Module

In
P.E. 101
Physical Fitness and
Wellness
(Self-testing Activities)
 INTRODUCTION

The 1997 Philippines Constitution mandate the teaching of Physical

education in school as well as the student participation in the sports activities
and competition. There are four Physical Education Subject in the tertiary level
which are taken in the first four semesters of college work.

Physical Education 1 (P.E. 1) is Self-testing activities and is a

prerequisite to the next three subjects that deal with Rhythmic Activities,
Individual/Dual Sports, and Team Sports. If taught properly P.E. 1 aims to
assist the individual to develop and maintain physical fitness. Beside he should
acquire the ability to analyze movements, plan a fitness program pursue its
objectives with enthusiasm. It likewise should contribute to self-discipline,
interpersonal relationship, creativity, initiative, and leadership.

Physical fitness testing is an essential knowledge to understand one’s

level of fitness. A wide range of physical fitness activities are presented and
analyzed so that the student can choose from a variety exercise alternative.
Fitness Activities will challenge the student to undergo new fitness ideas. The
unit of nutrition and eating habit is updated to include the analysis of food
intake for better selection of meals and snacks towards a healthy diet.

The primary purpose of this module is to present Physical education is

an integral part of education which is concerned with the development of your
total well-being so that you may participate satisfactorily in work and in play
wherever you may be during your lifetime

This module will introduce you to the basic concepts of physical

education, physical fitness testing, and development and maintenance of
physical fitness through a variety of activities prepared for your exercise.

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 Table of Content
Preface………………………………………………………...

To the Student………………………………………………

CHAPTER 1: Physical Education a Concern for Life

What is Physical Education………………………………... 1

The Objectives of Physical Education…………………… 1

How Will You Know If Your Lifestyle is Healthy?........ 2

Physical Education in College……………………………. 4

CHAPTER 2: Self-testing
Physical Fitness And Testing…………………………….. 7

What is Physical Fitness…………………………………… 7

Why is Physical Fitness Important?........................... 7

The component of Physical Fitness……………………… 8

Physical Fitness Test……………………………………… 14

Tables/Charts For Fitness Test Rating Comparison… 19

CHAPTER 3: EXERCISE AND PHYSICAL INACTIVITY

Definition of Physical Activity…………………………. 27

Definition of Exercise……………………………………. 27

Benefits of Exercise……………………………………… 28

10 DO’s and Don’ts of Exercise………………………. 28

Effects of Exercise on Selective Body system…….. 29

Physical Inactivity……………………………………….. 31

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Cardiovascular Diseases (CVDS)………………………………… 31

CHAPTER 4: Principles and Methods of Physical Fitness

Training
Training Methods………………………………………………….. 36

Principles of Training……………………………………………… 37

Progression………………………………………………………….. 39

Recuperation/Recovery…………………………………………… 40

Variation………………………………………………………………. 41

Time Pattern…………………………………………………………. 41

CHAPTER 5: Aerobics
What is Aerobics……………………………………………………… 43

Types of Aerobics…………………………………………………….. 44

Benefits of Dance Aerobics………………………………………… 45

Basic Arms/Feet Movements/Combo steps……………………. 46

Sample of An Aerobic Dancing Workout/Routine……………. 46

Physical Fitness Test Post Test……………………………………. 49

Reference……………………………………………………………….. 50

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CHAPTER 1
PHYSICAL EDUCATION
Learning outcome

 Demonstrate and value the knowledge of physical education

Objectives

 Discuss the functions and objectives of Physical Education.

 Explain the meaning and significance of Physical Education.

TOPIC

PHYSICAL EDUCATION IN COLLEGE

Service Physical Education refers to the four subjects given in the first four semesters
of college work. Basic instructions in physical education is prescribed by the
Department of Education Culture and Sports, Order Number 58, series 1990. Below
are the subject titles and the corresponding suggested activities that will be
undertaken by all college students.

Physical Education 1: Physical Fitness

This is the first course in physical education. It deals with the concept of
Physical Education and Fitness. It also provides opportunities for physical fitness
testing and the student’s participation in the development and maintenance of fitness
such as aerobics, self-testing activities, light and heavy apparatus work and freehand
and floor exercises.

Physical Education 2: Rhythmic Activities

The subject covers the concept of rhythm, fundamental rhythmic activities,

dance mixers, local and foreign dances, as well as social and ballroom dances.

Physical Education 3: Individual-Dual Sports/Games

Concentration is on the acquisition of skills on recreational activities such as

Bowling, Table Tennis, Badminton, Track and Field events, and Outdoor Activities
such as camping, mountaineering, and aquatics. Mga Laro ng Lahi are likewise given
to foster love of country.

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 Physical Education 4: Team Sports

The subject deals with the fundamentals of common team sports such as
Volleyball, Basketball, Baseball/Softball, and football. The acquisition of basic skills is
emphasized.

PHYSICAL EDUCATION: A Concern for life

Physical education is an integral part of the whole educational designed to
promote the optimum development of the individual physical, social, emotional, and
mental aspect through total body movement in the performance of properly selected
physical activities (Andin, 1988). Furthermore, it is a process of learning through
physical activities designed to improve physical fitness, develop motor skills,
knowledge and behavior of healthy and active living, sportsmanship, and emotional
intelligence. Thus, physical education is not only aimed at physical development of the
individual as a whole. Goal of physical education is fitness. Fitness is the ability to live
healthy, satisfying, and useful life. This kind of life is what the educational
philosophers and thinkers’ terms as “good life”. And “good life” means that individual
satisfies his basic needs as physical well-being, love, affection, security, and self-
respect. Through physical education as part of educational system, individual will be
facilitated in the development of his potentialities so that he can attain total fitness to
enable him to enjoy the “good life”.

THE OBJECTIVE OF PHYSICAL EDUCATION

The Objective of physical education is to assist the learner to develop and

maintain a healthy

1. Physical Development - Physical fitness, which is the capacity of the body

to engage in work and play without undue fatigue, is the foremost aim of
physical education. This is achieved through regular exercise and
participation in varied vigorous activities. In the pursuit of the development
and maintenance of physical fitness, fundamental movement skills, fames,
sports, and dance skills are required which can increase one’s capability to
enjoy lifetime recreational pursuits.
2. Mental Development - Focus is on the acquisition of knowledge and
understanding, ability to analyze body movements and skills, evaluate game
situation and make important decision. Understanding the rules of the
games leads to better performance or an appreciation of an activity if one is
a spectator. Creativity is an essential segment of growth that can be
enhanced if the learner has a rich background and an exposure to a variety
of physical activities.

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 3. Social Development - A learner seldom gets into vigorous physical activity
by himself. He plays, dances, or exercises with people. In the process, he
learns to respect others, and practices fair play, sportsmanship, teamwork,
and develops leadership. He learns the game of life- the application of the
golden rule.
4. Emotional Development Objectives- Participating in varied physical
activity enables one to acquire pleasant attitudes, desirable habits,
appreciations and values. Positive character traits such as courage, self-
confidence, discipline, appreciation for beautiful performances, as well as
self-expression are development and become part of an individual’s way of
life.

HOW WILL YOU KNOW IF YOUR LIFESTYLE IS HEALTHY?

Lifestyles is a way of living of individuals, families (households), and societies,
which they manifest in coping with their physical, psychological, social, and economic
environments on a day-to-day basis. It is expressed in both work and leisure behavior
patterns and (on an individual basis) in activities, attitudes, interests, opinions,
values, and allocation of income. It also reflects people's self-image or self-concept the
way they see themselves and believe they are seen by the others. Lifestyle is a
composite of motivations, needs, and wants and is influenced by factors such as
culture, family, reference groups, and social class (Business Dictionary. 2018).
Lifestyle can be healthy or unhealthy based on the food choices, activity level and
behavior. A positive lifestyle can bring happiness, while a negative lifestyle can lead to
sadness, illness and depression. Below are examples of healthy lifestyles:

1. Participating in Physical Activity Regularly/Exercising Regularly. Regular physical

activity is associated with the reduce risk of many diseases. Regular physical activity
is a positive addiction. Regular exercise can be fun and can improve the quality of life.
It is interesting to note that people who exercise regularly are likely to adopt other
healthy lifestyles.

2. Eating Properly / Good Nutrition. Good eating habits can help you feel and look you
best. Failure to eat properly can result in many health problems. Eating properly is
the Goal that is achievable.

3. Managing Stress. Reducing Stress, I your life and learning to cope with stress are
associated with feelings of well-being and improved quality life. Stress prevention is
possible for most people with alternative in lifestyle.

4. Avoid Destructive Habits. Among the most destructive habits are the use of tobacco
and alcohol, and abuse of drugs. These are lifestyle or health behaviors over which
you have personal control, but once they are adopted, they are exceptionally difficult
to eliminate.

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5. Practicing Safe Sex. Though, sexually transmitted diseases (STD) are not currently
among the leading killers, they are the source of much pain and suffering. Healthy
lifestyles are the key to prevention of the most common STDs, including chlamydia,
genital herpes and warts, gonorrhea, hepatitis B, HIV/AIDS, and syphilis.

6. Adopting Good Safety Habits. Accidents are the major cause of death. Thus, the
proper maintenance of play and work equipment can greatly reduce injury and death
rates.

7. Learning First Aid. Many deaths could be prevented if the person at the site of
emergencies were able to administer first aid. It is best to learn first aid for minor
injuries, poisoning and for control bleeding.

8. Seeking and Complying with Medical Advices. Regular examination is important for
all people in the early diagnosis of problems. Regular self-examination for breast
cancer is recommended, as are periodic mammograms and pep test. And it is also
important that if symptoms are present, you should seek medical help. If medical
advice is given, being an informed Consumer. Comply.

9. Being an informed consumer.

10. Protecting the Environment. This is one of the most important things that we can
do over time to guarantee a quality of living for our children and he generation to
come.

11. Managing Time Effectively. A healthy lifestyle is one that allocates time efficiently
to ensure that appropriate time is allocated to behaviors that contribute to each
wellness dimension, and ultimately the total wellness.

12. Relationship to God/Spiritual Upliftment

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 CHAPTER TEST 1

Essay test

Name:___________________________________________________ Score:______

Course/Year/Section:_______________________________________ Date:_______

1. Explain your own concept of physical Education, how physical education

develops total person and how physical education plays an important role in life
of every individual.
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2. In your own Understanding, different health and lifestyle.
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3. Enumerate the different ways on how to attain optimum health and healthy
lifestyle.
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CHAPTER II
SELF-TESTING
Learning outcome
 Perform health related fitness components exercise to improve health and skill
related fitness.

Objectives

 Differentiate and relate Health related fitness from Performance related fitness
in daily activities.

Topic
PHYSICAL FITNESS AND TESTING

Every individual desire to live a long and happy life. Based on clinical and
experimental data undertaken in progressive countries, many people today know how
to get and stay in shape. Physical fitness test to determine strengths and weakness
are available. This knowledge, however, it is not always applied in one’s daily life as
there are people worldwide who take physical activities for granted and ignores the
very elements that contribute to well-being. A careful study of physical fitness test
prescribed in schools and their application can lead to a healthy lifestyle.

WHAT IS PHYSICAL FITNESS?

It is a physical condition when an individual has the capability to do everyday

tasks without feeling exhaustion. If ever he experiences fatigue, he can easily recover
and can indulge further in any chosen activity after a rest period.

You are considered physically fit if you can do daily activities with vigor.

WHY IS PHYSICAL FITNESS IMPORTANT?

The physically fit person works without becoming over fatigued. He

accomplished his work with a minimum of stress. He can face life’s problem with a
relatively better outlook.
A physically active individual has the capacity to learn a variety of vigorous
recreational pursuits. He’s life is not all work but balanced and pleasurable
experience.

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 Good physical health contributes to self-confident, and poise. It gives the
person a feeling of security. It enables him to mingle with people at work and at play
with satisfaction.

PHYSICAL FITNESS COMPONENTS

The best way to understand the relationship of exercise and physical fitness
would be to define physical fitness. According to Robbins, Powers and Burgess (2002),
Physical Fitness refers to a fit individual who is able to complete the normal routine
for the day and still have ample reserve energy to meet the other demands of daily life
recreational sports and other leisure activities, and energy to handle life's emergency
situations.

To develop or to improve and to maintain physical fitness are the main

objectives of exercise. Just how important physical fitness is to an individual's daily
life? How useful is exercise in attaining a physically fit body? What tests are needed to
measure efficiency of the major organs of the body in order to live life to the fullest?
What will be the direct effect of exercise to the body? These are just some useful
questions that will serve as guides in determining the importance of a regular physical
activity or exercise that will maintain or improve physical fitness To begin with, let us
first identify the components or parameters that will measure physical fitness.

HEALTH-RELATED FITNESS COMPONENTS

These are aspects of our physical and physiological make up that afford some
protection against CHD, problems associated with being overweight, a variety of
muscle and joint ailments, and the physiological complications of our response to
stress (McGlynn, 1990). Or for simplicity purpose, these are the components that have
a direct relationship with good health. The five health-related fitness components are
1) cardiorespiratory endurance, 2) muscular strength, 3) muscular endurance, 4)
flexibility, and 5) body composition.

CARDIORESPIRATORY
ENDURANCE
This is defined as the body's ability to
deliver Oxygen and nutrients to all of its
vital organs in order to sustain prolonged,
rhythmical exercise (McGlynn, 1990). This
means that the more oxygen is efficiently

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and effectively transported using the body's transport system (heart, lungs and blood
vessels), the greater or higher your cardiorespiratory endurance that is needed to
perform normal and more than the usual activities. By definition, cardiorespiratory
endurance (CRE) is probably the most important fitness component because oxygen
consumption, the measure of CRE, is a clear indicator of physiological well-being
(Robbins, Powers and Burgess,

2002).

MUSCULAR STRENGTH
This is defined as the ability of a
muscle to exert one maximal force against a
resistance (Robbins, Powers and Burgess,
2002). This is characterized by short duration
and high intensity efforts such as lifting a 100
lbs. weight at one time. Strength is essential
in sports performance. As Miller (2006) states,
strong muscles help protect the joints,
making them less susceptible to sprains,
strains, and other injuries. In addition,
postural problems and low back pain may
also be prevented, as well as efficient task-performance if adequate strength is
maintained.

One of the best ways of enhancing strength is through weight training. Weight
training is a noncompetitive activity that involves a resistance to improve muscular
strength, muscular endurance and flexibility. The improvement one makes will depend
upon his initial condition as well as the intensity, duration, and frequency of his
training.

Weight training programs can be divided into three 3) general categories

classified by the type of muscle contraction involved: isotonic, isometric and isokinetic
(Powers & Dodd, 1996).

1. Isotonic is a type of muscle contraction in which the muscle changes length either
shortening (concentrically) Or lengthening (eccentrically).This includes activities such
as the overhead press where the resistance is raised and then lowered. When the load
is if ted overhead, the triceps muscle (back of the arm muscle) shortens and lengthens
once the load is slowly lowered. The concentric and eccentric contractions help build
the muscle.

2. Isometric contraction is when the muscle remains the same length or the muscle
contracts at a fixed angle. This is the type of contraction where there is no movement

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while a force is exerted against an immovable object. An example is pushing against a
wall, where tension is developed at the triceps muscle without any movement at the
elbow joint and against an immovable wall.

3. Isokinetic (constant speed) contractions is an isotonic-concentric contraction that is

done with a machine that regulates the velocity or speed of the movement and
resistance. The presence of a machine is a limiting factor in which no amount of force
may allow the performer to move taster.

Activity tests to measure muscular

Strength: Hand dynamometer One-Repetition Maximum (1 RM) Testing

MUSCULAR ENDURANCCE
Muscular Endurance is defined as the
ability of the muscle to exert repeated force
against a resistance or to sustain a muscular
contraction (Robbins, Powers and Burgess,
2002). This may be characterized by activities
of low intensity and with a longer duration
such as push-ups and sit-ups. Activity tests to
measure muscular endurance:

1. Abdominal Curl-ups

2. Push-ups

3 Modified Push-ups

4. Pull-ups

FLEXIBILITY
Flexibility is defined as the movement
of a joint through a full range of motion (ROM)
(Robbins, Powers and Burgess, 2002). An
adequate degree of flexibility is important in
preventing injury and in maintaining body
mobility. It can be greatly improved by
stretching It involves four basic movements,
namely:

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1. Flexion - bending a body segment

2. Extension - straightening a body segment

3. Abduction - moving a limb away from the body

4. Adduction - moving a limb toward the body

It is limited by factors such as:

1. Structure of the joints

2. Size and length of muscles

Activity tests to measure flexibility:

1. Sit and Reach

2. Sit and Reach Wall Test

3. Trunk Rotation Flexibility Test

4. Modified Sit and Reach

SKILL-RELATED FITNESS COMPONENTS

These are performance-related fitness components that are vital for athletic
success and are not crucial to health.

The six (6) skill-related fitness components are speed, agility, power, balance,
coordination, and reaction time.

1. Speed is the ability to perform a movement in

a short period of time (Lacy & Hastad, 2007).
Examples of sports activities where speed is
essential are sprinters in a track event and
receivers in a football team.

Activity tests to measure speed:

a. 50-meter Sprint
b. Double Heel Click
c. 100-meter Dash

2. Agility is defined as the ability torapidly and

accurately change the position of the body in space (Lacy

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& Hastad, 2007). Examples of sports activities where agility is essential are wrestling
and springboard diving.

Activity tests to measure agility:

a. Illinois Agility Run

b. Shuttle Run
c. Squat Thrust
d. Paper Ball Pick-up

3. Power is the ability to exert maximum force in a minimum length of time Lacy &
Hastad, 2007). Strength + Speed Power. Examples of sports activities where power is
essential are weight lifting and throwing in track events.

Activity tests to measure power:

a. Vertical Jump
b. Standing Long Jump
c. Softball Throw for Distance

4. Balance is the maintenance of equilibrium while

stationary (static balance) or moving (dynamic balance)
(Lacy & Hastad, 2007) It is a special kind of coordination
involving reflexes, vision, the inner ear, the cerebellum, and
the musculo-skeletal system. Examples of sports activities
where balance is essential are walking on a balance beam
in gymnastics and golf swing. Activity tests to measure
balance:

a. Balance Beam Walk

b. Stork Stand
c. One-Foot Stand Test

5. Coordination is the ability to simultaneously perform multiple motor tasks smoothly

and accurately (Lacy & Hastad, 2007). Examples of sports activities where
coordination is essential are dribbling a basketball and batting a pitched baseball.

Activity tests to measure coordination:

a. Paper Ball Bounce

b. Body Coordination Test

6. Reaction Time is the duration between the stimulation

and the response to the stimulation (Lacy& Hastad,
2007). Examples of sports activities where reaction time
is essential is track players response to a gun- firing.
Jump ball in basketball and a fast serve in tennis.

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Activity tests to measure reaction time:

a. Paper Drop

b. Hand Reaction Time

BODY COMPOSITION
Body Composition is the amount of body fat in proportion to fat-free weight
(Robbins, Powers and Burgess, 2002). It refers to the ratio between body fat and lean
body mass, which is a much better gauge in determining fatness compared to body
weight alone.

Body fat or adipose tissue represents that component of the body whose
primary role is to store energy for later use. Body fat does not contribute in a direct
sense to exercise performance. Lean body mass on the other hand consists of the
muscles, bones, nervous tissue, skin, blood, and organs. These tissues have high
metabolic rate and make a direct, positive contribution to energy production during
exercise.

Ways to measure body composition:

1. Skinfold Test

2 Body Mass Index (BMI)

Computation

3. Waist-Hip Ratio Measurement

Body Mass Index (BMI) describes relative weight for height and uses the formula:

BMI= weight (kg)

Height (m)

Weight classifications based on BMI are presented as follows:

International Obesity Task Force (1OTF) Proposed Classification of BMI Categories for
Asia

BMI (kg/m) Classification

18.5 Underweight

18.5-22.9 Normal

23.0-24.9 At-risk of Obesity

25.0-29.9 Obese
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2 30.0 Obese II
 Source: Nutrition and Physical Fitness Manual, Panlasigui, Leonora, 2005.

Waist-Hip Ratio (WHR) refers to the percentage of fat at the abdominal area/ region. A
high percentage of fat in this region is associated with an increased risk of heart
diseases or hypertension.

The formula is where a WHR of 1.0 or greater in men or 0.8 or greater for women is
indicative of android obesity and an increased risk for obesity-related disorders
(Panlasigui, Leonora, 2005).

Physical fitness test

PRE-TEST

BODY COMPOSITION steps

1. Body Mass Index (BMI)

a. Divide your weight in pounds by

2.2 to determine your weight in
kilograms.
b. Multiply your height in inches by
0.0254 to determine your height in
meters.
c. Square your height in meters
(multiply your height in meters by
your height in meters).
d. Divide your weight in kilograms
from Step 1 by your height in
meters squared from Step3.

2. Waist-Hip Ratio

a. Both measurements should be

done with a non-elastic tape.
Make the measurements while
standing with the feet together
and the arms at the sides,

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 elevated only high enough to allow the measurements. Be sure the tape is
horizontal and around the entire circumference. Record scores to the nearest
millimeter or 1/16 of an inch. Use the same units of measure forboth
circumferences(millimetersor1/16 of an inch). The tape should be pulled snugly
but not to the point of causing an indentation in the skin.
b. Waist measurement Measure at the natural waist (smallest waist circumference).
If no natural waist exists, the measurement should be made at the level of the
umbilicus. Measure at the end of a normal inspiration.
c. Hip measurement Measure at the maximum circumference of the buttocks. It is
recommended that you wear thin-layered clothing (such as swimming suitor
underwear) that will not add significantly to the measurement
d. Divide the hip measurement into the waist measurement to determine your
waist-to-hip ratio.

CARDIORESPIRATORY ENDURANCE TESTS

3 minutes step test

Material: A 12 inch high bench (or a similar size

stair or study box), a watch for timing minutes.

Procedure: Step on and off the box for three

minutes. Step up with one foot and then the other.
Step down with one foot followed by the other foot.
Try to maintain a steady four beat cycle.

Scoring: At the end of three minutes, remains

standing while you immediately check your heart
rate. Take your pulse for one minute. The lower your
heart rate is after the test, the fitter you are.

Muscular Strength and Endurance

Tests
PRT PUSH-UP TEST

Material: floor mat or flat ground, stopwatch

Purpose: Push-ups are used to assess the strength

and endurance of the upper body muscle groups.

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Scoring: The maximum number of correctly performed pushups is recorded.

Procedure: The aim of this test is to perform as many push-ups in you can in one
minute.

1. The starting position is with your arms straight, elbows locked, body straight,
hands placed slightly wider than shoulder-width apart with fingers pointing forward
and both feet on the floor.

2. From the starting position, on the command go, start the push-up by bending your
elbows and lowering your body until the shoulders drop below the level of the elbows,
then return to the starting position.

3. Pausing to rest is permitted only in the up (starting) position.

Flexibility test
1. Modified Sit and Reach

a. The subject sits on the floor with his or her back,

shoulders, and head against a sturdy wall. The legs
are extended in front of the subject with the knees
straight and the heels one foot apart.

b. The tester instructs the subject to overlap his or

her hands so the fingertips can provide only one
farthest point from which a reading can be made.
The overlapped hands from fully extended arms are
lowered to the floor with the head and shoulders
still against the wall. This is where the zero mark of
the meter stick is aligned.

c. While the tester stabilizes the meter stick, the

subject is instructed to reach out as far as he or she
can on the meter stick while keeping the legs straight. The hands must make contact
with the stick. The subject must stay at this position for about 2 seconds so the tester
can make a reading.

d. Three trials are allowed with little rest in between each trial.

e. The score is the BEST of the three (3) trials in centimeters.

Evaluating Skill-Related Fitness Components

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 1. Speed Test

30 meter Dash. Start from a stationary position, in a base-stealing stance that is most
familiar to you and that you think will yield the best time. The front foot must be on or
behind the starting line. Shoulders should be perpendicular to the starting line. This
starting position should be held for 2 seconds prior to starting, and no rocking
movements are allowed. The tester should provide hints to maximizing speed and
encouragement to continue running hard past the finish line.

2. Agility Test

Agility T-test. Set out four cones as illustrated in the

diagram above (S yards = 4.57 m, 10 yards=9.14 m). The
subject starts at cone A. On the command of the timer,
the subject sprints to cone B and touches the base of the
cone with their right hand. They then turn left and
shuffle sideways to cone C, and also touch its base, this
time with their left hand. Then shuffling sideways to the
right to cone D and touching the base with the right
hand. They then shuffle back to cone B touching with
the left hand, and run backwards to cone A. The
stopwatch is stopped as they pass cone A.

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 3. Balance Test

One Foot Balance. Stand on one foot; press up so that the

weight is on the of the foot with the heel off the floor. Hold the
hands and the other leg straight out in front for ten seconds.

4. Power Test

Sit Wall Test. Stand comfortably with feet approximately

shoulder width apart, with your back against a smooth
vertical wall. Slowly slide your back down the wall to
assume a position with both your knees and hips at a
90A' angle. The timing starts when one foot is lifted off
the ground and is stopped when the subject cannot
maintain the position and the foot is returned to the
ground. After a period of rest, the other leg is tested.

5. Coordination

Paper Ball Bounce. Wad up a sheet of notebook

paper into a bal. Bounce the ball back and forth
between the right and left hands. Keep the hands
open and palms up. Bounce the ball 3 times with
each hand, alternating hands for each bound.
Timer will starts once the student starts to bounce
the ball and stop once the paper ball falls off the
ground.

6. Reaction Time Test

Reaction Time Ruler Test. The person to be tested

stands or sits near the edge of table, resting his elbow
on the table so that his wrist extends over the side.
The assessor holds the ruler vertically in the air
between the subject's thumb and index finger, but not
touching. Align the zero mark with the subject's
fingers. The subject should indicate we they are
ready. Without warning, release the ruler and let it
drop the subject must catch it as quickly as possible
as soon as they see it fall.

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VIDEO DEMONSTRATION LINK: hthttps://www.youtube.com/watch?v=3ShEV8B1
ktps://www.youtube.com/watch?
v=WXMYceSGGBE

https://www.youtube.com/watch?v=2vffy88PeYA

Tables/Charts For Fitness Test Rating Comparison

Rating Scale for PRT Push-ups

MODIFIED SIT AND REACH

Rating Male Female

Poor <29.5 <32
Fair 29.5-34 32-36.5

22
Average 34.1-38 36.6-40
Good 38.1-43 40.1-42
Excellent >43 >42

WAIST-TO-HIP RATIO
Classification Men Women
High Risk >1.0 >0.85
Moderately High Risk 0.90-1.0 0.80-0.85
Lower Risk <0.90 0.80

Twelve-Minute Run Test Rating

(Scores In Miles) Men:

AGE: 17-26 27-39 40-49 50+

Classification
High performance zone 1.80+ 1.60+ 1.50+ 1.40+
Good fitness zone 1.55-1.79 1.45-1.59 1.40-1.49 1.25-1.39
Marginal zone 1.35-1.54 1.30-1.44 1.25-1.39 1.10-1.24
Low zone <1.35 <1.30 <1.25 <1.10

Women

AGE: 17-26 27-39 40-49 50+

Classification
High performance zone 1.45+ 1.35+ 1.25+ 1.15+
Good fitness zone 1.25-1.44 1.20-1.34 1.15-1.24 1.05-1.14
Marginal zone 1.15-1.24 1.05-1.19 1.00-1.14 .95-1.04
Low zone <1.15 <1.05 <1.00 <.95

23
Rating chart in 3-minute step test Men

Rating chart in 3-minute step test Men

24
 Agility T-test Chart

Wall Sit Test Chart

Chart

25
 Ruler Drop Test Chart

DISTANCE – REACTION TIME CONVERSION TABLE

Catch Catch
Distance Reaction time Distance Reaction
time
(cm) (milliseconds) (cm) (milliseconds)
1 50 16 180
2 60 17 190
3 70 18 190
4 80 19 200
5 90 20 200
6 100 21 210
7 120 22 210
8 130 23 220
9 140 24 220
10 140 25 230
11 150 26 230
12 160 27 230
13 160 28 240
14 170 29 240
15 170 30 250

26
 Physical Fitness Score Card

Name:____________________________ Year & Course____________Blk:_______________

Age:______________________________ Weight:___________________ Height:___________

Gender:__________________________ BMI:_____________________ Waistline:_________

PRE-TEST
COMPONENT TEST SCORE RATING
Cardiovascular Twelve-Minute Run Test
endurance

Strength PRT Push-up Test

Endurance 3-Minute Step Test

flexibility Sit and Reach Test

Balance One Foot Balance

Power Wall Sit Test

Speed 30 meter Dash

Agility Agility T-test

Coordination Paper Ball Bounce

Reaction Time Ruler Drop Test

27
 CHAPTER TEST II

Name:___________________________________________________ Score:______

Course/Year/Section:_______________________________________ Date:_______

A. Search for five (5) Health-Related and six (6) Skill-Related Fitness Components
in box below.

G R M S P E A D M A I O C
T Y U E A S W A U R T D A
U O S P E E D N S O I B R
T L C E A L A C C U M E D
K P U D C A R E U T E R I
B F L E X I B I L I T Y O
O I A K Q Y O P A N C E R
D T R T Y G D B R E A L E
Y G E D Z V Y A S D R O S
M O N D A A C L T I B V P
U J D K C I O L R E O E I
T G U S O O M V E T A P R
Y Y R N O G P A N C J B A
H T A F R O O E G O M A T
A R N C D Y S Y T L D L O
R E C Z I E I K H O C A R
G W E X N T T S T R E N Y
J Q F A A C I F F B A C E
R E A C T I O N T I M E N
K L G T I T N E O C A Y D
E U I I O U L I N S H O U
T W L O N M Q B P O W E R
W T I N R A N G E R D E A
Q E T T Q W E R T E Y G N
Y A Y Y F B J H N A E I C
N N T M N A E J B O D Y E

28
B. List down four (4) Daily Activities that help Health-Related Fitness Components
develops.

Health-Related Fitness Components Daily Activities

CARDIORESPIRATORY ENDURANCE
MUSCULAR STRENGTH
MUSCULAR ENDURANCE
FLEXIBILITY
C. List down six (6) Daily Activities that help Skill-Related Fitness Components
develops.

Skill-Related Fitness Components Daily Activities

SPEED
AGILITY
BALANCE
POWER
COORDINATION
REACTION TIME

29
CHAPTER 3

EXERCISE AND PHYSICAL IN ACTIVITY

Learning outcome

 Perform exercise correctly and safe.

Objectives
 Discuss the benefits of exercise and physical Inactivity.
 Determine BMI, target heart rate, maximum heart rate and resting heart rate
and explain its importance in one’s physical fitness.
 Explain and relate Physical Fitness test and how each Component affects
fitness.

Topic
DEFINITION OF PHYSICAL ACTIVITY

Physical activity is defined as:

1. A body movement that is

produced by the contraction of
skeletal by muscles and that
substantially increases energy
expenditure (Lacy and
Hastard, 2007).
2. A bodily movement produced
by skeletal muscles that
requires energy expenditures
and produces progressive
health benefits (Hoeger and Hoeger, 2005).

Physical activity that is done regularly is said to produce health benefits (Hoeger
and Hoeger, 2005) and thus is considered to be a form of exercise as conceptualized in
the books of (Hoeger and Hoeger 2005) and (Siedentop 2004).

DEFINITION OF EXERCISE

30
 A type of physical activity that requires planned, structured, and repetitive
bodily movement to improve or maintain one or more components of physical fitness
(Hoeger and Hoeger, 2005).

Leisure-time physical activity conducted with the intention of developing

physical fitness (Siedentop, 2004).

BENEFITS OF EXERCISE

Below is a summary of the benefits of regular exercise according to McGlynn

(1990) in his book Dynamics of Fitness:

1. Improved psychological functioning

2. Improved appearance
3. Increased efficiency of the heart and lungs
4. Increased muscular strength and endurance
5. Reduced stress response
6. Protection from lower back pains
7. Possible delay in the aging process
8. Maintenance of proper body weight
9. Possible reduction of the risk of coronary
heart disease
10.Naturally induced fatigue and relaxation

To add a few that have been overlooked by

some, physically fit workers are absent from the job
less frequently, experience less depression, likely to
feel in control of their lives, and if done with other
people will also improve social health (Greenberg, Dintiman and Oakes, 1995).

10 DO'S AND DON'TS OF EXERCISE

Do's

2. Do begin with warm-up to prepare the body and mind.

3. Do wear appropriate attire
4. Do get an exercise buddy or accountability partner to keep you honest.
5. Do monitor the heart rate
6. Do drink lots of water before, during and after your workout.
7. Do bend the knees a bit when landing from a jumps
8. Do listen to your body's signals during exercises
9. Do cool down after exercising to relax your muscles and gradually lower your
heart rate.

31
Don'ts

1. Do not hyperextend and/or twist the knees, elbows, neck and lower back.
2. Don't try to race someone or get competitive when you are just starting out-
you'll risk injury.

EFFECTS OF EXERCISE ON SELECTED BODY SYSTEM

Circulatory System

The circulatory system is known as the transport system of the body due to the
fact that it is a closed loop composed of the heart and the blood vessels in which the
heart is the pumping organ that will generate the pressure to move the blood through
the system. The amount of blood pumped by the heart per minute is called cardiac
output; the number of heart beats per minute is the heart rate, while stroke volume is
the amount of blood pumped per heartbeat that is expressed in milliliters.

During exercise, cardiac output can be increased by increasing either heart rate
or stroke volume or both (Powers and Dodd, 1996). But stroke volume does not
increase beyond low intensity exercises. Therefore, the rise in cardiac output during
moderate to vigorous activities occurs due to heart rate increases alone and this is due
to an increase in the flow of blood to the working muscles. This is also a response to
the demand for oxygen and food for the muscles and elimination of waste products
like carbon dioxide and lactic acid.

Moreover, since blood is moved through the system during exercise, then there
is also a rise in the blood pressure, specifically in the systolic arterial pressure. This is
brought about by the pulsation in the arteries that is felt by placing the fingers (not
the thumb because it has its own pulse) on the skin near the artery.

Below is a summary of the effects of exercise on the circulatory system:

1. Increase in cardiac output and stroke volume

2. Increase in blood pressure
3. Increase in heart rate
4. Heart becomes stronger so it can pump more blood throughout the body with
every beat and can continue working at maximum level
5. Improves heart health
6. Lowers the risk for heart disease
7. Resting heart rate is slower because less effort is needed to pump blood
8. Faster recovery heart rate

32
Respiratory System

The respiratory system is the body's system that is responsible for the
replacement of oxygen and removal of carbon dioxide from the blood. Through
inhalation, oxygen-rich air is brought from the lungs to the blood, while carbon
dioxide is moved from the blood through the lungs through exhalation.

Maximal oxygen capacity, also known as VO, max, is the body's ability to
transport and utilize oxygen during exercise (Powers and Dodd, 1996). Oxygen
consumption/ uptake increases with heavy exercise but stops once VO2 max is
achieved. Likewise, breathing (known as pulmonary ventilation) also increases in
proportion to exercise intensity. This means that at higher intensity work rates, there
is an increased breathing that results to increased delivery of oxygen and removal of
carbon dioxide.

Muscular System

The muscular system, specifically The skeletal muscles are the ones responsible
in producing loco motor movements, giving specific shape to the different parts of the
body as well as providing postural support. They produce heat during periods of cold
stress.

During exercise, there are immediate effects on the muscles such as muscle
pain, muscle stiffness, muscle soreness, and muscle fatigue, all of which are caused
by the body's physiological responses to exercise.

However, continued use of the muscles during exercise may bring about
positive benefits such as the following:

1. Stronger and leaner muscles

2. Increase in muscle fiber size; hence, increase in muscle strength
3. Lowers risk of chronic back pain in the future
4. Beneficial for osteoarthritic patient

33
PHYSICAL INACTIVITY

On the other hand, if physical inactivity, which is lack of regular exercise, is

more prevalent in an individual's way of life, then health problems are Likely to follow,
such as the occurrence of hypokinetic diseases like obesity, coronary heart disease
(CHD), osteoporosis, and diabetes (Greenberg, Dintiman and Oakes, 1995). In fact, the
American Heart Association in 1992 added physical inactivity as a major risk factor for
the development of CHD (Powers and Dodd, 1996). This means that the incidence of
CHD is greater for people who are physically inactive that lead to the belief that
exercise plays a major role in the prevention of CHD.

However, CHD is just one of the major contributory factors of a widespread

disease, which is referred to as Cardiovascular Diseases (CVD's) that can cause death.

CARDIOVASCULAR DISEASES (CVD'S)

Cardiovascular Diseases (CVD's) refer to any disease that affects the heart or blood
vessels (Powers and Dodd, 1996). The more Common major forms are Atherosclerosis,
Coronary Heart Disease (CHD), Stroke, and Hypertension.

Major Forms

1. Atherosclerosis is defined as the

accumulation of plaques (fatty deposits,
blood cells, and calcium and tissue
debris) in the inner walls of the artery
(McGlynn, 1990). This would mean that

34
 the presence of plaques might narrow lining of artery walls that may eventually
lead to complete blockage of blood flow. This blockage may then lead to death of
the tissue from which the affected artery is the one responsible in bringing blood
that carries oxygen and nutrients.

There are three main reasons for fatty build-up, all controllable:

a. Smoking and other tobacco use,

b. Unhealthy diet, and
c. Physical inactivity.

An early form of fatty deposits known as fatty streaks, can even be found in
some children younger than 10 years. These deposits get slowly worse as the person
gets older.

Signs and Symptoms: Often, there are no symptoms of the underlying disease
of the blood vessels. A heart attack or stroke may be the first warning of an underlying
disease.

2. Coronary Heart Disease (CHD) is a

condition in which the heart is
supplied with insufficient blood due to
clogging of coronary arteries
(Greenberg, Dintiman and Oakes,
1995). A symptom of this disease is
known as angina pectoris, a kind of
chest pain that indicates that there is
not enough blood flow to the heart. In
addition, the person may experience
difficulty in breathing or shortness of
breath, feeling sick or vomiting, feeling
light-headed, breaking into a cold
sweat, and becoming pale.

3. Stroke or Cerebrovascular Accident is a disease when the blood supply to the brain
is reduced for a prolonged period of time. A stroke occurs when there 1s a blockage
of arteries (atherosclerosis) leading to the brain and when there is a cerebral blood

35
 vessel rupture that disturbs normal blood flow to the brain (Powers an Dodd,1996).

Signs and Symptoms: The most common symptom of a stroke is sudden weakness
of the face, arm, or leg, most often on one side of the body. Other symptoms
include sudden onset of numbness of the face, arm, or leg, especially on one side of
the body; confusion; difficulty speaking or understanding speech; difficulty seeing
with one or both eyes; difficulty walking; dizziness; loss of balance or coordination;
severe headache with no known cause; and fainting or unconsciousness.

4. Hypertension or High Blood Pressure is abnormally or chronically elevated blood

pressure. This is determined by taking the systolic and diastolic blood pressures
respectively, where systolic BP is the force of blood against the arterial wall when
the heart contracts and blood is pumped out of the heart, while the diastolic BP is
when the heart relaxes. Borderline is 140 mmHg for the systolic BP while 90 mmHg
for the diastolic BP. Excess of which is considered to be a case of hypertension.

Therefore, regular physical activity is one of the most important factors in the
prevention of heart and blood vessel related diseases. It literally exercises the heart
muscle and aids in the control and prevention of hypertension.

36
 CHAPTER TEST 3

Name:_____________________________________________________ Score:______

Course/Year/Section:_______________________________________ Date:_______

A. List down at least five (5) Benefits of Exercise.

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

B. List down at least five (5) problems of Inactivity.

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
5._____________________________________________________________________

C. List down three (3) effects of exercise on the respiratory system.

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________

D. List down three (3) effects of exercise on the muscular system.

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________

E. Identify the following.

________________1. Any disease that affects the heart or blood vessels.
_________________2. The accumulation of plaques in the inner walls of the artery
________________3. A Fatty deposits, blood cells, calcium and tissue debris.
_________________4. The heart is supplied with insufficient blood due to clogging
of coronary arteries.

_________________5. A kind chest pain that indicates that there is not enough
blood flow to the heart.

_________________6. An early form of fatty deposits that gets worse as person

gets older.

_________________7. The blood supply to the brain is reduced for a prolonged

period of time.

37
 _________________8. Abnormally or chronically elevated blood pressure.

_________________9. Force of blood against the arterial wall when the heart
contracts and blood is pumped out of the heart.

_________________10. Force of blood against the arterial wall when the heart
contracts and blood is pumped out of the
heart.

38
CHAPTER 4

Principles and Methods of Physical Fitness Training

Learning outcome

 Understand the principles and method of training that people should use to
increase fitness.

Objectives

 Explain the principles of goal setting and the importance.

Topic
TRAINING METHODS

There are three different training methods that can be used in performing an
activity for fitness benefits. Each method has a distinct purpose; the goal of workout
determines the type to be used.

1. Continuous Training. The same activity or exercise is continued over an extended

period, with endurance the usual objective.

2. Circuit Training. Uses a number of different exercises at assigned stations. This

method let you mix\ exercise of different intensities or specifications.

3. Interval training. Alternates short bursts of high intensity exercise with periods of
rest. The purpose of this training is to push the body to a higher level of fitness .

39
 PRINCIPLES OF TRAINING

Individual Differences

This principle states that people vary in their ability to develop fitness components,

(Robbins, Powers and Burgess, 2002) Athletic foundations differ from one athlete to
the other based on the following: heredity, maturity, nutrition, rest, sleep, level of
fitness, illness/injury, motivation, and environmental influence
(www.sonv.org/intro/pdfs/training_principles.pdf). It is because of these differences
that it is somehow expected that athletes or individuals who exercise may respond
differently even to a similar training program. It is therefore important to note that
since differences in training response is essential, coaches or trainers should be able
to formulate a training program that is appropriate to the individual in terms of his/
her preferences, fitness level, and lifestyle.

Adaptation/Use

This is the principle that emphasizes the

body's increasing ability to cope with the
load being brought about by the training
program. If the body part is regularly used
or actively stressed during exercise, then it
adapts to those stresses that lead to an
increase in performance.

40
Reversibility/Disuse

This is the principle that states that

changes occurring with exercise are
reversible and if a person stops exercising,
the body will de-condition and adapt to the
decreased activity (Robbins, Powers and
Burgess, 2002). If a person stops exercising,
fitness improvements can be lost. Fitness is
not something that is stored and may last
forever. Thus, to avoid this reversal of
fitness improvement, an individual should
not stop exercising but may opt to decrease
the frequency of exercise and maintain the
intensity level. What training can achieve;
disuse can undo. Use it, or lose it!

Overload

The most basic of all training principles, the Overload principle states that doing more
than normal is necessary if benefits are to occur (Corbin, Welk, Corbin and Welk,
2006). In order for a muscle (including the heart muscle) to get stronger, it must be
overloaded or worked against a load greater than the usual. If muscular endurance
should be improved or increased, muscles must sustain exercises for periods longer
than the normal. Inflexibility must be increased, then muscles must be stretched
longer than the usual. If the body during exercise will not be stressed with a load that
is greater than the normal, then it will not cause any improvement in fitness.
Therefore, for improvement in fitness to occur, the body must be stressed beyond its
current limits.

41
The acronym F1T is an appropriate guide in helping an individual applies the overload
principle. FIT stands for Frequency, Intensity, and Time and is considered as a
formula in achieving health, fitness and wellness.

1. Frequency answers the question how often an individual should exercise in a week.
According to (Corbin, et al 2006), most benefits require 3-6 days of activity per week
but frequency depends on the desired benefit.

2. Intensity answers the question how hard the exercise shoulder The more intense
the activity is, the more effort is exerted; hence, may result to greater benefits.
However, intensity level still depends on the goal of the exercising individual. A high-
level performance will need a higher or greater cardiorespiratory fitness that will surely
increase heart rate above normal.

3. Time/Duration answers the question how long the exercise program is executed. An
activity must be programmed with an adequate amount of time. The length will
depend on the type of activity. Normally, if the activity is high in intensity, the time or
duration is not that long or if the activity will require longer periods of time to finish,
then the intensity is decrease

PROGRESSION

This is the principle that indicates the need to

gradually increase overload to achieve optimal
benefits (Corbin, Welk, Corbin and Welk, 2006).
The overload imposed on an athlete must be
progressive. To keep developing, the individual
must keep on overloading. This means that there
is a gradual increase in the training load; hence,
there is progress.

During the initial stage of a beginner's training,

the individual should be given mild to moderately
intense exercises. And by virtue of the principle of
adaptation, the FIT formula may be increased to
keep up with the improvement of the body.

It is important to progress slowly with

consideration and emphasis on the FIT formula to
minimize occurrence of overuse injuries.

SPECIFICITY

This is the principle that states that only the muscles or body systems being exercised
will show beneficial changes (Robbins, Powers and Burgess, 2002). This means that an

42
individual must train specific energy system and specific muscle groups in order for
them to improve. A strength-building exercise may not do much in developing
cardiovascular fitness, in the same manner that stretching or flexibility exercises may
do little in changing body composition. This is to say that for improvements in
cardiovascular fitness to occur, the heart and lungs must be specifically exercised
through aerobic activities, stretching exercises must be done to specifically improve
flexibility, and lifting weights should be considered to improve muscular strength.
Furthermore, training one muscle group will not improve or have little effect on the
others.

Specificity is classified into two (2) types: metabolic, which is training a specific energy
system and neuromuscular, which is training a specific muscle group.

Moreover, training for a sport will require specific training for that particular sport. For
example, running should be practiced by runners, swimmers should have a training
program specifically for swimming and tennis should be regularly played by tennis
players. This means that the fitness level attained in one sport may not be enough for
play in other sports. Perfecting a skill involves biological programming as practicing
means constant repetition of the movement that will eventually eliminate conscious
control.

The specificity principle simply states that a training program should be specific
interms of the sport and the individual using it.

RECUPERATION/RECOVERY

This is the principle that states that the body

requires recovery periods between exercise
training sessions in order to adapt to the
exercise stress (Powers and Dodd, 1996). It is
during this period that the adaptation to

43
training takes place by increasing endurance or becoming stronger. If the body is
allowed to have these recovery sessions, then the greater chance of achieving optimum
benefits. more specific, an exercise

To be program should allow the body to have at least 1-2 days of rest (Powers and
Dodd, 1996) in between training days to allow muscles to recover from the immediate
effects of training and thereby avoid a fatigue syndrome known as overtraining, a
condition that may lead to injuries or chronic fatigue.

VARIATION

This is the principle that gives consideration to

maintaining the interest of the exercising
individual. Training should be accomplished in
various ways because once training becomes
repetitious to an individual, the tendency is to feel
bored that could lead to losing of interest and
motivation.

TIME PATTERN

This is the principle that gives consideration to the preferred time of the exercising
individual. Exercise or training should be done anytime of the day when it is
convenient for the individual. However, in relation to digestion, exercising one to two
hours after a heavy meal is not advised because it may result to indigestion. Digestion
takes place one to two hours after a heavy meal and if an individual chooses to
exercise during this time, blood and oxygen needed for digestion will not be enough,
thus, indigestion may likely be experienced.

44
 CHAPTER TEST 3

Name:_____________________________________________________ Score:______

Course/Year/Section:_______________________________________ Date:_______

Match Column A with Column B. Write The letters Only.

A B

_____1 . Overload a. change in drills to avoid boredom

_____ 2. Progression b. body will re-condition

_____ 3. Specify c. how hard?

_____ 4. Frequency d. specific muscle group

_____ 5. Adaptation e. more than the normal

_____ 6. Reversibility f. no two people are alike

_____ 7. Intensity j. may lead to injury

_____ 8. Variation h. use is or lose it

_____ 9. Recuperation i. 1-2 days of rest

_____ 10. Time/duration k. 1-2 days of rest

_____ 11.Time Pattern l. how often

_____ 12. Individual differences m. Chronic fatigue

_____ 13. Metabolic n. training is programmed both for the

_____ 14.Neuromuscular sports and the individual

_____ 15. Principles of Training o. how long?

p. a condition of being fit

q. time preference of the individual

45
 Aerobics
Learning outcome

 Demonstrate the combo steps correctly.

Objectives
 List down benefits of Aerobics to one’s health.

 Identify the different basic arms and feet movements.

Topic
WHAT IS AEROBICS?

Aerobics is a form of physical exercise that combines rhythmic aerobic

exercise with stretching and strength training routines with the goal of improving all
elements of fitness (flexibility, muscular strength, and cardio-vascular fitness). It is
usually performed to music and may be practiced in a group setting led by
an instructor (fitness professional), although it can be done solo and without musical
accompaniment. With the goal of preventing illness and promoting physical fitness,
practitioners perform various routines comprising a number of different dance-like
exercises. Formal aerobics classes are divided into different levels of intensity and
complexity and will have five components: warm-up (5–10 minutes), cardiovascular
conditioning (25–30 minutes), muscular strength and conditioning (10–15 minutes),
cool-down (5–8 minutes) and stretching and flexibility (5–8 minutes).

46
 Type of Aerobics

Freestyle aerobics 
Is an aerobics style in which a group
instructor choreographs several short dance
combinations and teaches them to the class.
This is usually achieved by teaching the class
1-2 movements at a time and repeating the
movements until the class is able to join the
whole choreography together. Aerobic music
is used throughout the class. This is
sometimes followed by a strength section
which uses body weight exercises to
strengthen muscles and a stretch routine to
cool down and improve flexibility. Classes are
usually 30–60 minutes in length and may include the use of equipment such
as a barbell, aerobic step, or small weights.

Aerobic gymnastics
Aerobic gymnastics, also known as
sport aerobics and competitive aerobics,
may combine complicated choreography,
rhythmic and acrobatic gymnastics with
elements of aerobics. Performance is
divided into categories by age, sex and
groups (individual, mixed pairs and trios)
and are judged on the following elements:
dynamic and static strength, jumps and
leaps, kicks, balance and flexibility. Ten
exercises are mandatory: four consecutive
high leg kicks, patterns. A maximum of ten
elements from following families are allowed: push-ups, supports and balances,
kicks and splits, jumps and leaps. Elements of tumbling such as handsprings,
handstands, back flips, and aerial somersaults are prohibited. Scoring is by
judging of artistic quality, creativity, execution, and difficulty of routines. Sport
aerobics has state, national, and international competitions, but is not an
Olympic sport.

47
WHAT ARE THE BENEFITS OF AEROBICS?

1. Improves cardiovascular health

2. Lowers blood pressure

3. Helps regulate blood sugar

4. Reduces asthma symptoms

5. Reduces chronic pain

6. Aids sleep

7. Regulates weight

8. Strengthens immune system

10. Boosts mood

11. Reduces risk of falls

12. Safe for most people, including

kids

13. Affordable and accessible

Sample Warm-Up Leg Hug And Stretching Exercises

1. Cardiovascular Exercise jog for 2-3

minutes)

2. Calf Stretch

3. Hip and Thigh Stretch

4. Sitting Stretch

5. Leg Hug

6. Trunk Twist

7. Arm Stretch

8. Quadriceps Stretch

48
BASIC ARM AND FOOTMOVEMENTS

1. Arm swing 10. Jogging

2. Step close 11. Arm circling

3. Jab 12. Marching

4. Side step 13. Arm stretch

5 Body twist 14. Leg curl

6. Grapevine 15. Arm curl

7. Arm cross 16. Squats

8. Knee lift 17. Kicks

9. Claps Video demonstration link: https://www.youtube.com/watch?v=KPIvqaxYCvU

SAMPLE OF AN AEROBIC DANCING WORKOUT/ROUTINE

Routine 1 6. Grapevine with body twist

1. March with arm swing 7. V-step

2. Step close 8. Knee 1lift

3. Side step 9. Knee lift with arm cross

4 Easy step with jab 10. Inverted V-step with clap

5 Grapevine 11. Jog in place

Routine 2 7. Step close with arms circling

1. March 8. Body twist with knee lift

2. Step point with arms sway forward 9. Easy step with arms stretched

3. Heel step 10. Squats with arm curl

4. Side step with clap 11. Squats with jab

5. Leg curl 12. Step forward and kick

6. Step close with overhead clap 13. Knee lift with bent elbows and
side kick

49
 CHAPTER TEST 5

Name:_____________________________________________________ Score:______

Course/Year/Section:_______________________________________ Date:_______

SAMPLE EXERCISE ROUTINES: WARM-UP AND STREATCHING EXERCISE

Create and be able to interpret your own warm-up and stretching exercises
routine that will last from 5-10 minutes.

TYPE OF EXCERCISE NUMBER OF SECOND/REPETITIONS

50
Name:_____________________________________________________ Score:______

Course/Year/Section:_______________________________________ Date:_______

ROUTINES: AEROBIC DANCE WORKOUT

Create and be able to interpret your own aerobic dance routine that will last
from 15-20 minutes

TYPE OF EXCERCISE NUMBER OF SECOND/REPETITIONS

51
 Physical fitness test
POST-TEST

Physical Fitness Score Card

Name:____________________________ Year & Course____________Blk:_______________

Age:______________________________ Weight:___________________ Height:___________

Gender:__________________________ BMI:_____________________ Waistline:_________

PRE-TEST POST-TEST
COMPONENT TEST SCORE RATING SCORE RATING
Cardiovascular Twelve-Minute Run
endurance Test

Strength PRT Push-up Test

Endurance 3-Minute Step Test

flexibility Sit and Reach Test

Balance One Foot Balance

Power Wall Sit Test

Speed 30 meter Dash

Agility Agility T-test

Coordination Paper Ball Bounce

Reaction Time Ruler Drop Test

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REFERENCES

Cando, J., Banawa, E., Biong, C., & Ompoc, H.(2018) Health and Fitness
Management: Ped Workbook

INTERNET SOURCE

Components of Fitness…Retrieve

https://www.topendsports.com/fitness/components.htm

Phase Module Physical Activity and Fitness Education…Retrieve

https://www.education.vic.gov.au/Documents/school/teachers/teachingresou
rces/social/physed/phasephys.pdf

Physical fitness Module…Retrieve

http://ndl.ethernet.edu.et/bitstream/123456789/78189/1/Physical
%20Fitness%20Module.pdf

The Principles of Physical Training…Retrieve

https://bootcampmilitaryfitnessinstitute.com/anatomy-physiology/the-
principles-of-physical-training/

Aerobics…Retrieve

https://en.wikipedia.org/wiki/Aerobics#:~:text=Aerobics%20is%20a%20form
%20of,and%20cardio%2Dvascular%20fitness)

The Benefits of Exercise…Retrieve

https://oregon.providence.org/forms-and-information/a/ask-an-expert-the-
benefits-of-aerobic-exercise/

Exercise…Retrieve

https://en.wikipedia.org/wiki/Exercise

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