PHYSICAL EDUCATION 1 NOTES 1

PHYSICAL EDUCATION 1
Midterms
WEEK 1
 Physical Activity Vs Exercise
o Physical Activity
 Bodily movements produced by the skeletal muscles that lead to
energy expenditure.
 Physical activities can be classified into four domains:
 Occupational,
 Domestic,
 Transportation; and,
 Leisure Time.
o Exercise
 Is a type or subcategory of physical activity.
 According to Buckworth and Dishman, exercise should have
these three factors:
 Planned
 Structured
 Repetitive Bodily Movement
 3 Main Types of Physical Activity
o Aerobic
 Also known as cardio or endurance activity.
 Improve the efficiency of aerobic energy production and
cardiorespiratory endurance.
o Muscle-Strengthening
 Collectively called resistance training.
 Primarily used to improve muscular strength and power.
o Bone-Strengthening
 weight-bearing or weight-loading activity.
 It produces force on the bones that promotes bone growth and
strength.
 The F.I.T.T. Principle
o Frequency
 How often do we do the exercise.
o Intensity
 How heavy the task is.
o Type
 Is it Aerobic, Muscle-Strengthening, or Bone-Strengthening?
o Time
 Duration of the exercise.
 Health Related Fitness
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o Cardiovascular Endurance
 The ability of muscle or muscle group to exert a submaximal
force repeatedly over a period.
o Muscular Endurance
 The ability of muscle or muscle group to exert a submaximal
force repeatedly over a period.
o Muscular Strength
 The ability of a muscle or muscles group to exert a maximum
force against a resistance one time through the full Range of
Motion.
o Flexibility
 Ability to move a joint through its complete range of motion.
o Body Composition
 Amount of lean body mass compared to the body fat
 Skill Related Fitness
o Power
o Speed
o Agility Coordination
o Balance
o Reaction Time
WEEK 2
 Stress
o body’s response to physical, mental, or emotional pressure.
o It causes chemical changes in the body that can raise:
 blood pressure,
 heart rate; and,
 blood sugar levels.
o It may also lead to feelings of frustration, anxiety, anger, or depression.
o Can be caused by normal life activities or by an event, such as trauma or
illness. Long-term stress or high levels of stress may lead to mental and
physical health problems.
o Causes in Young Generation today.
 Adjustment to new level of independence
 Expectation from elders
 Romantic Problems
 Peer Pressure
 Financial Needs
 Norms and Standards of the society
 Family Problems
 Time Pressure
o Effects
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The main manifestations of stress vary from one individual to

another. So, do the reactions of the body to stress. These reactions
are automatic and subconscious.
 General Adaption Syndrome
 The General Adaptation Syndrome (GAS) was developed
by Dr. Hans Selye, it describes the pattern of responses
that the body goes through after being prompted by a
stressor. There are three stages: alarm, resistance, and
exhaustion.
 Has 3 Stages
o Alarm Reaction Stage
- This occurs when we first perceive
something as stressful, and then the body
initiates the fight-or-flight response.
o Alarm Reaction Stage
- This occurs when we first perceive
something as stressful, and then the body
initiates the fight-or-flight response.
o Exhaustion Stage
- Prolonged exposure to the stressor will
result in the depletion of the body’s
resources, and the resulting wear and tear
will suppress the immune system and cause
bodily functions to deteriorate.
 If stress is not being addressed properly, it may lead to long-term
or chronic stress, and likewise if this condition will not be
apprehended immediately it may result into more serious
disorders like the following.
 Chronic Muscles Pain
 Sleep Disorder
 General Anxiety Disorder
 Depression
 Substance Abuse
o Coping
 According to Dr. Stoll "It is a key to recognize stressful situations
as they occur because it allows you to focus on managing how
you react, “.”We all need to know when to close our eyes and take
a deep breath when we feel tension rising."
 Adaptive
 Positive coping strategies successfully diminish the
amount of stress being experienced and provide
constructive feedback for the user.
 Maladaptive
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 This is a stress that describes unpleasant feelings that may

cause problems in your mind.
 Appraisal-Focused Strategies
 Modifying thought processes associated with stress.
 Problem-Focused Strategies
 Deals with the cause of the problem or stressor.
 Emotional-Focused Strategies
 Addresses the feeling associated with stressors.

Finals
WEEK 1
 Health Behavior
o It is any activity undertaken for the purpose of averting or detecting
diseases, and for improving health and well-being.

Controllable risk factors Uncontrollable risk factors

you can change you cannot change
High blood Heredity
High cholesterol Age
Lack of exercise Gender
Obesity
Stress
o o These are behaviors or situations that increase the possibility of
developing a disease.

 Risk factor
o Modifiable Risk Factor of lifestyle Diseases
o Sedentary Lifestyle
o Alcohol
o Drugs
o Stress
o Cigarettes
o Poor Dietary Habits
 Sedentary Lifestyle
o Is defined as a type of lifestyle where an individual does not receive
regular amounts of physical activity.
o Has many effects
 Increase risks of having a coronary heart disease,
 Decrease in skeletal muscle mass,
 High blood pressure,
 Increase risks of certain,
 Cancers,
 Contribute to anxiety; and,
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 Depression.
 Smoking
o The act of inhaling and exhaling the fumes of burning
 Plant materials,
 Marijuana
 Hashish
 Tobacco
o People smoke for many reasons
 Stress Reliever
 The image of "ASTIG”
 Peer pressure
 Nicotine can cause pleasant feeling.
 Addiction
o Why do we need to quit smoking?
 It contains dangerous chemicals.
 Hydrogen Cyanide
 Butane fuel
 Cadmium
 Nicotine
 Carbon monoxide
 Almost every organ in the body is damaged.
 You are not the only one affected.
 Firsthand Smoke
o Inhaled by smokers
 Secondhand Smoke
o Exhaled by a smoker or released from the end of a
burning cigarette.
 Thirdhand Smoke
o Toxic residue that sticks fo surface and dust after
the smoke clears

 Stress
o The mind and the body to a stimulus that disturbs the wellbeing, state of
calm or equilibrium of a person.
 Coping Strategies
 Conventional
o Face the stressor head-on and adapt a person's life
to either avoid or abate a particular type of stress.
 Alternative
o Focus on the person experiencing stress, providing
methods for mental reframing or management.
 Seven Dimensions of wellness
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o The Seven Dimensions of Wellness is a full integration of physical,

mental and spiritual well-being. It is a complex interaction that are
interconnected in each other that leads to quality of life.
o Physical wellness
 Refers to the health of your physical body
 Tips
 Exercise daily
 Get adequate rest,
 Use seat belts, helmets, and other protective equipment,
 Learn to recognize early signs of illness,
 Eat a variety of healthy foods,
 Control your meal portions,
 Stop smoking and protect yourself against second-hand
smoke; and,
 Use alcohol in moderation, if at all.
o Emotional wellness
 Pertains to your psychological and emotional perspective above
yourself and the world around you.
 Tips
 Tune-in to your thoughts and feelings,
 Cultivate an optimistic attitude,
 Seek and provide support,
 Learn time management skills,
 Practice stress management techniques; and,
 Accept and forgive yourself.
 Intellectual wellness
 Encompasses your open-mindedness and intelligent
responses to stimuli, decision-making skills, and lifelong
learning.
 Tips:
o Take a course or workshop. Seek out people who
challenge you intellectually,
o Read; and,
o Learn to appreciate art.
 Social wellness
 Covers your interaction and relationships with others.
 Tips
 Cultivate healthy relationships,
 Get involved,
 Contribute to your community,
 Share your talents and skills,
 Communicate your thoughts, feelings, and ideas; and,
 Occupational or Career wellness.
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 Includes personal satisfaction from your career or job

and contribution as a productive member of society.
 Tips
o Explore a variety of career options,
o Create a vision for your future,
o Choose a career that suits your personality,
interests and talents; and,
o Be open to change and learn new skills.
 Environmental wellness
 Relates to your responsibility to take care of the
environment.
 Tips:
o Stop your junk mail,
o Conserve water and other resources,
o Minimize chemical use,
o Reduce, Reuse, Recycle; and,
o Renew your relationship with the earth.
 Spiritual wellness
 Deals not only with your religious beliefs and practices
but more so with their effects on the other dimensions of
your well-being.
 Tips
o Explore your spiritual core,
o Spend time alone/meditate regularly,
o Be inquisitive and curious,
o Be fully present in everything you do,
o Listen with your heart and live by your principles,
o Allow yourself and those around you the freedom
to be who they are; and,
o See opportunities for growth in the challenges life
brings you.
o 3D’s of Wellness
 Direction
 You must have a clear plan towards achieving healthy
lifestyle.
 Determination.
 You must be focused and determine to achieve your goal.
 Discipline
 Discipline is vital in everything that we do, discipline is
not only an attitude it is a character.

WEEK 2
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 Modifiable Risk Factors of Lifestyle Diseases

o Mainstream Stroke
 Exhaled by a person who smoke.
o Side Stream Stroke
 Smoke from the lighted end of a cigarette, pipe, or tobacco.
o Third Hand Smoke
 Tobacco residue from cigarettes and other products that is left
behind after smoking.
 Poor LIFESTYLE can develop diseases such as:
o Risk of cancer,
o Anxiety and depression,
o Cardiovascular diseases,
o Coronary heart disease and obesity,
o Decreased skeletal muscle mass; and,
o Hypertension.
 Causes of stress
o Physical Stressors
 injuries, infections, noises
o Emotional Stressors
 frustrations, family conflict, academic pressure
o Environmental Stressors
 extreme temperatures, large crowds, crime
 Effects of stress
o Body
 Acne,
 Headaches; and,
 Fatigue,
o Emotions
 Emotional outburst,
 mood swings; and,
 anxiety.
o Mind
 Impaired judgement,
 Confusion; and,
 Fussiness.
o Behavior
 Alcoholism,
 drug misuse; and,
 foul attitude.
 Different Vices
o Alcohol
 High blood pressure, Stroke, Heart diseases
o Drugs
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 Stroke Heart Disease

o Cannabis
o Ecstasy
o Cocaine
o Amphetamine opioids
 Dietary Habits
o Obesity
o tooth decay
o high blood pressure
o heart disease
o Diabetes
o Depression
o Eating disorders
WEEK 3
 Physical Barriers
o Are structural obstacles in natural or manmade environments that prevent
or block mobility (moving around in the environment) or access. It
decreases the effectiveness of physical activity and exercise due to health
conditions.
o Injuries
 is damage to your body. It is a general term that refers to harm
caused by accidents, falls, hits, weapons, and more.
o Heavy Weight
 are defined as abnormal or excessive fat accumulation that
presents a risk to health.
o Health Problems
 like illnesses, injuries and impairments, affect our ability to
function and execute physical activities.
 Environmental Barrier
o aspects which may influence an individual's physical activity
participation are both physical and psychosocial in nature. Physical
barriers in the environment include:
 lack of access to gyms and workout facilities,
 inadequate sidewalk coverage\,
 few parks/green spaces; or,
 deficiency in walking/biking trails that are safe and in a
convenient location.
o Weather Condition
o Transportation
o Unavailable Use of Parks
 Personal Barrier
o Personal factors include, but are not limited to: insufficient time,
inconvenience, lack of enjoyment or increased boredom with physical
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activity, fear of injury, and feelings of self- consciousness or shame when

being physically active
o Lack of motivation
 when someone is experiencing life stressors or changes, such as
going away to school, work burnout, the ending of a relationship,
illness, overwhelm, or other major life transitions.
o Lack of energy
 feeling of weariness, tiredness, or lack of energy. It is usually
done when you're tired of doing the same activity.
 How To Overcome These Barriers
o Identify available time slots
 Monitor your daily activities for one week.
 Identify at least three 30-minute time slots you could use for
physical activity.
 Add physical activity to your daily routine. For example, walk or
ride your bike to work or shopping, organize school activities
around physical activity, walk the dog and etc.
 Select activities requiring minimal time, such as walking, jogging,
or stair climbing.
o Social Influence
 Explain your interest in physical activity
 to friends and family. Ask them to support your efforts. Invite
friends and family members to exercise with you. Plan social
activities involving exercise.
 Develop new friendships with physically active people. Join a
group, such as the YMCA or a hiking club.
o Optimize your Energy.
 Schedule physical activity for times in the day or week when you
feel energetic.
 Convince yourself that if you give it a chance, physical activity
will increase your energy level; then, try it.
o Be Motivated
 Plan ahead. Make physical activity a regular part of your daily or
weekly schedule and write it on your calendar.
 Invite a friend to exercise with you on a regular basis and write it
on both your calendars.
 Join an exercise group or class.
o Maximize your Resources
 Select activities that require minimal facilities or equipment, such
as walking, jogging, jumping rope, or calisthenics.
 Identify inexpensive, convenient resources available in your
community (community education programs, park and recreation
programs, worksite programs, etc..
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WEEK 4
 Steps in Organizing and Managing Fitness Events
o Set Your Goals for the Event
 Before the start of organizing the event, you should have goals in
mind that you want to achieve.
o Determine Your Budget
 Budget is a pretty big factor in the event planning process. It
dictates what you can and can't afford to do.
o Choose the Location
 The location you choose is dependent on the type of event you're
planning.
o Set a Realistic Time
 Your timeline will be dependent on the type of event your hosting.
You need to set a realistic timeline no matter the event is.
o Plan Marketing Strategies
 Your event marketing strategy will play a significant role in
spreading the word and getting people through the door.
o Manage Logistics
 There's a lot going on before, during, and offer on event that
needs to be taken care of. Manage the logistics so that there are no
issues on the day
o Send a Reminder
 Send out a reminder to all guests so that your event is fresh in
their minds. You may want to send a friendly reminder a week or
so before then again, the day before.

WEEK 4
 Roles and Functions in Managing Fitness Events
o Planning
 Planning tries to optimize resource utilization across the board. A
cross- functional team is a necessity here given the complexity in
decision- making
o Key Elements of Effective Planning
 Understand the purpose of the event
 Know your audience/participants
 Select the right venue
 Choose a suitable time
 Draft a plan and follow the timeline
 Create content that will attract your target audience
o Determine Your Budget
 Budget is a pretty big factor in the event planning process. It
dictates what you can and can't afford to do.
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o Choose the Location

 The location you choose is dependent on the type of event you're
planning.
o Set a Realistic Time
 Your timeline will be dependent on the type of event your hosting.
You need to set a realistic timeline no matter the event is.
o Evaluating
 Evaluation and correction of deviations in the event plans to
ensure conformity with original plans is the gist of controlling.
o Different Health Fitness Events
 Fun Run for a Cause
 Anti- Smoking Campaign
 Poster- Making Campaign
 Zumba For a Cause Sports Camp

FINALS
WEEK 1
 Volleyball
o William G. Morgan
 In 1885, decided to blend elements of basketball, baseball, tennis,
and handball to create a game for his classes of businessmen.
 He created the game volleyball which was formerly called
mintonette.
 Borrowed a net from tennis and raised it 6 feet 6 inches above the
floor.
 Name changed to “Volleyball” in July 7, 1896.
o Equipments
 Ball
 Weighs between 9 and 10 ounces
 Circumference of 25.6 to 26.4 inches\
 Has a rubber bladder
 Net
 32 ft x 3 ft
 For men
o 7 ft 11 5/8 in
 For women
o 7 ft 4 1/8 in
 Court
 Attack zone - 3 meters from net
 Back zone - 9 meters from net
 Service area - 3.8 meters from end of back zone
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 Side area - 3.5 meters

 Knee pads
 Should be sturdy enough to protect the knees from falls,
slides, dives, but flexible enough to allow bending.
 Must be made of fabric that breathes.
 Volleyball shoes
 Arch and ancle support is key when choosing.
 Provide for better lateral movement than typical
 Jersey
 Instills unity among team and enhances confidence.
o Terms
 Ace
 Served to the other team no one touches
 Dig
 Player makes a save from a spike
 Kill
 Team spikes the ball and it ends a point or a sideout
 Sideout
 Makes the ball go to the other team when serving.
 Block
 Defensive move
 Serve
 Starting to point by killing the ball over the net
 Set
 Pass that is used to set up an attack
 Rotation
 Clockwise movement of players
 Spike
 Powerful attack that is hit downward,
WEEK 2
 Fundamental skills in Volleyball
o Serving
 Used to launch the ball over the net.
 Puts the ball in play.
 Before the first set of match, the team that wins the coin toss is
the team that gets to serve first.
o Setting
 Beginning of an attack.
 Setter sets, hitters attack.
o Digging or Receiving
 Most critical part of an offensive plan.
 If you can serve correctly, you can transition to offense.
o Passing
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 First contact as the ball comes over the net.

 Whether receiving or playing a freeball or defending, the ball
should be passed to create an attack.
o Spiking
 When attacking the ball, the player must be ready by being further
away from the location of spike.
 Approach 3 steps and then jump to spike.
o Blocking
 Has 2 goals
 Denying opponents’ attack.
 Limiting where the attack can go.
 Duties and Functions of Officials in the game
o Referee
 Dressed in black and white stripes.
 Include signaling when a rally begins and ends.
 Officially recognizing team requests, substitutions, time-outs and
communicating with the coaches.
o Scorekeeper
 Creates official record of colleyball games.
 Before play begins, the scorekeeper records team and player
information.
 Also tracks player substitutions, sanctions, and time-outs.
o Line Judges
 One at either end of the court.
 Works with referees signaling to assist in making judgement calls
 Usually with flag to signal when a ball is in or out, hits the
antennae of the net, or when the server commits a foot-fault or
steps outside the line as they serve.

WEEK 3
 Basketball
o History
 Created by Dr. James Naismith in December 1891 in Springfield
Massachusetts.
 Prior physical education instructor at YMCA.
 The objective of basketball is to throw the ball into the fruit
baskets that were nailed to the lower railing of the gym’s balcony.
 Originally played with soccer ball
 Original balls were brown in 1950s
 Formation of Fiba
 In 1904, it needed to have several petitions to be included
as an Olympic demonstration.
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 In 1932, when FIBA came into being, it helped basketball

become an Olympic sport in 1936.
 Introduced to the rest of the world because of US Army and
YMCA.
 In 1893, the first ever international basketball match was
organized and the members took the game to India, Persia, China,
and Japan
 In 1900, majority of colleges were fielding a team
 In 1905, formal collegiate rules were introduced for basketball
 In 1909, the NCAA took over the game.
 In 1939, was the first tournament.
o Equipments
 Court
 50x94 ft
 3.048 meters high rims on basket.
o Players
 Point Guard
 Strategic visionary of the team
 Incharge of directing the game and which plays to
execute.
 Shooting Guard
 Also known as two guard
 Best outside shooter and therefore, the top choice for
taking three-point shots
 Power Forward
 Similar to center
 When on offence, play with their backs towards the
basket.
 When on Defense, under the basket in a zone defense or
against opposing power forward in man-to-man defense.
 Small forward
 Responsible for scoring points and defending.
 Center
 Tallest player on each team.
 Plays near the basket.
 Score on close shots and rebound.
 In defense, blocks opponents shot and rebound their
misses.
o Scoring
 2 points - score inside the 3 pt arc
 3 points - score anywhere from outside the 3 pt arc
 1 point - scored when freethrow
o Skills
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 Shooting
 Most important
 Steps:
o Balance
o Elbow
o Eyes
o Follow through
 Dribbling
 Advance the ball and move around the court.
 Dribble the hand using the fingertios.
 Passing
 Bounce pass
o Thrown to the floor so that it bounces to receiver.
 Chest Pass
o Comes from the chest
 Overhead pass
o Comes from forehead
 Rebounding
 Major skills of the game that can make the team gain a
chance to shoot again
 Practice good footwork
 Focus and anticipate where the ball will land
