helpful-tips/stay-active-in-this-new-normal/

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Chapter 2
INTRODUCTION TO ANATOMY
I. LEARNING OBJECTIVES:
At the end of this chapter, the students are expected to:
1. demontrate explain the importance of studying anatomy;
2. define anatomy, describe the origins of anatomical terms, and explain the significance of
Terminologia Anatomica (International Anatomical Terminology);
3. use anatomical terms to describe body regions, and relative positions;
4. know the different major group of bones and muscles and its functions; and
5. apply the different anatomical movements.

Course Outline:
• Overview
• Course Materials: Discussion
o Organ Systems
o Anatomical Landmarks, Directions, Body Regions
o Bones & Muscles
o Joints & Types of Anatomical Movements
• Suggested Media at Home
• Activities and Assessments
o Reflective Questions
o Knowledge Check
o Performance Task
• References

II. OVERVIEW

Anatomy is the study of body structures. You will discover how your body works under
normal and abnormal conditions. The knowledge on this chapter will serve as the foundation for
understanding all other basic life sciences.

Anatomy is the oldest medical science. Egyptian drawings from 1600 BCE illustrated
basic knowledge of blood vessels. These drawings show that people have always been
fascinated with the human body. Since that time, imaging techniques for studying the human
body have evolved, enabling us to describe the locations and functions of body parts.

People have always been interested in the inner workings of the human body. Many
medical terms have Greek roots, as do many other anatomical terms and phrases that
originated more than 1500 years ago. For example, the term anatomy is derived from Greek
roots that mean “a cutting open.” Anatomy is the study of internal and external body structures
and their physical relationships among other body parts.

III. COURSE MATERIALS: DISCUSSION

A. The Organ Systems

The human body consists of 11 organ systems. The organs of each system contribute to
a particular function. However, some organs belong to more than one system.

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 Specifically, the pharynx is part of both the respiratory and the digestive systems, and
the male urethra belongs to both the reproductive and urinary systems.

Figure 1: The Organ Systems of the Human Body (Part 1)

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 Figure 2: The Organ Systems of the Human Body (Part 2)

B. Anatomical Terms, Body Regions, Anatomical Positions and Directions

1. Anatomical Landmarks

The standard anatomical reference for the human form is the anatomical position.
When the body is in this position, the hands are at the sides with the palms facing
forward, and the feet are together. A person lying down in the anatomical position is
said to be supine when face up, and prone when face down.

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 Figure 3: Anatomical Landmarks. Anatomical terms are shown in bold face type and common names are in plain type

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 2. Directional Terms

Directional terms are generally grouped in pairs of opposites. All terms are based on
the body being in the anatomical position—standing erect, arms at the sides, with
face, palms, and feet facing forward. Keep in mind, too, that the terms right and left
always refer to the patient’s right and left side.

Figure 4: Directional References

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 3. Body Regions

The illustration shows the terms for the different regions of the body. These terms
are used extensively when performing clinical examinations and medical procedures.

Figure 5: Body Regions

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C. Skeletal System

The bones of the skeleton are more than just racks from which muscles hang. They
have a variety of vital functions. In addition to supporting the weight of the body, bones
work with muscles to maintain body position and to produce controlled, precise
movements. Without the skeleton to pull against, contracting muscle fibers could not
make us sit, stand, walk, or run.

The 206 bones in the adult human body are actually dynamic living tissue. Bone
constantly breaks down and rebuilds itself, not just during the growth phases of
childhood, but throughout the life span. Bone is filled with blood vessels, nerves, and
living cells; in addition, its interaction with other body systems is necessary not only for
movement, but also for life itself.

1. Primary Functions

Your skeletal system includes the bones of the skeleton and, the cartilages, ligaments,
and other connective tissues that stabilize or interconnect the bones. This system has
five primary functions:
a. Support. The skeletal system provides structural support for the entire body.
Individual bones or groups of bones provide a framework for the attachment of
soft tissues and organs.
b. Storage of Minerals and Lipids. Minerals are inorganic ions that contribute to the
osmotic concentration of body fluids. Minerals also take part in various
physiological processes, and several are important as enzyme cofactors.
Calcium is the most abundant mineral in the human body. The calcium salts of
bone are a valuable mineral reserve that maintains normal concentrations of
calcium and phosphate ions in body fluids. In addition, the bones of the skeleton
store energy as lipids in areas filled with yellow bone marrow.
c. Blood Cell Production. Red blood cells, white blood cells, and other blood
elements are produced in red bone marrow, which fills the internal cavities of
many bones. We will describe blood cell formation when we examine the
cardiovascular and lymphatic systems.
d. Protection. Skeletal structures surround many soft tissues and organs. The ribs
protect the heart and lungs, the skull encloses the brain, the vertebrae shield the
spinal cord, and the pelvis cradles digestive and reproductive organs.
e. Leverage. Many bones function as levers that can change the magnitude and
direction of the forces generated by skeletal muscles. The movements produced
range from the precise motion of a fingertip to changes in the position of the
entire body.

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 2. Bone Shapes

Figure 6: Bone Shapes

3. Bone Development

The growth of the skeleton determines the size and proportions of your body. The bony
skeleton begins to form about six weeks after fertilization, when the embryo is
approximately 12 mm (0.5 in.) long. (At this stage, the existing skeletal elements are
made of cartilage.) During subsequent development, the bones undergo a tremendous
increase in size. Bone growth continues through adolescence, and portions of the
skeleton generally do not stop growing until about age 25. Ossification or osteogenesis
refers specifically to the formation of bone.

4. Axial Skeleton

The axial skeleton forms the longitudinal axis of the body. The axial skeleton has 80
bones, about 40 percent of the bones in the human body: The skull (8 cranial bones and
14 facial bones). Bones associated with the skull (6 auditory ossicles and the hyoid
bone). The vertebral column (24 vertebrae, the sacrum, and the coccyx). The thoracic
cage (the sternum and 24 ribs).

The axial skeleton provides a framework that supports and protects the brain, the spinal
cord, and the thoracic and abdominal organs. It also provides an extensive surface area

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 for the attachment of muscles that (1) adjust the positions of the head, neck, and trunk;
(2) perform respiratory movements; and (3) stabilize or position parts of the appendicular
skeleton, which supports the limbs.

Figure 7: Axial Skeleton

5. Appendicular Skeleton

The appendicular skeleton includes the bones of the limbs and the supporting bone
(pectoral and pelvic) girdles that connect them to the trunk). To appreciate the role of the
appendicular skeleton in your life, make a mental list of all the things you have done with
your arms or legs today. Standing, walking, writing, turning pages, eating, dressing,
shaking hands, and texting—the list quickly becomes unwieldy. Your axial skeleton
protects and supports internal organs and takes part in vital functions, such as breathing.
But your appendicular skeleton lets you manipulate objects and move from place to
place.

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 Figure 8: Appendicular Skeleton

D. Muscular System

1. Primary Functions
The muscular system performs six critical functions for the human body. It produces
skeletal movement, helps maintain posture and body position, supports soft tissues,
guards body entrances and exits, helps maintain body temperature, and stores nutrients.

2. Skeletal Muscles
Muscle tissue consists chiefly of muscle cells that are highly specialized for contraction.
Our bodies contain three types of muscle tissue: (1) skeletal muscle, (2) cardiac muscle,
and (3) smooth muscle.

3. The nervous system communicates with skeletal muscles at the

neuromuscular junction

Skeletal muscle fibers begin contraction with the release of their internal stores of
calcium ions. That release is under the control of the nervous system. Communication
between a neuron and another cell occurs at a synapse. When the other cell is a skeletal

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 muscle fiber, the synapse is known as a neuromuscular junction (NMJ), or myoneural
junction.

The NMJ is made up of an axon terminal (synaptic terminal) of a neuron, a specialized

region of the sarcolemma called the motor end plate, and, in between, a narrow space
called the synaptic cleft. Motor neurons of the central nervous system (brain and spinal
cord) carry instructions in the form of action potentials to skeletal muscle fibers.

Figure 9: Steps Involved in Skeletal Muscle Contraction and Relaxation.

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 Skeletal muscles are organs composed mainly of skeletal muscle tissue, but they also
contain connective tissues, nerves, and blood vessels. Each cell in skeletal muscle
tissue is a single muscle fiber. Skeletal muscles attach directly or indirectly to bones.

4. Classification of Skeletal Muscles

a. Parallel muscle – the fascicles are parallel to the long axis of the muscle. Most of
the skeletal muscles in the body are parallel muscles.
b. Convergent muscle – muscle fascicles extending over a broad area come
together, or converge, on a common attachment site.
c. Pennate muscle – the fascicles form a common angle with the tendon. Because
the muscle fibers pull at an angle, contracting pennate muscles do not move their
tendons as far as parallel muscles do.
d. Circular muscle, or sphincter – the fascicles are concentrically arranged around
an opening. When the muscle contracts, the diameter of the opening becomes
smaller.

Figure 10: Muscle Type Based on Pattern of Fascicle Organization

5. Axial and Appendicular Muscles

The separation of the skeletal system into axial and appendicular divisions serves as a
useful guideline for subdividing the muscular system as well:
• The axial muscles arise on the axial skeleton. This category includes
approximately 60 percent of the skeletal muscles in the body. They position the
head and spinal column and also move the rib cage, assisting in the movements
that make breathing possible. They do not play a role in movement or support of
either the pectoral or pelvic girdle or the limbs.
• The appendicular muscles stabilize or move components of the appendicular
skeleton. These muscles include the remaining 40 percent of all skeletal
muscles.

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 Figure 11: Anterior View of Major Skeletal Muscles

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 Figure 12: Posterior View of Major Skeletal Muscles

E. JOINTS AND BODY MOVEMENTS

Think of your activities in a typical day: You breathe, talk, walk, sit, stand, and change
positions countless times. In each case, your skeleton is directly involved. Movements
can occur only at joints, or articulations, where two bones meet, because the bones of
the skeleton are fairly inflexible. The characteristic structure of a joint determines the
type and amount of movement that may take place. Each joint reflects a compromise
between the need for strength and the need for mobility.

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 1. Joints

We use two classification methods to categorize joints. The first is the one we will use in
this chapter. It is a functional scheme because it is based on the amount of movement
possible, a property known as the range of motion (ROM). Each functional group is
further subdivided primarily on the basis of the anatomical structure of the joint
a. An immovable joint is a synarthrosis. A synarthrosis can be fibrous or
cartilaginous, depending on the nature of the connection. Over time, the two
bones may fuse.
b. A slightly movable joint is an amphiarthrosis. An amphiarthrosis is either fibrous
or cartilaginous, depending on the nature of the connection between the
opposing bones.
c. A freely movable joint is a diarthrosis, or synovial joint. Diarthroses are
subdivided according to the movement permitted.

The second classification scheme relies solely on the anatomy of the joint, without
regard to the degree of movement permitted. Using this framework, we classify joints as
fibrous, cartilaginous, bony, or synovial. Bony joints form when fibrous or cartilaginous
joints ossify. The ossification may be normal or abnormal, and may occur at various
times in life.

The two classification schemes are loosely correlated. We see many anatomical
patterns among immovable or slightly movable joints, but there is only one type of freely
movable joint—synovial joints. All synovial joints are diarthroses. We will use the
functional classification rather than the anatomical one because our primary interest is
how joints work.

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 Figure 13: Functional and Structural Classification of Jointsones
make up the pelvic girdle.

2. Synovial Joints

Synovial joints are freely movable and classified as diarthroses. A two-layered joint
capsule, also called an articular capsule, surrounds the synovial joint. Under normal
conditions, the bony surfaces at a synovial joint cannot contact one another,
because special articular cartilage covers the articulating surfaces.

Figure 14: Structure of a synovial jointones make up the pelvic

girdle.

3. Synovial Fluid, Ligaments, Tendons and Bursae

Synovial fluid is a clear, viscous solution with the consistency of egg yolk or heavy
molasses. Synovial fluid resembles interstitial fluid, but contains proteoglycans with
a high concentration of hyaluronan (hyaluronic acid) secreted by fibroblasts of the
synovial membrane.

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 The capsule that surrounds the entire joint is continuous with the periostea of the
articulating bones. Accessory ligaments support, strengthen, and reinforce synovial
joints. Capsular ligaments, or intrinsic ligaments, are localized thickenings of the
joint capsule. Extrinsic ligaments are separate from the joint capsule. These
ligaments may be located either inside or outside the joint capsule, and are called
intracapsular or extracapsular ligaments, respectively.

Tendons are not part of the joint itself, but tendons passing across or around a joint
may limit the joint’s range of motion and provide mechanical support for it. For
example, tendons associated with the muscles of the arm help brace the shoulder
joint.

Bursae are small, thin, fluidfilled pockets in connective tissue. They contain synovial
fluid and are lined by a synovial membrane. Bursae may be connected to the joint
cavity or separate from it. They form where a tendon or ligament rubs against other
tissues.

4. Types of Movements at Synovial Joints

Gliding Movement
In gliding, two opposing surfaces slide past one another. Gliding occurs between the
surfaces of articulating carpal bones, between tarsal bones, and between the
clavicles and the sternum. The movement can occur in almost any direction, but the
amount of movement is slight, and rotation is generally prevented by the capsule
and associated ligaments.

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 Figure 15: Classification of Synovial Jointsup the pelvic girdle.

Angular Movement
Examples of angular movement include flexion, extension, abduction, adduction,
and circumduction. Descriptions of these movements are based on reference to an
individual in the anatomical position.

• Flexion and Extension. Flexion is movement in the anterior–posterior plane

that decreases the angle between articulating bones. Extension occurs in the
same plane, but it increases the angle between articulating bones

• Abduction and Adduction. Abduction is movement away from the

longitudinal axis of the body in the frontal plane. For example, swinging the
upper limb to the side is abduction of the limb. Moving it back to the
anatomical position is adduction. Adduction of the wrist moves the heel of
the hand and fingers toward the body, whereas abduction moves them
farther away.

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 • Circumduction. Recall the special type of angular movement,
circumduction, from our model. Moving your arm in a loop is circumduction,
as when you draw a large circle on a whiteboard. Your hand moves in a
circle, but your arm does not rotate.

Figure 16: Angular Movements make up the pelvic girdle.

37 Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
 Rotational Movement
Rotation of the head may involve left
rotation or right rotation. Limb rotation
by reference to the longitudinal axis of
the trunk. During medial rotation, also
known as internal rotation or inward
rotation, the anterior surface of a limb
turns toward the long axis of the trunk.
The reverse movement is called lateral
rotation, external rotation, or outward
rotation.

The proximal joint between the radius

and the ulna permits rotation of the
radial head. As the shaft of the radius
rotates, the distal epiphysis of the
radius rolls across the anterior surface
of the ulna. This movement, called
pronation, turns the wrist and hand
from palm facing front to palm facing
back. The opposing movement, in
which the palm is turned anteriorly, is
supination. The forearm is supinated
in the anatomical position.

Figure 17: Rotational Movements make up the pelvic girdle.

Special Movements
• Inversion is a twisting movement of the foot that turns the sole inward,
elevating the medial edge of the sole. The opposite movement is called
eversion.
• Dorsiflexion is flexion at the ankle joint and elevation of the sole, as when
you dig in your heel. Plantar flexion, the opposite movement, extends the
ankle joint and elevates the heel, as when you stand on tiptoe. However, it is
also acceptable (and simpler) to use “flexion and extension at the ankle,”
rather than “dorsiflexion and plantar flexion.”
• Opposition is movement of the thumb toward the surface of the palm or the
pads of other fingers. Opposition enables you to grasp and hold objects
between your thumb and palm. Reposition is the movement that returns the
thumb and fingers from opposition.
• Protraction is moving a body part anteriorly in the horizontal plane.
Retraction is the reverse movement. You protract your jaw when you put
your chin forward, and you retract your jaw when you return it to its normal
position.

38 Physical Activity Towards Health and Fitness 1: Movement Competency Training

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John Mark N. Nero, & Christian Paul B. Trance
 • Elevation and depression take place when a structure moves in a superior or
an inferior direction, respectively. You depress your mandible when you
open your mouth, and you elevate your mandible as you close your mouth.
Another familiar elevation takes place when you shrug your shoulders.
• Lateral flexion occurs when your vertebral column bends to the side. This
movement is most pronounced in the cervical and thoracic regions.

Figure 18: Special Movements make up the pelvic girdle.

Suggested Media at Home

Topic Website/s
• https://www.khanacademy.org/science/health-and-
Basics of Anatomy and Physiology medicine/human-anatomy-and-
physiology?fbclid=IwAR0IFYSEdB4cQ4ZR3xLwuPR_A
E093hnwda__0_niEncfr3iyeLhhz6Aw9Uo
• https://www.khanacademy.org/science/biology/principles
-of-physiology
Anatomical Position and Directional • https://www.youtube.com/watch?v=pQUMJ6Gh9Bw
Terms
Body Regions • https://www.youtube.com/watch?v=qDoKJO3M9So
Organ Systems of the Human Body • https://www.youtube.com/watch?v=gEUu-A2wfSE
Skeletal System • https://www.youtube.com/watch?v=f-FF7Qigd3U
• https://www.innerbody.com/image/skelfov.html
• https://www.healthline.com/human-body-maps/skeletal-
system#conditions
• https://www.khanacademy.org/science/high-school-
biology/hs-human-body-systems/hs-the-
musculoskeletal-system/v/skeletal-structure-and-
function
Muscular System • https://www.innerbody.com/image/musfov.html
• https://www.khanacademy.org/science/high-school-

39 Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
 biology/hs-human-body-systems/hs-the-
musculoskeletal-system/v/anatomy-of-a-muscle-cell-1
• https://www.youtube.com/watch?v=jFTPG9LQ7Ps
• https://www.youtube.com/watch?v=LK51apYOdtc
Joints & Body Movements • https://www.visiblebody.com/learn/skeleton/joints-and-
ligaments
• https://www.khanacademy.org/science/high-school-
biology/hs-human-body-systems/hs-the-
musculoskeletal-system/v/ligaments-tendons-and-joints
• https://www.youtube.com/watch?v=aRaLjN2cTYo
• https://www.youtube.com/watch?v=X5RUFXZZBH4
•

IV. ACTIVITIES/ASSESSMENTS

In this section, a variety of suggested activities and assessments were provided. It

provides activities to assess the appreciation (reflective questions) and understanding
(knowledge check) of the students on the topics provided. It also suggests options for practical
application (a performance task) by providing a performance activity that includes the rubrics or
criteria for rating. Remember that as a teacher, you have the academic freedom to choose what
activities you would like to assign to your students, modify some of the tasks, or provide
additional or other activities that you think will be more suitable for our dear students,
recognizing the different capabilities and situations they have right now.

Activity Worksheet 3. Reflective Questions

Name:______________________________ Score: ________________
Course, Year and Section: _____________ Equivalent: ____________

A. Reflection

As a student, why is learning about basic anatomy important? What do you think are the
advantages of having anatomical knowledge in movements, exercises and injuries? (10 points)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

40 Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
Activity Worksheet 4. Knowledge Check

Name:______________________________ Score: ________________

Course, Year and Section: _____________ Equivalent: ____________

B.1 Label the Directional Terms

a. _________________________
b. _________________________
c. _________________________
d. _________________________
e. _________________________
f. _________________________
g. _________________________
h. _________________________
i. _________________________
j. _________________________

B.2 Match each numbered item with the most closely related lettered item. Use letter for
answers in the space provided
____1. total number of adult human bones (a) armpit
____2. heel of foot (b) heart
____3. adduction (c) face up position
____4. anatomy (d) movement away from the longitudinal
axis of the body in the frontal plane
____5. Pennate muscle (e) the fascicles form a common angle with
the tendon
____6. carpal (f) 206
____7. cardiovascular system’s major organ (g) calcaneal
____8. neck (h) wrist
____9. axillary (i) cervical
____10. supine (j) study of internal and external
body structures

41 Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
Performance Task 3
Movement Analysis
Name:______________________________ Score: ________________
Course, Year and Section: _____________ Equivalent: ____________

Sports, Bones, Muscles & Movements. Choose one (1) sport of your choice and list
down two (2) skills. Try to perform the skill and answer the following:
• What are the MAJOR MUSCLES involved in the movement?
• Describe the anatomical movements applied to execute the skill

(10 points each)

Name of Sport: _________________________________________

1. Skill No. 1: ____________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Skill No. 2: ____________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

References

• Floyd, R.T. (2015). Manual of structural kinesiology. New York, NY : McGraw-Hill

Education.
• Patton, Kevin T. and Thibodeau, Anthony, Gary A., (2010) Textbook of Anatomy and
Physiology, 19th Edition, Mosby Elsevier
• Mitchell, Tommy, (2015) Introduction to Anatomy & Physiology, 1st Edition, New Leaf
Publishing Group Inc.
• Martini, Frederic H., Nath, Judi I., Bartholomew, Edwin F., (2015) Fundamentals of
Anatomy & Physiology, 10th Edition, Pearson Education Inc.

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Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
Chapter 3
EXERCISE PRESCRIPTION
I. LEARNING OBJECTIVES:
At the end of this chapter, the students are expected to:
1. demonstrate understanding on basic principles on exercise prescription;
2. apply MFIT formula on the creation of exercise program;
3. determine their own target cardir fitness zone; and
4. create and perform exercise workout that are relatively safe to perform.

Course Outline:
• Overview
• Discussion
o Physical Activity Pyramid
o Three Phases of Exercise Program
o Principles of Training Exercise
o The FITT Formula
o How to Determine Cardio Respiratory Training Zone
o Exercise Prescription Guidelines
• Summary
• Suggested Media at Home
• Activities and Assessments
o Reflective Questions
o Knowledge Check
o Performance Task
• References

II. OVERVIEW

According to World Health Organization (WHO) at least 60% of the world’s population
are in active and does not achieve the recommended amount of daily physical activities. And
one way to start being active is to carefully monitor your daily physical activity. Other than
monitoring the time spent in doing exercise or engaging in physical activity, a good way to
monitor physical activity is using pedometer. It is a small and handy device that detects vertical
movement at the hip and measure number of footsteps in a travel distance. Though it is not
100% accurate and being questioned of its reliability, it is a great motivational tool to help
assess, maintain, and increase daily physical activity involvement. It is ideal to use in physical
activities that involve related lower-body movements such as walking, running, and jogging. A
total of 10,000 steps per day, with at least 10-30minutes of physical activity are the
recommended daily steps for adults. Please refer to table below for specific ratings.

Adult Activity Levels Based on Total Number of Steps

Steps per Day Category
Highly Active >12,500
Active 10,000–12,499
Somewhat active 7,500–9,999
Low Active 5,000-7,499
Sedentary Lifetysle < 5,000
Source: C. Tudor-Locke and D. R. Basset, “How Many Steps/Day Are Enough? Preliminary
Pedometer Indices for Public Health,” Sports Medicine 34 (2008): 1–8
There is no doubt that regular physical activity and exercise have a lot of significant
benefits to be stepped aside. But it is a must to have it as part of your daily lifestyle. On the
contrary, huge percentage of the population does not exercise regularly and only few are able to
reach high physical fitness level. While among others, were not able to sustain the exercise

43 Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
program up to the end. If you are not yet into active life style, why not give exercise a try? And
to guide you about engaging in physical activity and exercise, please see figure below.

III. COURSE MATERIALS: DISCUSSION

A. Physical Activity Pyramid

This pyramid shows different types of physical activities and exercise that contribute to
the optimum development of health, wellness, and physical fitness of individuals.

To make it simple, the bottom of the pyramid is the daily activities that should be done at
least a total of 60-90 minutes of moderate activity near every day. Doing household chores,
gardening, climbing stairs, and participating in recreational activities such as badminton, and
traditional and street games are some of the activities that you may consider to have and active
life style.
On the second level, if you decided to engage in cardiorespiratory exercises like brisk
walking, jogging, biking, and other aerobic exercise it is recommended to have a moderate
intensity of 20-60 minutes, 3-5 days a week program.

Placed on the third level are the strength and flexibility exercises which recommend
having exercise program every 2-3 days in a week. Exercise principles should be carefully take
into consideration in designing the program. Some of the exercises are yoga, martial arts, and
resistance training. While on top, are the activities that should be done in minimal number of
minutes. Sedentary lifestyle must be avoided, since it contributes for having non-communicable
diseases such as heart diseases, stroke, and diabetes.

Exercise prescription refers to way of designing a program that is individualized, safe,

and effective. It embraces MFIT and basic exercise principles in order to maintain or improve
physical fitness level, lessen the risk for lifestyle and other diseases, and improve the quality of
life.

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John Mark N. Nero, & Christian Paul B. Trance
B. Three Phases of Exercise Program

For you to be able to have an effective and safe exercise program, following the three
phases of exercise if highly essential.

1. Warm – Up. This prepares the body especially the heart and circulatory system for
physical activity or exercise. According to the American College of Sports Medicine (ACSM)
warm-up must include a 5-10 minutes of low to moderate cardiovascular and muscular
endurance activities like walking, jogging or running for the first phase and a gentle static
stretching of the major large muscle group for the second phase. Stretching exercises in this
phase is highly recommended to reduce risk of possible injuries.

2. Work – Out or Conditioning Phase. Refers to the key component of a fitness program
or your chosen physical activity (e.g. resistance training, aerobic dancing, swimming,
bicycling) This phase should follow the principle of training or the MFIT Formula with
regards to mode, frequency, intensity, and time of physical activity.

3. Cool – Down. This promotes an effective and gradual recovery from physical activity.
The transition in the cool-down is now from higher intensity of workout/conditioning phase
back toward to resting status, allowing a gradual slowing of the heart rate, systolic blood
pressure, and metabolic end products (e.g. lactate). The first phase also includes moderate
to low cardiovascular and muscular endurance activities at least 5-10 minutes. If exercise is
stopped abruptly, this may result to post exercise hypotension (low blood pressure) and
possible dizziness. This may happen due to blood is left in the area of the working muscle
and has no way to get back to the heart and brain. The last part involves stretching
exercises that can relieve spasms in fatigued muscles and improves flexibility. According to
ACSM, the cool-down stretch should last 5 minutes or more.

C. Principles of Training Exercise

There are several important principles of exercise that provide the basis of determining
the amount of physical activity necessary for developing and maintaining good health, wellness
and fitness.

1. Overload Principle. The most basic of all physical activity principle that indicates doing
“more than normal” to result in an improved physical fitness or health benefits. (e.g. to
increase flexibility, a muscle must be stretched longer than is normal)

2. Principle of Progression. Refers to the corollary of overload principle that should done
in a gradual manner rather than in major burst. (e.g. training sessions when done in
gradual progression becomes more challenging over time; low -moderate-high intensity;
basic-intermediate-advance level)

3. Principle of Specificity. To develop a certain body parts or fitness components,

specific type of exercise should be performed to achieve good results. (e.g. to improve
core muscles, different core strengthening exercises you might consider such as; plank, bird
dog, dead bug series, and alike. Another example: for you to improve your cardiorespiratory
fitness, cardio exercises such as jogging, cycling, aerobic dance exercises and alike are
highly recommended)

4. Principle of Reversibility. It means that disuse or inactivity results in loss of benefits

achieved as a result of overload. This principle can be sum up or simplify by the fact that “if
you don’t use it, you will lose it.”e.g. if you do not adhere with your physical activity like
30 minutes running everyday, the benefit you attained like weight loss will gradually erode

45 Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
 5. Principle of Rest and Recovery. Pertains to the amount of rest needed to allow the
body to adapt to and recover from exercise. It is important to give our body a time to
recuperate after overload. (e.g. taking a break between heavy training workout or
recreation and sport activities).

6. Principle of Individuality. We should be guided by this principle and be constantly

reminded that the impact and benefits of physical activity or workout are different from
one person to another because of individual differences. (e.g. the effect and amount of
weight loss in running varies as to the body composition, metabolism of an individual, and
lifestyle habit).

D. The FITT Formula

MFIT (Mode, Frequency, Intensity, and Time) refers to the four important variables
needed in the application of the different principles of exercise and creation of comprehensive
exercise program.

Frequency (how often) Pertains to the number days of a person engaging in a physical
activity or exercise program in a week. It should be performed at least 3 up to 5 days per
week so as to attain most benefits or depends on the person’s specific benefit desired . It
must be performed in a regular basis to be effective.

Intensity (how hard) Refers to the required exertion of intense physical activity to be
performed or worked against a load greater than normal (overload). To determine
appropriate exercise intensity various methods, including heart rate reserve (HRR),
percentage of age-predicted maximal heart rate (%HRmax), oxygen update reserve (VO2R),
and perceived exertion can be utilized.

Time/Duration (how long) This is the length of time the activity session is performed. At
least 30 minutes of moderate intensity exercise is recommended per day on at least 5 days
a week (150mins per week) or at least 20-25 minutes of vigorous intensity exercise is
recommended per day on at least 3 days a week (75mins per week).

Type (Mode) Refers to the type of physical activity you perform. Example of aerobic
activities include walking, jogging, running, aerobic dance, swimming and biking. Sports
related activities can also be done such as basketball, volleyball, badminton, and
nontraditional games.

E. Exercise Prescription Guidelines

Table 1: Exercise Prescription Guidelines

Cardiorespiratory
Mode Moderate or vigorous intensity aerobic activity (examples: walking, jogging, stair
climbing, aerobics, water aerobics, swimming, basketball, soccer, and alike).
Intensity 30%-90% of heart rate reserve (the training intensity is based on age, health status,
initial fitness level, exercise tolerance, and exercise program goals).
Frequency 3 to 5 days per week for vigorous-intensity aerobic activity at least 75 minutes per
week, or 5 days per week of moderate-intensity aerobic activity for a minimum total
of 150 minutes weekly.
Time/Duration At least 20 minutes of continues vigorous-intensity or 30 minutes of moderate-
intensity aerobic activity (the latter may be accumulated in segments of at least 10
minutes in duration each over the course of the day)

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John Mark N. Nero, & Christian Paul B. Trance
How to Determine Cardio Respiratory Training Zone

Muscles have to be overload for them to develop. CR develops when the heart is
working between 30 percent and 90 percent of heart rate reserve (HRR). Health benefits
achieved when training is working at a lower exercise intensity that is between 30 percent and
60 percent of the person’s HRR. Even greater health and cardioprotective benefits, and higher
and faster improvement in CR fitness (VO2max), however, are achieved primarily through
vigorous-intensity programs, that is, at the intensity greater that 60 percent. For this reason,
many experts prescribed exercise between 60 percent and 90 percent. Intensity of exercise can
be calculated easily, and training can be monitored by checking your pulse. To determine the
intensity of exercise or cardiorespiratory training zone, follow these steps.

1. Estimate your maximal heart arte (MHR) according to the following formula:
MHR = 207 – (.7 x age).

2. Check your resting rate (RHR) sometime in the evening after you have been sitting
quietly for 15-20 minutes. You may take your pulse for 30 seconds and multiply by 2,
or take it for a full minute. You can check your pulse on the wrist by placing two or
three fingers over the radial artery or on the neck by placing your fingers over the
carotid artery.

3. Determine the heart rate reserve (HRR) by subtracting the resting heart rate from
maximal heart rate (HRR = MHR –RHR).

4. Calculate the training intensities (Tis) at 30, 40, 50, 60, 70, 90 percent. Multiply the
heart rate reserve (HRR) by the respective .30, .40., .50, 60., .70, .80, and .90., and
then add the resting heat rate.

Example. The 30, 40, 50, 60, 70, and 90 percent Tis for a 20 year-old with
resting heart rate of 68 beats per minute (bpm) would be as follows:

MHR: 207 – (.70 X 20) = 193 bpm

RHR: = 68bpm
HRR: 193 - 68 = 125 beats
30% TI = (125 X .30) + 68 = 106 bpm
40% TI = (125 X .40) + 68 = 118 bpm
50% TI = (125 X .50) + 68 = 131 bpm
60% TI = (125 X .60) + 68 = 143 bpm
70% TI = (125 X .70) + 68 = 155 bpm
90% TI = (125 X .90) + 68 = 181 bpm

Light-intensity CR training zone: 106 to 118 bpm

Moderate-intensity CR training zone: 118-143 bpm
Vigorous-intensity CR training zone: 143-181 bpm

When you exercise to improve the CR system ideally you should maintain rate between
the 60-90 percent training intensities to obtain the best development. If you have been
physically inactive, you should train at around 30 to 40 percent intensity during the 2 to 4 weeks
of the exercise program. You may increase to a 50 to 60 percent training intensity for the next
four weeks, thereafter you should exercise between the 60 to 90 percent training intensity.

47 Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
Flexibility Exercise Prescription Guidelines
Mode Static, dynamic, or proprioceptive neuromuscular
facilitation (PNF) stretching to include all major
muscle/tendon groups of the body
Intensity To the point of mild tension or limits of discomfort
Frequency At least 2 or 3 days per week. Ideally, 5 to 7 days per week
Time/Duration Repeat each exercise 2 to 4 times, holding the final
position between 10 and 30 seconds per repetition,
with a cumulative goal of 60 seconds per exercise
Muscular Fitness Exercise Prescription Guidelines
Mode Select 8 to 10 dynamic strength-training exercises that involve the body’s major muscle
groups and include opposing muscle groups (chest and upper back, abdomen and lower
back, front and back of the legs).
Intensity Sufficient resistance to perform 8 to 12 repetitions maximum for muscular strength and 15
(resistance) to 25 repetitions to near fatigue for muscular endurance. Older adults and injury prone
individuals should use 10 to 15 repetitions with moderate resistance (50% to 60% of their 1
RM)
Frequency 2 to 3 days per week on nonconsecutive days. More frequent training can be done if
different muscle groups are exercised on different days. (Allow at least 48 hours between
strength-training sessions of the same muscle group.)
Time/Duration 2 to 4 sets per exercise with 2 to 3 minutes recovery between sets for optimal strength
(Sets) development. Less than 2 minutes per set if exercises are alternated that require different
muscle groups (chest and upper back) or between muscular endurance sets.
Source: Hoeger, Werner W.K., Hoeger, Sharon A., Hoeger, Cherie I., and Fawson, Amber L., (2018) Principles
and Labs for Fitness & Wellness,Fourteenth Edition. Cengage Learning, USA

Summary
At this time of digital age, there are lots of free fitness workouts, fitness challenge, full
body workout available in different digital forms such as cellphone apps, social media,
television, and more. But always keep in mind that “no one size fits all”. It simply means that, not
because those workouts are effective to them, it is effective to anyone, or to you. But learning,
understanding, and applying the basic fitness concepts and principles on exercise prescription,
a higher chance for you to be successful and safely accomplish your exercise program.

Suggested Media at Home

• FITT Principle
https://www.youtube.com/watch?v=cVVqy6aUvK0
• Principles of training
https://www.youtube.com/watch?v=eNcxtSF2-Ac
• Quick guide to heart rate training | Polar
https://www.youtube.com/watch?v=xPFq9EpovNw
• Physical Activity and Exercise Prescription
https://www.physio-pedia.com/Physical_Activity_and_Exercise_Prescription
• 4 General Principles of Exercise Prescription
https://www.chp.gov.hk/archive/epp/files/DoctorsHanbook_ch4.pdf
• HIIT VS CIRCUIT (which one is better for you?)
https://www.youtube.com/watch?v=QKGOvb8CiGE

IV. ACTIVITIES/ASSESSMENTS
In this section, a variety of suggested activities and assessments were provided. It
provides activities to assess the appreciation (reflective questions) and understanding
(knowledge check) of the students on the topics provided. It also suggests options for practical
application (a performance task) by providing a performance activity that includes the rubrics or
criteria for rating. Remember that as a teacher, you have the academic freedom to choose what
activities you would like to assign to your students, modify some of the tasks, or provide
additional or other activities that you think will be more suitable for our dear students,
recognizing the different capabilities and situations they have right now.

48 Physical Activity Towards Health and Fitness 1: Movement Competency Training

Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
Activity Workseet 5. Reflective Question
Name:____________________________ Section:_______ Date:_________ Group no._____

In doing some of your exercise workouts or programs, do you consciously consider and
follow significant principles such as FITT, exercise training principles, three phases of exercise
program? Why? Kindly explain your answer.(10points)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Learning the different exercise prescription for cardiorespiratory, muscular, and felxibility fitness,
what are your realization and future plans? .(10points)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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John Mark N. Nero, & Christian Paul B. Trance
Activity Workseet 6. Knowledge Check
Name:____________________________ Section:_______ Date:_________ Group no._____
I. Encircle the letter of the best answer that corresponds to the following questions or
statements.
1. What is the recommended duration for cardio respiratory exercise per session?
a. 10-20 minutes b. 15-30 minutes c. 20-60 minutes d. 60-20 minutes

2. Rheena Lyz is currently aiming to improve her cardiorespiratory fitness. In order to

achiever best development on here goal, she needs to participate in a cardio workout
maintaining _____ training intensities.
a. 30-40% b. 40-60% c. 60-90% d. 70-90%

3. One good simple physical activity that we can consider to have and active lifestyle is
walking. What is the recommended number of steps per day of an individual is needed
to achieve this goal?
a. 1,000-5,000 b. 5,000-8,000 c. 8,000-9,000 d. 10,000-13,000

4. It refers to s light to moderate activity done prior to a work-out.

a. Guidelines b. Cool-down c. Warm-up d. Pre-test

5. Basic principle in doing exercise that means performing “more than the normal”
a. Progression b. Overload c. Reversibility d. Specificity

6. This principle of exercise can be sum up or simplify by the fact that “if you don’t use it,
you will lose it.”
a. Specificity b. Overload c. Reversibility d. Rest and Recovery

7. Jasper is teaching in special education school. He was assigned by his principal to come
up with an exercise program to develop the overall fitness of the students with special
needs. What is/are the primary consideration/s that he need/s to consider?
a. Principle of progression b. Principle of individuality
c. Principle of specificity d. All of the above

8. In executing stretching exercises, the degree of stretch should be…

a. to about 80 percent of capacity.
b. to mild tension at the end of the range of motion.
c. applied until the muscle(s) start shaking.
d. progressively increased until the desired stretch is attained.

9. The recommended number of repetitions for strength exercises for better health is
between_________.
a. 1 and 6 reps.
b. 4 and 10 reps.
c. 8 and 12 reps.
d. 10 and 25 reps.

10. Choose the letter that does not belong to the group.
a. Deep full squat, hero, and donkey kick
b. Knee pull down, knee to chest, swan stretch
c. Abdominal crunch, one leg stretch, quad stretch
d. Neck circling, hurdle stretch, standing toe touch

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John Mark N. Nero, & Christian Paul B. Trance
Performance Task 4
Simple Exercise Workout
Group Leader :_________________________________________ Section: __________
Members: _____________________________________________ Date: ____________
_____________________________________________ Group no. ________
_____________________________________________

Instruction: The class will be divided into 4-5 groups or as prescribed by the teacher. The
student/s will perform in a virtual platform a 10minute-exercise routine consisting: (1) 3min-
active/dynamic warm-up; (2) 5-main workout; and (3) 2min-Cool-down. In warm-up, locomotor
movements are needed, while on the cool-down proper stretching is advised.
Enough time will be given for the students to practice as a group and may consider using
social media to collaborate with other members. Take note to consider the capabilities and
health concerns of each member. The said routine will be submitted through online or in other
form like usb or compact disk on the given date. For students who will not be able to work
collaboratively, individual performance is advised.

The student/s will be assessed based on the following rubrics:

Needs
Criteria Excellent Good Average Fair
Improvement
5 4 3 2 1
Phases of Routine has complete Routine has Routine has complete Routine has Routine did not
Exercise phases of exercise complete phases of phases of exercise incomplete follow the three
Program program exercise program program phases of phases of
(warm- (warm- (warm- exercise exercise program
up/workout/cool up/workout/cool up/workout/cool program and did not
down) and has down) and has down) but executed it and executed it execute it properly
executed it properly executed it properly with few errors during with several
all throughout the most of the time of the performance errors during
performance the performance the
performance
5 4 3 2 1
Energy and Consistently Movements were Movements were Movements Movements were
Effort performed the performed with sometimes performed were rarely performed without
movements with energy and effort with energy and effort. performed with energy and effort.
energy and effort at most of the time. Frequently makes energy and
all times excuses. effort. Always
makes excuses
5 4 3 2 1
Application of The routine is The routine is The routine is The routine is The routine is
Principles of performed correctly performed correctly performed correctly performed performed
Training and considered the but considered the but considered the incorrectly and incorrectly and did
Exercise complete application application of only application of only considered the not consider the
of the principles of two principles of one principle of application of application of the
exercise such as: exercise exercise only two principles of
• Progression principles of exercise
-Low to high impact. exercise
Simple to complex
steps
• Individuality
-consider individual
skills
• Rest and
recovery- proper
routine design that
provides recovery
Total Score: Rating:

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Rating:
13-15 Excellent
10-12 Good
7- 9 Average
4- 6 Fair
3 and below Needs Improvement
Conforme:

________________________________ ________________________________________
Signature over printed name/ Date Signature over printed name/ Date
Evaluator Student

Comments/Suggestions:________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Performance Task 5
Cardiorespiratory Exercise Prescription
Name:____________________________ Section:_______ Date:_________ Group no._____

Direction: Compute your Cardio Respiratory Training Zone and come up with your own cardio
exercise prescription based on the result applying the MFIT principle.

Intensity
1. Estimate your own maximal heart rate (MHR) MHR = 207 − (.70 × age)
MHR = 207 − (.70 ×____________) = ________ bpm
2. Resting heart rate (RHR) = ___________ bpm
3. Heart rate reserve (HRR) = MHR – RHR
HRR = __________bpm - _________ bpm = __________ beats
4. Training intensity (TI) = HRR × % TI + RHR 30% TI = × .30 + bpm 40% TI = × .40 + bpm 60%
TI = × .60 + bpm 90% TI = × .90 + bpm
5. Cardiorespiratory training zone:
30% TI = (_____ X .30) + _____ = _____ bpm
40% TI = (_____ X .40) + _____ = _____ bpm
50% TI = (_____ X .50) + _____ = _____ bpm
60% TI = (_____ X .60) + _____ = _____ bpm
70% TI = (_____ X .70) + _____ = _____ bpm
90% TI = (_____ X .90) + _____ = _____ bpm

Light-intensity cardiorespiratory training zone (30% to 40% TI): _____ to _____ bpm
Moderate-intensity cardiorespiratory training zone (40% to 60% TI): _____ to _____ bpm
Vigorous-intensity cardiorespiratory training zone (60% to 90% TI): _____ to _____ bpm

Mode/Type: List any activity or combination of aerobic activities that you will use in your
cardiorespiratory training program:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

C. The Exercise Program (Frequency, Intensity and Time)

The following is your weekly program for development of cardiorespiratory endurance.

• If you are in the poor or fair cardiorespiratory fitness category, start with a light
intensity training zone (30-40%)
• If you are in the average category, you may start with a moderate intensity
training zone (40-60%)
• If you are already active and in the good or excellent category, you may start
with a moderate intensity training zone (40-60%) or you may opt to start with high
intensity training zone (60%-90%)

For the purpose of the accomplishment of the task, you (students) are required to
implement at least 1-2 weeks of the exercise program. But it is encouraged to continue with the
12-week program,.

Time/Duration: Indicate the length of your exercise sessions:_____________ minutes

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Frequency: Indicate the days you will exercise:
____________________________________________________________________________
____________________________________________________________________________

D. Reflective Questions

After accomplishing the task (1-2 weeks of cardio program), kindly share briefly your
experiences.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Did you accomplish the task smoothly or did you encounter any unexpected problems along the
way? How did you solve the problem. Explain your answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Any realization or lesson that you learned from the task? Kindly share.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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John Mark N. Nero, & Christian Paul B. Trance
References
Hoeger, Werner W.K., Hoeger, Sharon A., Hoeger, Cherie I., and Fawson, Amber L., (2018) Principles and Labs for
Fitness & Wellness,Fourteenth Edition. Cengage Learning, USA

Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive Lifestyle Approach. 7 th
Edition. McGrawHill, USA.

Hoeger, Werner W.K. and Hoeger, Sharon A. (2013) Fitness and wellness, international edition. Wadsworth,
Cengage Learning, USA.

Hoeger, Werner W.K. and Hoeger, Sharon A. (2009) Lifetime physical fitness and wellness

A Guide For S.M.A.R.T (2013) Goal Setting American Council on Exercise. Retrieved from:
https://www.acefitness.org/education-and-resources/lifestyle/blog/6763/a-guide-for-s-m-a-r-t-goal-setting/)

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Chapter 4
PHYSICAL FITNESS AND SELF-TESTING ACTIVITIES
I. LEARNING OBJECTIVES:
At the end of this chapter, the students are expected to:
1. identify the different health-related fitness tests;
2. explain the importance of physical fitness assessment;
3. demonstrate proper skills and confidence on administering physical fitness test;
4. establish baseline data (pre-test score); and
5. display acceptance and understanding on their strength and weaknesses.

Course Outline:
• Overview
• Discussion
o Physical Fitness
o Importance of Physical Fitness Assessment
o Things to Consider in Self-Testing Activity
o Measuring Health-Related Physical Fitness

• Suggested Media at Home

• Activities and Assessments
o Reflective Questions
o Knowledge Check
o Performance Task
• References

II. OVERVIEW

Though most of the people usually aim to be physically fit, to be healthy it is not the
only basis to have a better quality of life. Thus it should be looked into a bigger picture of
developing the different dimension of wellness to have a successful and happy life. In this
chapter, review on the importance of wellness in one’s life will be tackeled as well as the eight
dimensions of wellness. In addition the importance and the proper way of establishing base line
data through safe self-administered fitness testing will be the highlight of this section. It will
provide baseline data as basis for developing future fitness program plans.

III. COURSE MATERIALS: DISCUSSION

A. Physical Fitness

As the fitness concept grew at the end of the last century, it became clear that several
specific components contribute to an individual’s overall level of fitness. Physical fitness is
classified into health-related, skill-related, and physiological fitness.

Each of the components can affect our daily activities. For example, cardiovascular
fitness is needed when walking a certain distance, climbing stairs, doing yard work (a.k.a.
gardening, for those of us who have a garden), cleaning your room (or apartment or house,
depending on where you live). In addition, leisure and social activities, such as a weekend bike,
or hike, or sports, or a night out dancing, can become more enjoyable with good
cardiorespiratory fitness. In addition, there is a reduced risk of hypokinetic disease. Hypokinetic
diseases are those diseases that stem from lack of physical activity. Such diseases include
hypertension, heart diseases, chronic low back pain, and obesity.

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 Health-related Fitness is related to the ability of the person to perform activities of daily
living without undue fatigue and has a low risk of premature sedentary lifestyle diseases. There
are five health-related fitness components: cardiorespiratory fitness (aerobic), muscular
strength, muscular endurance, body composition and flexibility.
1.1. Body Composition- relates to the relative amounts of muscle, fat, bone, and other vital
parts of the body. There are a variety of other methods assessing body composition,
including formulas to calculate body mass index (BMI). Body composition is the only
nonperformance component of health-related physical fitness.
1.2. Flexibility- relates to the range of motion available at the joint. Flexibility is specific to
each joint of the body. Therefore, there is no general test of flexibility unlike for the
cardiorespiratory fitness where there is a standard test.
1.3. Cardiorespiratory Fitness- relates to the ability of the circulatory and respiratory systems
to supply oxygen during sustained physical activity. Cardiorespiratory fitness is also
known as cardiovascular fitness, cardiovascular endurance, or aerobic fitness.
1.4. Muscular Strength- relates to the ability of the muscle to exert force. Muscular strength
is also specific in nature.
1.5. Muscular Endurance- relates to the muscle’s ability to continue to performing without
fatigue. Like flexibility, muscular endurance is specific to each major muscle group of
the body.

B. Importance of Physical Fitness Assessment

According to Institute of Medicine (2012) there is an association between low health
related fitness to cardiovascular diseases and diabetes. Likewise, the World Health
Organization (2000) also declared obesity as a global epidemic. Therefore, the importance of
assessing and monitoring your health related fitness is very essential to each and every one’s
health. Moreover, health-related fitness testing:
• educate participants about their current health-related status;
• provide data-base that are helpful on developing exercise prescriptions/programs for
each individual;
• monitor changes in health-related fitness status of participants and populations with
time;
• motivate participants to attain reasonable fitness goals; and
• modify physical education curricula if necessary.

C. Things to Consider in Self-Testing Activity

Be mindful of safety practices and precautions in performing the fitness tests such as the
following:
✓ Consider health concerns or exemptions in some of the tests. Guidance from the
teacher is essential or approval from the doctor if needed.
✓ Make sure that the Physical Activity Readiness Questionnaire and You (PARQ&You)
was properly accomplished, signed by the student and parents/guardian, and
submitted to the teacher.
✓ Be sure to warm-up before and cool down after the tests.
✓ Ensure a safe and conducive fitness testing area.
✓ Wear appropriate clothing and footwear to avoid possible injuries.
✓ Maintain proper hydration at all times.
✓ Strictly follow the procedure or mechanics of each test to ensure reliable result.

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D. Measuring Health-Related Physical Fitness
1. Component: Body Composition
Test: Body Mass Index (BMI)
The body mass index (BMI) is defined as the ratio of body weight (measured in
kilograms) and the square of the height (measured in meters). The body mass index is
determined as follows”
Bodyweight (kg)
BMI= Height (m)2
The following steps can be used with this formula (Adams and Adams, 2009)
1. Weight in pounds divided to 2.2 = Weight in Kilogram (kg)
2. Height in inches X 0.0254= Height in Meters (m)
3. Height in meters X height in meters= height in meters squared (m2)
4. Step 1 divided by step 3= BMI
Body Composition Rating Scale
BMI Disease Risk Classification
< 18.5 Increased Underweight
18.5-21.99 Low Acceptable
22.0-24.99 Very Low Acceptable
25.0-29.99 Increased Overweight
30.0-34.99 High Obesity I
35.0-39.99 Very High Obesity II
> 40 Extremely High Obesity III
Source: Hoeger, Werner W.K., Hoeger, Sharon A., Hoeger, Cherie I., and Fawson, Amber L., (2018)
Principles and Labs for Fitness & Wellness,Fourteenth Edition. Cengage Learning, USA

Anthropometric Measurement
A series of quantitative measurements of the muscle, bone, and adipose tissue used to
measure the composition of the body. The main components of anthropometry are height,
weight, body circumferences (waist, hip, and limbs) body mass index (BMI), and skinfold
thickness. There are significant measurements as it signify for probable weight problem
(underweight/obesity) and can be utilized as a reference point for physical fitness program.

2. Component: Flexibility
2.1 Test: Modified Sit-and-Reach
Purpose: To measure flexibility of hamstrings
Equipment: Sit-and-reach flexibility tester, or place a yardstick on top mark at 9 inches on a
box approximately 12 inches high.

Modified Sit & Reach Zipper Test Full Body Trunk Rotation

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Procedures:
• Remove shoes and sit on the floor. Place the sole of the foot of the extended leg flat
against a box or bench. Bend opposite knee and place the head, back, and hips against
a wall with a 90-degree angle at the hips.
• Place one hand over the other and slowly reach forward as far as you can with arms fully
extended. Keep head and back in contact with the wall. A partner will slide the
measuring stick on the bench until it touches the fingertips.
• With the measuring stick fixed in the new position, reach forward as far as possible,
three times, holding the position on the third reach for at least 2 seconds while the
partner records the distance on the ruler. Keep the knee of the extended leg straight
(see illustration).
• Repeat the test a second time and average the scores of the two trials.

2.2. Test: Zipper Test

Purpose: To measure shoulder flexibility
Equipment: Ruler, Measuring Tape

Procedures:
• Raise your arm, bend your elbow, and reach down across your back as far as possible.
• At the same time, extend your left arm down and behind your back, bend your elbow up
across your back, and try to cross your fingers over those of your right hand as shown in
the accompanying illustration.
• Measure the distance to the nearest half-inch. If your fingers overlap, score as a plus. If
they fail to meet, score as a minus. Score as a zero if your fingertips just touch.
• Repeat with your arms crossed in the opposite direction (left arm up). Most people will
find that they are more flexible on one side than the other.

2.3. Test: Trunk Rotation (Optional)

Purpose: To measure trunk flexibility
Equipment: Ruler, Measuring Tape

Procedures:
• Tape two yardsticks to the wall at shoulder height, one right side up and the other upside
down.
• Stand with your left shoulder an arm’s length (fist closed) from the wall. Toes should be
on the line, which is perpendicular to the wall and even with the 15-inch mark on the
yardstick.
• Drop the left arm and raise the right arm to the side, palm down, and fist closed.
• Without moving your feet, rotate the trunk to the right as far as possible, reaching along
the yardstick, and hold it 2 seconds. Do not move the feet or bend the trunk. Your knees
may bend slightly.
• A partner will read the distance reached to the nearest half-inch. Record your score.
Repeat two times and average your two scores.
• Next, perform the test facing the opposite direction. Rotate to the left. For this test, you
will use the second yardstick (upside down) so that, the greater the rotation, the higher
the score. If you have only one yardstick, turn it right side up for the first test and upside
down for the second test.

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 Flexibility Rating Scale
Modified Sit and
Zipper Test Trunk Rotation
Reach
Fitness Category Men Women Men Women Men Women
Right Left Right Up Left
Up Up Up
High Performance zone 16+ 17+ 5+ 4+ 6+ 5+ 20+ 20.5+
Good Fitness Zone 13-15 14-16 1-4 1-3 2-5 2-4 16-19.5 17-20
Marginal Zone 10-12 11-13 0 0 1 1 13.5-15.5 14.5-16.5
Low Fitness Zone <9 < 10 <0 <0 <1 <1 <13.5 <14.5
Corbin, C.B., Welk, G., Corbin W.R., & Welk, K., (2016) Concepts of Fitness and Wellness: A Comprehensive
Lifestyle Approach, Loose Leaf Edition 11th Edition. McGraw-Hill, New York
3. Component: Cardiorespiratory Fitness
Test: 3 Minute-Step Test
Equipment: between 12-16 1/4 inches step box or bench, stopwatch, metronome or cadence
tape

Procedures:
• Allow the subject to practice the stepping to the metronome cadence, which is set at 96
beats per minute for men and 88 beats per minutes for women.
88 beats per minute timer https://www.youtube.com/watch?v=Ln9rNK1eeBg
96 beats per minute timer https://www.youtube.com/watch?v=SZOvr7mNUtM

• The student steps up and down on the platform at the given rate for a total of 3 minutes.
• The student immediately stops on completion of the test and remain on a standing
position. Starting within 5 to 20 seconds recovery, take the heart rate for 15 seconds.
Convert recovery heat rate to beats per minute. (multiply 15 seconds heart rate by:
Scoring: Maximal oxygen uptake (VO2max) in mL/kg/min is estimated according to the
following equation:

Men:
VO2max = 111.33 – (0.42 x recovery heart rate in bpm)
Women:
VO2max = 65.81 – (0.1847 x recovery heart rate in bpm)
Example: The recovery 15-second heart rate for male following the 3-minute
step test is found to be 39 beats. His VO2max is estimated as follows:
15-second heart rate = 39beats
Minute heart rate = 39 x 4 = 156bpm
VO2max = 111.33 – (0.42 x 156) = 45.81 mL/kg/min

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 Fitness Classification
(Based on VO2ma in mL/kg/min)
Male
Age Excellent Good Average Fair Poor
<29 >53 44-52.9 34-43.9 25-33.9 <24.9
30-39 >50 42-49.9 31-41.9 23-30.9 <22.9
40-49 >45 39-44.9 27-38.9 20-26.9 <19.9
50-59 >43 38-42.9 25-37.9 18-24.9 <17.9
60-69 >41 36-40.9 23-35.9 16-22.9 <15.9
>70 >38 33-37.9 21-32.9 13-20.9 <12.9
Women
Age Excellent Good Average Fair Poor
<29 >49 39-48.9 31-38.9 24-30.9 <23.9
30-39 >45 37-44.9 28-36.9 20-27.9 <19.9
40-49 >42 35-41.9 25-34.9 17-24.9 <16.9
50-59 >40 34-39.9 22-33.9 15-21.9 <14.9
60-69 >37 33-36.9 21-32.9 13-20.9 <12.9
>70 >35 31-34.9 20-30.9 12-19.9 <11.9
Source: Hoeger, Werner W.K., Hoeger, Sharon A., Hoeger, Cherie I., and Fawson, Amber L., (2018) Principles and Labs for
Fitness & Wellness,Fourteenth Edition. Cengage Learning, USA

4. Component: Muscular Strength and Endurance

Muscular strength refers to the ability of a muscle to exert maximum force against
resistance while muscular endurance is the ability of a muscle to exert submaximal force
repeatedly over time.
4.1 Test: Flexed Arm Support (Static)
Purpose: To measure muscular strength and endurance of arms
Equipment: Mat or carpet

Female Male

Procedures:
Women: Support the body in a push-up position from the knees. The hands should be
outside the shoulders, the back and legs straight. Lower the body until the upper arm is parallel
to the floor or elbow is flexed at 90 degrees.

Men: Use the same procedure as for women except support the push-up position from
the toes instead of the knee. (same position as for 90 degree push-up.) Hold the 90-degrees
position as long as possible, up to the 35 seconds.

Static Endurance Rating Scale (Flexed Arm Support)

Rating Score in Seconds
High Performance zone 30+
Good Fitness Zone 20-29
Marginal Zone 10-19
Low Fitness Zone <10
Corbin, C.B., Welk, G., Corbin W.R., & Welk, K., (2016) Concepts of Fitness and Wellness: A Comprehensive Lifestyle Approach, Loose
Leaf Edition 11th Edition. McGraw-Hill, New York

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John Mark N. Nero, & Christian Paul B. Trance
4.2 Test: Curl Up (Dynamic)
Purpose: To measure the muscular strength and endurance of abdominal muscle.
Equipment: Mat or carpet

Procedures:
• Sit on a mat or carpet with your legs bent more than 90 degrees so your feet remain flat
on the floor (about half way between 90 degrees and straight).
• Make two tape marks 4 ½ inches apart or lay a 4 ½-inch strip of paper so that the finger
tips touch one tape mark (or other side of the paper).
• Keeping your heels in contact with the floor, curl the head and shoulders forward until
your fingers reach 4 ½ inches (other side of the strip)
• Lower slowly to beginning position. Repeat one curl-up every 3 seconds. Continue until
every 3 seconds.
• Two partners may be helpful. One stands on the cardboard strip (to prevent movement)
if one is used. The second assure that the head returns to the floor after each repetition.

Dynamic Muscular Endurance Rating Scale

Age: 17-26 Age:27-39
Rating Men Women Men Women
High Performance zone 35+ 25+ 34+ 24+
Good Fitness Zone 24-34 18-24 23-33 17-23
Marginal Zone 15-23 10-17 14-22 9-16
Low Fitness Zone <15 <10 <14 <9
Corbin, C.B., Welk, G., Corbin W.R., & Welk, K., (2016) Concepts of Fitness And Wellness: A Comprehensive Lifestyle Approach, Loose Leaf
Edition 11th Edition. McGraw-Hill, New York

Suggested Media at Home

• Fitnessgram Back Saver Sit & Reach Test (using ordinary box and ruler)
https://www.youtube.com/watch?v=sFi_RgN1kGs
• Fitnessgram Back Saver Sit & Reach Test
https://www.youtube.com/watch?v=sFi_RgN1kGs
• The 5 Components of Health Related Fitness
https://www.youtube.com/watch?v=eCJovVdQgVw
• The complete FITNESS TEST list
https://www.topendsports.com/testing/tests/

IV. ACTIVITIES/ASSESSMENTS

In this section, a variety of suggested activities and assessments were provided. It

provides activities to assess the appreciation (reflective questions) and understanding
(knowledge check) of the students on the topics provided. It also suggests options for practical
application (a performance task) by providing a performance activity that includes the rubrics or
criteria for rating. Remember that as a teacher, you have the academic freedom to choose what
activities you would like to assign to your students, modify some of the tasks, or provide
additional or other activities that you think will be more suitable for our dear students,
recognizing the different capabilities and situations they have right now.

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Activity Worksheet 7. Reflective Questions
Name:____________________________ Section:_______ Date:_________ Group no._____

Direction: Read the questions below carefully and write your answer on the space
provided.
On a scale of 1-10 kindly rate your onw wellness in terms of eight dimensions? Explain
your answer. (10points)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________

What do you think is the significance of physical fitness testing in your own personal
life, most especially during this time of pandemic? (10points)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Activity Worksheet 8. Knowledge Check

Name:____________________________ Section:_______ Date:_________ Group no._____

I. Direction. Encircle the letter of the best answer that corresponds to the following questions or
statements.
1. It a series of quantitative measurements of the muscle, bone, and adipose tissue used to
measure the composition of the body
a. Fitness Test b. Body Composition c. Assessment d. Anthropometry

2. In order for an individual to reduce risk of serious health problems, you have to achieve and
maintain ideal Body Mass Index (BMI) which ranges _______ to ______.
a. 30.0 to 34.99 b. below 18.5 c. 18.5 to 24.99 d. 25.0 to 29.99

3. Jennifer is a high school student who wants to learn how to swim. What health related
components are primarily needed to develop to achieve her goal?
a. Body Composition and Flexibility b. Coordination and Balance
c. Power and Speed d. All of the above

4. In performing the different health related fitness tests, what is the top priority before
proceeding to its actual performance?
a. Warm-up b. Cool-down c. Proper Clothing d. Safety Precautions

5. In order to be successful in a triathlon competition, you must have high level of:
a. Cardiorespiratory Fitness b. Health-related Fitness
c. Skill-related Fitness d. b and c
e. All of the above

6. Part of the human body that flexes the forearm at the elbow.
a.deltoid b. trapezius c. biceps brachii d. deltoid and biceps

7. Skeletal mucle that draws thigh backward and flexes the knee.
a.deltoid b. trapezius c. biceps brachii d. deltoid and biceps

The following physical fitness tests are done to measure:

8. Flexibility of the lower back and hamstring muscles on the back of the thighs.
a. Push-up b. Coin Catch c. Curl-up d. Sit and Reach

9. Abdominal strength and endurance

a. Standing long jump b. Crunches c. Coin Catch d. Shuttle run

10. Anthropometric measurements

a. Height b. Waist Hip Ratio c. Arm Span d. All of the above

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Performance Task 6
Health-Related Fitness Tests (Pre-Test)
Name:____________________________ Section:_______ Date:_________ Group no._____
Procedures
1. Read the direction of each of the health-related fitness described in the guide manual
given.
2. Take tests that are possible to be conducted given the time, equipment, and the space
available.
3. Be sure to warm-up before and cool down after the tests.
4. It is alright to practice the tests before trying them. However, you should decide ahead of
time which trial you will use to test your health-related fitness.
5. After completing the tests, write your scores in the appropriate places in the results
section.
6. Determine your rating for each of the tests from rating charts in the source materials by
shading the circle that corresponds to your score.

Body Composition
Extremely
Health Risk Increased Low Very Low Increased High Very High
High
Body Mass Index
Classification Underweight Acceptable Acceptable Overweight Obesity I Obesity II Obesity III
Score
_____ kg/m2 o o o o o o o
Fitness Category
Needs
CARDIO RESPIRATORY FITNESS Excellent Good Average Fair
Improvement
Step Test _____ beats
15 sec recovery heart rate

VO2max _____ mL/kg/min o o o o o

FLEXIBILITY Score High Good Marginal Poor
Modified Sit and Reach
Left _____ inches o o o o
Right _____ inches o o o o
Zipper Test
(Finger Touch)
Left _____ inches o o o o
Right _____ inches o o o o
Trunk Rotation
(Optional)
Left _____ inches o o o o
Right _____ inches o o o o
MUSCULAR STRENGTH & ENDURANCE High Good Marginal Poor
Flexed-arm support (static):
Women in knee position and men in
full support position
_____ seconds o o o o
Curl-up/Crunches
Abdominal Muscles
_____ repetitions o o o o
This is to acknowledge and certify that the data provided herein are true and correct.

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 ________________________________________
Signature over printed name/ Date
Student

_______________
Signature over printed name/ Date
Witness/Guardian

The Four Fitness Zones

High-Performance Zone Reaching this zone provides additional health benefits and is
important to high-level performance. However, high performance scores are hard for
some people to achieve, and for many people high-level performance is not important.
So reaching this zone may be more important to some than others.

Good Fitness Zone If you reach the good fitness zone, you have enough of a specific fitness
component to help reduce health risk. However, staying active (in addition to reaching
this fitness zone) is important.

Marginal Zone Marginal scores indicate that some improvement is in order, but you are nearing
minimal health standards set by experts.

Low-Fit Zone If you score low in fitness, you are probably less fit than you should be for your
own good health and wellness.

In two or three paragraphs, kindly describe your feelings about your current health-
related fitness status. Comment on the areas in which you did well or did not well and the
meaning of these findings. Moreover, briefly discuss your plan on how you will improve your
current fitness level by the end of this semester.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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John Mark N. Nero, & Christian Paul B. Trance
REFERENCES
Corbin, C.B., Welk, G., Corbin W.R., & Welk, K., (2016) Concepts of Fitness And Wellness: A Comprehensive
Lifestyle Approach, Loose Leaf

Hoeger, Werner W.K., Hoeger, Sharon A., Hoeger, Cherie I., and Fawson, Amber L., (2018) Principles and Labs for
Fitness & Wellness,Fourteenth Edition. Cengage Learning, USA

Hoeger, Werner W.K. and Hoeger, Sharon A. (2013) Fitness and wellness, international edition. Wadsworth ,
Cengage Learning, USA.

Hoeger, Werner W.K. and Hoeger, Sharon A. (2009) Lifetime physical fitness and wellness, A personalized program,
10th edition. Wadsworth , Cengage Learning, USA.

Wellness Tools. Retrieved from https://www.nestle.tt/nutrition-health-wellness/wellness-tools

Kyle Casadei & John Kiel (January 28, 2020). Anthropometric Measurement. Retrieved from
https://www.ncbi.nlm.nih.gov/books/NBK537315/

The 8 Dimensions of Wellness. Retrieved from http://www.ou.edu/wellness/8-dimensions-of-wellness

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John Mark N. Nero, & Christian Paul B. Trance
Chapter 5
FUNDAMENTAL MOVEMENT PATTERNS
I. LEARNING OBJECTIVES:
At the end of this chapter, the students are expected to:
1. Identify the different types of locomotor and non-locomotor movements;
2. Perform the types of locomotor and non-locomotor movements scientifically; and
3. Design a specific activity using the given movement.

Course Outline:
• Overview
• Discussion
o Non-Locomotor Movements
o Locomotor Movements
• Summary
• Suggested Media at Home
• Activities and Assessments
o Reflective Questions
o Knowledge Check
o Performance Task
• References

II. OVERVIEW

Fundamental movement skills are a specific set of skills that involve different body parts
such as feet, legs, trunk, head, arms and hands. These skills are the “structure blocks” for more
compound and specific skills that kids will need throughout their lives to competently participate
in different games, sports and recreational activities.

III. COURSE MATERIALS: DISCUSSION

Fundamental Movements

A non-locomotor movement is a fundamental body movement that does not require

moving in any direction. These stability skills include movement of limbs and parts of the body
or whole-body parts. These movements done in a stationary position.A locomotor movement is
another fundamental body movement that requires travel through space or carry weight from
one location to another.

Below are the fundamental movements that you can apply for your daily activities.

A. Non-locomotor movements

1. Bracing the core-, this movement is very important to stabilize your spine and it’s a form of
exercise to gradually improve your core group muscles.

Mechanics

1. Perform a supine lying position

2. Put your one hand to your abdomen and the other one in your chest.

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 3. Brace or contract your abdominal muscles slowly
4. Keepyour lower back in inward position.
5. Elevate your pelvic floor muscles
6. Maintain your pelvic floor and lower abdominal muscles contracted together
7. Maintain the contraction of your abdominal muscles and breath normally
8. Inhale and exhale for three to four seconds and repeat ten times.

2. Dead bug – is a simple exercise that strengthens and stabilizes the core muscles. It helps to
build a strong core to protect your spine.

Mechanics
1. Lying on your back
2. Knees bent at 90-degrees and feet are flat on the floor
3. Alongside your body, rest your arms.
4. Shoulders and your lower back to fall heavy to the floor.
5. Draw your shoulders down away from your ears. From a starting position, raise your
hands so that your elbows are above your shoulder while your fists are facing in towards
each other.
6. Lift your legs so your knees are directly over your hips.
7. On exhale, slowly lower your left leg and right arm until they are just above the floor.
8. On inhale, put them back to original position.
9. Repeat on the other side.

3. Rolling- refers to the exercise by turning your back over your stomach from the lower body.

Mechanics
1. Lie down with your back lying flat on the floor and your arms extended upward while
your legs are stretch downward.
2. Maintain such position as if you are paralyzed from the waist up.
3. To start rolling, put your left hand across and down your body and try to reach your
opposite pocket.

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 Note: Rolling on the right side of the body would mean reaching across with your left arm.
Rolling on the left would require reaching the right arm.
4. Continue to reach with your arm, head, and shoulders until you achieve lift and are able
to flip yourself onto your stomach without any assistance from the lower body.

4. Bird dog series- this aims to develop your core muscle using your body weight.

Mechanics
1. Place your knees under your hips and your hands under your shoulder touching the
ground just like a table position. The abdominals should be brace in this position.
2. Raise your right arm and left leg parallel to the ground. Lengthen your back of your neck
and tuck your chin.
3. Hold the position for a few seconds and back to starting position.
4. Raise your left arm and right leg parallel to the ground. Lengthen your back of your neck
and tuck your chin.
5. Hold this position for a few seconds and return to starting position. This is one round.
6. Do this 2 -3 Sets 10 -12 repetitions.

5. Press up –this is scapular protraction and retraction movements.

Mechanics
1. Place your hands shoulder-width apart with arms straight and so your shoulders, elbows
and wrists line up.
2. Your fingers should be slightly spread and pointing forward, with your hands forming
right angles with your forearms.
3. Initiate the move by bending your elbows to lower your chest towards the ground.
4. Your hips should stay in line with your shoulders for the entire set.
5. Keep your feet hip-width apart. Placing them farther apart makes it easier and bringing
them together makes it harder.
6. The closer you can get your chest to the floor the better because this makes the working
muscles move through a full range of motion.

6. Cobra Stretch- is one of the most important stretching for abdominal muscles especially if
you spend all day long at you desk. This type of movement helps you to toned your glutes
muscles and makes you muscles stronger especially at your spine muscles, and it provides the
lenghtening of anterior neck muscles, shoulder, chest and abdominals.

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Mechanics
1. Assume a prone position while your hands palm down to the floor beneath on your
shoulder.
2. Lift your chest off the ground by straightening your arms.
3. Take a good look upward and and keep your abdominal muscles engaged.

7. Squat- also known as an air squat or the most common squat. It aims to develop your lower
body muscles such as gluteus muscles (buttocks), quadriceps (front of thigh), harmstring (back
of thigh), adductor (groin), and calves.

Mechanics
1. Start with your feet slightly wider than hip-width apart.
2. Keep your chest up, engage your abdominals, and shift your weight onto your heels as
you push your hips back into a sitting position.
3. Lower your hips until your thighs are parallel or almost parallel to the floor.
4. You should feel the squat in your thighs and glutes.
5. Pause with your knees over, but not beyond, your toes.
6. Exhale and push back up to the starting position.

8. Scapular retraction and protraction- type movement that helps to restore the proper
alignment and strength of the muscles to support the shoulder.

Mechanics
Protraction is a forward movement of your
mandible jaw or shoulder, while the retraction is the
opposite of protraction by returning your mandible jaw or
shoulder backward
Scapular retraction

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1. Stand up straight with feel-shoulder width apart
2. Pull your shoulder blades (scapulae) towards the spine or toward each other

Scapular protraction
1. It is the opposite of scapular retraction, wherein your shoulder blades moves away from each
other and your arms sags forward.

9. Stationary lunge- exercise that helps you to strengthen your quads, glutes, and hamstring
muscles.
Mechanics:
1. Start with feet shoulder width apart. Put your right foot in
front and must be flat on the ground, and your left foot should be up
on its toes. Both legs are in 90 degrees position.
2. Bend your knees and lunge, stopping when your right thigh
is parallel to the ground.
3. Push up through your right foot to return to the starting
position. Repeat for desired number of reps, and then switch legs.

B. Locomotor Movements

1. Walk– series of steps to any direction

2. Run–move fast by using the feet, with one foot off the ground at any given
time

3. Hop– spring on one foot and landing on the same foot.

4. Jump–spring on one or both feet and landing on both feet.

5. Leap– spring on one foot and landing on the other foot.

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 6. Lateral/Shuffle- step siderward& close with the trail foot, step &
close... (same foot always leads).

7. Skip– stepping from one foot to another with hop or bounce.

8. Slide–lead foot glides forward or forward while the other foot follows.

Summary

• Two types of basic movements: locomotor and non-locomotor.

• Fundamental movement skills are a specific set of skills that involve different body parts
such as feet, legs, trunk, head, arms and hands.
• Basic movements are the foundation of human movements, which help you to move
efficiently and effectively.
• Application of locomotor and non- locomotor in your daily activities

Suggested Media at Home

• Visit this site and discuss the importance of fundamental movements to children
https://www.youtube.com/watch?v=swVMaPv5EJQ

IV. ACTIVITIES/ASSESSMENTS

In this section, a variety of suggested activities and assessments were provided. It

provides activities to assess the appreciation (reflective questions) and understanding
(knowledge check) of the students on the topics provided. It also suggests options for practical
application (a performance task) by providing a performance activity that includes the rubrics or
criteria for rating. Remember that as a teacher, you have the academic freedom to choose what
activities you would like to assign to your students, modify some of the tasks, or provide
additional or other activities that you think will be more suitable for our dear students,
recognizing the different capabilities and situations they have right now.

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Activity Worksheet 9. Reflective Questions
Name:____________________________ Section:_______ Date:_________ Group no._____

Before this lesson, did you have background knowledge about the topic? If you did, what
new things did you learn? If this is all new to you, what did you gain from the lesson? (10points)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity Worksheet 10. Knowledge Check

I. MATCHING TYPE: Match column A to column B. Write the letter of the correct answer on the
space provided before the number. Answer may be repeated more than once.
Write A if the statement belongs to the Locomotor movements
Write B if the statement belong to the Non Locomotor movements.
________1. Hop A. Locomotor
________2. Run B. Non Locomotor
________3. Walk
________4. Skip
________5. Leap
________6. Plank
________7. Crawl
________8. Squat
________9. Lateral
_______10. Bracing
_______11. Sliding
_______12. Bird dog
_______13. Press Up
_______14. Dead bug
_______15. Back pedal
_______16. Twist
_______17. Rolling
_______18. Plank
_______19. Jump
_______20. Gallop

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Performance Task 7
Non-Locomotor Movements (Midterm Performance)
Group Leader :_________________________________________ Section: __________
Members: _____________________________________________ Date: ____________
_____________________________________________ Group no. ________
_____________________________________________

Instruction: The class will be divided into 4-5 groups or as prescribed by the teacher.
Representative from each group will pick a number (1-3) from a bowl in which designated non-
locomotor movements are grouped. The student/s then will perform in a virtual platform the
assigned non-locomotor movements. Enough time will be given for the students to practice as a
group and may consider using social media to collaborate with other members. Take note to
consider the capabilities and health concerns of each member. The said routine will be
submitted through online or in other form like flashdrive or compact disk on the given date. For
students who will not be able to work collaboratively, individual performance is advised.

Non-Locomotor Movements
1. Bracing the core 2. Rolling 3. Cobra Stretch
Squat series Plank series Dead bug series
Lunges Bird dog series Press up, scapular
protraction & retraction

The student/s will be assessed based on the following rubrics:

Needs
Criteria Excellent Good Average Fair
Improvement
5 4 3 2 1
Phases of Routine has complete Routine has complete Routine has complete Routine has Routine did not
Exercise phases of exercise phases of exercise phases of exercise incomplete follow the three
Program program program program phases of phases of exercise
(warm-up/workout/cool (warm- (warm- exercise program and did
down) and has up/workout/cool up/workout/cool program not execute it
executed it properly all down) and has down) but executed it and executed it properly
throughout the executed it properly with few errors during with several
performance most of the time of the performance errors during the
the performance performance
5 4 3 2 1
Movement Consistently and Usually and Sometimes Seldom Did not
Competency independently independently demonstrates the demonstrates demonstrate any
demonstrate superior demonstrate superior ability to apply the the ability to ability to apply the
ability in applying the ability in applying the required concepts apply the required concepts
required concepts and required concepts and skills with required and skills
skills and skills assistance concepts and
skills
5 4 3 2 1
Energy and Consistently performed Movements were Movements were Movements Movements were
Effort the movements with performed with sometimes performed were rarely performed without
energy and effort at all energy and effort with energy and performed with energy and effort.
times most of the time. effort. Frequently energy and
makes excuses. effort. Always
makes excuses
Total Score: Rating:
Rating:
13-15 Excellent
10-12 Good
7- 9 Average
4- 6 Fair
3 and below Needs Improvement

Conforme:
________________________________
Signature over printed name/ Date ________________________________________

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 Evaluator Signature over printed name/ Date
Student

Comments/Suggestions:________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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 Performance Task 8
Locomotor Movements
Group Leader :_________________________________________ Section: __________
Members: _____________________________________________ Date: ____________
_____________________________________________ Group no. ________
_____________________________________________

Instruction: The class will be divided into 4-5 groups or as prescribed by the teacher. The
students are expected to create dance (5-8minutes) routine using basic locomotor movements.
Enough time will be given for the students to practice as a group and may consider using social
media to collaborate with other members. Take note to consider the capabilities and health
concerns of each member. The said routine will be submitted through online or in other form like
flashdrive or compact disk on the given date. For students who will not be able to work
collaboratively, individual performance is advised. The student/s will be assessed based on
the following rubrics:

RUBRICS
LEVEL OF PERFORMANCE
CRITERIA 5 4 3 2 1
EXCELLENT VERY SATISFACTORY NEEDS POOR
SATISFACTORY IMPROVEMENT
Proper Precisely followed Followed the Showed average Showed little mastery Poorly executed the
Mechanics the mechanics of mechanics of the skill mastery of the of the mechanics skills
the skill but some errors were mechanics
evident
Execution Executed the skill Executed the skill Showed an Showed little level of Poorly executed the
with exceptional correctly but some average level of accuracy in executing skill
ability errors were evident accuracy in the skill
executing the skill
Good form Executed the high Executed the skill with Executed the skill Executed the skill with Executed the skill
level of balance, high level of balance, with and average little level of balance, lousily
control and ease of control and ease of level of balance, control and ease
movement movements control and ease movements
of movements
Enthusiasm Showed a very high Showed a high level Quite eager in Showed little interest in Did not show interest
level of interest in of interest in executing the skill executing the skill in executing the skill
executing the skill executing the skill

Conforme:
________________________________
________________________________________
Signature over printed name/ Date
Signature over printed name/ Date
Evaluator
Student

Comments/Suggestions:________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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References:
Harris-Fry, N. (2017, March 10). How To Do The Dead Bug Exercise. Retrieved June 14, 2019, from
https://www.coachmag.co.uk/abs-workouts/6384/the-dead-bug-exercise

Kenway, M. (2018, September 05). Abdominal Bracing Exercises to Strengthen Your Spine & Protect Your Prolapse -
. Retrieved June 18, 2019, from https://www.pelvicexercises.com.au/abdominal-
bracing/?fbclid=IwAR01sms1nOYTAFm9BoY7utKGmwZ1xqtqVKc48S5RaLiIfgxr7X_xYnZczwM

Petrucci, K., & Flynn, P. (n.d.).4 Types of Simple Rolling Movements for Paleo Fitness. Retrieved June 16, 2019,
from https://www.dummies.com/health/exercise/4-types-of-simple-rolling-movements-for-paleo-fitness/

Rogers, P. (2019, March 09). Work Your Abs and Butt With the Bird-Dog Exercise. Retrieved June 16, 2019, from
https://www.verywellfit.com/how-to-do-the-bird-dog-exercise-3498253

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Chapter 6
BASIC STRENGTH TRAINING AND OTHER HOME
EXERCISES
I. LEARNING OBJECTIVES:
At the end of this chapter, the students are expected to:
1. Identify the different physical activities at home and its benefits
2. Discuss the importance of physical activities at home.
3. Perform properly the different exercises at home to enhance core muscles, upper body
muscles and lower body muscle

Course Outline:
• Overview
• Discussion
o Health Benefits of Muscle Fitness Exercise
o Basic Guidelines for A Safe and Effective Muscular Strength Exercises
o Sample Strength Training Exercises
▪ Upper Extremity
▪ Lower extremity
▪ Core Exercises
o Other Training Methods and Types of Equipment
o Physical Activities at home
o Other Suggested Exercises
• Summary
• Suggested Media at Home
• Activities and Assessments
o Reflective Questions
o Knowledge Check
o Performance Task
• References

II. OVERVIEW

The information in this section can be used to improve your level of fitness and health.
Strength training exercises will help you to improve the strength and tone your muscles.
Strengthening your core muscles, it helps to improve your posture and mobility because it will
stabilize your spine. Strengthening your upper and lower body muscles make you upper body
strong. In order to active this; you must need to do it a regular basis.

III. COURSE MATERIALS: DISCUSSION

A. Health Benefits of Muscle Fitness Exercise

Good muscle fitness and regular muscle fitness exercise contribute to the prevention of
chronic lifestyle diseases and early death. Much of the early research focused on the health
benefits of moderate to vigorous aerobic activities. In recent years, more and more evidence
has shown that muscle fitness exercise and good muscle fitness have important health benefits.
The list below summarizes guidelines, reports, and position statements of the ACSM, the AHA,
the Institute of Medicine, and the National Strength and Conditioning Association (NSCA)
regarding the reduced risk of chronic disease and early death from good muscle fitness.
∙ A lower risk of all-cause mortality

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 ∙ Fewer heart attacks; a better heart disease risk profile
∙ A lower incidence of high blood pressure (hypertension)
∙ Reduced risk of some cancers
∙ A healthier blood lipid profile
∙ Better insulin sensitivity and improved blood glucose
∙ A reduced risk of metabolic syndrome
∙ A better body composition profile (e.g., less body fat and more lean muscle)
∙ Greater bone mass and less risk of osteoporosis
∙ A lower risk for osteoarthritis and musculoskeletal disorders

B. Basic Guidelines for A Safe and Effective Muscular Strength Exercises

1. Warm-up and warm-down for 5 to 10 minutes. (Walking for warm-up and stretching for
warm-down)
2. Focus on form. Follow the mechanics properly. Align your body correctly and move
smoothly through each exercise.
3. Pay attention on your breathing. Exhale as you work against, and inhale as you release.
4. Stick with your routine.
5. Get rest. Get your muscle to recover. At least 48 hours before the next training session.

C. Sample exercises to strengthen core muscles, upper body muscles and lower body
muscles

Several different strategies for strength training are now available in the in the field of
industry. A designed program specifically for an athlete is highly different from sedentary,
middle-aged adult or regular college students. Thus, there is no single best strategy or
technique for muscular strength and endurance training. Always consult with your medical
doctor before engaging in any strength and endurance training program

How often to do it

If you are beginner in this type of exercises, it is advisable to do it on a regular basis

which 3 training session per week so that you can gain the most benefits, or 2 sessions per
week is still very good to start. It is recommended that you do not to train the same muscles on
consecutive days.

I. Upper Body Muscles Exercises

A. Push-up - an exercise forearm muscles performed pushing the body up and down with the
arms while lying face down with the palms on the floor. Major muscles involve in this exercise
are deltoids, biceps, triceps, pectoralis muscles, erector spinae and rectus abdominis.

Mechanics:
1. Execute the prone lying position to the floor.
2. Keep your body straight line from head to feet without arching at your back.
3. Press up into a full elbow and knee extension, with hands placed slightly wider of the
shoulder.
( 3 sets by 12 repetitions, 45 secs rest between sets)

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B. Knee push-ups- it is also known as beginner push-ups. Helps you to strengthen your core
group muscles and upper extremities muscles.

Mechanics:
1. Get into a high plank position from your knees.
2. Maintaining a straight line from your head to your knees, bend your elbows to lower
yourself down to the ground. Keep your elbows at a 45-degree angle.
3. Push back up to start.
( 3 sets by 12 repetitions, 45 secs rest between sets)

C. Bicep Curl- an exercise using a dumbbell (bottled water) that held in hand in hand with a
motion of flexion and extension.

Mechanics:
1. The exercise requires you to stand up straight chest up shoulders back and neck in a
neutral position.
2. Feet shoulder width apart.
3. The exercise begins with the dumbbells in hand with a supinated position, arms fully
extended and close to the torso.
4. Flex the arm until the dumbbell is about 2-3 inches from the chest and shoulder area.
5. Ensure that the flexion is in controlled form.
6. You may alternate arms or you may lift one at a time.
7. To complete the exercise you must extend the arms back to the starting position.
8. Slow and controlled motion is advised.
( 3 sets by 12 repetitions, 45 secs rest between sets)

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II. Lower Body Muscles Exercises

A. Chair squat- helps to strengthen your legs and core muscles, which helps you to move
easier every day.

Mechanics:
1. Stand in front of the chair with your feet shoulder-width apart (athletic stance), toes
pointed slightly out.
2. Hinging at your hips and bending your knees, lower back and down until your bottom
touches the chair, allowing your arms to extend out in front of you.
3. Push up through your heels and return to the starting position.
( 3 sets by 12 repetitions, 45 secs rest between sets)

B. Stationary lunge- exercise that helps you to strengthen your quads, glutes, and hamstring
muscles.

Mechanics:
4. Start with feet shoulder width apart. Put your right foot in front and must be flat on the
ground, and your left foot should be up on its toes. Both legs are in 90 degrees position.
5. Bend your knees and lunge, stopping when your right thigh is parallel to the ground.
6. Push up through your right foot to return to the starting position. Repeat for desired
number of reps, and then switch legs.
(3 sets by 12 repetitions, 45 secs rest between sets)

C. Straight-leg donkey kick- primary muscle involve in this exercise are the glutes group
muscles.

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Mechanics:
1. Get on all fours, with your hands aligned with your shoulders and your knees aligned
with your hips.
2. Keeping your back straight, push your right foot out to the imaginary wall behind you
while keeping your leg straight.
3. Your foot should remain flexed (toes pointing down to the floor) throughout. Take care to
keep your hips square to the ground. Squeeze your buttocks at the top.
4. Return to the starting position. Repeat for the desired number of reps. Repeat on the
other leg.
(3 sets by 12 repetitions, 45 secs rest between sets)

D. Tip Toe Walk. An exercise for the gastrocnemius and soleus.

Mechanics

1. Stand on your tip toes then walk

2. Do not allow your heels to touch the ground at any given time.
( 3 sets, 1 minute per set, 45 secs rest between sets)

III. Core Muscle Group Exercises

A. Bridge – activate your core. It is good example of warm-up exercise.

Mechanics:
1. Laying on back with your knees bent shoulder width apart, feet flat on the floor, and your
arms extended by your sides.
2. Pushing through your feet and bracing your core, elevate your hips off the ground until
your hips knees and shoulders are in straight line, squeezing your glutes at the top.
3. Slowly return to the starting position and repeat.
(2 sets of 10 bridges, 45 sec rest
between set)

B. Forearm plank- simple and effective body

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weight exercises. Primarily it strengthens your core, muscles that connect your upper body and
lower body, also it includes arms, shoulders, and gluteus.

Mechanics:
1. Assume a plank position on your forearms. Your body should form a straight line from
head to feet.
2. Ensure your lower back and hips don’t sag. Hold the position for 30 seconds to 1 minute.
(3 sets of 30 seconds per set, 45 secs rest between rest)
C. Plank to Single Arm Reach - exercise for your lower and abdominal muscles to improve
core stability and balance.

Mechanics:
1. Begin in a plank position with your shoulders over your wrists. Keep your body in a
straight line form.
2. Raise your right arm in front while keeping your abdominal muscle tight. Repeat on
the other side.
(2 sets of 10 plank to single arm reach, 45 secs rest between set)
C. Sit-ups – it is great core workout, which can be done even without equipment.

Mechanics:
1. Laying on your back on the floor.
2. Bend your knees or hook up on a secure brace. If you can’t find, try to look a partner to
hold you’re both feet while doing the exercise.
3. Put your hand on your chest or on your ears.
4. To raise your body from the ground, you need to bend your hips and waist.
5. Lastly, lower your body back to starting position.
(3 sets by 12 repetitions, 45 secs rest between sets)

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 Sample Strength Training Workout
Day 1
Exercise Sets Repetitions Rest
Knee Push Ups 2 8-12 1 min.
Biceps Curl 2 8-12 1 min.
Chair Squat 2 8-12 1 min.
Straight Leg donkey 2 8-12 1 min.
Kick
Scapular Retraction 2 8-12 1 min.
and Protraction
Press Up 2 8-12 1 min.
Bird Dog Series 2 8-12 1 min.
Day 2
Exercise Set/s Repetition Rest
Bracing the Core 1 8-12 1 min.
Dead Bug Series 1 8-12 1 min.
Sit-Ups 1 8-12 1 min.
Forearm Plank 1 30 seconds (duration) 1 min.
Plank to Single Arm 1 8-12 1 min.
Reach
D. Other Training Methods and Types of Equipment

• Resistance Band Exercises. Exercise bands or elastic

bands are elastic strips or tube of rubber material, light weight,
inexpensive, and portable being used for resistance training exercises.
A lot of free weight exercises can be adapted for resistance bands
such as front squat, bicep curls, and other core exercises.

• Stability Balls. It is an extra-large inflatable ball use to

create exercises for the entire body, but commonly used for core
strengthening (abdomen, back, and chest) that are essential in
avoiding back problems.

• Pilates. It was developed by Joseph Pilates, a German

gymnast and boxer in the early 20th century. It is a method of exercise
that involves muscular strength and endurance movements and low-
impact flexibility exercises. It focuses on strengthening the core
muscles, proper postural alignment, and muscle balance. It also
emphasizes concentration, control, movement flow, and breathing.

E. Physical Activities at Home and Other Suggested Exercises

Physical activities at home will help you to improve your health and to reduce the risk of
developing diseases. It also improves the quality of life. First, you need to choose activities that
you enjoy. You should a consistent physical activity each week in order to improve the ability to
do daily activities. Physical activities at home will help you also to improve your core, upper
extremities and lower extremities muscles. Also in this chapter, you will learn the importance of
strength training exercises for core, upper extremities, and lower extremities.

Gardening - practice of growing or culturing plants at home.

Household Chores – typically considered as task such as seeping the floor, washing dishes,
doing laundry, feeding pets, preparing meals, cleaning bathrooms, and dusting.

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Summary
1. Physical activities at home can helps you to improve your health and to reduce the risk
of developing disease.
2. Physical activities at home also strengthen your core, upper extremities and lower
extremities muscles.
3. Common physical activities at home includes gardening and doing household chores.

Suggested Media at Home

Visit this site https://virtualhealthpartners.com/benefits-of-exercising-from-home/ and list

down the benefits of exercising at home

IV. ACTIVITIES/ASSESSMENTS
In this section, a variety of suggested activities and assessments were provided. It
provides activities to assess the appreciation (reflective questions) and understanding
(knowledge check) of the students on the topics provided. It also suggests options for practical
application (a performance task) by providing a performance activity that includes the rubrics or
criteria for rating. Remember that as a teacher, you have the academic freedom to choose what
activities you would like to assign to your students, modify some of the tasks, or provide
additional or other activities that you think will be more suitable for our dear students,
recognizing the different capabilities and situations they have right now.

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Activity Workseet 11. Reflective Question
Name:____________________________ Section:_______ Date:_________ Group no._____

What did you learn about yourself as you worked on this activity?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity Worksheet 12. Knowledge Check

Multiple Choice: Encircle the letter of the correct answer.
1. What is the main reason why physical activities at home are essential to a healthy life?
a. Reduce the risk of developing disease c. Strengthen your core group muscles
b. Improve the ability to do daily activities d. All of the above

2. What is the common exercise to improve pectoralis muscles?

a. forearm plank c. push-ups
b. sit-ups d. stationary lunge

3. Tip-toe walk is a good exercise to improve speed. Why?

a. Develops the quadriceps c. Develop the whole thigh muscles
b. Develops the soleus d. Develops gluteal muscles

4. Why do you need to perform the athletic stance in squat?

a. Maintain balance c. Prevent injuries
b. Make exercise easier d. Gives power

5. Chair squat helps you to move easier every day. Why?

a. Develops your legs and core muscles c. Develops your rectus abdominis
b. Develops your Soleus d. Develops your whole thigh muscles

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Performance Task 9
Basic Strength Training Workout
Group Leader :_________________________________________ Section: __________
Members: _____________________________________________ Date: ____________
_____________________________________________ Group no. ________
_____________________________________________

Instruction: The class will be divided into 4-5 groups or as prescribed by the teacher. The
student/s will perform in a virtual platform a 10-15 minute basic full body workout consisting: (1)
Upper body; (2) core; and (3) lower body. Enough time will be given for the students to practice
as a group and may consider using social media to collaborate with other members. Take note
to consider the capabilities and health concerns of each member. The said routine will be
submitted through online or in other form like usb or compact disk on the given date. For
students who will not be able to work collaboratively, individual performance is advised.

Note: Warm-up and cool down is mandatory as part of the program, but no longer required to be part of the
submission.

The student/s will be assessed based on the following rubrics:

Needs
Criteria Excellent Good Average Fair
Improvement
5 4 3 2 1
Movement Consistently and Usually and Sometimes Seldom Did not
Competency independently independently demonstrates the demonstrates demonstrate any
demonstrate superior demonstrate ability to apply the the ability to ability to apply the
ability in applying the superior ability in required concepts and apply the required concepts
required concepts and applying the skills with assistance required and skills
skills required concepts concepts and
and skills skills
5 4 3 2 1
Energy and Consistently Movements were Movements were Movements Movements were
Effort performed the performed with sometimes performed were rarely performed without
movements with energy and effort with energy and effort. performed with energy and effort.
energy and effort at most of the time. Frequently makes energy and
all times excuses. effort. Always
makes excuses
5 4 3 2 1
Application of The routine is The routine is The routine is The routine is The routine is
Principles of performed correctly performed correctly performed correctly performed performed
Training and considered the but considered the but considered the incorrectly and incorrectly and did
Exercise complete application application of only application of only considered the not consider the
of the principles of two principles of one principle of application of application of the
exercise such as: exercise exercise only two principles of
• Progression principles of exercise
-Low to high impact. exercise
Simple to complex
steps
• Individuality
-consider individual
skills
• Rest and
recovery- proper
routine design that
provides recovery
Total Score: Rating:

Rating:
13-15 Excellent
10-12 Good
7- 9 Average
4- 6 Fair
3 and below Needs Improvement

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 Conforme:

________________________________________
________________________________
Signature over printed name/ Date
Signature over printed name/ Date
Student
Evaluator

Comments/Suggestions:________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Performance Task 10
Skill Test. Video Presentation
Group Leader :_________________________________________ Section: __________
Members: _____________________________________________ Date: ____________
_____________________________________________ Group no. ________
_____________________________________________

Instruction: The class will be divided into 4-5 groups or as prescribed by the teacher. The
students are expected to perform the prescribed exercises provided by the faculty. Enough time
will be given for the students to practice as a group and may consider using social media to
collaborate with other members. Take note to consider the capabilities and health concerns of
each member. The said routine will be submitted through online or in other form like flashdrive
or compact disk on the given date. For students who will not be able to work
collaboratively, individual performance is advised.

The student/s will be assessed based on the following rubrics:

RUBRICS
LEVEL OF PERFORMANCE
5 4 3 2 1
CRITERIA EXCELLENT VERY SATISFACTORY SATISFACTORY NEEDS POOR
IMPROVEMENT
Precisely followed Followed the mechanics Showed average Showed little Poorly executed
Proper the mechanics of of the skill but some mastery of the mastery of the the skills
Mechanics the skill errors were evident mechanics mechanics

Executed the skill Executed the skill Showed an Showed little level Poorly executed
with exceptional correctly but some errors average level of of accuracy in the skill
Execution
ability were evident accuracy in executing the skill
executing the skill
Executed the high Executed the skill with Executed the skill Executed the skill Executed the skill
level of balance, high level of balance, with and average with little level of lousily
Good form control and ease of control and ease of level of balance, balance, control
movement movements control and ease of and ease
movements movements
Showed a very high Showed a high level of Quite eager in Showed little Did not show
Enthusiasm level of interest in interest in executing the executing the skill interest in interest in
executing the skill skill executing the skill executing the skill

Conforme:
________________________________
________________________________________
Signature over printed name/ Date
Signature over printed name/ Date
Evaluator
Student

Comments/Suggestions:________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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References

Agarwal, A. (2018, February 10). Pectoralis Major. Retrieved June 1, 2019, from
https://www.knowyourbody.net/pectoralis-major.html

Bengochea, K. (2019, June 24). Biceps brachii muscle. Retrieved June 9, 2019, from
https://www.kenhub.com/en/library/anatomy/biceps-brachii-muscle

Corbin , Charles B., Welk, Gregory J., Corbin, William R., and Welk, Karen A. (2008) Concepts of fitness and
wellness. a comprehensive lifestyle approach. 7th Edition. McGrawHill, USA

Fetters, K. (n.d.).9 Exercises to Add Into Your Upper Body Workouts. Retrieved June 11, 2019, from
https://www.openfit.com/best-upper-body-workout?fbclid=IwAR1wGrIGBadQc-

Kenway, M. (2018, September 05). Abdominal Bracing Exercises to Strengthen Your Spine & Protect Your Prolapse -
. Retrieved June 9, 2019, from https://www.pelvicexercises.com.au/abdominal-bracing/

Malone, M (2019, July 19) How to Do Correct Sit-Ups- Retrieved July 1, 2020, from
https://www.livestrong.com/article/487008-how-to-do-a-correct-sit-up/

Quinn, E (2020, April 11) How To do Push-Ups- Retrieved July 1, 2020, from https://www.verywellfit.com/the-push-
up-exercise-3120574

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Chapter 7
The FITNESS CHALLENGE
I. LEARNING OBJECTIVES:
At the end of this chapter, the students are expected to:
1. come up with a smart exercise program based on their goals and objectives supported
by healthy eating habits;
2. improve fitness level based on the baseline (pre-test) score; and
3. demonstrate physical literacy in performing the different activities.

Course Outline:
• Introduction
• Discussion
o General Guidelines on Fitness Plan Creation and Implementation
o Setting Smart Goals
o Suggested Fitness Workouts
o Comprehensive Personal Fitness Worksheet
• Suggested Media at Home
• References

II. OVERVIEW

On this final section you are expected to create your own exercise program based on
SMART Goals. You will be working with your teammates/buddy as you will be monitoring and
assessing your program and activities along the way. You are about to apply all the basic
concepts, principles, and safety measures independently.

III. COURSE MATERIALS: DISCUSSION

A. General Guidelines on Fitness Plan Creation and Implementation

You are highly advised to create program that adheres to the following instructions
below:

✓ Consider health condition in crafting your program. Guidance from the teacher and
parents is essential or approval from the doctor if needed.
✓ Make sure that the Physical Activity Readiness Questionnaire and You (PARQ&You)
was properly accomplished, signed by the student and parents/guardian, and submitted
to the teacher given on the beginning of the session.
✓ Be sure to apply proper exercise prescriptions that correspond to your goals. Review the
pass lessons if needed.
✓ Ensure safe and conducive activity area. It is highly recommended to perform activities
that can be done at home due to pandemic.
✓ Wear appropriate clothing and footwear to avoid possible injuries.
✓ Maintain proper hydration at all times.
✓ Strictly follow the minimum guidelines set by the government and WHO such as;
maintaining proper physical distancing, frequent washing of hands, using of 70%
alcohol, wearing of mask when outside, and alike.
✓ According to WHO, it is not advisable to wear mask when doing exercise as mask may
reduce the ability to breathe and promotes the growth of microorganism. The important
preventive measure during exercise is to maintain not less than one meter way from
others. So it is advisable to do activities inside your home.

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 ✓ Note: since the government imposed to wear mask outside, even if you are doing
exercise routine, take your own risk and necessary precautions in wearing your mask in
the outdoors.

B. Setting SMART Goals

Have you decided that it’s time to make a change but aren’t sure how to get started? Or
have you already set more goals for yourself than you care to admit-but keep failing to reach
them? It’s time for a new way of thinking. No matter how big or small your goal-whether it’s
losing 5 or 50 pounds, walking a mile or running your first marathon-making change requires
planning and SMART goal setting.
1. Specific. Your goal should be clear and easy to understand.
o A common goal, “get healthy,” is too general. There are so many ways to get
healthy. How do you want to do it? Is it losing weight? Start exercising? Stop
smoking? Break it down and it will be easier to manage.
o Let’s pick weight loss and make a SMART goal out of it together. For example, “I will
lose weight.”
2. Measurable. A goal to “lose weight” is not enough. How will you track your progress and
how you will know when you have reached your goal? Making your goal measurable means
adding a number.
3. Attainable. Before you can add a number, you have to know how high or low you want to go.
It’s good to ‘shoot for the stars’, but don’t be too extreme. Likewise, a goal that is too easy is
also not very motivating. Only you know your limits.

o Let’s take our goal above. What percentage is attainable for you? Research
suggests that a 5-10% weight loss is attainable for most overweight people.
o A measurable, attainable goal could be, “I will lose 7% of my body weight.”

1. Relevant. Set goals that are important to where you are in your life right now. Don’t set a
goal that someone else is pressuring you to attain-that isn’t very motivating.

o Examine our goal so far. Does it seem relevant to you? If so, let’s keep going. If you
are not concerned about weight loss or this is not a good time in your life to focus on
that, choose something that IS motivating to you.

2. Time-bound. Include an end-point. Knowing that you have a deadline motivates you to get
started.

o Since healthy weight loss is about 1-2 pounds per week, set your deadline
accordingly. For our example we can use 3 months. “I will lose 7% of my body weight
in 3 months.”

Now we have a SMART goal! With a goal like this, it’s a good idea to set a few more action-
oriented SMART goals so that you have a game plan. Here are a few examples:
1. I will walk 5 days every week for 30 minutes each.
2. I will drink water instead of soda every day this week.
3. I will bring my lunch to work instead of eating out 4 days this week.

Becoming a better version of you starts by being SMART!

C. Suggested Fitness Workouts

• Walking Program: 10,000 Steps Challenge
o Walking is one of the simplest and least expensive options to increase your physical
activity level and improve your overall health. It is a weight-bearing exercise that helps

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 maintain bone density and is easy on joints. Walking at a brisk pace is considered
moderate-intensity physical activity, and doing this most days of the week for 30 minutes
or more enables you to meet the criteria for physical activity for health benefits
recommended by ACSM and the American Heart Association.
Please see link for full details: https://www.acsm.org/docs/default-source/files-for-resource-
library/starting-a-walking-program.pdf?sfvrsn=85e9d2d9_2

• Aerobic Dance Fitness

o Choreographed series of dance steps and exercise done with music. Varied dance
forms for this activity like jazz, latin, ballroom and hip-hop are available for different
interests and abilities. A routine may be consists of stepping, walking, stepping, jogging,
kicking and arm swinging movements. It promotes and develops cardiorespiratory
fitness and at the same time, fun way to exercise and work out.
For sample dance work out: 30 Mins Aerobic Dance Workout - Bipasha Basu Break free Full Routine -
Full Body Workout https://www.youtube.com/watch?v=tj9d6aBOzDo

• Body Weight Exercises

No Equipment Calisthenics These are exercises that use body weight as resistance for
strength training. Some common exercises include chair-dips, curl-ups, lunges, pull-ups, push-
ups, and squats
For sample HIIT work out: BEST 15 min Beginner Workout for Fat Burning (NO JUMPING HIIT!!!)
https://www.youtube.com/watch?v=bleOTMDa3_4

• Yoga Exercises
Yoga is a systematic practice of physical exercise, breath control, relaxation, diet control,
and positive thinking and meditation aimed at developing harmony in the body, mind, and
environment. The practice entails low-impact physical activity, postures (called asanas),
breathing techniques (pranayama), relaxation, and meditation. Most people are familiar with the
physical poses or yoga positions but don't know that yoga involves so much more.

In the health fields, yoga techniques are being applied in health promotion programs,
substance abuse treatment programs, and as a complementary treatment for diseases such as
anxiety disorders, depression, coronary heart disease, cancers, and HIV/AIDS. Yoga is a low-
cost self-help approach to well-being.
For sample yoga exercise: 10 min Morning Yoga Full Body Stretch
https://www.youtube.com/watch?v=4pKly2JojMw

• Jump Rope Exercise

Jump rope (American English) or skipping rope (British English) is the primary tool used
in the game of skipping played by children and many young adults, where one or more
participants jump over a rope swung so that it passes under their feet and over their heads. This
may consist of one participant turning and jumping the rope, or a minimum of three participants
taking turns, two of whom turn the rope while one or more jumps. This is called long rope.
Sometimes the latter is played with two turning ropes; this form of the activity is called Double
54 Dutch and is more difficult. Jump-rope rhymes are often chanted beginning when the skipper
jumps in and ending when the skipper messes up.
For sample jump rope routine: Jump Manila. Jump for Health https://www.facebook.com/Jumpmla/
For your additional references, please see/watch:

Flexibility Exercises
Pages 206-210 Corbin, C.B., Welk, G., Corbin W.R., & Welk, K., (2016) Concepts of Fitness And Wellness: A
Comprehensive Lifestyle Approach, Loose Leaf Edition 11th Edition. McGraw-Hill, New York. Pp. 206-210.

Active Sports and Recreation

MILO Sports Clinic Online
https://www.youtube.com/playlist?list=PLfofdW2KZ3UxhBLilhJvnLTwOf0wTNn8F&fbclid=IwAR0SL2MYBPhl7_7
Vmk2il1gqPAOYHZE5VBdzHSXtdRHlDFXNlzQZgFz25Ds

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Final Performance Task
Comprehensive Personal Fitness Plan
Name:____________________________ Section:_______ Date:_________ Group no._____

Purpose: To establish a comprehensive fitness plan of lifestyle activity and to self-monitor

progress in your plan. (note: you may want to read again the basic concept and exercise prescription for before
accomplishing this activity).
I. Exercise Clearance
1. Is it safe for you to participate in an exercise program?
[ ] Yes
[ ] No (If no, please, contact you doctor or instructor for further assistance)
[ ] with some limitations
[ ] others, please specify
Note: for any queries and assistance don’t hesitate to contact yout instructor/teachers for assistance.

2. I fully understood all the exercise principles, basic fitness concepts, and exercise
prescription guidelines that I will be utilizing in in planning and implementing my fitness
program?
[ ] Yes
[ ] No

II. Step 1. Establishing your reasons

Write down some general reasons for developing your physical activity plan. Setting
goals requires more specific statements of goals that are realistic and achievable. For people
who are engaging in physical activity and exercise but not on a regular basis stage for a specific
type of activity, it is recommended that you write only short-term physical activity goals (no more
than 4 weeks).
1. _____________________________________________________________________________
________________________________________________________________________
2. _____________________________________________________________________________
________________________________________________________________________
3. _____________________________________________________________________________
________________________________________________________________________

III. Step 2. Identify Your Needs Using Self-Testing Activities and Setting Fitness Goals
Use your results obtained from your previous self-assessment to determine your ratings.
If you took more than one self-assessment for one component of physical fitness, select the
rating that you think best describes your true fitness for that fitness component. If you were
unable to do a self-assessment for some reason, just indicate “No Results”.
Current Status Fitness Category Goal
Components Test Result Fitness Category Fitness Goal
Body Composition
Cardiorespiratory Fitness
Flexibility
Muscular Strength and Endurance

IV. Step 3. Selecting Activities

In Chart below, indicate the specific activities you plan to perform from each area of the
physical activity pyramid. If the activity you expect to perform is listed, note the number of
minutes or reps/sets you plan to perform. If the activity you want to perform is not listed, write
the name of the activity or exercise in the space designated as “Other.” For moderate activities,
active aerobics, and active sports and recreation, indicate the length of time the activity will be
performed each day. For flexibility, indicate the number of repetitions for each exercise.

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 Note: Please be mindful of the current situation (Covid-19 Pandemic) in selecting your activities. Choose
activities which are applicable given the situation, facilities, materials and most specially it follows guidelines set by
the government with this time of pandemic.

Chart 2: Lifetime Physical Activity Selection (please see the sample below)
Active Sports and
Lifestyle Activities Min./Day Active Aerobics Min./Day Min./Day
Recreation
Walking Aerobic Dance Fitness Badminton
Yard Work Biking Mountain Climbing
Gardening Jogging or Running Karate
Active House work Swimming Arnis
Biking as means of Bowling
Jump Rope Activity
transportation
Other: Stair Climbing Table Tennis
Other: Other: Other:
Other: Other: Other:
Other: Other: Other:
Flexibility Reps/Sets Muscular Fitness Reps/Sets
Calf stretch Upper Extremity
Hip and thigh stretch -Push ups
Groin stretch - Pull ups
Hamstring stretch Lower extremity
Back stretch (leg hug) - Lunges
Trunk twist - Squats
Pectoral stretch Core Exercises
Arm hug stretch - Dead Bug Series
Overhead arm stretch - Bird Dog Series
Yoga
Taichi
Pilates
Other: Other:
Other: Other:
Other: Other:

V. Step 4. Making an Activity Plan

In chart below, indicate the activities that you choose from chart no.2. Also, specify time
for the day you expect to perform the activity or exercise. Shade the circle once you
accomplished the spcific activity
Chart 3: My Personal Physical Activity Plan (please see the sample below)

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

O O O O O O O
Active House
Walking & Work
Muscular
Jogging Flexibility* & Walking & Flexibility* & 8:00am Walking 6:30am
Week 1 Fitness*
6:30am Core Exercises Jogging Core Exercises
7:00pm 6:30am
Exercises
7:00pm O Rest Day
6:30am Badminton
6:30am
Remarks Remarks Remarks Remarks Remarks Remarks Remarks
I was not able to
perform the
I was not able to
planned We had a family
play badminton
exercise due to day with kids at
due to other
bad weather. I the park
responsibility
just perform
core exercises.
* Perform the specific exercise you checked in chart 2

VI. Step 5. Monitoring and Evaluation

Make copies of My Personal Physical Activity Plan chart (one for each week that you
plan to keep records). Each day, make a check by the activities you actually performed. From
time to time check your goals to see if they have been accomplished. At some point, it will be
necessary to reestablish your goals and create a revised activity plan. From time to time give

96 Physical Activity Towards Health and Fitness 1: Movement Competency Training

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John Mark N. Nero, & Christian Paul B. Trance
feedback, updates, and motivation to your teammates/group mates for them to achieve their
goals. Positive reinforcement is highly needed.

Results
After performing your plan for a specific period of time, answer the question on the
space provided.

How long have you been performing the plan? ______________________________________

Conclusions and Implications

1. In several sentences, discuss your devotion to your activity plan. Have you been able to stick
with it? If so, do you think it is a plan you can do for a lifetime? If not, why do you think you are
unable to do your plan?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. In several sentences, discuss how you might modify your plan in the future.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

3. In general, what have you learned on doing this kind of activity? Explain your answer.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

This is to acknowledge and certify that the data provided herein are true and correct.

________________________________________
Signature over printed name/ Date
Student

________________________________
Signature over printed name/ Date
Witness/Guardian
Note: In addition to this document, you are required to submit a narrative report of the summary of your activities from day
1 to the last day. It can be in 2-3 page written narrative report and/or a 2-3 minute video summary to be submitted as final
requirement. It can be individual or collaborative work as prescribed by the teacher.

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My Personal Physical Activity Plan (Template)

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

O O O O O O O
Week 1

Remarks Remarks Remarks Remarks Remarks Remarks Remarks

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

O O O O O O O
Week 2

Remarks Remarks Remarks Remarks Remarks Remarks Remarks

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

O O O O O O O
Week 3

Remarks Remarks Remarks Remarks Remarks Remarks Remarks

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

O O O O O O O
Week 4

Remarks Remarks Remarks Remarks Remarks Remarks Remarks

* Perform the specific exercise you checked in chart 2

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Suggested Media at Home

• FITT Principle
https://www.youtube.com/watch?v=cVVqy6aUvK0

• Principles of training
https://www.youtube.com/watch?v=eNcxtSF2-Ac

• Quick guide to heart rate training | Polar

https://www.youtube.com/watch?v=xPFq9EpovNw

• Physical Activity and Exercise Prescription

https://www.physio-pedia.com/Physical_Activity_and_Exercise_Prescription

• 4 General Principles of Exercise Prescription

https://www.chp.gov.hk/archive/epp/files/DoctorsHanbook_ch4.pdf

REFERENCES
Hoeger, Werner W.K., Hoeger, Sharon A., Hoeger, Cherie I., and Fawson, Amber L., (2018) Principles and Labs for
Fitness & Wellness,Fourteenth Edition. Cengage Learning, USA

Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive Lifestyle Approach. 7 th
Edition. McGrawHill, USA.

Hoeger, Werner W.K. and Hoeger, Sharon A. (2013) Fitness and wellness, international edition. Wadsworth,
Cengage Learning, USA.

Hoeger, Werner W.K. and Hoeger, Sharon A. (2009) Lifetime physical fitness and wellness
A Guide For S.M.A.R.T (2013) Goal Setting American Council on Exercise. Retrieved from:
https://www.acefitness.org/education-and-resources/lifestyle/blog/6763/a-guide-for-s-m-a-r-t-goal-setting/)

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100 Physical Activity Towards Health and Fitness 1: Movement Competency Training
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101 Physical Activity Towards Health and Fitness 1: Movement Competency Training
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John Mark N. Nero, & Christian Paul B. Trance
102 Physical Activity Towards Health and Fitness 1: Movement Competency Training
Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance
103 Physical Activity Towards Health and Fitness 1: Movement Competency Training
Rhene A. Camarador, Janvier B. Mantala, Lisa D. Camarador, Jose Andres Serrano III,
John Mark N. Nero, & Christian Paul B. Trance