PATHFit 1

Physical Activities Toward

Health and Fitness 1

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 Course Description:
This course reintroduces the fundamental
movement patterns that consist of non-locomotor skills
and locomotor skills, which are integrated with core
training to meet the demands of functional f itness and
physical activity performance. Emphasis will be on
exercise regression and progression for the enhancement
of tness and the adaptation of movement competencies
to independent physical activity pursuits.
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 In conjunction with f it ness and wellness concepts,
exercise, and healthy eating principles, periodic evaluation
will be conducted of one’s level of f it ness and physical
activity, as well as eating patterns to monitor one’s progress
and achievement of personal tness and dietary goals.

NOrSU RA 9299
 Course Objectives:
At the end of the course, the learners are
to: Active and Healthy Living:
1. Participate in moderate to vigorous physical activities
(MVPAs) in accordance with national and global
2. recommendations on physical activities for health;
Adapt movement competencies to independent physical
activity pursuits that are health-enhancing and personally
3. rewarding;
Monitor progress and evaluate achievement of personal
4. tness and dietary goals;
Practice empathy, fair play; show respect for dif fering
abilities (i.e., diversity) through interpersonal
communication skills and emotional regulations during PA
5. participation.
For sports, apply basic tactics (e.g. defense, of fense,
NOrSU RA 9299 transitions) in game situations.
 Course Objectives:
Advocacy and Action:
1. Devise, apply and assess a range of strategies (i.e.
exercise program design; goal-setting; periodic
evaluation) to perform design; goal-setting; periodic
evaluation) to improve one’s physical activity
performances and those others.
2. Enhance and advocate for one’s personal and others’
f itness, safety and wellness through physical activity
participation and/or leadership.
3. Promote practical and creative intervention that will
create community connection and contribute to the
health and wellness of school community and its
periphery.
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 Course Requirements:
• Prescribed PE Uniform/Number Tag
• Regular Attendance/ face-to-face/virtual (three (3)
consecutive absences without valid reason will be
considered drop)
• In order to pass the course, a student is expected to
pass/comply the following:
- Short Tests/ Quizzes
- Pre-Testing and Post- Testing Activities for Physical
Fitness
- Class Participation/ Attendance
- Project/ Fun Run/Course Manual
- Practical Interventions
- Long Written Examination (Midterm/ Finals)
- Aerobic Dance- Exercise Presentation/video clips
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 UNIT 1

Lesson 1: Physical Fitness


At the end of this lesson the students shall:
1. Understand the concepts of physical f itness
and wellness;
2. Perform the Fitness and Physical Activity
Assessments such as the Body Mass Index,
PPFT, Exercise Instruction and Pre-Test PPFT
activities;
3. Contribute ideas and insights for the
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development of each lesson under Unit 1.
 Physical Fitness is the body’s ability to function
ef ficiently and ef fectively. It is the state of being that
consists of at least ve health- related and skill- related
physical tness components, each of which contributes
to the total quality of life (C. Corbi, G. Welk, W. Corbin, K.
Welk, 2011).

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 The Components of Health-Related Physical Fitness
 Body Composition
The relative percentage of muscle, fat, bone and
other tissues that make up the body. Percentage of body fat
(body fatness) is relatively low but not too low for a f it
person.
 Muscular Endurance
The ability of the muscles to exert themselves
repeatedly. One is considered f it if he can repeat
movements for a long period of time without undue
fatigue.
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  Cardio-vascular Fitness
This is the ability of the heart, blood vessels,
blood, and respiratory system to supply nutrients and
oxygen to the muscles and the ability of the muscles to
utilize fuel to allow sustained exercise. A person who is
f it can persist in physical activity for relatively long
period without undue stress.
 Strength
The ability of the muscles to exert an external
force or to lift a heavy weight. One is considered f it if he
can do work or play that involves exerting force, such as
lifting or controlling one’s own body weight.
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  Flexibility
This is the range of motion available in a joint. It is
af fected by muscle length, joint structure, and other
factors. A f it person can move the body joints through a
full range of motion in work and in play.

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 The Components of Skill-Related Physical Fitness
Agility
- This is the ability to rapidly and accurately change the
direction of the movement of the entire body in space.
Ex. Skiing and wrestling, these activities require
exceptional agility.

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 Power
- This is the ability to transfer energy into force at a fast
rate.
Ex. Discus throwing and putting the shot
Reaction Time
- This is the time elapsed between stimulation and
the beginning of reaction to that stimulation.
Ex. Driving a racing car and starting a sprint race
are
activities that require good reaction time.
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 Coordination
- This is the ability to use the senses with the body parts
to perform motor tasks smoothly and accurately.
Ex. Juggling, hitting a tennis ball, and kicking a ball.
Speed
- This is the ability to perform a movement in a short
period of time.
Ex. Sprinting, this needs a good foot and leg speed

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 Balance
- This is the maintenance of equilibrium while stationary or
while moving.
Ex. Performing on the balance beam requires exceptional
balance.

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 De nitions of Health and Wellness Dimensions
Health is the condition of being sound in body,
mind, or spirit especially: having freedom from physical
disease or pain (Def inition of Health Retrieved from
http://www.merriamwebster.com/dictionary/health).
Wellness on the other hand (Kotecki, 2011) is a
dimensions of health, each based on a dynamic level
of functioning orientated toward maximizing one’s
potential. This is the capability of an individual to
design personal f itness activities in maintaining and
for the improvement of levels of health.

https://www.google.com/url?

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 Emotional/Mental Health
- Freedom from emotional/ mental illnesses, such as
clinical
depression, and possession of emotional wellness.
Emotional/ Mental Wellness
- The ability to cope with daily circumstances and to deal
with personal feelings in a positive, optimistic, and
constructive manner. Generally, a person with intellectual
health is characterized as happy instead of depressed.

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 Intellectual Health
- Freedom from illnesses that invade the brain and
other systems that allow learning. A person who is
intellectually healthy also possesses intellectual wellness.
Intellectual Wellness
- The ability to learn and to use information to enhance
the
quality of daily living and optimal functioning. A person
with intellectual wellness is generally characterized as
informed instead of ignorant.

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 Physical Health
- Freedom from illnesses that a ect the physiological
systems of the body, such as the heart and the nervous
system. A person with physical health possesses an
adequate level of physical tness and physical wellness.
Physical Wellness
- The ability to function ef fe ctively in meeting the
demands of the day’s work and to use free time
ef fectively. This includes good physical f itness and the
possession of useful motor skill. This person is generally
characterized as t instead of un t.

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 Social Health
- Freedom from illnesses or conditions that severely limit
functioning in society, including antisocial pathologies.
Social Wellness
- The ability to interact with others successfully and to
establish meaningful relationships that enhance the quality
of life for all people involved in the interaction (including
self). A socially well person is characterized as involved
rather than lonely.

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 Spiritual Health
- The one component of health that is totally composed of
the wellness dimension; it is the same as spiritual wellness.
Spiritual Wellness
- The ability to establish a values system and act on the
system of belief, as well as to establish and carry out
meaningful and constructive lifetime goals. This is often
based on a belief in a force greater than the individual that
helps the person contribute to an improved quality of life for
all people.

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 The Dimensions of Wellness
Wellness Dimension Negative Positive
Emotional/Mental Depressed Happy
Intellectual Ignorant Informed
Physical Un t Fit
Social Lonely Involved
Spiritual Unful lled Ful lled
Total Outlook Negative Positive

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Lesson 2 Body Mass Index
At the end of this lesson the students shall:
1. De ne Body Mass Index (BMI);
2. Value students for what they are, not how they look;
3. Execute the correct procedures in getting one’s Body
Mass Index.

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 The Body Mass Index (BMI), or Quetelet index, is a
measure of relative weight based on an individual's
mass and height.
Devised between 1830 and 1850 by the Belgian
polymath Adolphe Quetelet during the course of
developing "social physics", it is def in ed as the
individual's body mass divided by the square of their
height – with the value universally being given in units of
kg/m2 . Classi cation BMI
Obese (high risk) Over 30
Overweight 25 - 30
Normal (good tness zone) 17 - 24.9
Low Less than 17
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 How to get your own Body Mass Index (BMI)
Use the steps listed below to calculate your BMI
1. Divide your weight in pounds by 2.2 to determine your
weight in kilograms.
2. Multiply your height in inches by 0.0254 to determine
your height in meters.
3. Square your height in meters (multiply your height in
meters by your height in meters).
4. Divide your weight in kilograms from step 1 by your
height in meters squared from step 3.
5. Follow the formula below.
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 Source: httpswww.google.com.phsearchq=body+mass+index+chart&noj=1&tbm=isch&imgil
Retrieved December 12, 2013.
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 Activity: The class shall involve in a practical test. Just
follow the instructions.
1. Groupings are pre- assigned for this activity by
your respective PE Instructors.
2. Group Leaders are pre- assigned and take
charge of the facilitation of the activity to
come up with the outputs.
3. Each student should participate and cooperate
of the tasks given to him/her. Have a record of
your own BMI.
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 4. Prepare the necessary implements or
materials needed in getting the Body Mass
Index of each student in the class.
5. Perform the steps previously discussed and
record results.
6. Report to your respective Group Leaders the
results and which will be submitted completely
to your respective PE Instructors.
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 PHILIPPINE PHYSICAL FITNESS TEST (PPFT)
A physical f itness test is a test designed to
measure physical strength, agility, and endurance.
They are commonly employed in educational
institutions as part of physical education curriculum,
in medicine as part as diagnostic, and as eligibility
requirements in f ields that focus on physical ability
such as military or police in the Philippines.

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 EXERCISE INSTRUCTION
STANDING LONG JUMP
 Bend your ankles, knees and hips, keeping your eyes focused
forward. Swing your arms behind your body and straighten
your legs. Jump as far as possible from a standing position, with
a two-footed take-of fand swing your arms forwards and up.
Land softly on both feet.
SIT AND REACH
 Place one hand on top of the other make sure the f ingertips are
level and that you're not reaching one way more than the other.

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 CURL UP AND SIT-UP
 Lie down on an exercise mat. Arms straight forward, palms down. Contract
the abs, curl up. Move hands toward heels. Keep head up. Return to starting
point. Repeat.
 Lie down on your back, keep your knees bent, and your back and feet f lat
on the mat. Slowly lift your torso and sit up. Return to the starting position
by rolling down one vertebra at a time. Repeat the exercise until set is
c o m p l e t e .

Video link: https://youtu.be/A7Y2-G4zOUA
PULL UPS (MEN)
 Leap up and grip the pull-up bar with your hands shoulder width
apart and your palms facing away from you. Hang with your arms
fully extended, you can bend your legs at the knee if they’re dragging
on the ground. Keep your shoulders back and your core engaged
throughout. Then pull up. Focus on enlisting every upper body muscle
to aid your upward endeavors. Move slowly upward until your chin is
above the bar, then equally slowly downward until your arms are
NOrSU RA 9299 extended again. Aim for 10 pull-ups, but be prepared to fall short.
 FLEXED ARM HANG (WOMEN)
 Grab onto the pull up bar with your palms facing away from
your body. Pull yourself up so that your chin is higher then the
bar. Hold yourself in this position for the desired amount of
time and then let yourself down.
PUSH UP
 With your legs extended back, place the hands below the
shoulders, slightly wider than shoulder-width apart. Start
bending your elbows and lower your chest until it’s just above
the f loor. Push back to the starting position. A 1-second push, 1-
second pause, 2-second down count is ideal. Repeat.
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 100- METER SPRINT (MEN)
 Start from a stationary standing position (hands cannot touch
the ground), with one foot in front of the other. The front foot
must be behind the starting line. Once the subject is ready and
motionless, the starter gives the instructions "set" then "go.“
until you reach 100 meters.
SHUTTLE RUN
 Place the cones the desired distance apart (usually 10 or 20
meters). Place 2 small blocks or balls at the far cone. Start at the
cone away from the blocks. Get into sprinter position. Sprint as
fast as you can to the other cone. Grab one of the blocks with your
hand and immediately turn around and sprint back to the starting
cone. Set the block at the starting cone and then sprint back to
grab the second block. Grab the second block and turn and sprint
through the starting cone. The time stops as soon as you pass the
rst cone for the nal time.
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 3- MINUTE STEP-TEST
 Set yourself a timer for 3 minutes. Step on and of fthe step one
foot at a time (up, up, down, down), stepping at a consistent
pace to the beat of the metronome counter. Perform this for 3
minutes without stopping. Once the 3 minutes is up, check your
pulse.

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 12- MINUTE RUN AND WALK
 Place markers at set intervals around the track to aid in
measuring the completed distance. Participants run for 12
minutes, and the total distance covered is recorded. Walking is
allowed, though the participants must be encouraged to push
themselves as hard as they can to maximize the distance
covered.
50- METER SPRINT
 Start from a stationary standing position (hands cannot touch
the ground), with one foot in front of the other. The front foot
must be behind the starting line. Once the subject is ready and
motionless, the starter gives the instructions "set" then "go.“
until you reach 50 meters.
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 PRE-TEST PPFT ACTIVITIES
In schools, Physical Fitness Tests, often referred to
as f itness evaluations or f itness assessments, include a
series of measurements that help determine the health
status and physical f itness of every student taking
physical education subject specif ically in PE 1 course
mostly in all universities and colleges in the Philippines.

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 Physical Fitness Test Battery
Here are some important guidelines before conducting battery test tness:
Proper review of medical records. The PE Teacher should know each of
his students, especially those students needing medical care and are


currently having medical treatments.

Have a 5- minute warm- up before the activity.
Students should be advised not to take heavy meals two hours prior to


the activity.


The wearing of an appropriate attire or PE uniform is advised.

In advance, students must have to get their respective pulse rates (at


rest). Normal initial pulse rate should not be more than 120 beats per


minute.
PE Teachers should teach their students how to get their respective
pulse rates correctly and properly to monitor intensity of activity.


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 Physical Fitness Test Battery

NOrSU RA 9299 Standing long jump

 Sit and Reach

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NOrSU RA 9299 Curl up or sit up
 Pull ups (for men) exed arm hang
(for women)
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 Push up

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 100 meter run and walk or 12- minute run and
walk
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 50 meter sprint (for women) 100 meter
sprint (for men
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NOrSU RA 9299 Shuttle run
 The 3- Minute Step Test
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 Lesson 3: Training Principles
• Principles of Physical Fitness
Physical f it ness falls into two separate categories
being structured and unstructured. Structured meaning
that you concentrate on a planned program of physical
activity usually to raise your tness levels. Unstructured is a
range of everyday activities that are done subconsciously
and most of the time you are unaware that it is actually
related to physical training.

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 Overload
In order to improve f itness whether it is cardiovascular
or muscular the body needs to be stressed above what it
normally encounters in order to gain improvement. This
increase must be both systematic (to a planned program) and
progressive to ensure performance gains without injuries.
Recovery
Recovery is just as important as the hard work that
you put into your training regime. There are several methods
that may help enhance your recovery phase, these being
massage, hydro- therapy, yoga, and ref lexology all of which
can help your body make the necessary repairs prior to
moving onto the next training session. Just remember no
recovery, no improvement.
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 Regression
Regression is simply an approach to decrease the
demand of an exercise or movement. The right regression
will allow you to maintain perfect form and a steady pace. It
prevents your body from just jumping into “survival mode”.

Progression
The principle of progression in exercise emphasizes
that a person should start slowly and increase exercise
gradually. This will help avoid muscle soreness and
minimize injuries.
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 Individuality
No two people are alike. Whether it is gender dif ference,
race dif ference, or genetical dif ference when it comes to
Physical Training we all have dif ferent requirements that
need to be considered.
Speci city
Specif icity is a principle in which specif ic kinds of exercise
need to be used to develop specif ic parts of the body and
specif ic elements of f itness. If you are an athlete and you
play a sport then you will realize that you need to allocate
training sessions to train for the specif ic sport that you
play.

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 Variety
 “Variety is the spice of life”. This saying applies in f itness
training. Some may say that this contradicts the f ifth
principle, speci city however it doesn't. By adding variety
to your training regime you ensure that you don't plateau
or stagnate due to a lack of interest.

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 Warm - up and Cool - down
Warming up helps prepare your body for an aerobic activity.
Warming up may also help reduce muscle soreness and lessen your risk
of injury. A good warm up prepares your body for more intense activity.
It gets your blood f lowing, raises your muscle temperature, and
increases your breathing rate. Warming up gives your body time to
adjust to the demands of exercise. This can improve your performance
and help you get the results you want.

NOrSU RA 9299 https://darebee.com/warmup-and-stretching.html

 Cooling down after your workout
allows for a gradual recovery of pre-
exercise heart rate and blood pressure.
The cool down begins as you gradually
decrease your intensity level at the end
of your aerobic exercise session. Just as
a warm up prepares your body for
exercise, an ef fective cool down gives
your body time to recover.

https://us.humankinetics.com/blogs/active-at-
home/cool-down-stretch-routine

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 The Variation Principle
The principle of variation is the process where you
change something in your workout program to expose your
body to an entirely new training stimulus. This can be done by
altering exercise choice, frequency, load, volume, or rest periods.
Having variation in a training program will ensure consistent
performance improvements, lower the risks of over-use injuries
and prevent overtraining, alleviate boredom, and help maintain
training intensity. As stated by Hennessy 2010, “after a period of
training the body adapts to the demands made on it. If the
training continues without variation then the body will cease to
adapt and it will in fact become stale”.
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 The FITT Principle
F – Frequency – this is how often you will exercise.
I – Intensity- It refers to the amount of e ort or work
that must be invested in a speci c exercise workout.
T – Time- This is how long each individual session should
last.
T - Type of exercise- What speci c exercise will you
perform? Will be it primarily cardiovascular, resistance
training or a combination of both?

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 Stretching
Stretching may help you improve your
range of motion and decrease your risk of injury,
helping you move more freely. Stretching
incorrectly can actually do more harm than good.
It's helpful to include stretching in your exercise
regimen.
Keep stretches gentle and slow. Don't
bounce. Breathe through your stretches. If you
feel pain, you've stretched too far.
https://darebee.com/stretching-exercises.html

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 Bending
Bending refers to movement around any
joint. Bending exercises improve f lexibility by
stretching and opening tight areas of the body
and by leveraging body weight to strengthen
muscles and joints. Use bending exercises in your
f it ness routine, but select them with care to
experience their bene ts and avoid injury.
https:
//annamakarovayoga.com/blog/https//an
namakarovayoga.com/blog-1
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 Toe Touching
Touching your toes is a classic
demonstration of f le xibility in the
muscles from your lower back down to
your calves. In fact, the “sit and reach” is
a common f le xibility test for both
athletic and general f itness populations
when planning a stretching and exercise
routine. Often considered a measure of
hamstring f lexibility, touching your toes
displays f lexibility in your lower back,
https://www.shutterstock.com/image-vector/woman-
doing-toe-touch-stretches-exercise-1271052253
glutes, ankles, and hamstrings.
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 Ankle Rotation
Ankle Rotation is a bodyweight exercise that works your calves
and quadriceps. When done correctly, it can ef fectively target your
hips, legs, lower body, lower legs and upper legs. It develops mobility
in the ankle and helps increase stability of the ankle joint. It is
benef icial for conditioning and strengthening. It works the best for
hips, legs, lower body, lower legs and upper legs.

NOrSU RA 9299 https:

//universityorthopedics.com/educational_resources
/foot_exercises.html
 POST-TEST PPFT ACTIVITIES
(The same activities from the pre-test will be conducted for this part to see progress
for individual tness level/classi cation.)

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 Unit 2 Two Forms of Movement
Time allotment: Ten (10) sessions
At the end of this lesson the students shall:
1. Apply the skills of locomotor and non-locomotor
movements;
2. Execute the skills of locomotor and non-locomotor
movements;
3. Collaborate with other learners on the new learned
skills and value the skills for life’s survival.
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 Fundamental body movements are
basic body movements that involve various
body parts. These are foundational building
blocks upon which more complicated and
intricate physical movements are built. Two
forms of basic body movements are
locomotor, and non-locomotor movements.
These types of movements are dif fe rent
depending on whether or not the individual
travels or moves from place to place while
completing them.
https:
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 A. Locomotor
A locomotor movement is a type of movement in which the body travels
through space from one location to another location. In locomotor movements,
the body is not anchored in place and is moving through the transfer of
weight from one area of the body to another.
There are many types of locomotor movements including walking,
marching, jumping, climbing, running, hopping, sliding, skipping, galloping,
leaping, side-stepping, army crawling, and crawling. Many locomotor
movements involve the feet taking the body from a starting point A to another
point B.

https:
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 Locomotor Movements

https://youtu.be/YDHJkBK410c
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 B. Non-Locomotor Movement
Non-locomotor movement, also called axial movement, is anchored
movement that takes place about the body's axis or the spine. Non-locomotor
movement does not move the body from place to place as locomotor movement
does.
Examples of non-locomotor movements are bending, f lexing, stretching,
swinging, twisting, turning, curling, and swaying. Non-locomotor movements can
involve weight transfer, like swaying, where body weight is shifted from one side
to another. Opposing movements of the arms and legs can also be included in
non-locomotor movements. Raising the limbs like in arm extensions is also an
example of non-locomotor skills.

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media/quizzes/35743b2a-2e06-4fcc-89cb
-5c8505a9a134
 Non-Locomotor Movements

https://youtu.be/vrALQPaaOWE
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 C. Skills
Standing Punch Out
A simple punch made simultaneously with each arm while
standing squarely with your feet while slightly bending your
knees.

https://gethealthyu.com/wp-content/uploads/2014/08/Punching_Exercises.jpg
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 Barbell Anti-Revolving Landmine
https://www.youtube.com/watch?v=RT-Ls-fXL3s
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With weight on the free
end, grip the sleeve of the
barbell in front of the plate and
stand with feet about shoulder
width and in a position that
places the bar close to your
chest with the arms bent under
the bar.
Extend the arms straight
forward to create the starting
position. From this mid-point,
move the end of the barbell as
far to one side as possible with
minimal trunk rotation.
 Silent Gremlin Series
Silent Gremlin is the abdominal workout an individual
experiencing issues with lower back should consider putting in
their abdominal routine along with the abdominal exercise such as
exercise ball crunch or reverse crunches. This practice allows to
strengthen abdominal muscles and all the front side of your core
while minimizing the pressure on your lower back, if done correctly.

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 Rolling

http://funding4sport.co.uk/downloads/fundamental_l.pdf

Sit in your rocking chair position (knees bent,

round back like an egg), with your chin tucked into your
knees. Roll sideways so that you f inish on your knees,
push with your elbow and knees as you roll.
NOrSU RA 9299
 Bird-dog Exercise
The bird dog is a simple core exercise that improves stability,
encourages a neutral spine, and relieves low back pain. This exercise
pose uses the whole body to target and strengthen your core, hips, and
back muscles. It also helps promote proper posture and increase range
of motion. This exercise is suitable for people of all levels, including older
adults, and it can be used to prevent injury, align your spine, and recover
from low back pain.

NOrSU RA 9299 https://www.youtube.com/watch?v=wiFNA3sqjCA

 Press-Up Scapular Protraction and Scapular Retraction
Scapular protraction (abduction) is moving the scapula laterally
a w a y f r o m t h e m i d l i n e o f t h e b o d y ( s p i n e ) .

Scapular retraction (adduction) is moving the scapula medially,
toward the midline or spine. Both are shoulder girdle movements.

NOrSU RA 9299 https://www.physio-pedia.com/images/2/26/Classic-push-up_push-up-variations.jpg

 Planking Series
Planking provides many physical benef its. Strengthening
the core is an important aspect of any workout regimen. A
strong and solid core looks and feels good. But more importantly,
it helps to stabilize, balance, and power the body during just
about every other activity.

NOrSU RA 9299 https://youtu.be/pvIjsG5Svck

 Squat Series
The squat is a fundamental movement pattern that requires
multiple joint and muscle integration. As a dynamic strength
training exercise, squats require several muscles in your upper and
lower body to work together simultaneously. Many of these muscles
help power you through daily tasks such as walking, climbing stairs,
bending, or carrying heavy loads. They also help you perform
athletic-related activities.

NOrSU RA 9299 https:

//us.123rf.com/450wm/artinspiring/artinspiring1903/artinspiring190300885/119488342-
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 Crawl and Creep
Crawl is simply to move forward on your
hands and knees.
Creep means to move stealthily (to avoid
being noticed).

NOrSU RA 9299 https://rede ningstrength.com/wp-content/uploads/2013/12/crawling.jpg

 Jumping
Jumping is the transfer of weight
from one or both feet to both feet. A jump
can be divided into three parts: take-of f,
f light and landing. Landing safely is an
important skill to focus on when learning
to jump, leap or hop.

https://gethealthyu.com/wp-content/uploads/2014/08/Squat
-Jump_Exercise.jpg
NOrSU RA 9299
 Linear Movements
The modest act
of walking or
jogging is usually
linear in nature.

https://prezi.com/p/4oy_fuka5ihg/non-locomotor-and-locomotor-skills/

NOrSU RA 9299
 Linear Movements

NOrSU RA 9299 https://prezi.com/p/4oy_fuka5ihg/non-locomotor-and-locomotor-skills/

 Lateral Movements

Lateral
movement is
the capacity to
switch
directions easily.

NOrSU RA 9299 https://prezi.com/p/4oy_fuka5ihg/non-locomotor-and-locomotor-skills/

 Lateral Movements

NOrSU RA 9299 https://prezi.com/p/4oy_fuka5ihg/non-locomotor-and-locomotor-skills/

 Activity: The class shall involve in a practical test. Just
follow the instructions.
1. Groupings are pre- assigned for this activity by
your respective PE Instructors.
2. Group Leaders are pre- assigned and take
charge of the facilitation of the activity to
come up with the outputs.
3. Each student should participate and cooperate
of the tasks given to him/her.

NOrSU RA 9299
 4. Choose three activities that you either perform or have
the opportunity to observe directly. Break down each
activity into at least 3 locomotor and 3 non-locomotor
movements, classify the movements, and brief ly state
how the movement contributes to the activity.
Example: Baseball Pitcher
Locomotor movements:
Running - the purpose is to move toward
.
Non-locomotor movements:
Bending when picking up the ball - the
pitcher is elding the ball hit by the batter.
NOrSU RA 9299
 Unit 3. Basic Strength Training
Exercise
(Lower Extremities)

NOrSU RA 9299
 A. Basic Strength Training
Exercise

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 Knee dominant movements are those which
required movement (f lexion / extension) around
the knee joint. The knee joint also moves to allow
movement (f lexion / extension). Movements in this
manner target the anterior of the upper leg, the
quadricep muscle group. Knee dominant
movements progress from double leg (both feet in
contact with the ground) to single leg (one foot in
contact with the ground).

NOrSU RA 9299
 Knee Dominant Exercises
https://youtu.be/uT6yPPTBNvw
NOrSU RA 9299
 Hip Dominant Movements are those which
required movement (f lexion / extension) around
the hip joint, with minimal movement around the
knee joint. Movements in this manner target the
posterior of the upper leg, the hamstring muscle
group. Other muscles that are utilised include the
glutes and erector spinae. Hip dominant
movements progress from double leg (both feet
in contact with the ground) to single leg (one
foot in contact with the ground) movements.
NOrSU RA 9299
 Hip Dominant Exercises
https://youtu.be/2MjCJlaTOLs
NOrSU RA 9299
 A horizontal pushing exercise is any
exercise that involves moving a weight
straight out in front of you so that it’s
going away from your torso horizontally
(think bench press).

NOrSU RA 9299
 Horizontal Pushing Exercise
https://youtu.be/z0MF5J2Rvd8
NOrSU RA 9299
 A horizontal pulling exercise is any
exercise that involves moving a
weight in towards your torso
horizontally from straight out in
front of you (think rows).

NOrSU RA 9299
 Horizontal Pulling Exercises
NOrSU RA 9299 https://youtu.be/-gC1wc-geig
 A vertical pushing exercise is any
exercise that involves moving a weight
up vertically in relation to your torso so
that it goes straight over head or at
least in that direction (think shoulder
press).
NOrSU RA 9299
 Vertical Pushing Exercises
https://youtu.be/X6-DMh-t4nQ
NOrSU RA 9299
 A vertical pulling exercise is any
exercise that involves moving a
weight down vertically in relation to
your torso so that you are pulling
down from over head (think lat pull-
downs).

NOrSU RA 9299
 Vertical Pulling Exercises
NOrSU RA 9299 https://youtu.be/WGWHKXmrVYo
 Lifting
In this phase, you will focus more on the
development of strength and power. This is the
later pre-season, leading up to the start of
competition which includes the frequency,
intensity, type and the time (FITT).

NOrSU RA 9299
 Lifting Exercises
https://savef.net/en79/?
NOrSU RA 9299 ts=1663806094201&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DBNsKEG3hIzI&utm_campa
ign=ssyoutube.com&utm_medium=short_domains&utm_source=youtube.com
 Throwing
Power in your throws is generated from the
ground up. How the feet are planted, hip action, and
core stability, and throwing form all af fect the power
and distance of your throws.
Apart from throwing form, core stability is the
largest contributing factor to how far you're going to
be able to launch your hucks. Energy is transferred
through the core into the upper body culminating at
the shoulders, arms, and wrist. To be ef ficient in the
transfer of energy from hips to the upper body, you
need a solid core.
NOrSU RA 9299
 Throwing Exercises
https://www.youtube.com/watch?v=lIJEKX0Fyps
Baseball Pitching Motion
https://www.youtube.com/watch?v=kZl6SNTPXRc
Quarterback Throwing Motion
https://www.youtube.com/watch?v=9Tql0xvqd7Y
Javeline Throw Motion
https://www.youtube.com/watch?v=nUe9Hm3TQms
Basketball Shooting Motion
youtube.com/watch?v=iW2VFzBiaQo
Softball Pitching Motion
https://www.youtube.com/watch?
v=k5X86nD_WS4
Shotput Throwing Motion
NOrSUhttps://www.
RA 9299 youtube.com/watch?v=6e JsTN50o
 B. Performance Record/ Re ection
on Performance
Your ability to ref lect on practice is important and
it will help you to progress and improve your practice. It
is not suf ficient to have an experience in order to learn.
Without ref lecting on this experience, it may quickly be
forgotten, or its learning potential lost. It enhances
growth and performance, as well as promote individual
responsibility and accountability (Gibbs, 1988, p9)
NOrSU RA 9299
 Unit 4: Nutrition and Nutrients
At the end of this lesson the students shall:

1. Evaluate the importance of nutrition and
nutrients to one’s health
2. Develop weight loss programs that suit to
one’s tness level and condition
3. Ref lect on the signif icant key points in
keeping one’s body f it and well through correct
information on eating habits and eating disorders
NOrSU RA 9299
 Nutrition is the area of health that focuses on making food
choices that promote growth and development and reduce the risk
of disease or illness. The body uses the nutrients from food as
source of energy, as materials for growth and body building.
Nutrients are chemical substances in food that furnish body fuel for
energy.

NOrSU RA 9299 https://www.google.com/url?

sa=i&url=https%3A%2F%2Fwww.shutterstock.com%2Fsearch%2Fbad%2Bfood%2Bcartoon&psig=AOvVaw3-
wcQ0mfIqZ2ecc5l1YYvG&ust=1628841162052000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCNDx866Aq_ICFQAAAAA
dAAAAABAD
 Eleven (11) Basic Classes of Nutrients:
1. Proteins
- are nutrients that are essential for growth,
development and repair of all body tissues. Proteins
may also be used as a source of energy. Excess
proteins may be converted into body fat and may be
conserved for later use.

NOrSU RA 9299
 2. Carbohydrates
- are classif ie d into simple and complex. Simple
carbohydrates are also called simple sugars. Simple
carbohydrates enter the bloodstream or in circulation
and provide a source of quick energy. Complex
carbohydrates on the other hand provide a long lasting
source of energy.

NOrSU RA 9299
 3. Fats
- Fats, or lipids, are a class of foods that have gained
much attention over the last several years. The general
assumption is that all fats are bad or unhealthy, but
this is not true. Fats from the right sources are an
integral part of a healthy diet. Fats contribute a
signif ic ant amount of energy to our food. In the
appropriate quantities and types, fats will provide
much of the energy needed to get us through the day.

NOrSU RA 9299
 4. Vitamins
- are organic compounds which are needed in small
quantities to sustain life. We get vitamins from food,
because the human body either does not produce
enough of them or none at all.
A vitamin is both:
∙
An organic compound (contains carbon).
An essential nutrient the body cannot produce enough of
on its own, so it has to get it (tiny amounts) from food.
∙

NOrSU RA 9299
 5. Minerals
- Part of the chemical fuel in food that helps keep our
bodies healthy are called food minerals, even though
you are not actually eating bits of rocks. You are eating
just chemicals that contain traces of elements. They
are also called dietary minerals or mineral
supplements. Minerals perform vital functions in the
body.

NOrSU RA 9299
 6. Water
- The water, chemical formula H 2 O, is the major
constituent of most foods. Although it brings any
energy to food, its existence plays a very important
role. It inf luences the structure, the appearance,
taste of food and their susceptibility to degradation.

NOrSU RA 9299
 7. Basic Food Groups ( Go, Grow and Glow)
- GO FOOD GROUP gives our body heat and energy.

Foods rich in carbohydrates and starchy foods such as
rice, corn, bread, oatmeal, macaroni, noodles, potatoes,
camote, gabi, cassava and others. Food rich in sugar
are cakes, candies, honey, jam, jellies, molasses and ice
cream.
- GROW FOOD GROUP repairs and build our body cells
and tissues. It makes us grow Food rich in protein are
poultry foods, meat products, eggs, milk products,
f ishes, shrimps, crabs, mongo, beans, gelatin, soya,
bean, peanut s, cereal s l i ke r i ce and co r n.

NOrSU RA 9299
 - GLOW FOOD GROUP regulate and protect our body.
Glow foods are rich in minerals and vitamins. Minerals
rich foods are milk, cheese, f ish, shellf ish, such as oyster
and shrimp, mussels, clams, seaweeds, lobster,
anchovies, mongo sprouts, soybeans, soy milk, cashew,
peanuts, onions, animal liver, egg yolk, banana, apple,
orange, corn, rice, molasses, green peas, beans, lettuce
and spinach.

NOrSU RA 9299
 https://i1.wp.com/www.about lipinofood.com/wp-
NOrSU RA 9299 content/uploads/Pinggang_Pinoy_Go_Glow_Grow_art.jpg?resize=640%2C640&ssl=1
 8. Eating Habits
- The term eating habits (or food habits ) refers to why
and how people eat, which foods they eat, and with
whom they eat, as well as the ways people obtain,
store, use, and discard food. Individual, social, cultural,
religious, economic, environmental, and political
factors all in uence people's eating habits.

NOrSU RA 9299
 9. Eating Disorder
- Eating disorders are a type of serious mental health
condition characterized by severe disturbances in eating
behaviors and related thoughts and emotions. Typically,
people with ED develop an unhealthy preoccupation
with food and body size, weight or shape.

NOrSU RA 9299


10. Weight Loss Programs
- Some of the most popular eating plans include the
Mediterranean diet, WW (Weight Watchers), the MIND
diet, the DASH diet, intermittent fasting, plant-based
diets, low carb diets, the Mayo Clinic Diet, and the
Volumetric diet.

NOrSU RA 9299
 Activity: The class shall involve in a practical test. Just
follow the instructions.
1. Groupings are pre- assigned for this activity by
your respective PE Instructors.
2. Group Leaders are pre- assigned and take
charge of the facilitation of the activity to
come up with the outputs.
3. Each student should participate and cooperate
of the tasks given to him/her.

NOrSU RA 9299
 4. What’s on my plate. Identify the foods that you have
partaken. List them on the template provided below. Do
this for each meal 3 days straight.

5. Make a re ection on your results.

NOrSU RA 9299
 Thank You
and Good
NOrSU RA 9299
Luck...