Week 2

Physical Education: It’s Value to the Development and Adjustment of Individual

Module
1
PHYSICAL EDUCATON: IT’S VALUE TO THE
DEVELOPMENT AND ADJUSTMENT OF
THE INDIVIDUAL

What is Physical Education?

Physical Education (PE) is interdisciplinary study of all areas of science
relating to the transmission of physical knowledge and skills to an individual or a
group, the application of these skills, and their results.

Physical Education is an important segment of general education which aims

to contribute to the total development of the learner through participation in selected
activities. It provides opportunities to acquire lifelong skills that are essential to his
physical, mental, social, and emotional development.

OBJECTIVES OF PHYSICAL EDUCATION

The primary aims of physical education vary historically, based on the needs
of the time and place. Often, many different types of physical education occur
simultaneously, some intentionally and others not. Most modern schools systems
claim their intent is to equip students with the knowledge, skills, capacities, and
values along with the enthusiasm to maintain a healthy lifestyle into adulthood.
Some schools also require physical education as a way to promote weight loss in
students. Activities included in the program are designed to promote physical
fitness, to develop motor skills, to instill knowledge and understanding of rules,
concepts, and strategies, and to teach students to work as part of a team, or as
individuals, in a wide variety of competitive activities.
Physical Development
Through carefully selected physical education activities, an individual who
participates actively will develop and maintain good health and high level of physical
fitness. The acquisition of physical skills can motivate an individual to participate
further in physical activities: hence, healthy growth and development of each learner
will be enhanced.

Social Development
Participation in Physical Education activities provides opportunities for the
acquisition and practice of desirable social traits necessary for adjustment to happy
living and to the social life in general. Some worthwhile traits are:

➢ Friendliness
➢ Cooperation
➢ Respect for the rights of others
➢ Good sportsmanship
➢ Good leadership and followership ➢ Honesty in group competition

Emotional Development
The informal nature of physical education offers opportunities for the
development of expression and emotional traits needed for emotional mastery like:

➢ Self confidence
➢ Self control
➢ Self reliance
➢ Courage
➢ Determination
➢ Personal discipline
Mental Development
Through participation in Physical Education activities the individual develop
his mental capacities as he learns the mechanical principles of underlying
movement, as the learner acquires knowledge and understanding of rules and
strategies of games and sports as well as dance instructions, as he discovers ways
of improving his movements in gymnastics and dance, and the ability to analyze and
give judgments.

LEGAL BASIS OF PHYSICAL EDUCATION

Article 1 of the International Charter of Physical Education and Sports,
UNESCO, Paris, 1978 and Recommendation 1, Interdisciplinary Regional Meeting
of Experts on Physical Education, UNESCO, Brisbane Austria, 1982. States that:

“The practice of Physical Education and Sports is a fundamental right for all..”
“And this right should not be treated as different in principle from the right to
adequate food, shelter, and medical care.”

Article XIV, section 19, 1986 Constitution of the Republic of the Philippines –
“The State shall promote Physical Education and encourage sports
programs, league competitions, and amateur sports including training for
international competition to foster self-discipline, teamwork, and excellence for the
development of a healthy and alert citizenry.”

“All educational institutions shall undertake regular sports activities throughout

the country and in cooperation with athletic club and other sectors.”

BASIC PHYSICAL EDUCATION IN COLLEGE

The services Physical Education refers to the four subjects given to the
freshmen and sophomores in the first four semesters of their college work as
stipulated in the DECS Order No. 58, series of 1990.

Physical Education 1: Physical Fitness and Self-Testing Activities

It covers the essentials of physical fitness components and self-testing activities.
Physical Education 2: Rhythmic Activities
It is focused on the rhythm, fundamental rhythmic activities, dance mixers,
local and foreign dances, as well as social dances. Physical Education 3:
Individual/Dual Sports/Games
 It deals with the acquisition of skills on recreational activities such as
bowling; table tennis, badminton, track and field events, and to foster love of
country, “mga larong lahi” are, likewise given.
Physical Education 4: Team Sports/Sports and Aquatics
It emphasize the acquisition of the fundamentals of common team sports such
as body

VALUES OF PHYSICAL EDUCATION

The value of physical education activities are found in the resulting
development and adjustment of the individual. Engaging in any activity stimulates in
some degree the four types of development although different activities emphasize
different amounts. Regular exercise and physical activity are extremely important
and beneficial for longterm health and well-being.

Health Benefits of Exercise and Physical Activity

1. Reduce the risk of premature death

2. Reduce the risk of developing and/or from heart disease
3. Reduce high blood pressure or the risk of developing high blood pressure.
4. Reduce high cholesterol or the risk of developing high cholesterol.
5. Reduce the risk of developing colon cancer and breast cancer.
6. Reduce the risk of developing diabetes.
7. Reduce or maintain body weight or body fat.
8. Build and maintain healthy muscles, bones, and joints.
9. Reduce depression and anxiety.
10. Improved psychological well-being. 11. Enhance work, recreation, and sports
performance.

THE FOUR TYPES OF DEVELOPMENT

1. ORGANIC

This is the development of power and endurance of the heart, lungs,

heatregulating mechanism, and digestive and eliminating organs. These
various organs gain power and stamina from use.
 2. NEUROMASCULAR

The development of skills and coordination required in the mastery of life’s

varied activities can be directly attributed to physical education; also to the
development of strength in the skeletal muscles used in such coordination.

3. INTERPRETIVE

This type of development strengthens thinking, interpreting, and problem-

solving processes of the individual. It starts with the explanatory play of
infancy and childhood and continues through all physical education activities.

4. EMOTIONAL

The development and maturing of impulses and emotions through activities

which give them expression under natural controls such as officials, rules, traditions,
and the person’s desire to stay in the game and play are inherent in team sports

where fear, anger, joy, and other powerful emotions are experienced.
Here is a list of words with their origins and meaning:

Apparatus – from the Latin word “apparare”, to prepare; a device or, a group of
devices used for a particular purpose

Anthropomorphic – from the Greek words “anthropikos”, human being and

“morphic”; having a specified shape form

Calisthenics – from the Greek words “kalos” beautiful and “sthenos” for strength;
excercises without the use of any apparatus

Coordination – from the Latin word “ordinatus”, to arrange; the harmonious

functioning of muscles or groups of muscles in the execution of movements.

Cardiovascular - from the Greek word “kardio”, heart, and the Latin word “vasculum”,
relating to or involving the heart and the blood vessels

Exercise – from the Latin words “ex” and “arcere”, to restain; bodily exertion for the
sake of keeping the organs and functions in a healthy state
Flexibility - from the word “flexus”; to bend
Gymnastics - from the Greek word “gumnos” or sometimes “gymnos”, naked.
Gymnasium – from the Greek word “gumnasion” or “gumnazein” meaning to exercise
naked; a place where Greek youth exercised.

Kinesiology – from the Greek words “kinesis”, movement and –ology fro branch of
learning. Baron Nils Posse was the first to coin this word in relation to his Swedish
gymnastics

Pedagogue – from the Greek words “padio”, boy and “agogos”, leader. It now means
a school teacher or an educator. It was literally a slave who supervised children and
took them to and from school.

Pedagogy – from the Greek “see above”; the art or profession of teaching.
Physical Education – from the Latin word “physica”, physics and “education”; the
training of the bodily organs and powers with a view to the promotion of health and
vigor.

Physiology – from the Greek words “phusio”, nature and –ology branch of learning;
the branch of the biological science dealing with the processes and functions of an
organism. In Physical Education it is mainly Human Physiology which applies to a
study of the functions of the organs and tissues in man.
Week 3
Physical Fitness and Testing

Module 2
PHYSICAL FITNESS AND TESTING

This unit will provide basic information about fitness and its benefits to one’s
health. As a college student it is important that you identify your own level of fitness.

Engage in different fitness activities that will help you develop your own fitness plan.

What is Physical Fitness?

 Physical fitness is a combination of medical fitness (body soundness) and
dynamic fitness (capacity for action). A physically fit person is free from disease
alone can move and perform efficiently. Neither good health nor physical proficiency
alone constitutes physical fitness, which combines both qualities. Another factor is
emotional factor. This is readily apparent in athletic contest, where good
performance requires self-discipline, effective teamwork, and the ability to remain
calm under stress.

Medical fitness and dynamic fitness usually go together, but it is possible to

possess one without the other. Many people who are medically sound may also be
weak and unable to endure strenuous physical exertion. They are described as
being

“out of condition”. Other people with chronic health problems are physically strong and
skilled. Intensive conditioning helps them to offset the handicaps of bad health.

Physical Fitness is the ability of an individual to perform one’s daily activities

efficiently without undue fatigue reduces the risk of health problems and with extra

“reserve” in case of emergency.

IMPORTANCE OF PHYSICAL EDUCATION

Through regular exercises, physical fitness helps the individual:

➢ in the proper growth of young bones and muscles;

➢ improve the ability to avoid and recover from illnesses and accidents;
➢ improve posture and appearance by strengthening muscles that support the
body;
➢ minimize stress response;
➢ maintain proper body weight;
➢ Prevent heart ailment;
➢ improve organic functions;
➢ delay the aging process;
 ➢ feel good and younger as a human being, and ➢ experience joy of participation
in any recreational or sports activities.

Principles of Physical Fitness

Physical fitness is a personal responsibility. Few individuals other than
athletes and military personnel are actually required to participate in organized
fitness program. Most people are physically unfit simply because they do not get
enough exercise. Many do not take the time to exercise, and others try to stay fit
with only light, infrequent activity.

A person’s physical fitness is determined by such factors as age, heredity

and behavior. Although many people cannot control their age or heredity, their
behavior can help them become physically fit and stay that way. Individuals vary
greatly in their capacity for physical fitness, but anyone can improve by exercising
regularly.

Health habits that aid physical fitness include getting enough sleep, eating
properly, receiving regular medical and dental care, and maintaining personal
cleanliness. Overeating and eating the wrong kinds of foods; smoking; and drug
abuse, including excessive use of alcohol, can harm health. Harmful health habits
can undo the results of regular exercise.

A person’s level of physical fitness depends largely on how frequently and

intensely he or she exercises. Most health experts agree that people should
exercise at least three times a week to maintain desirable fitness. Improvement
occurs faster with more frequent workouts.

There are two basic components of physical fitness: the health-related

components and the skill- related components. Health-related fitness pertains to the
total functioning of the body. These include cardio-respiratory endurance, muscular
endurance, muscular strength, flexibility, and body composition.
 The skill-related fitness components, on the other hand, are agility,

balance, coordination, power and speed.

Health-Related Components:

1. Cardio-respiratory Endurance – The ability of the heart and lungs to function

efficiently and effectively over a prolonged period of time.

2. Muscular Strength – The ability of group to contract against a resistance.

3. Muscular Endurance – the ability to continue selected muscle group
movements for a prolonged period of time.

4. Flexibility – the functional capacity of a joint to move through a normal range

of motion. The muscular system is also involved.

5. Body Composition – one of the new attributes in physical fitness

components. It refers to the relative distribution of lean and fat body tissues.

Skill-Related Fitness

1. Balance – involves vision, reflexes, and the skeletal muscular system which
provides the maintenance of equilibrium.

2. Coordination – is the ability to integrated the senses with muscles so as to

produce accurate, smooth, and harmonious body movement.

3. Agility – is the capacity to change the direction of the body quickly and
effectively.
4. Speed – is the ability to move one’s body from one point to another in the
shortest possible time.
5. Power – is sometimes confused with strength. Speed of contraction, likewise,
is the basic ingredient which, when combined with strength, provides an
explosive type of movement.

6. Reaction Time – is the time required to respond or initiate a movement as a

result of a given stimulus.
SPECIFIC COMPONENTS OF PHYSICAL FITNESS
  Organic Vigor – refers to the soundness of the heart and lungs which
contributes to the ability to resist disease.

 Endurance – is the ability to sustain long continued contractions where a

number of muscle group are used; the capacity to bear or last long in a certain
task without undue fatigue.

 Strength – is the capacity to sustain the application of force without yielding or

breaking; the ability of the muscles to exert efforts against resistance.

 Power – refers to the ability of the muscles to release maximum force in the
shortest period of time.

 Flexibility – is the quality of plasticity, which gives the ability to do a wide

range of movement.
 Agility – is the ability of the individual to change direction or position in space
with quickness and lightness of movement while maintaining dynamic balance.

 Balance – is the ability to control organic equipment neuro-muscularly; a state

of equilibrium.
 Speed – is the ability to make successive movements of the same kind in the
shortest period of time.  Coordination – is the ability to integrate the body
parts to produce smooth motion.

What is Physical Wellness?

Physical Wellness – is the positive state of well-being and capacity of an
individual to design personal fitness programs for improving and maintain optimum
levels of health.

BENEFITS OF HEALTH AND WELNESS

❖ Looking Good – Regular physical activity is a healthy lifestyle. Healthy

lifestyle such as proper nutrition, good posture, and good body mechanics can
help you look your best.

❖ Feeling Good – People who engage in regular physical activity feel better.
You can resist fatigue, are less likely to be injured and are capable of working
more efficiently.
❖ Enjoying Life – Life is more enjoyable when you engage in regular physical
activity that results in physical fitness, the key to be able to do more of the
things you want to do.

❖ Meeting Emergencies – A fit and active person has the capacity to help or to
assist other people when they need help.
Week 4

Warm-Up/Conditioning Exercises Physical Fitness

Pre-Testing Test # 1 Standing Long Jump
Test # 2 Bent-Knee Curl-Ups

PHYSICAL BATTERY TEST FITNESS

Safety Guidelines

➢ Review medical consideration. The PE teacher should identify students

who need medical care. Students should not take the test if not feeling
well or suffering from infection.

➢ Warm-up 5-10 minutes before Physical Fitness Test.

➢ Students should not take heavy meals for two hours before test.
➢ Students should ware physical education attire for the test.
➢ Before taking the test, students must count their pulse rate (at rest).
Their initial pulse rate must not be more than 120 beats per minute. The
teacher should teach the students to count pulse rate to monitor
intensity of activity.

TEST ITEMS PHYSICAL FITNESS

COMPONENTS BEING TESTED

Standing Long Jump Leg Strength and Power

Bent-Knee Curl-Ups Abdominal Strength and Endurance
50 Meter Sprint Speed
Regular Push-Ups (Males) Arm Strength Endurance
Knee Push-Ups (Females) Arm Strength Endurance
Shuttle Run Agility
Sit and Reach Trunk Flexibility
1000 Meter Run Cardio-Respiratory Endurance
Three Minute Step Test General Endurance
TEST NO. 1 STANDING LONG JUMP
Rules:

➢ Allow two successive fair trials within the testing period.

➢ The measurement is made from the take-off line to the heel of the foot
closer to take-off board or line.

➢ Attempt where the performer loses his balance and falls back backward
is not counted. ➢ Taking beyond the take-off line is considered foul.

Common faults:

➢ The performer takes more than one swing of the arms.

➢ The performer does not keep both of his feet behind the front edge of
the take-off board or line at the start of the jump.

➢ The performer bounced and took several steps before jumping. ➢ Both
feet of performer are not parallel at the take-off.

Procedure:
For the Performer:
a. Stand behind the take-off line with the feet parallel to each other, the tips of the
shoes should not go beyond the line.
b. Bend the knees and swing arms backward once, then swing arms forward as you
jump landing on both feet. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward).
d. Perform the test twice in succession.
For the Partner:
a. Place zero (0) point of the tape measure at the take-off line.
b. After the jump, spot the mark where the back of the heel of either feet of the
performer has landed nearest to the take-off line.
c. Record the best distance in meters to the nearest 0.1 centimeters.
 Scoring – record the best distance in meters to the nearest 0.1 centimeters.

TEST NO. 2 BENT-KNEE CURL-UPS

Rules:

➢ Only one trial shall be allowed

➢ No resting between curl-up is permitted.
➢ The knee must remain bent a right angle for the duration of the
exercises.
➢ The curl-up shall be counted only if the performer:
• Keeps the crossed arms close to his chest; and
• Returns to starting position with the upper back

touching the mat or floor before curling up again. Common

faults:

➢ Curling up and uncurling are not performed slowly. Performer bounced

off the floor when executing the curl-ups.
Week 5

Test # 3 50-Meter Sprint

Test # 4 Regular
PushUps(Males) Test #
5 KneePush-
Ups(Females) Test #
6 Shuttle Run
Test # 7 Sit & Reach

TEST NO. 3 50-METER SPRINT

Testing suggestions:

• Runner should be instructed not to slow down before the finish line. • For
motivation, schedule two runners at a time.
Procedure:
For the Performer:
a. At the signal “Ready”, stand behind the take-off line, the tips of the shoes should not
go beyond the line and assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both hands
on the starting line.
c. At the signal “GO”, run to the finish line as fast as you can.
For the Partner:
a. Set the stopwatch to zero (0) point.
b. At the signal “GO” start the watch and stop it as the performer crossed the finish line.
c. Record time in the nearest 0.00.01 seconds.
 Scoring – record time in nearest minutes and seconds.

TEST NO. 4 REGULAR PUSH-UPS

FOR MALES TEST NO. 5 KNEE

PUSHUPS FOR FEMALES

Common faults:

• When the body is not kept straight line from heels and for females the body is
not
kept straight from hamstring.

• When the elbows are not fully bent.

Procedure:
For the Performer:
a. Lie down on the mat; face down in standard pushup position; palms on the
mat about shoulder width, fingers pointing forward, and legs straight, parallel,
and slightly apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight, then
lower the arms until there is 90-degree angle at the elbows (upper arms are
parallel to the floor.)
FOR GIRLS: With knees in contact with the floor, straightens the arms,
keeping the back straight, then lowers the arms until there is a 90-degree
angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-
ups per minute. (2 seconds going down and 1 sec. going up). Note: 60
beats/min.
For the Partner:
a. As the performer assumes the position of push-up, start counting as the
performer lowers his/ her body until he/she reaches 90-degree angle at the
elbow.
b. Make sure that the performer executes the pushups in the correct form.
c. The test is terminated when the performer can no longer execute the push-
ups in the correct form, if in. pain, voluntarily stops, or cadence is broken.
 Scoring – record the number of push-ups made.
TEST NO. 6 SHUTTLE RUN
Rules:

➢ Do not allow the performer to throw the wooden block across the line. ➢ Allow
two trials and record the faster time.

Suggestions for the tester:

➢ To eliminate the necessity of returning the blocks after each trials, start the
runners on alternates sides.

➢ If the testers have stopwatches, it is practicable to have two or more students

running at the same time.

TEST NO. 7 SIT AND REACH

Common Faults:

➢ Trunk flexion movements are not slow and gradual.

➢ Fast jerky motions are made.
➢ Knees are not kept straight.
➢ Finger tips on tape measure are not even, with one hand pushed farther than
the other.
Procedure:
For the Performer:
a. Sit on the floor with back, head and shoulders flat on the wall. Feet are 12 inches
apart.
b. Interlock thumbs and position the tip of the fingers on the floor without bending the
elbows. Reach up.
c. Place hands on top of the card board or paper where the tips of the middle fingers are
at the top edge of the card board or paper. Start the test by pushing the card board or
paper slowly and try to reach the farthest distance possible without bending the knees.
Hold for 2 seconds.
d. Bouncing or jerking movement is not allowed.
e. Do it three times.
For the Partner:
a. As the performer assumes the (b) procedure, position the zero point of the tape
measure at the tip of the middle fingers of the performer.
b. See to it that the knees are not bent as the performer slides the farthest distance that
he could.
c. Record farthest distance reached in centimeters.
 Scoring – record the distance to the nearest 0.1 centimeters.

Week 7
Test # 8 1000-Meter
Run Test # 9 3-Minute
Step Test
TEST NO 8. 1000-METER RUN
Rules:

➢ One trial is given.

 ➢ The performer should run walk at a pace he can sustain for the duration of the
test.
➢ If a performer takes a rest or stops, no score is given.

TEST NO. 9 THREE-MINUTE STEP TEST

Note: The rate of 96 steps per minute for the boys and 88 steps per minute
for the girls for the duration of 3 minutes.

Procedure:
For the Performer:
a. Position at least one foot away from the step or bench.
b. At the signal “Go”, step up and down the step/ bench for 3 minutes at a rate of 24 steps per minute.
One step consists of 4 beats – that is, up with the left foot (ct. 1), up with the right foot (ct.2), down with
the left foot (ct. 3), down with the right foot (ct. 4).
c. Immediately after the exercise, locate your pulse and wait for the signal to start the counting. (Give 5
sec. to locate the pulse)
d. Don’t talk while taking the pulse beat.
e. Count the pulse beat for 10 sec. multiply it by 6.
For the Partner:
a. As the student assumes the position in front of the step, signal, “Ready” and “Go”, start the stopwatch
for 3-minute step test.
b. After the test, allow performer to locate his/her pulse in within 5 seconds.
c. Give the signal to count the pulse beat.
d. Let the performer count his/her pulse beat for 10 seconds and multiply it by 6.
 Scoring – record the 60-second heart rate after the activity.

Scoring: Physical Efficiency Index (PEI)

Duration of the Exercise in Second

x 100 PEI =
-----------------------------------------------------------

5.5 x pulse count for 90 seconds after exercise