Central Luzon State University

Institute of Sports, Physical Education and Recreation

Science City of Muñoz, Nueva Ecija

PE 1100 PHYSICAL FITNESS

MARIMAR B. FUENTES
Instructor I
Contact No.: 0935-936-4502
Email Address: marimar.fuentes@clsu2.edu.ph
 Philosophy

The ultimate measure of the effectiveness of Central Luzon State University as an institution of
higher learning is its contribution to and impact on the educational, economic, social, cultural,
political and moral well-being
and environmental consciousness of the peoples it serves.

Vision

Central Luzon State University (CLSU) as a world-class National Research University

for science and technology in agriculture and allied fields.

Mission

CLSU shall develop globally competitive, work-ready, socially-responsible and empowered human
resources who value life-long learning;
and to generate, disseminate, and apply knowledge and technologies for poverty alleviation,
environmental protection, and sustainable development.

Quality Policy Statement

“Excellent service to humanity is our commitment.”

“We are committed to develop globally-competent and empowered human resources, and to
generate knowledge and technologies for inclusive societal development.”

“We are dedicated to uphold CLSU's core values and principles, comply with statutory and
regulatory standards and to continuously improve the effectiveness of our quality management
system.”

“Mahalaga ang inyong tinig upang higit na mapahusay ang kalidad ng aming paglilingkod.”
 Vision

To make the ISPEAR as a Center of Learning and Excellence in Sports, Physical Education and
Recreation in the province of
Nueva Ecija and in Region III.

Mission

To serve as an implementing arm of the University to become a Center of Learning and

Excellence within its scope of concern specifically
in the fields of Sports, Physical Education, and Recreation.

Goal

At the end of five (5) years, it is expected that ISPEAR will become a center of Learning and
Excellence in the fields of Sports, Physical Education, and Recreation in Region III.

General Objectives

“To make the Institute of Sports, Physical Education, and Recreation (ISPEAR) as a Center of
learning in the fields of sports, physical education, and recreation in Nueva Ecija, and in Region
III.”

“To serve as a ground for harnessing the potential talents and skills of students, faculty and staff
members in the area of Sports, PE and Recreation and imbuing
in them with such carry over values: sportsmanship, honesty, respect for others etc.”

“To develop the Institute as a Center of Excellence in the conduct of regional/national sports
clinics and workshops for the government/private agencies in
Nueva Ecija, Region III and in the national level.”

“For the Institute to be the responsible Center for Sports, Recreational and Cultural Development
Programs of the university.
 COURSE INFORMATION

A. COURSE DESCRIPTION
This course reintroduces the fundamental movement patterns in a variety of physical
activities 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
embedded with values for the enhancement of fitness and the adaptation of movement
competencies to independent physical activity results. In conjunction with fitness concepts,
exercise and healthy eating principles, periodic evaluation of one’s level of fitness and physical
activity, as well as eating patterns will be conducted to monitor one’s progress and
achievement of personal fitness and dietary goals.

B. PROGRAM OUTCOMES:
After completing this course, the student must be able to:
1. Demonstrate a thorough understanding on the foundation of physical fitness and the parts of
the human body in relation to fitness.
2. Improve Physical Fitness from the baseline using physical fitness components and exercise
principles.
3. Develop, apply, and evaluate a range of strategies in the discipline to improve physical activity
routines.

C. INTENDED LEARNING OUTCOMES

 Improve overall fitness by using physical fitness tests, components, and exercise principles.
 Apply the different skills in movement education in relation to movement competencies
 TABLE OF CONTENTS

MODULE 2 Physical Literacy and Introduction to Movement Education

Meeting and Exceeding Physical Activity Guidelines

01
02 Assessing Personal Fitness

03 Concepts of Physical Activity, Fitness, Health, And Wellness

04 FITT Principle

05 HITT Principle

06 Locomotor and Non-Locomotor Movements

07 Principles of Exercise

08 References
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PHYSICAL LITERACY AND INTRODUCTION TO

MOVEMENT EDUCATION

01 MEETING AND EXCEEDING PHYSICAL ACTIVITY

AND GUIDELINES

Engaging in physical activity is one of the most important steps people of all
ages can take to improve their health.

Why is exercise so important to your well-being?

Children who are active are more likely to be at a healthy body weight, perform
better in school, and have higher self-esteem. They are also less likely to develop risk
factors for heart disease, including obesity.

Adults who exercise are better able to handle stress and avoid depression,
perform daily tasks without physical limitation, and maintain a healthy body weight;
they also lower their risk of developing a number of diseases.

Exercise continues to be important for older adults by ensuring quality of life and
independence; regular exercise boosts immunity, combats bone loss, improves
movement and balance, aids in psychological well-being, and lowers the risk of disease.

Fitness has health-related and skill-related components. Although skill-related

components of fitness (e.g., agility, coordination, balance, reaction time, power, and
speed) are involved in your day-to-day activities, typically they are specifically included
in training programs related to sports and athletic competition or when a situation
presents itself, such as the loss of balance often observed with advancing age.

PHYSICAL ACTIVITY AND EXERCISE – SAME OR DIFFERENT?

Physical activity refers to any movement of the body that involves effort and thus
requires energy above that needed at rest.
- Day-to-day tasks such as light gardening, household chores, and taking the stairs at
work are examples of baseline physical activity
- Including baseline activities in your daily routine is helpful, but people who do only
this type of activity are considered to be inactive.
Exercise is a more focused, or specific, form of health-enhancing physical
activity.

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- Exercise is a more specific form of physical activity

- Both physical activity and exercise include movement that requires energy, but the
goal of exercise is to improve or maintain physical fitness.
- Health-related physical fitness includes aerobic and muscular fitness as well as
flexibility.
- Examples of health-related physical fitness exercises are brisk walking or jogging,
lifting weights, and stretching.

 Keep in mind that exercise is a type of physical activity and that the two terms
are often used interchangeably.


COMPONENTS OF PHYSICAL FITNESS

AEROBIC FITNESS
 cardiorespiratory endurance is often referred to as aerobic capacity or aerobic
fitness.
 the word aerobic means “with oxygen.” your body requires oxygen to perform
aerobic exercises.
 examples of cardiorespiratory, or aerobic, exercises are walking, jogging, running,
cycling, swimming, dancing, hiking, and sports such as tennis and basketball.

MUSCULAR FITNESS
 refers to how your muscles contract to allow you to lift, pull, push, and hold objects.
 Muscular fitness includes both muscular strength and muscular endurance.
 Examples are lifting weights, working with resistance bands, heavy gardening, such
as digging and shoveling, climbing stair, hill walking, cycling, dance, push-ups, sit-
ups and squats.

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FLEXIBILITY
 refers to the ability to move a joint through a full range of motion.
 Loss of flexibility as a result of injury, disuse, or aging can limit your ability to carry
out daily activities.
 Examples of flexibility exercises are yoga, stretching, and pilates.

BODY COMPOSITION
 refers to the makeup of your body.
 a method of breaking down the body into its core components: fat, protein,
minerals, and body water.
 the focus of body composition is the relative amounts of muscle versus fat.
 Excessive amounts of body fat are related to poor health outcomes, and this is
especially true for fat around the abdominal area.
 Examples of body composition exercises are push-ups, burpees, squat jumps etc.

BENEFITS OF EXERCISE

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The benefits of a regular exercise program extend into many areas of life.
Exercise is one intervention that is inexpensive and simple and can provide many life-
enhancing advantages.

Physiological Benefits
Physiology deals with how the body functions. To maintain optimal function, the
body must be exposed to positive stressors such as exercise. Regular physical activity
can improve your muscle strength and boost your endurance. Exercise delivers oxygen
and nutrients to your tissues and helps your cardiovascular system work more
efficiently. And when your heart and lung health improve, you have more energy to
tackle daily chores.

Psychological Benefits
In addition to the well-established physical benefits of exercise are many
psychological, or mental health, benefits. Exercise appears to provide relief from
symptoms of depression and anxiety; in addition, it enhances self-esteem, provides
more restful sleep, and promotes faster recovery from psychosocial stressors.

Sociological Benefits
As the familiar song “Lean on Me” by Bill Withers suggests, “We all need
somebody to lean on.” Structural support (referring to social networks) in your life is
provided by friends and family as well as participation in church or civic organizations.
Social support is important for health and well-being. By involving your family members,
friends, and coworkers in your activity program, you can help each other make exercise
a regular habit. In doing so, you claim health and well-being benefits for yourself while
also helping those around you to do the same.

02 ASSESSING PERSONAL FITNESS

The fitness testing process includes three steps: a preparticipation screening and
risk assessment; the fitness assessment, or performance of the test itself; and an
interpretation of test results. Each step provides you with information about yourself
that can be used to develop a safe and effective exercise program.

PREPARTICIPATION SCREENING AND RISK ASSESSMENT

Preparticipation screening is an important part of the fitness assessment

process. This is the first step in learning about your personal health and gaining a sense
of the exercises you can do to improve your physical fitness. Preparticipation screening
consists of both self-guided and professionally guided questionnaires and may also

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include consultations with your health care provider to be sure that you are ready for
both fitness testing and physical activity.

PREPARTICIPATION SCREENING

Physical Activity Readiness Questionnaire (PAR-Q)

The PAR-Q is a very simple questionnaire that can help you assess your physical
readiness for exercise. Be sure to read both pages carefully. If you answer yes to any of
the seven questions on the first page of the PAR-Q, you should check with your health
care provider before you begin to exercise or participate in any of the exercise tests.
Preparticipation screening is an important first step in assessing your fitness.
The figure 1 shows the sample of a PAR-Q.

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Figure 1. PAR-Q

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RISK ASSESSMENT
Whether you are using a self-guided questionnaire or consulting with your
health care provider, the goal of preparticipation screening is to verify your physical
readiness for exercise testing or future physical activity. In addition to determining
physical activity readiness, preparticipation screening also provides a risk stratification.
Although it may sound like an intimidating term, risk stratification is really nothing more
than a classification of your risk for diseases that could affect your ability to exercise.
Figure 2 shows an example of a risk factor scoring checklist.

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Figure 2. Risk Factor Scoring Checklist

03 Concepts of Physical Activity, Fitness, Health, And Wellness

What is the difference between health and wellness?

Health, or some aspects of it can be determined or influenced by factors

beyond your control, such as your genes, age, and family history. For example, a man
with a strong family history of prostate cancer will have a higher-than-average risk for
developing prostate cancer himself.

Wellness is largely determined by the decisions you make about how you live.
That same man can reduce his risk of cancer by eating sensibly, exercising, and having
regular screening tests. Even if he develops the disease, he may still rise above its
effects to live a rich, meaningful life. This means not only caring for himself physically,
but also maintaining a positive outlook, keeping up his relationships with others,
challenging himself intellectually, and nurturing other aspects of his life.

BEHAVIORS THAT CONTRIBUTE TO WELLNESS

A lifestyle based on good choices and healthy behaviors maximizes quality of

life. It helps people avoid disease, remain strong and fit, and maintain their physical
and mental health as long as they live.
 be physically active
 choose a healthy diet
 maintain a healthy body weight
 manage stress effectively
 avoid tobacco and drug use and limit alcohol consumption

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 protect yourself from disease and injury

Take other steps toward wellness other important behaviors contribute to wellness,
including these:
 developing meaningful relationships
 planning for successful aging
 learning about the health care system
 acting responsibly toward the environment

DIMENSIONS OF WELLNESS

College Students and Wellness

Most college students appear to be healthy, but appearances can be deceiving.
Each year, thousands of students lose productive academic time to physical and
emotional health problems - some of which can continue for a lifetime. According to the
Spring 2014 American College Health Association National College Health Assessment,
the following were commonly reported factors affecting academic performance:
 Stress (30.3% of students affected)

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 Anxiety (21.8%)
 Sleep difficulties (21.0%)
 Cold/flu/sore throat (15.1%)
 Depression (13.5%)
 Excessive use of Internet/computer games (11.6%)

Assess yourself. How do your daily wellness choices compare to those of other
students? What is recommended to promote wellness? Remember: It’s never too late to
change. The sooner you trade an unhealthy behavior for a healthier one, the longer
you’ll be around to enjoy the benefits.

04 FITT PRINCIPLE

What is the FITT principle?

The FITT principle is a tried-and-true method of putting together an efficient

workout plan. It’s especially useful if you’re someone who thrives on structure, as you
can think of the components as a set of rules to follow. It’s also great for monitoring
your exercise progress with cardiovascular activity and strength training.
According to some studies, researchers even found that the FITT principle was
useful in helping researchers and healthcare professionals create the right exercise
regimen for people who had just had a stroke.

What does FITT stand for?

 Frequency (how often you exercise)
 Intensity (how strenuous your workout will be)
 Time (how long your workout with last)
 Type (details of what kind of exercises you’re going to do)

FITT workout: starting a FITT plan

a. FREQUENCY

 his refers to how often you exercise.

 the point is to meet your goals without overtraining the body.

When it comes to cardio: As a general rule of thumb, aim for a minimum of three
cardio sessions per week. If you’re looking to lose weight, you might increase this
number to five to six sessions.

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When it comes to strength training: It’s recommended to do some sort of strength

training three to four times per week. Strength training can involve the use of weights
(even bodyweight workouts), resistance, barbells, or machines.

Also includes rest days: Also account for rest days when putting together your plan.
It’s important to give your muscles a chance to recover.

b. INTENSITY

 This refers to how difficult an exercise is.

When it comes to strength training:

- If you’re new to an exercise program, you don’t want to make the plan too
challenging. This could lead to injury or burnout.
- Start at a level that feels comfortable, and then gradually increase the difficulty
as your strength and endurance builds.
- With strength training, there are three primary methods you can use to measure
intensity:
 amount of weight lifted
 number of repetitions completed
 number of sets

When it comes to cardio:

To measure how hard, you’re working during a cardiovascular exercise, you can
look to your heart rate, which is measured by beats per minute (bpm).

This starts with determining your target heart rate zone for your fitness level
and age. The heart rate zone you’re meant to target is based on a percentage of your
maximum heart rate (MHR).

1. Find your max heart rate (MHR)

To find your MHR, use this calculation: 220 minus your age = MHR.
For example, if you’re 25 years old, your MHR is 195 (220 – 25 = 195 MHR).

2. Find your target heart rate zone

According to Harvard Health, aerobic exercise is when your heart rate reaches
between 70 and 85 percent of your MHR. You’re also getting a workout when your
heart rate reaches 50 to 70 percent of your MHR.

To find your target heart rate zone, use this calculation: MHR multiplied by
percentage rate in decimals.

So, this looks like: 195 x 0.50 = ~97 and 195 x 0.85 = ~165

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According to the American Heart Association, the target heart rate zone for a 25-year-
old is approximately 95 to 162 beats per minute.

c. TIME
 This refers to the duration of each exercise.

According to experts, at least 150 minutes of moderate-intensity exercise or at least

75 minutes of high-intensity exercise a week.
This can look like 30 minutes of moderate exercise or 15 minutes of intense
exercise a day.
You can increase or decrease this duration based on several factors, including
current fitness level, age, weight, health, and others.
A cardio workout is recommended to last a minimum of 30 minutes. This can be
longer, depending on the exercise. A long bike ride, for example, could take up to 2
hours.
Resistance workouts usually last between 45 and 60 minutes.
Don’t add time to your workouts until you’re ready to do so. Once your
endurance builds, you can gradually increase the time spent exercising.

d. TYPE
 This refers to what kind of exercise you’ll be doing under the umbrella of cardio
or strength training.

Cardio is any type of exercise that improves your cardiovascular system. This includes:

- running
- swimming
- walking
- dancing
- aerobics routines
- cycling

Strength training is any type of exercise that tones and strengthens the muscles. It
usually results in muscular hypertrophy. This includes:

- the use of weights, like bicep curls and bench presses

- bodyweight exercises, such as:
- squats
- pushups
- pullups
- sit-ups

EXAMPLES OF FITT

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Incorporating the FITT principle into your life can be simple. Here’s how you can use it
with cardio and strength training.

FITT Example for Weight Loss

If your goal is to lose weight, your fit plan might look like this:

Frequency: Get your heart rate up during 3 to 6 days of the week.

Intensity: This will depend on your current fitness level. For a high-intensity workout,
aim to reach 70 to 80 percent of your maximum heart rate.

Time: Aim for around 20 to 30 minutes per workout. You can increase the workout
length as your endurance builds.

Type: Any type of cardiovascular training, such as dancing, walking, running, rowing,

jogging, hiking, cycling, swimming, etc.

FITT Example for Cardiovascular Exercise

Frequency: 4 days a week

Intensity: moderate, 60 to 70 percent heart rate

Time: 30 minutes

Type: jog

FITT Example to Increase Strength

Frequency: 4 days a week

Intensity: intermediate, 3 sets of 10 to 12 reps

Type: could be various leg exercises, such as deadlifts, hamstring curls, squats,

standing calf raises, leg extensions, and leg press or alternatives

Time: 45 to 60 minutes

05 HITT Principle

What is HITT Principle?

HIIT is any form of exercise that consists of a short burst of intense exercise
that precedes a period of rest or low intensity exercise. HITT stands for High Intensity
Interval Training.

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The period of intense exercise can vary from less than 45 seconds to a few minutes.
People then rest or do gentle exercise for a similar time frame before repeating the
sequence.

An entire HIIT workout may be as short as 15–20 minutes, but it provides a wide range
of benefits. Its short duration can make it a very practical and effective choice for
people who find it difficult to commit to longer sessions.

HIIT also requires no equipment or gym membership, so people can do it anywhere at

a time that suits them.

HOW TO START

Although there are likely to be HIIT classes on offer at a local gym, no classes or
equipment are necessary for this type of training.

People can use their preferred form of exercise for the exercise intervals. They may
wish to cycle, sprint, or use a skipping rope. If a person is using exercise equipment,
they can increase the resistance for extra intensity and then reduce it again for the rest
period.

People can also do a variety of exercises using just their body weight, such as:
- pressups
- burpees
- jumping jacks
- squats
- sit-ups

EXAMPLE OF HITT

A 25-minute HIIT workout is as follows:

 5-minute warmup
 15-minute HIIT circuit:
- intense exercise for 15 seconds
- rest 10 seconds
- intense exercise for 15 seconds
- rest 20 seconds
- intense exercise for 15 seconds
- rest 30 seconds
- intense exercise for 15 seconds
- rest 40 seconds

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- intense exercise for 15 seconds

- rest 50 seconds
 Repeat this circuit three more times
 5-minute stretching session to cool down
People can either stop exercising in the rest periods or switch to gentle exercise,
such as walking or slow cycling.

06 LOCOMOTOR AND NON-LOCOMOTOR MOVEMENTS

Locomotor movements: are those motor skills which the feet move the body from
one place to another.

Principle of Opposition: when a step is taken with the left foot, the right hand is moved.

Locomotor Movements

(Walk, run, leap, hop, jump, skip, gallop, and slide)

1. Walk
- To advance or travel on foot at a moderate speed or pace
- proceed by steps
- move by advancing the feet alternately so that there is always one foot on the
ground

2. RUN
- The goal quickly by moving the legs more rapidly than at a walk
- in such a manner that for an instant in each step all or both feet are off the
ground

3. LEAP
- Starts off on 1 foot and ends on the opposite
- a phase where neither foot is in contact with the ground
- a transfer of weight from 1 foot to another
- an exaggerated running steps

4. HOP
- Stand on one foot and half with the same foot
- the opposite foot is bent at knee and trailing behind the back
- a leap on one foot

5. JUMP
- Stand with two feet together
- spring clear off the ground
- end on two feet

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6. SKIP
- Step with left foot, then hop on left foot, then step on right foot and hop on
right foot
- alternate motion from the left side to the right and continue

7. GALLOP
- One foot is placed in front of the opposite foot
- the front foot takes a large step forward while the second foot stays in place
- the back foot takes a step forward but always stays behind the front foot

8. SLIDE
- Move to the left, the left shoulder leads (moved the right, the right shoulder
leads)
- the left foot reaches out to the left side and steps then the right foot takes a
step next to the left foot

LOCOMOTOR MOVEMENT SEEN IN SPORTS:

 Basketball - slide, run, jump, leap, hop

 Football - run, slide, leap, jump
 Volleyball - jump, leap
 Baseball, Softball, Field Hockey and Tennis – slide, run
 Golf - walk

NON-LOCOMOTORS SKILLS: or AXIAL MOVEMENT are done in place. They are

stability skills that include movements of limbs or body parts, and sometimes even the
whole body

Non-locomotor Movements:

1. BENDING OR FLEXING
- moving the muscles around a joint where two body parts meet.

2. STRETCHING OR EXTENDING
- done by straightening or extending any part of the body from the joints.

3. LIFTING OR RAISING
- elevating a part of the body, usually for the arms and legs.

4. TWISTING
- moving a part of the body around a long axis, usually for the head and body.

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5. ROTATING OR ENCIRCLING
- done by moving a part of the body around axis.

6. SWINGING
- a pendular movement below an axis.
7. SWAYING
- a pendular movement above an axis.

07 PRINCIPLES OF EXERCISE

The exercise principles outline the criteria that guide all training.  Each principle
allows us to critique some element of a person’s training.  When a person’s training
follows the principles well it is most likely to be successful. 

Principle Technical Term Layman’s term

People are different and their

Optimal benefits occur when programs
exercise needs vary – a
Individuality: meet the individual’s needs & capacities
prescription must take this into
of participants 
account

Don’t expect that the same

prescription will get you the same
Each person responds differently to the result with each person – you
Trainability:
same training stimulus have to monitor and adapt
training as you go to suit different
clients

The training stimulus must be specific Training must be specific to an

Specificity:
to the clients desired outcomes individual’s goals

Overload: For adaptation to occur the volume of You get improvements by doing a
exercise must overload the body in bit more
some way in line with the capacity of
the individual to cope with that

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Principle Technical Term Layman’s term

overload

For continual adaptation overload must

Progressive Get improvements by  doing a bit
be progressive, that is the dose of
Overload: more each time
exercise must increase

For optimal adaptation and to avoid

stagnation, overuse, and injury the Change is as good as a holiday. 
Variety: exercise stimulus must be varied (this Variety allows recovery and can
does not simply mean changing reduce injury risk
exercises all the time).

Optimal adaptation requires rest

periods to be interspersed with training Rest to get the best out of your
Rest: sessions sufficient that the adaptations exercise, not too long and not too
caused by the exercise dose can take little.
place.

All beneficial effects of exercise are

Reversibility: Use it or lose it.
reversible if exercise ceases

Current fitness levels can be maintained
by exercising at the same intensity
Maintenance:
while reducing volume (frequency
and/or duration) by 1/3 to 2/3
It’s easier to keep fitness than to
create it.  Train as hard, stay
regular but shorten workouts to
maintain a fitness component

Genetics play a part.  There is a

As fitness increases the relative & law of diminishing returns with
Ceiling: absolute improvements in fitness will exercise.  Unfit people will change
decrease, even with continual overload a lot early on, then less and less
despite continuing to train hard.

When training several components at

You can’t have it all at once.  As
once (e.g., strength & endurance) the
all systems are related fatigue in
Interference: stimuli may interfere with each other,
one will interfere with the results
thereby slowing adaptation in one or
of training in another.
both components

Each of the fitness components has an

ideal training frequency (how often),
FITT
intensity (how hard), time (duration, To achieve the desired outcome,
(FREQUENCY,
rest intervals) and type of exercise to the training must ‘FITT’ the
INTENSITY,
be used.  The ‘FITT’ principle is largely component you wish to improve
TIME, TYPE)
a practical ‘amalgamation’ of all the
other exercise principles

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08
08 ACTIVITY

Stretch Your Mind

Name: ____________________________________ Date: __________________

Course/Year/Section:__________________ Instructor: ____________________

ACTIVITY 2- 1 MINUTE PHYSICAL ACTIVITY

Directions:

1. Wears proper attire (e.g., White shirts; athletic shorts; jogging pants)

2. Create your own choreography of whatever physical activity you wish to do.

3. You will be divided into several groups. Same groupings will be followed.

4 Each group should have a leader and an editor.

5 The leader will be given an additional grade while the editor will no longer perform
the activity.

6 The leader or the editor will be the one to submit the output once it is done. The
members will just turn in their tasks.

7 PAR Q will not be performed anymore because we are done with this.

8 The following will be the criteria

Criteria -100PTS

Choreography

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 50pts
Relevance to the topic

 25pts
Mastery

 25pts
Over-all Impact

09 REFERENCES

 Catapang, J.P., (2000). Manual on Physical Fitness. Second Edition.

 Driskell, J.A., & Wolinsky, I., (2007). Nutritional Concerns in recreation and sports.
Fahey, T.D., et.al (2017), Fit and Well 12th Edition: Core concepts and Labs in
Physical Fitness and Wellness.
 https://tinyurl.com/4fzk444r
 https://tinyurl.com/yumduc7c
 https://tinyurl.com/3fy82dum
 https://tinyurl.com/2fera8zk
 https://tinyurl.com/pcxpm4d4

END OF MODULE II

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