Physical Activity Towards

Health and Fitness 1

Movement Competency
Training
(PATH-FIT 1)
 Table of Contents

Module 1: Nutrition
Introduction 35
Intended Learning Outcomes 35
Lesson 1. The Food Groups 35
Lesson 2. Guidelines to Lifelong Weights and Health Maintenance 38
Assessment Task 40
Summary 42
References 43

Module 2: Movement Enhancement

Introduction 44
Intended Learning Outcomes 44
Lesson 1. The Skeletal System 45
Lesson 2. The Muscular Sytem 54
Assessment Task 60
Summary 61
References 62

i
 Course Code: PATHFIT 1

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, 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.

Course Intended Learning Outcomes (CILO):

At the end of this course, the students should be able to:
1. Understand with fundamental knowledge on how the body reacts and adapts to
physical activities.
2. Determine their physical abilities and capabilities in order to maintain an enjoyable and
helpful living.
3. Establish a goal to achieve a higher level of fitness as an individual or in a group.
4. Identify their potential skills in sports
5. Develop globally competitive students those are aware of the stages in the
development of Physical Education
6. Motivate and stimulate students to pursue Physical Education subject that serves as a
medium for man’s total development.

Course Requirements:

 Class Standing - 60%

 Quizzes - 20%
 Assignment 10%
 Assessment Task 30%
 Major Exams- 40 %

PERIODIC EXAMS 100%

Prelim Grade = 60% (Class Standing) + 40% (Prelim Exam)

Midterm Grade = 30% (Prelim Grade) + 70% (60% (Class Standing) + 40% (Midterm Exam)
Final Grade = 30% (Midterm Grade) + 70% (60% (Class Standing) + 40% (Final Exam)
 MODULE 1
NUTRITION

Introduction

It is necessary for an individual to consume more than 40 different nutrients in order

to maintain good health. Because no single food source contains all of these nutrients,
variety in one's diet is essential. Eating wide variety of foods will help ensure adequate
intake of carbohydrates, fats, proteins, vitamins, and minerals.

Nutrition refers to the food intake, which is the key to any level of physical
conditioning. It involves the nutrients that get into the body through the regular three meals
and snacks. Nutrient refers to the substance in food that provides structural or functional
components or energy to the body.

Essential nutrient refers to the substance that must be obtained, from the diet
because the body cannot make it in sufficient quantity to meet its needs.

Intended Learning Outcomes

At the end of module 1, the students should be able to:

1. Explain the major goal of Physical Education

2. Appreciate the importance of the goal of Physical Education
3. Create a Food Pyramid that helps you to perform in Physical Education and
Nutrition Jingle

Lesson 1. The Food Groups (Ambrocio, et al, 2021)

Contemporary health specialists consider the four basic food groups namely:

1. Carbohydrate Rich in bold foods. These are the energy giving foods. Rice,
whole grain, flour, potatoes, cereals and seeds belong to this group. The main

35
 component of these foods is starch, which is turned into sugar needed to
produce energy.

2. Protein-rich foods. These are the building blocks of the body as they build
and repair body tissues. They also provide energy reserves when
carbohydrate and reserves are used up. Sources of protein are meat, fish,
poultry, beans, milk and eggs.

3. Fat-rich foods. Fats are needed for body lubrication and insulation. They
protect the internal organs and provide essential fatty acids, but they are
relatively inefficient in the production of energy. Besides, a high-fat diet may
contribute disease to some vital organs of the body. To keep fats to a
minimum, avoid fried foods, mayonnaise, butter, cheese, rich desserts and
fatty sausages. Vegetable fats are nutritionally better than animal fats.

4. Vitamin and mineral-rich foods. These are body regulator of metabolic

processes. Sources of most vitamins and minerals are green leafy and yellow
vegetables and fruits. Vitamins C and D are not stored in the tissue so that a
daily intake of these foods should be practiced.

A balance diet is made up of all the basic food groups so that the three meals (and
snacks) can provide sufficient nutrients needed by the growing and active body. The quantity
of food is considered in maintaining the weight of a student.

According to Department of Health (DOH), there are six (6) essential nutrients that
the body needs to function properly. Nutrients are compounds in foods essential to life and
health, providing us with energy, the building blocks for repair and growth and substances
necessary to regulate chemical processes.

The six major nutrients are carbohydrates (CHO), lipids (fats), proteins, vitamins,
minerals, and water. The primary sources of each nutrient are as follows:

1. Protein: meat, dairy, legumes, nuts, seafood and eggs

2. Carbohydrates: pasta, rice, cereals, breads, potatoes, milk, fruit, sugar
3. Lipids (most commonly called fats): oils, butter, margarine, nuts, seeds,
avocados and olives, meat and seafood
4. Vitamins: common vitamins include the water soluble B group vitamins and
vitamin C and the fat soluble vitamins A, D, E and K.

36
 a. Fruits and vegetables are generally good sources of Vitamin C and A
and folic acid (a B group vitamin).
b. Grains and cereals are generally good sources of the B group vitamins
and fiber.
c. Full-fat dairy and egg yolks are generally sources of the fat soluble
vitamins A, D and E.
d. Milk and vegetable or soya bean oil are generally good source of
vitamin K, which can also be synthesized by gut bacteria
5. Minerals: (Sodium, calcium, iron, iodine, magnesium, etc.): all foods contain
some form of minerals
a. Milk and dairy products are good source of calcium and magnesium
b. Red meat is a good source of iron and zinc
c. Seafood and vegetables (depending on the soil in which they are
produced) are generally good sources of iodine.
6. Water: As beverage and a component of many foods, especially vegetables
and furits.

In many cases, water is the "forgotten nutrient." Although water does not provide
energy to the body in the form of calories, it is a substance that is essential to the life.
Among other things, water lubricant joints, absorbs shock, regulates body temperature,
maintains blood volume, and transports fluids throughout the body, while comprising 60% of
an individual's body.

Approximate Weights (Ambrocio, et al, 2021)

To start with, you should know the approximate weight for your age, height and body
built. Below is suggested by Kenneth Cooper to determine your weight and which should be
maintained to avoid consequences affecting one's well-being.

37
 For light to medium-built individuals below 30 years of age:

Male: Height in inches' x 4 - 28

e.g. Height is 5'10" or 70 inches
70x4 = 280 = 152 Ibs.
Female: Height in inches' x 3.5 - 108
e.g. Height is 5'4" or 64 inches
64x3.5 = 224-108 = 116 Ibs.

Obese individuals should see the physician for prescription on the weight and health
maintenance.

Lesson 2. Guideliness to Lifelong Weight and Health

Maintenance (Ambrocio, et al, 2021)
Below are some guidelines that are conducive to lifelong weight and health
maintenance:

1. Eat balanced meals everyday.

Balanced meal means eating adequate foods containing carbohydrates,
proteins; fats, vitamins and minerals. This food combination for a good breakfast
provides long-lasting energy the whole day.

2. Follow a consistent eating pattern.

Eat three meals a day. Regular eating habits through a variety of foods and
nutrients contribute to sound nutrition. Never skip a meal! Begin your day with a
good breakfast.

3. Maintain your ideal weight.

If you are overweight, be sure to increase calorie expenditure by
exercising. It is believed that good physical health and overweight are not
compatible. Besides, you cannot look your best if you are overweight.

4. Eat low-calorie snacks and avoid junk foods.

38
 Form the habit of eating fruits. Fruit juice, unbuttered corn or light
sandwiches can tide you over to the next meal. Most junk foods contain much
sugar or salt or preservatives, which are not essential in improving one's diet.

5. Cut down on high-fats food and eat more lean meats.

Limit the intake of fried foods, butter, margarine, nuts and creams. Avoid
excessive pork dishes and cheese but go for fish, poultry and lean beefs.

6. Drink 6 - 8 glasses of fluids a day.

Water and other fluids are necessary to certain bodily functions. They aid
digestion, regulate temperature and help carry nutrients throughout the body.

7. Eat amidst a relaxed and pleasant atmosphere.

Chew your food thoroughly. Enjoy each bite. If you make this a habit, there
is a tendency that you will not over eat. Finishing a meal hurriedly may lead to
indigestion.

8. Food supplement may be taken if necessary.

A well-balanced diet generally provides enough nutrients for people to
carry on their basic activities. However, most people do not always get adequate
nutrients from their meals. In this case, food supplement in the form of vitamin A,
C and E may help provide protection from infectious diseases. High fiber
supplements are likewise found beneficial in lowering cholesterol level and they
prevent constipation on colon problems as well. These supplements have the
potential of improving the dietary intake to insure balance nutrition.

Assessment Task 1
Create and plan your own healthy eating food pyramid.

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 Food Unsatisfactory Needs Satisfactory Exceed Food Journal
Pyramid 1 pt Improvement 3 pts Satisfactory (N/A)
2 pts 4 pts
Pyramid Students didn’t Student put Student put Student put Unsatisfactory
Display put the pyramid pyramid pyramid pyramid students does
together together but together but together not fill in what
correctly was poorly had gaps exactly as he/she ate for
made and spaces instructed a snack
and in
perfect
condition
Clarity Student didn’t Student only Student only Student only Needs
make any of made 1-2 of made 3-4 of made all of improvement
the food groups the food the food the food student does
available to groups groups groups fill in what
clearly see available to available to available to he/she had
clearly see clearly see clearly see for snack and
dinner
Milk Student didn’t Student only Student Student Extra credit
show any showed 1 showed 2 showed 3 students does
examples of example of examples of examples of not fill in what
milk products milk products milk products milk he/she ate for
products snack, dinner,

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 breakfast and
lunch.
Meat / Student didn’t Student only Student Student Extra credit
Protein show any showed 1 showed 2 showed 3 students does
examples of example of examples of examples of not fill in what
meats and/or meats and/or meats and/or meats he/she ate for
proteins proteins proteins and/or snack, dinner,
proteins breakfast and
lunch.
Vegetable Student didn’t Student only Student Student Extra credit
s show any showed 1 showed 2 showed 3 students does
examples of example of examples of examples of not fill in what
vegetables vegetables vegetables vegetables he/she ate for
snack, dinner,
breakfast and
lunch.
Fruits Student didn’t Student only Student Student Extra credit
show any showed 1 showed 2 showed 3 students does
examples of example of examples of examples of not fill in what
fruits fruits fruits fruits he/she ate for
snack, dinner,
breakfast and
lunch.
Breads Student didn’t Student only Student Student Extra credit
and Grains show any showed 1 showed 2 showed 3 students does
examples of example of examples of examples of not fill in what
bread and bread and bread and bread and he/she ate for
grains grains grains grains snack, dinner,
breakfast and
lunch.

Assessment Task 2
Create a Nutrition Jingle to be present in the class.

 A minimum of 2 minutes and maximum of 3 minutes presentation excluding the

entrance and exit
 You may wear costume and bring props

Criteria:
Relevance to the theme 20%
Voice Quality 20%
Mastery 10%
Choreography 25%

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 Discipline 10%
Costume and Props 15%
Total 100%

Summary
Nutrition refers to the food intake, which is the key to any level of physical
conditioning. It involves the nutrients that get into the body through the regular three meals
and snacks. Nutrient refers to the substance in food that provides structural or functional
components or energy to the body.

A balance diet is made up of all the basic food groups so that the three meals (and
snacks) can provide sufficient nutrients needed by the growing and active body. The quantity
of food is considered in maintaining the weight of a student.

According to Department of Health (DOH), there are six (6) essential nutrients that
the body needs to function properly. Nutrients are compounds in foods essential to life and
health, providing us with energy, the building blocks for repair and growth and substances
necessary to regulate chemical processes.

The six major nutrients are carbohydrates (CHO), lipids (fats), proteins, vitamins,
minerals, and water. The primary sources of each nutrient are as follows: Proteins,
Carbohydrates, Lipids, Vitamins, Mineral, and Water,

References

Ambrocio, JL. et,al (2021) Physical Activity Towards Health and Fitness 1. Manila City,
Mindshapers Co., INC.

Andin, C. (2004). Fundamentals of physical education. Quezon City, Philippines: Rex

Printing.

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Dimapilis, N. et al (2009) Phyical Education 1. “Physical Fitness and Gymnastics”.
Mandaluyong City, Books, Atbp. Publishing Corp.

ONLINE REFERENCES

https://www.scribd.com/document/412606598/Legal-Basis-of-Physical-Education

https://www.studocu.com/ph/document/sti-college/physical-education-1/module-1/23188348

43
 MODULE 2
MOVEMENT ENHANCEMENT

Introduction

Humans are vertebrates, animals having a vertebral column or backbone. They rely
on a sturdy internal frame that is centered on a prominent spine. The human skeletal
system consists of bones, cartilage, ligaments and tendons and accounts for about 20
percent of the body weight.
The living bones in our bodies use oxygen and give off waste products
in metabolism. They contain active tissues that consume nutrients, require a blood supply
and change shape or remodel in response to variations in mechanical stress.
Bones provide a rigid framework, known as the skeleton, that support and protect the
soft organs of the body.
The skeleton supports the body against the pull of gravity. The large bones of the
lower limbs support the trunk when standing. The skeleton also protects the soft body parts.
The fused bones of the cranium surround the brain to make it less vulnerable to injury.
Vertebrae surround and protect the spinal cord and bones of the rib cage help protect
the heart and lungs of the thorax.

Intended Learning Outcomes

At the end of module 2, the students should be able to:

1. Discuss the classes and functions of the bones

2. Relate the connections between the skeletal system and sports
3. Explain how muscle works

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Lesson 1. The Skeletal System
Could you imagine body without bones?

It would have no shape and could not stand

upright; vital organs would be almost totally
unprotected, and motor movement would be
impossible. Without our skeletal muscles, our bodies
would have no framework, our delicate organs
would be unprotected, and we would be unable to
move.

Bone, or osseous tissue, is a hard, dense

connective tissue that forms most of the adult
skeleton, the support structure of the body. The
skeletal system is the body system composed of
bones and cartilage and performs the following
critical functions for the human body:

Figure 1.1. Human Skeletal System

1. Protects
Our delicate organs need protection:
a. The skull protects the brain.
b. The vertebral column protects the spinal cord.
c. The rib cage protects the heart and lungs.
2. Supports
Our body needs a framework:
a. The skeleton gives shape to our bodies.
b. It holds our vital organs in place
c. It enables us to achieve a good posture.
3. Moves
Our muscles use our bones to cause movement:
a. The skeleton provides attachment for the muscles
b. The skeleton is joined, which allows a wide range of movement
c. Different joints allow different types of movement
4. Produces blood

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 Red and white blood cells are produced in the bone marrow of the ribs, humerus,
vertebrae and femur.

Classification of Bones

The 206 bones that compose the adult skeleton are divided into five categories
based on their shapes. Their shapes and their functions are related such that each
categorical shape of bone has a distinct function.

1. Long Bones.
It is a long bone that is
cylindrical in shape,
being longer than it is
wide. Long bones are
found in the arms
(humerus, ulna, radius)
Figure 1.2 Long Bones and legs (femur, tibia,
fibula), as well as in the fingers (metacarpals, phalanges) and toes
(metatarsals, phalanges). We use them in the main movements of our body.
Long bones work as levers; they move when muscles contract.

2. Short Bones.
It is short bone that is
cube-like in shape, being
approximately equal in
length, width, and
thickness. The only short
bones in the human

Figure 1.3 Short Bones skeleton are in the

carpals of the wrists and the tarsals of the ankles. We use them in fine
movements of our body. Short bones can provide stability and support as well
as some limited motion.

3. Flat Bones.
A flat bone is typically
thin, it is also often

46
 curved. Examples include the cranial (skull) bones, the scapulae (shoulder
blades), the sternum (breastbone), and the ribs. We use them to protect the
organs of our body. Flat bones serve as points of attachment for muscles and
often protect internal organs.

4. Irregular Bones.
It is an irregular bone that
does not have any easily
characterized shape and
therefore does not fit any
other classification. These
bones tend to have more
Figure 1.5 Irregular Bones
complex shapes, like the vertebrae that support the spinal cord and protect it
from compressive forces. We use them to give our body protection and
shape. Many facial bones, particularly the ones containing sinuses, are
classified as irregular bones.

5. Sesamoid Bones.
A sesamoid bone is a
small, round bone that, as
the name suggests, is
shaped like a sesame
seed. These bones form
in tendons (the sheaths of
Figure 1.6 Sesamoid Bones
tissue that connect bones to muscles) where a great deal of pressure is
generated in a joint. These bones protect tendons by helping them overcome
compressive forces. These vary in number and placement from person to
person but are typically found in tendons associated with the feet, hands, and
knees. The patellae (singular = patella) are the only sesamoid bones found in
common with every person. Table 1 reviews bone classifications with their
associated features, functions, and examples.

Table 1.1 Bone Classification

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 Bone Features Functions Examples
Classification
Long Cylinder-like shape, Leverage Femur, tibia, fibula,
longer than it is wide metatarsals,
humerus, ulna,
radius, metacarpals,
phalanges
Short Cube-like shape, Provide stability Carpals, tarsals
approximately equal support, while
in length, width and allowing for some
thickness motion
Flat Thin and curved Points of attachment Sternum, ribs,
for muscles, scapulae, cranial
protectors of internal bones
organs
Irregular Complex shape Protect internal Vertebrae, facial
organs bones
Sesamoid Small and round; Protect tendons from Patellae
embedded in compressive forces
tendons

The Main Parts of the Skeleton

Our skeleton is divided into two parts; axial skeleton and the appendicular skeleton.

Table 1.2 Main Parts of the Skeleton

Appendicular Skeleton Axial Skeleton

Shoulder Girdle Skull
1. Made up of two clavicles 1. Made up of 28 bones
and two scapula’s.
2. Only linked by muscles to 2. There are also 14 bones in
our vertebral column, this the face and six in the ear
gives us great flexibility in 3. Fused together in early
our arms and shoulder. childhood
However, it limits the force 4. Protects the brain, eyes
we can use and ears
5. Balance mechanisms found
in the ears
Arms Sternum
1. Humerus, radius and ulna 1 A large flat bone at the
front of the ribcage
2. There are eight carpal
bones in the wrist
3. Five metacarpal bones in 2 Helps to make the ribs
the hand cage stronger
4. 14 phalanges in each hand
Hip girdle Ribs
1 Made up of two halves, 1 Made up of 12 pairs joined

48
 each formed by three to the vertebral column
bones, which are fused
together on each side
2. Forms a very stable joint 2 Seven pairs are joined to
with the vertebral column the sternum
and passes the weight of
the body to the legs
3. Supports the lower 3 Three pairs are joined to
abdomen and provides a the seventh rib (false ribs)
strong joint for the femur
4. The female pelvis is wider 4 Two ribs are unattached
and shallower than the (floating ribs)
male pelvis. This is to make
childbearing easier, but it 5. The ribcage protects our
does make running less lungs and heart.
efficient
Legs
1. Femur, tibia, and fibula
2. There are seven tarsals in
each foot
3. Five metatarsals in the foot
4. 14 phalanges in each foot

PARTS OF THE SKELETAL SYSTEM

49
Figure 1.7 Skeletal System
 Source: https://www.britannica.com/science/human-skeleton

How Do We Move?

The skeleton has many joints. A joint, also called an articulation, is any place where
adjacent bones or bone and cartilage come together (articulate with each other) to form a
connection. There are two classification of joints: structurally and functionally. Structural
classifications of joints take into account whether the adjacent bones are strongly anchored
to each other by fibrous connective tissue or cartilage, or whether the adjacent bones
articulate with each other within a fluid-filled space called a joint cavity.

Functional classifications describe the degree of movement available between the

bones, ranging from immobile, to slightly mobile, to freely moveable joints. The amount of
movement available at a particular joint of the body is related to the functional requirements
for that joint. Thus, immobile or slightly moveable joints serve to protect internal organs, give
stability to the body, and allow for limited body movement. In contrast, freely moveable joints
allow for much more extensive movements of the body and limbs.

Immovable joints. A formulation of two bones that

have been fused together. Such joints are capable of
movement by muscular force. For all practical purposes,
they could as well not exist, except that they do serve a
protective function. Slight movement might occur in the
joints, resulting in a cushioning effect when external
force is applied. For example, if a blow is struck on the
Figure 1.8 Immovable Joints
head, the immovable joints of the cranium will permit slight movement.

Slightly Movable Joints. These joints are not firmly

fixed as are immovable joints, but the structure of bones
and connective tissues in and around the joints restricts
the range of motion to only a few degrees. Examples of
slightly movable joints are those located in the spine. It
is also found between the sacrum and ilia, and at the
Figure 1.9 Slightly Movable Joints
front and back attachments of the ribs.

Free Movable Joints. These joints have a

comparatively large of movement and are of prime
importance in motor performances. They are located in

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Figure 1.10 Free Movable Joints

the upper and lower extremities. Examples of freely movable joints are the shoulder, elbow,
wrist, hip, and knee joints.

Joints and Sports

When we make skilled sporting movements, our different joints work smoothly
together. In order to work well, they must be capable of a full range of movement. To give
stability to the joint, the muscles and ligaments surrounding each joint must be strong
enough.

The demands of sport place severe stress on our joints. We must warm up
thoroughly before activity and we should cool down afterwards.

Joints can be injured as a result of impact, internal forces or a mixture of both.

Common examples include sprained ankle, torn knee ligaments and dislocated shoulder.

Planes of the body

The sagittal plane is a vertical plane extending in an anteroposterior direction dividing
the body into right and left parts; effectively the forward and backward plane. A sagittal plane
is any plane parallel to the median plane.

The coronal (or frontal) plane is a vertical plane at right angles to the sagittal plane
that divides the body into anterior (front) and posterior (back) portions; effectively the side
movement plane.

The transverse (or horizontal) plane is a horizontal cross-section, dividing the body
into upper and lower sections, and lies at right angles to the other two planes; effectively the
rotational movement
plane.

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Kinds of Joint Movements Figure 1.11 Planes of the Body

The following are descriptions of all the movements that occur in the body joints. The
descriptions are based on the assumption that the body is in the standard anatomical
position, that is, the erect position with the palms forward.

1. Flexion (bending) is movement of a segment of the body causing a decrease in

the angle at the point, such as bending the arm at the elbow or the leg at the
knee. The trunk and neck can flex forward.
2. Lateral Flexion is bending sideways, and it can occur to both the right and the
left. The trunk and neck can also flex sideways.
3. Horizontal Flexion is a body segment flexes through the horizontal plane. For
example, the arm moves through horizontal flexion at the shoulder joint in
throwing the discus or in the sidearm pitch.
4. Dorsiflexion (Dorsal Flex) is when the ankle is flexed, causing the top of the foot
to draw closer to the tibia.
5. Plantar Flexion (actually extension) is the opposite movement at the ankle.
6. Extension (Straightening) is movement in the opposite direction of flexion which
causes an increase in the angle at the joint, such as straightening the elbow or
the knee.
7. Horizontal Extension (Horizontal Abduction) occurs when the body segment
extends through the horizontal plane. In putting the shot, the opposite arms move
through the horizontal extension.
8. Hyperextension is extension of a body segment to a position beyond its normal
extended position, such as arching the back or extending the leg at the hip
beyond its vertical position. Movement is limited by the strong anterior cruciate
ligament.)
9. Abduction is movement of a body segment in the lateral plane away from the
midline of the body, such as raising the leg or the arm sideways.

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 10. Adduction is movement of a body segment toward the midline, as moving the
arm from the outward horizontal position downward to the vertical position.
11. Rotation is movement of a segment around its own longitudinal axis. A body
segment may be rotated inward (medially) or outward (laterally). The scapula
may be rotated upward or downward and the spine may rotate to the right or the
left.
12. Pronation is rotation of the hand and forearm downward, resulting in a "palm-
down" position.
13. Supination is rotation of the hand and forearm upward, resulting in a "palm-up"
position.
14. Inversion is rotating of the foot turning the sole inward.
15. Eversion is rotation of the foot turning the sole outward.
16. Circumduction is a circular or cone-like movement of a body segment, such as
swinging the arm in a circular movement about the shoulder joint. The kind of
movement is also possible in the wrist, trunk, neck, hip, shoulder girdle, and
ankle joints.
17. Elevation is when the shoulder is lifted upward as in shrugging the shoulders.
18. Depression is when lowering of the shoulder girdle.
19. Protraction (abduction) is movement of the shoulder girdle away from the
midline of the body, resulting in broadening of the shoulder.
20. Retraction (adduction) is movement of the shoulder girdle toward the midline of
the body, resulting in narrowing of the shoulders. The clavicle is capable of some
rotation at the sternum and accompanies scapular upward and downward
rotation.

Skeletal System and Sports

The whole skeletal system (including

bones, joints, ligaments, cartilage and
tendons) contribute to sports performance.
Bones protect the body's organs which may
have otherwise been damaged, due to
contact and force which is involved in most

53
sport. The function of the skeleton in sport is also to provide rigidity and structure to the
body, as well as providing strength to the body.

Movement is completely necessary in sport, as well as daily life. The skeletal

systems
Figure contribution in and
1.12 Skeletal System sport includes the allowance of movement in many different
Sports
directions, involving different groups of bones to do so. Bones also provide leverage which
is essential in sport, and they also act as a structure for muscles. Joints aid in movement as
well as contributing to sport, as joints allow for movement and the range of flexibility
between bones.

Mostly, sport and exercise which is practiced at a young age, aids in the prevention
of osteoporosis (a condition where bones become less dense, and frail) at a later stage in
life. This condition puts people at a greater risk of breaks and fractures to bones, as
weakening of the bones makes them more susceptible to damage. Exercise not only
strengthens your muscular system but it also helps to maintain bone strength and density.
This process happens as bones detect the forces which come about during sport and
exercise. Because they are living organs, they respond to this stimulus by adapting and
creating more cells.

Exercise can benefit the growth of the skeleton in young people. Exercise can
increase bone width, bone density and therefore bone strength. But it has no effect on bone
length.

Though participating in sport and exercise, ligaments may also benefit. Ligaments
will stretch more than they would when remaining inactive when exercising. They become
slightly stretched which enables more extension and increased flexibility in sport and
everyday life in over time.

But, over-training or over-exercising can often have negative impacts on the skeletal
system. If your vitamin D and calcium levels do not serve the amount of work your skeletal
system is managing, it is likely to lose bone density, and therefore make the bones more
prone to breaks.

Lesson 2. The Muscular System

All our movements happen as a result of the shortening (contracting) and
lengthening (extending) of muscles. Our muscles* can:

54
 1. Enable us to move our body parts
2. Give us our own individual shape
3. Protect and keep in place our abdominal organs
4. Enable us to maintain a good posture
5. Help in the circulation of our blood
6. Generate body heat when they contract.
a. There are over 600 skeletal muscles in the body - 150 in the head and neck.

What are the types of muscle tissue?

Muscle is the tissue that allows us for active movement of our body or materials
within our body. There are three types of muscle tissue: skeletal muscle, cardiac muscle,
and smooth muscle. Most of our body's skeletal muscle produces movement by acting on
the skeleton.

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 Figure 2.1 Type of Muscle

Skeletal muscles

Skeletal or voluntary muscles work as we instruct them. They are under our control.
They make our bodies move. We use them for everyday and sporting activities such as
walking, running and jumping.

Smooth muscles

Smooth or involuntary muscles work automatically. They are not under our
conscious control. They work our internal organs such as the stomach, gut and bladder.

Cardiac muscle

Cardiac or heart muscle is a very special type of involuntary muscle. It is found only
in the heart. It contracts regularly, continuously and without tiring. It works automatically but
is under constant nervous and chemical control.

What are the main parts of our muscles?

Deltoid:
1. Move the arm in all directions at the shoulder.
2. Example: bowling in cricket.

Triceps:
1. Extends the forearm at the elbow

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2. Extends the arm at the shoulder
3. Example: a smash in badminton

Hamstrings:
1. Extend the hip joint
2. Flex the knee joint
3. Example: drawing the leg back before kicking a ball

Trapezius:
1. Helps to control the shoulder girdle
2. Example: a player holding his head up in a rugby scrum

Latissimus dorsi:
1. Adducts and extends the arm at the shoulder
2. Example: swimming the butterfly stroke

Gluteals:
1. Abduct and extend the hip joint
2. Example: stepping up during rock climbing

Biceps:
1. Flex the forearm at the elbow
2. Example: drawing a bow in archery

Abdominals:
1. Rotate and raise the trunk
2. Strengthen the abdominal wall
3. Help with breathing
4. Example: performing upward circles on the bar in gymnastics

Pectorals
1. Adduct the arm and shoulder
2. Used for deep breathing
3. Example: playing a forehand drive in tennis

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 Quadriceps
1. Flex the hip joints
2. Extend the knee joints
3. Example: taking off in high jump

Major Muscles Group of the Human Body

Figure 2.2 Major Muscle Group

How do our muscles work?

Our muscles can work in different ways. There are three main types of muscular
contraction:

1. Isotonic and Concentric

2. Isotonic and eccentric
3. Isometric

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 The term 'muscle contraction' refers to the development of tension within the muscle.
There are three main types:

1. In isometric or static contraction, the

muscle develops tension with no
change in overall muscle length, as
when holding a dumbbell stationary in a
biceps curl.
2. In concentric contraction, the muscle
shortens as tension is developed, as
when a dumbbell is raised in a biceps
curl.
3. In eccentric contraction, the muscle
develops tension while it lengthens, as
in the lowering movement in a biceps curl.

Figure 2.3 Muscle Contraction

Both concentric and eccentric contractions can, theoretically, be at constant tension

(isotonic) or constant speed (isokinetic). However, most contractions normally involve
neither constant tension nor constant speed.

What happens to our muscular system as we exercise?

1. There is an increased flow of blood to the working muscles.

2. Muscles take up more of the oxygen from the blood.
3. The muscles contract more often and more quickly.
4. More of the muscle fibers contract.
5. There is a rise in temperature in the muscles.
6. Our stores of adenosine triphosphate (ATP) and creatine phosphate (CP) in the muscles
are used up.
7. Waste products such as carbon dioxide and lactic acid build up in the muscles.
8. These waste products may lead to tiredness and cramp (muscle fatigue).
9. Our stores of muscle glucose are used up.
10. Overuse of muscles can lead to soreness and strains.

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Roles of Muscles

Our muscle can only contract or relax, and under normal conditions contraction
results only from a series of nerve impulses. Our muscle may contract fully or partially, with
maximum force or less. Our muscle may contract isometrically or isotonically, singly (in rare
instances) or as a member of a group. Because muscles can contract in these different
ways, they have the ability to act in different roles and to change quickly from one role to
another.

Agonist (primary mover). A muscle is a mover when its concentric concentration

contributes to the desired movement of a segment of the body. For instance, in flexion at
the elbow, the biceps brachia is a mover.

Antagonist. A muscle is antagonistic to a movement when it must relax to allow the

movement to occur. Antagonist muscles cause actions opposite those caused by the
agonist muscles. For instance, in performing triceps extension exercise, the antagonist
muscle is the biceps.

Table 2.1 Agonist and Antagonist Skeletal Muscle Pairs

Agonist Antagonist Movement

Biceps brachii: in the Triceps brachii: in the The biceps brachii flexes
anterior compartment of posterior compartment of the forearm, whereas the
the arm the arm triceps brachii extends it
Hamstring: group of three Quadriceps femoris: group The hamstrings flex the
muscles in the posterior of four muscles in the leg, whereas the
compartment of the thigh anterior compartment of quadriceps femoris extend
the thigh it.
Flexor digitorum Extensor digitorum: in the The flexor digitorum
superficialis and flexor posterior compartment of superficialis and flexor
digitorum profundus: in the the forearm digitorum profundus flex
anterior compartment of the fingers and the hand at
the forearm the wrist, whereas the
extensor digitorum extends
the fingers and the hand at
the wrist

Stabilizer (Fixator). In order for a segment of the body to move, the body part on
which the segment moves must possess the right amount of stability. For instance, when

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the arm moves at the shoulder joint, the shoulder girdle must be held firm by the contraction
of certain muscles which are attached to it.

Neutralizer. A muscle plays the role of neutralizer when it equalizes or nullifies one
or more actions of another muscle. To neutralize each other, two muscles must cause
opposite movements. For instance, the pectoralis major and the latissimus dorsi muscles
are both movers in adduction of the humerus; in addition, the pectoralis major flexes the
humerus while the latissimus dorsi extends it. When the two muscles neutralize each other's
functions of flexion and extension, the result is pure adduction.

Assessment Task 1

Directions: Write in the box the bones and muscles involved in the performance of the
following movements

MOVEMENTS BONES MUSCLES

1. Arm flex

2. Walking

3. Knee Bend

4. Hand Raising

5. Hip swaying

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Assessment Task 2
Directions: Name the muscle to its location in the human body

Summary
Physical Fitness is the ability to perform one's daily task efficiently without undue
fatigue but with extra "reserve" in case of emergency. Being physically fit means being able
to perform one's daily task efficiently without undue fatigue and still have an extra energy to
enjoy leisure activities and / or meet emergency demands.

Somatotypes are of special interest to fitness enthusiasts and athletes. It helps the
individual understand the extent of weight reduction or weight gain he/she expects to
achieve given a well-defined exercise program. Among athletes, somatotype is highly
correlated to excellent sport performance depending on the type of sport event.

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 A fit individual can maintain a lower heart rate during activity which can supply a
greater volume of blood with each contraction of the heart and can recover more
quickly after exercise than a less fit individual.

References
Ambrocio, JL. et,al (2021) Physical Activity Towards Health and Fitness 1. Manila City,
Mindshapers Co., INC.

Andin, C. (2004). Fundamentals of physical education. Quezon City, Philippines: Rex

Printing.

https://www.visiblebody.com/learn/skeleton/types-of-bones

https://www.thoughtco.com/types-of-joints-in-the-body-4173736

https://www.123rf.com/photo_183240505_anatomical-planes-examples-for-medical-human-
body-transection-outline-diagram.html

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