MODULE PATHFIT1 Movement Competency Training

POLYTECHNIC UNIVERSITY
OF THE PHILIPPINES
Department of Service Physical Education
College of Human Kinetics
Mabini Campus, Sta. Mesa, Manila
PATHFit 1
Physical Activity Towards
Health and Fitness 1
Rhene A. Camarador
Janvier B. Mantala
Lisa D. Camarador
John Mark N. Nero
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Jose Andres C. Serrano
Christian Paul B. Trance
Physical Activity
Towards Health and
Fitness 1
(PATHFit 1)
Rhene A. Camarador
Janvier B. Mantala
Lisa D. Camarador
John Mark N. Nero
Jose Andres C. Serrano
Christian Paul B. Trance
ALL RIGHTS RESERVED. No part of this learning module may be

reproduced, used in any form, or by any means graphic, electronic, or
mechanical, including photocopying, recording, or information storage and
retrieval system without written permission from the authors and the
University.
Published and distributed by:
Polytechnic University of the Philippines
Address: Mabini Campus, Sta. Mesa, Manila

website: https://www.pup.edu.ph/
email: inquire@pup.edu.ph
Tel. No.: (+63 2) 5335-1777
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The VMPGO
VISION
A Leading Comprehensive Polytechnic University in Asia
MISSION
Advance an inclusive, equitable, and globally relevant polytechnic education
towards national development
PHILOSOPHY
As a state university, the Polytechnic University of the Philippines believes that:
• Education is an instrument for the development of the citizenry and for the
enhancement of nation-building; and,
• That meaningful growth and transformation of the country are best achieved in an
atmosphere of brotherhood, peace, freedom, justice and nationalist-oriented
education imbued with the spirit of humanist internationalism.
SHARED VALUES AND PRINCIPLES

1. Integrity and Accountability
2. Nationalism
3. Sense of Service
4. Passion for Learning and Innovation
5. Inclusivity
6. Respect for Human Rights and the Environment
7. Excellence
8. Democracy
GOALS OF THE COLLEGE
The College of Human Kinetics aims to:

1. Nurture highly skilled professionals in Physical Education, fitness, and sports
coaching by implementing an innovative curriculum and instructional methods,
supported by a comprehensive holistic development program for students.
2. Instill core values and foster exemplary conduct expected of PUPians, ensuring
our graduates exemplify the highest standards of integrity and excellence.
3. Empower faculty members to achieve excellence in research, extension, and
community outreach programs, thereby enhancing our educational environment
and increasing our societal impact.
4. Align with the PUP mission and vision, steadfastly committing to our institutional
goals and values.
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5. Expand and deepen research and extension networks with local, national, and
international partners to enhance our influence and promote collaborative growth.
6. Catalyze transformative change, enabling students to realize their full potential and
attain their fitness, personal, and professional aspiration
PROGRAM DESCRIPTION
The Service Physical Education Program aims to strengthen the physical,
psychological, and social aspects of the students through a creative and critical
understanding of the nature and complexities of PATHFIT programs anchored to national
and international standards. The Physical Activity Towards Health and Fitness or
PATHFIT programs (PATHFit 1-Movement Competency Training, PATHFit 2-Exercise-
based Fitness Activities, PATHFit 3 & 4- the menu of dance, sports, martial arts, group
exercise, and outdoor and adventure activities) encompass physical activity learning
experiences exposing students to the 21st-century educational framework thus
contributing to the formation of constructive behaviors for managing the stress of
academic work demands; providing the necessary break from sedentary activities in the
classroom and workplace; and developing PUPian and nationalism through sporting
culture, which in return significantly shapes an individual’s identity and promote lifelong
health and well-being. The offering of PathFit 2 is a pre-requisite to Pathfit 1 while the
offering of PathFit 3 and 4 are pre-requisite to PathFit 1 and 2.
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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 (ILOS)
As a polytechnic state university, PUP shall develop its students to possess:

1. Critical and Creative Thinking. Graduates use their rational and reflective
thinking as well as innovative abilities to life situations to push boundaries, realize
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possibilities, and deepen their interdisciplinary, multidisciplinary, and/or
transdisciplinary understanding of the world.
2. Effective Communication. Graduates apply the four macro skills in

communication (reading, writing, listening, and speaking), through conventional
and digital means, and can use these skills in solving problems, making decisions,
and articulating thoughts when engaging with people in various circumstances.
3. Strong Service Orientation. Graduates exemplify a strong commitment to service

excellence for the people, the clientele, the industry, and other sectors.
4. Adept and Responsible Use or Development of Technology. Graduates

demonstrate optimized and responsible use of state-of-the-art technologies in their
profession. They possess digital learning abilities, including technical, numerical,
and/or technopreneurial skills.
5. Passion for Lifelong Learning. Graduates perform and function in society by

taking responsibility in their quest for further improvement through lifelong learning.
6. Leadership and Organizational Skills. Graduates assume leadership roles and

become leading professionals in their respective disciplines by equipping them
with appropriate organizational skills.
7. Personal and Professional Ethics. Graduates manifest integrity and adherence

to moral and ethical principles in their 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 a global community where
diversity is respected. They promote and fulfill various advocacies for human and
social development.
PROGRAM LEARNING OUTCOMES (PLOS)

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

At the end of this course, the students are expected to:
1. Discover the different exercise workouts that are best suitable to their own
exercise program
2. Justify the value of engaging in non-traditional sports across all ages;
3. Display movement competence and confidence using a variety of exercise
forms (e.g., cardiorespiratory, functional, resistance training, etc.)
4. Design, plan, implement, and evaluate a personal exercise program.
5. Demonstrate an appreciation of the importance of regular engagement in
moderate to vigorous exercise programs.
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Preface
This learning module titled, “Physical Activities Toward Health and Fitness 1: Movement
Competency Training” 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.
It is divided into seven major lessons: (1) Physical Activity and Exercise; (2) Introduction
to Anatomy; (3) Exercise Prescription; (4) Physical Fitness and Self-Testing Activities; (5)
Fundamental Movement Patterns; (6) Basic Strength Training and other Home-Based Exercises;
and (7) The Fitness Challenge.
The first unit is divided into three lessons. The first lesson provides discussion on the
importance of physical activity and exercise to oneself. The second lesson supports the students
on the basic knowledge on the different anatomical terms and movements. Finally, the different
exercise and training principles will be exhibited in the third lesson.
The second unit of this work text has four lessons which begins with the comprehensive
discussion on establishing baseline data using fitness testing. This is followed by reintroducing
the proper way of execution of the different fitness-based movement patterns and the different
home-based exercises that the students can performed. Lastly, the crafting and implementation
of the comprehensive exercise workout plan will be discussed in the final lesson.
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. These activities will serve as the basis for
assessing their level of competency in the course.
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TABLE OF CONTENTS
Title Page 1
The VMPGO 2
Preface 6
Table of Contents 7
OBE Course Syllabus 9
UNIT I - INTRODUCTION
Lesson 1 Physical Activity and Exercise
a. Introduction 15
b. Learning Objectives/Outcomes 17
c. Presentation/Discussion of the Lesson 17
d. Link to Video Recording 29
e. Activity 30
f. Rubrics of Activity 35
Lesson 2 Introduction to Anatomy
a. Introduction 36
e. Activity 59
Lesson 3 Exercise Prescription
a. Introduction 66
d. Activity 74
e. Rubrics of Activity 79
Values Integration 80
UNIT II – ADVOCACY AND ACTION

Lesson 4 Physical Fitness and Self-Testing Activities
a. Introduction 81
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e. Activity 91
Lesson 5 Fundamental Movement Patterns
a. Introduction 97
e. Activity 106
Lesson 6 Basic Strength Training and Other Home Exercises
a. Introduction 111
e. Activity 121
Lesson 7 The FITNESS CHALLENGE
a. Introduction 126
e. Activity 131
Values Integration 136
Reference List 138
Appendices
Certificate of Approval for 141
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COURSE SYLLABUS
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UNIT I
Lesson 1
Physical Activity and Exercise
INTRODUCTION
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, 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).
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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
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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.
LEARNING OBJECTIVES
At the end of this lesson, the students are expected to:
1. classify the different kinds of physical activities and associate their importance in
strengthening one’s immune system;
2. create a role-play that explains 8 dimensions of wellness in real life scenario; and
3. discuss the different ways in staying active.
LECTURE 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.
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
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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
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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 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.
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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
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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.
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
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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 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
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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.
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• 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.
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.
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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
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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 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

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
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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-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
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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.
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.
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.
Link to Video Recording

The Eight Dimensions of Wellness: https://www.youtube.com/watch?v=2NR4_5dt7JA
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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 life and and also with your family? (10points)
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What are the ways that you think will be applicable or realistic to improve your active
lifestyle? Explain your answer. (10points)
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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
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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. 5 grams b. 10 grams c. 15 grams d. 1 tablespoon
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Performance Task 1
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:
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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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Rubrics of Activity
1. Delivery of the Play (50%)

o Clarity of the Message: Evaluates how well the core message or theme
of the play is communicated. This includes the effectiveness of the script,
dialogue, and overall narrative coherence.
o Delivery by Actors and Actresses: Focuses on the performance quality,
including voice projection, emotion, timing, and body language. It
measures how convincingly the actors and actresses portray their
characters and convey the play's message.
2. Cooperation and Teamwork (30%)
• Components:
o This assesses how well the group members worked together, shared
responsibilities, and supported one another during the preparation and
performance of the play.
o It includes evaluating the coordination among actors, smooth scene
transitions, and how well the cast and crew managed their tasks
collectively.
3. Story Play (10%)
o It measures the originality, creativity, and structure of the story. This
includes the plot's cohesiveness, character development, and overall
engagement of the storyline.
o The strength and appeal of the narrative are key factors here.
4. Explanation after the Play (10%)
o This evaluates the group’s ability to explain the play’s themes, decisions,
and message after the performance. It tests the depth of understanding of
the material and the reasoning behind creative choices.
o The clarity and coherence of the explanation, as well as how well it ties
back to the performance, are important here.
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Lesson 2
Introduction to Anatomy
INTRODUCTION
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.
LEARNING OBJECTIVES
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.
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LECTURE 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. 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
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.
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Figure 4: Directional References
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.
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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.
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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.
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
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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 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

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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.
Figure 8: Appendicular Skeleton
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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 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.
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Figure 9: Steps Involved in Skeletal Muscle Contraction and Relaxation.
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.
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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
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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.
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
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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.
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.
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We will use the functional classification rather than the anatomical one because
our primary interest is how joints work.
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.
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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.
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.
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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.
Figure 15: Classification of Synovial Jointsup the pelvic girdle.

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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.
• 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.
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Figure 16: Angular Movements make up the pelvic girdle.
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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
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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.
• 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.
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https://tinyurl.com/introanatomy101
Activity
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
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)
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Activity Worksheet 4. Knowledge Check
Name:______________________________________________ Score: _______

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
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____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
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Performance Task 2
Movement Analysis
Name:______________________________________________ Score: _______

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 BONES and MUSCLES involved in the movement?
• Describe and explain the anatomical movements applied to execute the
skill
(10 points each)

Name of Sport: _________________________________________
1. Skill No. 1: ____________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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2. Skill No. 2: ____________________
______________________________________________________________
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Rubrics of Activity
Criteria Advanced Proficient Basic Needs

(4) (3) (2) Improvement
(1)
Anatomical Accurately Correctly Identifies some Struggles to
Knowledge identifies all identifies most major bones and identify major
major bones major bones and muscles but with bones and
and muscles muscles with noticeable errors muscles, with
involved in minimal errors. or omissions. significant
various errors.
movements,
including their
correct scientific
names.
Movement Thoroughly Adequately Provides a basic Limited

Analysis explains how explains the role explanation of understanding of
specific bones of bones and muscle and bone how bones and
and muscles muscles in interaction in muscles work
interact during common movements, but together in body
complex body movements, with lacks detail. movements.
movements few errors.
(e.g., flexion,
extension,
rotation).
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Visual Accurately Correctly labels Identifies some Has difficulty
Identification labels bones most bones and bones and labeling bones
and muscles in muscles in muscles, but and muscles,
multiple views standard views with errors or with many
(anterior, with occasional missed labels. mistakes or
posterior, mistakes. omissions.
lateral).
Terminology Consistently Uses correct Uses some Rarely uses
Usage uses correct terms most of correct terms, correct
anatomical the time, with but with anatomical
terms with clear occasional minor frequent errors terms, often
understanding errors. or vague confusing or
of their meaning understanding. misapplying
in context. them.
Practical Demonstrates a Shows a solid Has a general Lacks a practical

Application deep understanding of idea of how understanding of
understanding muscle and bone muscles and the role of
of how specific function in daily bones function, muscles and
muscles and activities, with but with bones in
bones minor gaps. significant gaps everyday
contribute to in movements.
functional understanding.
movements
(e.g., walking,
lifting).
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Lesson 3
Exercise Prescription
INTRODUCTION
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 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.
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LEARNING OBJECTIVES
1. identify the basic principles of exercise;
2. explain the importance of following the different principles in creating an exercise
program;
3. compute the cardio respiratory training zone; and
4. create exercise workouts that are relatively safe to perform using the FITT formula.
LECTURE 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
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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.
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,
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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)
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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
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

FITT (Frequency, Intensity, Time, Type) 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.
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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)
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
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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
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intensity for the next four weeks, thereafter you should exercise between the 60 to 90
percent training intensity.
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
(resistance) and 15 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
(Sets) strength 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
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.
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Activity
Worksheet 5: Reflective Questions
Name:_______________________ Section:_______ Date:________ Group no._____
I. Direction:
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)
______________________________________________________________________
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Learning the different exercise prescription for cardiorespiratory, muscular, and flexibility
fitness, what are your realization and future plans? .(10points)
______________________________________________________________________
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Worksheet 6: Knowledge Check
I. Encircle the letter of the best answer that corresponds to the following
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.
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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
II. 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
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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

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Frequency: Indicate the days you will exercise:

______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
D. Reflective Questions
After accomplishing the task (1-2 weeks of cardio program), kindly share briefly your
experiences.
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______________________________________________________________________
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______________________________________________________________________
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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.
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______________________________________________________________________
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Any realization or lesson that you learned from the task? Kindly share.
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Performance Task 3. 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.
Rubrics of Activity
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-up/workout/cool (warm- (warm- exercise exercise program
down) and has executed it up/workout/cool up/workout/cool program and did not
properly all throughout the down) and has down) but executed it and executed it execute it properly
performance executed it properly with few errors during with several
most of the time of the performance errors during
the performance the
performance
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 effort. performed with energy and effort.
times most of the time. Frequently makes energy and
excuses. effort. Always
makes excuses
5 4 3 2 1
Application The routine is performed The routine is The routine is The routine is The routine is
of correctly and considered performed correctly performed correctly performed performed
Principles the complete application of but considered the but considered the incorrectly and incorrectly and did
of Training the principles of exercise application of only application of only considered the not consider the
Exercise such as: two principles of one principle of application of application of the
• Progression-Low to exercise exercise only two principles of
high impact. Simple to principles of exercise
complex steps exercise
• Individuality-consider
individual skills
• Rest and recovery-
proper routine design
that provides recovery
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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 Signature over printed name/ Date
Evaluator Student
Comments/Suggestions:________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
VALUES INTEGRATION
Passion for Learning and Innovation - We commit to steadfastly create new

knowledges, methods, and mindsets to develop innovative solutions to societal problems.
We act in ways that; a) promote lifelong learning opportunities, including but not
limited to, continuing professional and personal development; and b.) exhibit deep-seated
enthusiasm for discovery, invention, and innovation. Integrating this values into PATHFit
classes enriches students' comprehension of wellness and empowers them to actively
engage as contributors to their communities.
By adopting a creative approach to wellness education, we equip students with the
skills and mindsets necessary to address societal issues. This blend of knowledge,
strategies, and community involvement nurtures a generation that is not only aware of
their own wellness but also dedicated to enhancing the well-being of others. Our
educational environment aims to support the holistic development of each child, preparing
them for both academic achievements and personal satisfaction.
Reflection Question:
"In what ways can you apply the values of Passion for Learning and Innovation to
address a recent challenge you encountered, and how might these values assist you in
similar situations in the future?" This rephrasing emphasizes the role of education in
fostering a culture of innovation and community engagement among students.
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UNIT II
Lesson 4
Physical Fitness and Self-Testing Activities
INTRODUCTION
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 tackled 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.
LEARNING OBJECTIVES
1. classify the different physical fitness tests;
2. explain the importance of physical fitness assessment as baseline data for a
fitness plan; and
3. demonstrate proper skills and confidence on administering physical fitness testing.
LECTURE 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
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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.
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
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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.
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”
BMI= Bodyweight (kg)

Height (m)2
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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 (m 2)
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.
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.
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• 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
Modified Sit & Reach Zipper Test Full Body Trunk Rotation
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.
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• 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.
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
86
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)
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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
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
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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
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.
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• 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
Link to Video Recording/Media Support
How to Perform the Modified Sit and Reach

https://www.youtube.com/watch?v=sNsD6-Df3YE&t=19s
How to Perform the Zipper Test
https://www.youtube.com/watch?v=wk3Pv_OnFno
How to Perform the Step Test
https://www.youtube.com/shorts/Wk8sIAWbC5A
How to Perform the Flexed Arm Support
https://www.youtube.com/watch?v=BcSz86z2CuM
How to Perform the Curl Ups
https://www.youtube.com/watch?v=oFvIMq0fky4&t=2s
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Activity
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 on wellness in terms of eight dimensions?
Explain your answer. (10points)
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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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Name:___________________________ Section:_______ Date:______ Group no._____

I. Direction. Encircle the letter of the best answer that corresponds to the following
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.
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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 4: 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)
Trunk Rotation
(Optional)
MUSCULAR STRENGTH & ENDURANCE High Good Marginal Poor
Flexed-arm support (static): _____ seconds
Women in knee position and men in o o o o
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full support position
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.
________________________________________
Signature over printed name/ Date
Student
_______________
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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VALUES INTEGRATION
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Rubrics of Activity
36-40 26-35 16-25 0-15
Ideas and Content Clearly expresses a Fairly expresses a Lacks confidence in Difficulty expressing
Expression of realistic realistic idea and creative realistic idea and expressing ideas, ideas, insights and
ideas and creative insight; logical creative insight; logical insights and logical other details
insights with logical understanding of the topic understanding is understanding.
understanding is evident somehow evident
36-40 26-35 16-25 0-15

Organization Presented in an orderly Presented fairly orderly; Presented less orderly Little organization and
Presentation is in an manner; Well-prepared well-prepared. and somehow too confusing; off-topic
orderly manner with well- from interesting confusing to
prepared introduction to introduction to insightful understand
conclusion conclusion
16-20 11-15 6-10 0-5
In-depth Analysis In-depth analysis and General analysis and Lacks clear analysis Unclear analysis and
An in-depth analysis is a insights evident from what insights and insights related to class
thorough and detailed were learned from the from what were learned insights; somehow discussions
examination of a specific class from confusing.
topic, concept, or issue discussions the class discussions
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Lesson 5
Fundamental Movement Patterns
INTRODUCTION
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.
LEARNING OBJECTIVES
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.
LECTURE 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
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2. Put your one hand to your abdomen and the other one in your chest.
3. Brace or contract your abdominal muscles slowly
4. Keep your 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.
Image: Bracing the Core
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.
Image: Dead Bug 4. Shoulders and your lower back to fall heavy to
the floor.
Image 1
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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.
1. 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.
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.
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Image: Rolling
2. Bird Dog- this aims to develop your core muscle using your body weight.
Image: Bird Dog
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 these 2 -3 Sets 10 -12 repetitions.
3. Press up –this is scapular protraction and retraction movements
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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.
4. 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 lengthening of anterior neck muscles, shoulder,
chest and abdominals.
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Image: Cobra Stretch
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 keep your abdominal muscles engaged.
5. 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), hamstring (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.
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4. You should feel the squat in your thighs and glutes.
5. Pa se with your knees over, but not beyond, your toes.
6. Exhale and push back up to the starting position.
6. 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
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 move 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.
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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.
6. Lateral/Shuffle- step siderward& close with the trail foot,

step & close... (same foot always leads).
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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.
Non-Locomotor Movements:
https://www.youtube.com/watch?v=dr7MKQ7RzdM&t=258s
Locomotor Movements (Linear):
https://www.youtube.com/watch?v=zyGaC10RKvQ
Locomotor Movements (Lateral):
https://www.youtube.com/watch?v=fJ2DJ4FHBi8
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Activity
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)
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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 5: Non-Locomotor Movements
Group Leader :_______________________________________ Section: __________

Members: ____________________________________________ Date: ____________
____________________________________________ Group no. ________
_____________________________________________
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
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Performance Task 6: Locomotor Movements
Group Leader :______________________________________ Section: __________

Members: __________________________________________ Date: ____________
___________________________________________ Group no. ________
_____________________________________________
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.
Rubrics of Activity
The student/s will be assessed based on the following rubrics: Non-Locomotor Movements
Needs
Improvement
5 4 3 2 1
Phases of Routine has Routine has Routine has Routine has Routine did not
Exercise complete phases of complete phases of complete phases of incomplete follow the three
Program exercise program exercise program exercise 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 and executed execute it
executed it properly executed it properly it with few errors it with several properly
all throughout the most of the time of during the errors during
performance the performance performance the
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 ability to apply the the ability to ability to apply
ability in applying the superior ability in required concepts apply the the required
required concepts applying the and skills with required concepts and
and skills required concepts assistance concepts and skills
and skills skills
5 4 3 2 1
Energy and Consistently Movements were Movements were Movements Movements were
Effort performed the performed with sometimes were rarely performed
movements with energy and effort performed with performed with without energy
energy and effort at most of the time. energy and effort. energy and and effort.
all times Frequently makes effort. Always
excuses. makes
excuses
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Rating:
13-15 Excellent
10-12 Good
7- 9 Average
4- 6 Fair
Conforme:
________________________________
________________________________________
Evaluator
Student
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Locomotor Movements
RUBRICS
LEVEL OF PERFORMANCE
CRITERIA 5 4 3 2 1
EXCELLENT VERY SATISFACT NEEDS POOR
SATISFACTOR ORY IMPROVEMENT
Y
Proper Precisely Followed the Showed Showed little Poorly executed
Mechanics followed the mechanics of average mastery of the the skills
mechanics of the skill but mastery of mechanics
the skill some errors the
were evident mechanics
Execution Executed the Executed the Showed an Showed little Poorly executed
skill with skill correctly but average level level of accuracy the skill
exceptional some errors of accuracy in in executing the
ability were evident executing the skill
skill
Good form Executed the Executed the Executed the Executed the skill Executed the
high level of skill with high skill with and with little level of skill lousily
balance, level of balance, average level balance, control
control and control and ease of balance, and ease
ease of of movements control and movements
movement ease of
movements
Enthusiasm Showed a very Showed a high Quite eager Showed little Did not show
high level of level of interest in executing interest in interest in
interest in in executing the the skill executing the skill executing the
executing the skill skill
skill
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Lesson 6
Basic Strength Training and Other Home Exercises
INTRODUCTION
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.
LEARNING OBJECTIVES
1. enumerate the different physical activities at home and their benefits;
2. discuss the importance of strength training exercises for the core, upper
extremities, and lower extremities;
3. perform properly the different home-based exercises to enhance core muscles,
upper body muscles, and lower body muscles; and
4. exhibit appreciation of the importance of home-based exercises to one’s fitness
improvement through lifestyle activity engagement.
LECTURE 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
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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
∙ 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
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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)
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.
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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.
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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.
B. 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.
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3. Push up through your right foot to return to the starting position. Repeat for
desired number of reps, and then switch legs.
C. Straight-leg donkey kick- primary muscle involve in this exercise are the glutes group
muscles.
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.
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.
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(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 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.
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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 planks 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.
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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 2 8-12 1 min.
donkey 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 1 min.
(duration)
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.
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• 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.

Benefits Of Exercising at Home
https://virtualhealthpartners.com/benefits-of-exercising-from-home/
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Activity
Activity Workseet 11. Reflective Question
Name:__________________________ Section:_______ Date:_______ Group no._____
What did you learn about yourself as you worked on this activity?
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________________
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 7
Basic Strength Training Workout
Group Leader :________________________________________ Section: __________

Members: ____________________________________________ Date: ____________
_____________________________________________ Group no. ________
_____________________________________________
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.
Rubrics of Activity
Needs
Improvement
1
5 4 3 2
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
1
5 4 3 2
Energy and Consistently Movements were Movements were Movements Movements were
Effort performed the performed with sometimes performed were rarely performed without
movements with with energy and effort. performed with energy and effort.
energy and
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energy and effort at energy and effort Frequently makes effort. Always
all times most of the time. excuses. makes excuses
1
5 4 3 2
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
principles of exercise
• Progression exercise
-Low to high impact.
Simple to complex
steps
• Individuality
-consider individual
skills
• Rest and
recovery- proper
routine design that
provides recovery
Rating:
13-15 Excellent
10-12 Good
7- 9 Average
4- 6 Fair
Conforme:
________________________________________
________________________________
Student
Evaluator
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Performance Task 8
Skill Test. Video Presentation
Group Leader :________________________________________ Section: __________

Members: ____________________________________________ Date: ____________
_____________________________________________ Group no. ________
_____________________________________________
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.
Rubrics of Activity
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:
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________________________________ ________________________________________
Signature over printed name/ Date Signature over printed name/ Date
Evaluator Student
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Lesson 7
The Fitness Challenge
INTRODUCTION
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.
LEARNING OBJECTIVES
1. identify one’s fitness level based on the standards;
2. explain the significance of setting SMART goals as part of the fitness program; and
3. demonstrate physical literacy in performing the different activities following the
safety guidelines.
LECTURE 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.
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✓ 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.
✓ 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.
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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!
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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 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.
• 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.
• 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
• 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.
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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.
• 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.

Walking Program: 10,000 Steps Challenge
https://www.acsm.org/docs/default-source/files-for-resource-library/starting-a-walking-
program.pdf?sfvrsn=85e9d2d9_2
30 Mins Aerobic Dance Workout - Bipasha Basu Break free Full Routine - Full Body
Workout https://www.youtube.com/watch?v=tj9d6aBOzDo
BEST 15 min Beginner Workout for Fat Burning (NO JUMPING HIIT!!!)
https://www.youtube.com/watch?v=bleOTMDa3_4
10 min Morning Yoga Full Body Stretch

https://www.youtube.com/watch?v=4pKly2JojMw
Jump Rope Exercise

https://www.facebook.com/Jumpmla/
MILO Sports Clinic Online

https://www.youtube.com/playlist?list=PLfofdW2KZ3UxhBLilhJvnLTwOf0wTNn8F&fbclid
=IwAR0SL2MYBPhl7_7Vmk2il1gqPAOYHZE5VBdzHSXtdRHlDFXNlzQZgFz25Ds
130
Activity
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.
131
If you were unable to do a self-assessment for some reason, just indicate “No Results”.
Current Status Fitness Category Goal
Fitness
Components Test Result Fitness Goal
Category
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.
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:
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:
132
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 &
Flexibility* & Muscular Flexibility* & Work Walking
Jogging Walking &
Week 1 Core Fitness* Core 8:00am 6:30am
6:30am Jogging
Exercises Exercises Exercises O
6:30am
7:00pm 6:30am 7:00pm Badminton Rest Day
6:30am
Remarks Remarks Remarks Remarks Remarks Remarks Remarks
I was not
able to
perform the
I was not
planned We had a
able to play
exercise due family day
badminton
to bad with kids at
due to other
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 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?
133
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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.
________________________________________
Student
________________________________
Witness/Guardian
134
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.
Rubrics of Activity
Needs
Improvement
5 4 3 2 1
Competency independently independently demonstrates the demonstrates demonstrate
demonstrate demonstrate ability to apply the the ability to any ability to
superior ability in superior ability in required concepts apply the apply the
applying the applying the and skills with required required
required concepts required assistance concepts and concepts and
and skills concepts and skills skills
skills
5 4 3 2 1
Energy and Consistently Movements were Movements were Movements Movements
Effort performed the performed with sometimes were rarely were performed
movements with energy and effort performed with performed without energy
energy and effort at most of the time. energy and effort. with energy and effort.
all times Frequently makes and effort.
excuses. 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 performed correctly performed performed
Training and considered the correctly but but considered the incorrectly incorrectly and
Exercise complete considered the application of only and did not consider
application of the application of one principle of considered the application
principles of only two exercise the of the principles
exercise such as: principles of application of of exercise
• Progressio exercise only two
n-Low to high principles of
impact. Simple to exercise
complex steps
• Individualit
y-consider
individual skills
• Rest and
recovery- proper
routine design that
provides recovery
135
Rating:
13-15 Excellent
10-12 Good
7- 9 Average
4- 6 Fair
Conforme:
________________________________________
________________________________
Student
Evaluator
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
VALUES INTEGRATION
Inclusivity - We create an academic community that openly embraces individuals
regardless of their background where they feel valued, respected, and have equal
opportunities.
We act in ways that: a.) promote equity, diversity, social inclusion, and equal
opportunity for all regardless of race, gender, nationality, ethnicity, ideology, language,
religion, ability or any other status in the provision of educational programs and services;
b.) accept and embrace change; c.) is consistent in its interaction with everyone; and d.)
foster a safe space where individual
Adapting activities to accommodate various skill levels and physical abilities, ensuring
meaningful participation for all students. Introducing a variety of sports that may appeal
to different cultural backgrounds, encouraging students to share their own sports and
games from their cultures. Establishing clear expectations for respectful behavior and
communication in PE classes, emphasizing the importance of kindness and teamwork.
Actively discouraging any form of bullying or exclusion, ensuring that students understand
the impact of their words and actions on others. Facilitating discussions that encourage
136
students to reflect on their own biases and assumptions about physical abilities and sports
participation.
Using team-based activities that require collaboration, helping students learn to value
each other's strengths and contributions. Implementing peer mentoring programs where
students can support each other in learning new skills, fostering a sense of community
and belonging.
Real-Life Applications
Organizing community sports events that invite families and community members to
participate, showcasing diverse sports and activities and encouraging students to
volunteer in community sports programs, helping to promote inclusivity and diversity in
local initiatives.
Using scenarios in PATHFit lessons to teach conflict resolution skills, helping students
learn how to handle disagreements respectfully and designing activities that require
students to step into each other's shoes, fostering empathy and understanding of different
perspectives.
The emphasis is placed on the theoretical underpinnings, specific strategies, and
practical applications of promoting inclusivity, equity, and diversity in PE lessons and real-
life situations. This approach aligns with the broader goals of diversity and social inclusion
in education and provides a framework for creating a more inclusive and equitable
learning environment.
Reflection Questions:
What are some ways you can show empathy towards someone who is different from
you, whether in terms of background, ability, or beliefs?
How can understanding someone else's perspective help you become a better
teammate or friend?
137
Reference List
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/)
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, C.B., Welk, G., Corbin W.R., & Welk, K., (2016) Concepts of Fitness And
Wellness: A Comprehensive Lifestyle Approach, Loose Leaf
Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive
Lifestyle Approach. 7th Edition. McGrawHill, USA.
Exercise is Essential for Well-Being During COVID-19 Pandemic

https://patients.healthquest.org/exercise-is-essential-for-well-being-during-covid-
19-pandemic/
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-
Floyd, R.T. (2015). Manual of structural kinesiology. New York, NY : McGraw-Hill

Education.
Hall, S. (2015) Basic Biomechanics
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
Hoeger, W. W., Hoeger, S. A., Hoeger, C. I., & Fawson, A. L. (2018). Lifetime physical
fitness and wellness. Cengage Learning.
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
138
Hospital, B. (2024, February 4). Stay active in this new normal. Benenden
Health. https://www.benendenhospital.org.uk/health-news/helpful-tips/stay-
active-in-this-new-normal/
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
Joy L. (2020) Staying Active During COVID-19

https://www.exerciseismedicine.org/support_page.php/stories/?b=892
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/
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- 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/
bracing/?fbclid=IwAR01sms1nOYTAFm9BoY7utKGmwZ1xqtqVKc48S5RaLiIfgxr7X_xY
nZczwM
Kyle Casadei & John Kiel (January 28, 2020). Anthropometric Measurement. Retrieved
from https://www.ncbi.nlm.nih.gov/books/NBK537315/
Martini, Frederic H., Nath, Judi I., Bartholomew, Edwin F., (2015) Fundamentals of
Anatomy & Physiology, 10th Edition, Pearson Education Inc.
Mitchell, Tommy, (2015) Introduction to Anatomy & Physiology, 1st Edition, New Leaf
Publishing Group Inc.
Patton, Kevin T. and Thibodeau, Anthony, Gary A., (2010) Textbook of Anatomy and
Physiology, 19th Edition, Mosby Elsevier
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/
Quinn, E (2020, April 11) How To do Push-Ups- Retrieved July 1, 2020, from
https://www.verywellfit.com/the-push-up-exercise-3120574
Registered Deaths in the Philippines, 2017. Retrieved from https://psa.gov.ph/vital-

statistics/id/138794
139
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
Sallis, J. (2020) A Call to Action: Physical Activity and COVID-19

https://www.exerciseismedicine.org/support_page.php/stories/?b=896
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
Thompson, Gale S. (2015). Understanding Anatomy and Physiology. 2nd Edition. F.A.
Davis Company. USA
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/
The 8 Dimensions of Wellness. Retrieved from http://www.ou.edu/wellness/8-

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

tools
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
Other References
https://members.physio-pedia.com/learn/covid-19-and-nutrition/
https://members.physio-pedia.com/learn/covid-19-and-sleep/
https://www.acsm.org/read-research/newsroom/news-releases/news-
detail/2020/03/16/staying-physically-active-during-covid-19-pandemic
140
Appendices
Certificate of Approval for
141

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POLYTECHNIC UNIVERSITY

ALL RIGHTS RESERVED. No part of this learning module may be

Published and distributed by:

Polytechnic University of the Philippines

Address: Mabini Campus, Sta. Mesa, Manila

SHARED VALUES AND PRINCIPLES

GOALS OF THE COLLEGE

The College of Human Kinetics aims to:

INSTITUTIONAL LEARNING OUTCOMES (ILOS)

As a polytechnic state university, PUP shall develop its students to possess:

2. Effective Communication. Graduates apply the four macro skills in

3. Strong Service Orientation. Graduates exemplify a strong commitment to service

4. Adept and Responsible Use or Development of Technology. Graduates

5. Passion for Lifelong Learning. Graduates perform and function in society by

6. Leadership and Organizational Skills. Graduates assume leadership roles and

7. Personal and Professional Ethics. Graduates manifest integrity and adherence

9. National and Global Responsiveness. Graduates exhibit a deep sense of

PROGRAM LEARNING OUTCOMES (PLOS)

COURSE LEARNING OUTCOMES (CLOS).

OBE Course Syllabus 9

Lesson 2 Introduction to Anatomy

Lesson 3 Exercise Prescription

UNIT II – ADVOCACY AND ACTION

Lesson 5 Fundamental Movement Patterns

Lesson 6 Basic Strength Training and Other Home Exercises

Lesson 7 The FITNESS CHALLENGE

Values Integration 136

Reference List 138

Certificate of Approval for 141

B. Physical Activity and Exercise

C. Ways in Strengthening Immune System

Tips for maintaining a healthy diet:

4. Limit sugar intake

D. Stay Active in This New Normal

Link to Video Recording

Name:_________________________ Section:_______ Date:_______ Group no._____

Name:__________________________Section:_______ Date:_______ Group no._____

Group Leader :_______________________________________ Section: __________

Activity: Role Playing/Phantomime (By Group)

Suggested Lottery for Combined Dimensions

Suggested Genre of Play

1. Delivery of the Play (50%)

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

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

Figure 6: Bone Shapes

Figure 7: Axial Skeleton

Figure 8: Appendicular Skeleton

3. The nervous system communicates with skeletal muscles at the

Skeletal muscles are organs composed mainly of skeletal muscle tissue,

Figure 10: Muscle Type Based on Pattern of Fascicle Organization

5. Axial and Appendicular Muscles

Figure 11: Anterior View of Major Skeletal Muscles

E. JOINTS AND BODY MOVEMENTS

Figure 13: Functional and Structural Classification of Jointsones

3. Synovial Fluid, Ligaments, Tendons and Bursae

4. Types of Movements at Synovial Joints

Figure 15: Classification of Synovial Jointsup the pelvic girdle.

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

• Abduction and Adduction. Abduction is movement away from the

• Circumduction. Recall the special type of angular movement,

Name:_____________________ Section:_ Date:_ Group no._

Name:______________________Section:_ Date:_ Group no._

Group Leader :_____________________________ Section:

Name:________________________________________ Score: _

Name:________________________________________ Score: _

Name:________________________________________ Score: _

Name:_______________________ Section:_ Date: Group no._

Name:____________________ Section:_ Date:___ Group no._

Group Leader :_____________________________ Section:

Group Leader :____________________________ Section: