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Contents

17 Stress Management 388

Lesson 17.1 Facts About Stress 389
• Self-Assessment: Identifying Signs of Stress 394
Lesson 17.2 Managing Stress 395
• Taking Charge: Managing Competitive Stress 402
• Self-Management: Skills to Manage Competitive Stress 402
• Taking Action: Relaxation Exercises 404
Chapter Review 405

18 Making Choices and Planning for Health and Wellness 406

Lesson 18.1 Lifestyle Choices for Fitness, Health, and Wellness 407
• Self-Assessment: Healthy Lifestyle Questionnaire 413
Lesson 18.2 Healthy Lifestyle Planning and Career Opportunities 414
• Taking Charge: Thinking Success 418
• Self-Management: Skills for Thinking Success 418
• Taking Action: Your Healthy Lifestyle Plan 419
Chapter Review 420

UNIT VII Moving Through Life

19 Strategies for Active Living 422
Lesson 19.1 Opportunities in Physical Education 423
• Self-Assessment: Assessing Game Strategy and Tactics 428
Lesson 19.2 Strategy and Tactics 429
• Taking Charge: Developing Tactics 433
• Self-Management: Skills for Developing Tactics 433
• Taking Action: Cooperative Games 434
Chapter Review 435

20 The Science of Active Living 436

Lesson 20.1 Moving Your Body 437
• Self-Assessment: Analyzing Basic Skills 442
Lesson 20.2 Moving Implements and Objects 443
• Taking Charge: Positive Self-Talk 450
• Self-Management: Skills for Positive Self-Talk 450
• Taking Action: Applying Principles 452
Chapter Review 453

21 Lifelong Activity 454

Lesson 21.1 Social Interactions in Physical Activity 455
• Self-Assessment: Modifying Rules in Games 461
Lesson 21.2 Active Living Opportunities 462
• Taking Charge: Conflict Resolution 468
• Self-Management: Skills for Conflict Resolution 468
• Taking Action: Team Building 469
Chapter Review 470

Glossary 471
Index 479

vi
 Touring Fitness for Life

Do you want to be healthy and fit? Do you want

to look your best and feel good?
Fitness for Life is based on the proven HELP
philosophy: Health for Everyone for a Lifetime in
a very Personal way.
H = Health
E = Everyone
L = Lifetime
P = Personal
• understand and use self-management skills
The HELP philosophy allows you to take per-
that promote healthy lifestyles for a lifetime;
sonal control of your future fitness, health, and
wellness. • be an informed consumer and critical user of
fitness, health, and wellness information; and
E5266/Corbin/fig I.1/4783076/JG/R1
Fitness for Life helps you become a physically
literate person so that you can • adopt healthy lifestyles now and later in life.
• understand and apply important concepts Fitness for Life is the winner of the Texty Award
and principles of fitness, health, and wellness; for textbook excellence.

© Monkey Bu
siness - Fotolia

© Photodisc

vii
Touring Fitness for Life

Fitness for Life will help you meet your fitness and physical activity goals. Take this guided tour
to learn about all of the features of this textbook. Two lessons are included in each chapter to
help you learn key concepts relating to fitness, health, and wellness.

UNIT OPENER: Provides

a brief overview of the
content in each unit.

Unit iii
HEALTHY PEOPLE
2020 GOALS: Lists
Moderate and Vigorous
national health
goals covered in
Physical Activity
each unit. Healthy People 2020 Goals STUDENT WEB
• Increase the percentage of teens who meet aerobic activity guidelines.
• Increase overall cardiovascular health. RESOURCES: Provides
•
•
Reduce the risk of heart disease and other chronic diseases.
Increase education to promote health-enhancing behaviors and reduce health risks.
the web address for
• Reduce the percentage of teens with high blood pressure and other health risks. finding additional
• Improve teens’ understanding of health promotion and disease prevention.
• Reduce overweight and obesity among teens. information in each
FEATURES: Lists the •
•
Reduce sport and recreation injuries.
Improve community facilities (such as parks) and environment (such as sidewalks).
lesson.

2
Self-Assessment, • Increase physical education in schools.
• Increase the percentage of teens who do in-school and out-of-school activity.
Taking Charge, • Improve health literacy and increase the number of high-quality health-related websites.
Self-Management, Self-Assessment Features in This Unit
• Walking Test
and Taking Action • Step Test and One-Mile Run Test
features in each unit. • Assessing Jogging Techniques
Taking Charge Features in This Unit
Adopting a H
ealthy
• Learning to Manage Time
• Self-Confidence

Lifestyle and
• Activity Participation

S
Management elf-
Self-Management Features in This Unit
• Skills for Managing Time
• Skills for Building Self-Confidence

Skills
• Skills for Choosing Good Activities
Taking Action Features in This Unit
• Your Moderate Physical Activity Plan
• Target Heart Rate Workouts In This Chapte
r
• Your Vigorous Physical Activity Plan Lesson 2.1
www
Student Web
Adopting Health
Resources
y Lifestyles www.fitnessfo
135
rlife.org/studen
seLf-Assessm t
ent
Practicing Phy
sical Fitness Tes
ts
Lesson 2.2
Learning Self-M
anagement Ski
lls
tAking ChAr
ge
Building Knowle
dge and Under
CHAPTER OPENER: seLf-mAnAg
ement
standing
Skills for Buildin
Provides a brief over- and Understandi
g Knowledge
ng

view of the content of tAking ACtio

Fitness Trails
n

the chapter.

IN THIS CHAPTER: Lists

the main elements of
each chapter.
©
Ey
ew

28 Fitness for
ire

Life

viii
 Touring Fitness for Life

LESSON OBJECTIVES: Describes what

you will learn in each lesson.
LESSON VOCABULARY:
Lists key terms in each
lesson, which are defined
in the glossary and on Lesson 13.2
CONSUMER CORNER:
the student website. Energy Balance Provides information
Lesson Objectives to help you become
After reading this lesson, you should be able to
1. explain how to use the FIT formula for fat control,
a good consumer and
2. describe how many calories are expended in doing various physical activities, avoid quackery.
3. explain how physical activity helps a person maintain a healthy body fat level, and
4. describe some common myths about fat control.
ww w
1 Lesson Vocabulary
calorie, calorie expenditure, calorie intake, energy balance

Do you know how many calories you expend in

a typical day? Do you know how many calories you
consume in a typical day? One major health goal is Consu
to achieve and maintain an acceptable level of body
m er Corne
Lesson
19.2
You’ve no
w r: T V T
fat throughout your life. To do this, you must bal- and usin learned about de actics—
ance the calories you consume and the calories you g tactics
to achiev veloping a strate Creatin
also deve
lo e a gy g need
WEB ICONS: Indicate expend. In this lesson, you’ll learn the FIT formula
for fat control and appropriate activities for gaining
their stra p strategies and goal. Compani
you. For
tegies he
lp them ta ct ics. Som es
every day.
deceptiv O f course,
no t all adve
s
example, but are no et im es e, but man
that additional infor- weight and losing body fat. get you to a company
or need. buy something yo strategy may be
’s
t good fo
r
ey e
ads and
to detect
the m
y are. It ta rt
kes a ve
is ements ar
e
To help th u to to distin essages being co ry critical
mation is available on Balancing Calories compani
es
such as te buy advertising
em ca rr y
do
out their
n’ t really w
strategies
an t
informat
As you’
io n.
gu ish betw
ee n good
nveyed in
and bad
levision, in , try to de re exposed to m
the student website. The term calorie is commonly used to describe the
amount of energy in a food. The true term is kilo-
Energy in zines, radi
compani
o, and ne eEnergy
th web out various media—
wspapers.
(pop-up
ad s), maga- us ed. Ask
termine
th e
Lessst
6. 1
onrategy
edia adve
rt is ement,
calorie (a unit of energy or heat), but when talking
es
media ou pay for advertisem The money thes ad trying the following qu and tactics bein ww w
2
to es g
about diet and nutrition, calorie is typically used.
tle
that sell th ts to survive. So ents is what allow
e selling so get me to do? Is tions: What is th
m th is
Energy balance refers to balancing calorie intake sell the ad e products and th th the compani
bo s likely to ething I really ne e product they’re
s are trying e media ou es work as ad ed ? Is
learn ho vertised? the
and calorie expenditure (figure 13.3; also see figure FigurE 13.3 behaBalancing
vior in or energy to influen intake tlets who
der to mak(calorie) w In this ch product
with energyer(calorie)
ce your co tactics to to develop a st ap
s create output media is essential e mon foreyhealthy ns
. In fact, m umer carry ou rategy an ter, you
Fit FaCt weight maintenance. messages arke S y st e th mis skn owledge t th at strategy. d identify
that flood
aly si s t- to Yo
on Anou r senses strategies help you u can us
y: Moti
anve e
One pound of fat contains 3,500 calories. d ry beco me an in analyze marketing
slow
or acE5266/Corbin/fig
olo
tivity. Yo g13.5/471539/JG/R1 action in o- formed co
Therefore, you can lose 1 pound (about 0.5 e otc h n u ca n an alyze the ter analysis to pr nsumer.
kilogram) of fat by eating 3,500 calories FitneS13.4 S tand he
Fornotice
rs who have
the energy succ
al
balance
so consult lo w
alatwtheithus
er s to
rate com
pu
rformer m
ake
exampl
lped
e, ifPyramid). peeeop deled scale
in thm
topexpe
ionisan
ofdrtge
s ne
and lps the pe s can be used
fewer than you normally eat in a given time abva
the Physical ounc have he
Activity
es cc
t su yo u’re pltiv Calorie
ay i-ing te intakee spotor orthe
t fo rmacat ion that hesys teispsyst3em
ca l ad es sf ul sp or t ac nn de in ti vi ty . al : P re ll pi tch-
or by burning 3,500 calories more than
Man y technolonumber
gi by of rilfety of
calories
atyoa ur
vase or te nnisenergy
total
e us stra
e te
vi
ofgiinesthe isfoods , youyou
ectiocansn. leMarotnion A (such as softbapareonag Pla
an
normal in physical activity. Eating food that skilled
e eat. succno thypaisstthm
in
e K ed
usco ofrrby s of activity fter cons pular am n
be come mor th Calorie
os
e mthroyout essfteexpenditure
ulwor st ra
is at
as
the
si ch
m number
pl
es . ee
calories
m
ot
an hey ki
rs ndor
— in es
fope ci al lyidpo
ering avaick to
provides more calories than your body uses hich cangi
teinbe esphysical oryo piIf ngryou
fo note is) but arpa rm
e athaioni ablou feedba lable strategies
tie s. One of (energy)is sy st em ugs,hwexpend
5. ba ck
canstem
sy help activity.
u ca in g an
take
d steabnnou t e bi om
re a ec
w
n ca t yourself and colle
will cause you to gain weight. Therefore, alysin (eat) more calories play than you expend (in activity), rr y out stwep e th ritten plan an cting
motion an deo camera and video camera and goislfe rs, hos 2us ings side
. r ho . In com d your opponent
a basic vi youasswill their sw and ta w you or your te petitive sport, yo , pre-
you can gain a pound of fat by eating 3,500 te pgain -s:peweight
ed because extra
mer’senergyim stored
as a hi gh2 C oIfll a pe rf or pr ov e am can us
calories more than you usually eat within amplicatin
as co
ed the bodyyzase fat.
al w he eerctexpend more
thyou n ew Info
t an d calories than ke advant
ag es e yo
u con-
heOlp nes anwin, cien
e effiweight. For exam
pl if yo of your opponent ur strengths
given time or by expending 3,500 calories thatyou take ayyou tocsde will
) ciarlose If you rm balance atiothe and your ne,
software wio
(b orm ec
k you hani
bestconsume deplwex a motion
hi, ch n ologyur strength ’s weaknes
fewer than usual in physical activity within ementscalories
ov m plfoe roryo coumand expend, you
rfavoraim la-blwill maintain si nigghttechopponent of in tennis is ses.
m of thyoer si
ur is to
rs on pe e st ra te U m co or ’s
m w aneace
kn your serv
a given time. he current
Wyour stre
re weight. s a pe conduc g gy will ns id pe rf esces is retu
ef fe ct iv e. sp
em orvit de
pe o- ng
co rd
th s anad sk w ill
ea -l ea rn tin a se lf-assessm vi deha yo ur
ond, if yo the peof
of er an rffe m
ornsivan
e
rn of serve, e
sy st rf or anex t, kn en a u’ st ra yo u
analysis tplor tivitym . N ce) orgiofst or es coseacs h, (for plan M ak t skso e Analyze re le quaritne
e dfitfro m an tegy
and yoeur . On the other
or anni acng a liftespe dago yourorpe ’s niangmaotor ill.fit, nyoyo um u’ve
ight co ed in th
ing a sp playasa sp a orspor tyle chanegepe rf mrseron al ouat t io ation ns gaid iner op
a strategy ponent is not
d needs317 your
rm
ch yzyes th ). IferComposition ing info
(for infoop rmpo
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d ant’s alsa Bodyay yos an
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structor uctco
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an te ballis,pl it wougeldtherplanninginto ent ac so that
or
e seoss your
views thCoa. ch ple, footnn ul take
ion dstud re
ts Foesr do examop pone ntfo otagng
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the match vantage
movemen descutriin el y reth ewbygammeae ns forerm
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at ns,daswea
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kn
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be ot ns iv eof “s s es se
coachesidro ende
her tedam
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coedutsyinstgem re s.
tify
fensstra igreng poth s and wea ports” that
FIT FACT: Offers to looktoatuse.neTo
well as
te anH
s’ tagictesics. d ta
oppo nt help you ctics they have be esses and
lear plan, w
kn
en know
n abou
interesting information about the t your own streng rite down what n
st th yo
Even the rengths and wea s and weaknesses u
pr kn an
about key topics. profession os collect info esses of an oppone d
al basket rmation.
has excelle ball play For exam nt.
er ple,
ies video nt physical abiliti LeBron James,
of oppone es and sk who
report of nt ill
other team s and reads the s, also stud-
a strategy s. He do full scou
ti
ahead of and use tactics th es this to implem ng
opponent at keep hi en
s. m one st t
ep
FITNESS TECHNOLOGY:
Helps you become aware ed perf
ormance
.
r improv Stra
of new technological udied to
prov ide feed
back fo tegies fo
r Active Livi
ng do that an
d
n be st th how to 431 ur
information related to Movem
ent sequ
ences ca
ss on , yo u’ll learn bo ing proficient in yo
In this le e plans for becom
nation ak
fitness, health, and th eye–ha
nd coordi , as in
er
how to m ities.
en ac tiv
cludes bo s and eyes togeth ability ch os
d
wellness and helps you th at in
elate
a Skill-R
ability ur hand n (the
ty to use yo ordinatio ga
g
(the abili ll) and eye–foot co ther, as in kickin il d in
hitting a
ba et toge t as good B u Profile
try out and use new to us e yo ur eyes an d fe
od in on e ar ea t no eas that
bu
e ar Fitness -related ph
ysical
may be go king on th ing the skill then
technology. ball). You In addition to wor ld consider select s. did all of in this chapter, ee
r. ent, Sue,
in anothe ement, you shou match your strength One stud ssments presented -related fitness (s
ov ss se ill
need impr r your program that skill-related fitne fit ne ss as fo r he r sk
fo ur
activities u’ve assessed yo ile of your results .
to d a profile
develope n 113
nc e yo p a pr of tiv iti es Preventio
O de velo ot her ac d Injury
u ca n an d ning an
yo
abilities, lect lifetime spor
ts Skill Lear
se
help you

ix
Touring Fitness for Life
EXERCISES: Provide
instructions and pictures SELF-ASSESSMENT: Helps you
to teach you correct learn more about your fitness
technique for exercises. and behaviors that affect your
health and wellness and helps
you prepare a personal plan for
improvement.
ise
Heel Ra inches (5
centi-
that is 2 and with
the
e a board e floor. St d and the
1. Plac ick on th
meters) th on th e boar
ur feet lders.
balls of yo your shou
even with lms facing
handles
2. Gra sp the ha nd les with your pa
dy . Ke ep
m your bo during the lift.
your hand
s
Gastrocne
mius
✓ Self-AS
SeSSme
away fro ry nt: Wa
and arms
statio na
your feet
, then Many of lking te
balls of
onto the ting position.
th
this cour e self-assessmen st
3. Rise ar se ts you pe
lower to
th e st ity. If you’ require very in rform in
re a very tens
fit, the m active pe e physical activ
Soleus ile run or rson and -
to estim PACER m ar e quite
ate ay
but the w your cardioresp be the best way
alking te iratory en
is especi st is also durance,
al a go
ners, who ly good for peop od one. The te
haven’t le st
or who ar done a lo who are begi
e t of rece n-
get mor regular walkers nt activity
e vigorou bu ,
uscles. also good fo s activity t do not regularly
string m cannot do r older people The walk test
.
your ham
ex ercise uses ru nn an d fo is
is ing tests r
problem due to jo those who
Th
s.
your scor As directed by int or mus
cle
es and yo
ing test fitness ra ur teacher, reco
. You ca rd
Trapeziu
s
preparin n then us tings for the w
g your pe e th al k-
-Down 1 e info
laT Pull in g on Te
in/ res10ma
fig
/471476
.17jor yo/Ru’
If/JG re worki rsonal physical rmation in
, depend
orb ng with ac
h (or floor ht so
E5266/C that self-
as a partner tivity plan.
the benc seat heig and cons sessment info
dorsi , remem
1. Sit on hine). Adjust the nd ed when
Latissimus
sh
idered co rmation
is perso
ber
the m ac fully ex te ar ed with othe nf id en tia nal
arms are the pers rs withou l. It shouldn’t
that your e bar. on being te t the perm be
th cing
you grab yo ur palms fa at sted. ission of
with ould be 1. Walk
the bar ur arms sh
a mile at The wal
2. Grab m you. Yo apart. can go w a fast king test
away fro hile keep pace (as fast as or peop
le who
is a good
ou ld er-width sa m e pace for in g ap yo u don’t do assessm
ent for
least sh ch es t level. th e entire
proximat
el y
a lot of
vigorous beginners
ba r do wn to 2. Immed w al k).
the activity.
e n. iately af
3. Pull th tin g sit
Lesson
po io3.1
heartbea te r the wal 3. U se the ap
to the star ts for 15 k,
your wal propriate chart
4. Return result b seconds. count your ki to determ
y
minute he four to calculat ultiply the
M rate in th ng rating. Loca ine
e your e te your
art rate. one- your wal left column of he
king tim the char art
Find the e along t and
Science in Action: optimal challenge 18 0+
intersec
point whe
re the ro
th e bottom
row.
t to dete w
rmine yo and column
170 ur rating.
Scientists in many fields have collaborated to Success 180+
find ways to help people stay active, eat well, 160 and
in)

stick with other healthy lifestyle behaviors. They 170

(beats/m

Low
have discovered that in order to be successful, 150 you fitness
must set goals that provide “optimal challenge.”
om

zone
Fa

Margina 16 0
l
in)
ilur
ed

The key is giving effort (trying

biceps and If a chal-
hard). fitness
Heat rate

(beats/m
Bor

Low
e

uses your s.
cise there’s
140 zone fitness
lenge
This exereasy,
is too
bo w fle xor mno need to try hard—it’s
uscle
23 5
150
zone
not ot her ela challenge. On the other hand, if a
really Goss
ne od Basics
130 uscle Fit
goal is too hard, we fail, which may lead Mus to fitness
Heat rate

140
zone Too easy Optimal Too hard
give up or quit because our effort seems 120hopeless
(see figure 3.2). Figure 3.2 Some challenges can lead to boredom 130 or Good Margina
l
fitness fitness
An optimal challenge requires 11reasonable 0
failure, but optimal challenges can lead to success.
zone zone
effort. Meeting an optimal challenge provides 14 15us /47 /JG /R 2 12 0
or less fig 10.18 16 147717 E5266/Corbin/fig 3.2/470795/JG/R1
with success and makes us wantE5to26try 6/Corbagain.
in/ In 18 19 20
fact, providing optimal challenge is one reason Time (m 21 110
Rating ch
that video games are so popular.AdThey challenge art for th
in) StudentorActivity more 12
e walking 13 14
apted fro or less 15
you by making the task moreM.difficult Rippe, M. as you
m the One Mile Imagine
te that
st (for fe you want to help a friend learn 16
Walk Te males). 17 18
improve, and this optimal challenge makes you
D. astskill—for
with perm example, hitting a tennis ball Time (m 19
ission of Ra g ch in)
or a golf ball. How r James you usetin
authocould optimal ar t for the
or more
want to play again and again. You can use optimal Adapted w al king test
challenge to help your friend learn the fro
skill?
m the On (fo
challenge when setting your own goals to help M. Rip pe, M.D. e Mile Wa
lk Test wit
r males).
h permiss
yourself succeed. E5266/C
orbin/fig ion of au
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7.3/4708 James
92/JG/R
1
SCIENCE IN ACTION: E5266/C M
od/ar
orbin ertat
7.2e/47
Ph08
day (figure 3.1b). Process goals make good short- The Taking Charge and Self-Management fea- ys93
ica/JG
Helps you understand
l Ac
/Rtiv
2 ity 143
term goals because you can easily monitor your tures in this chapter focus on setting goals for physi-
progress and, with effort, succeed. In contrast, prod- cal activity and building physical fitness. Elsewhere
how new information uct goals do not make especially good short-term in the book, you’ll get the chance to set long-term
goals, because they can be discouraging, especially goals for fitness, health, and wellness (product goals)
is generated using the for a person who is just beginning to change. For and for making healthy lifestyle changes (process
example, if you chose a product goal of performing, goals) that lead to good fitness, health, and well-
scientific method. say, 25 push-ups, it might (depending on your cur- ness. You’ll also get the chance to set short-term
FITNESS QUOTES:
rent fitness level) take you so long to meet the goal goals that help you move toward achieving your
that you would give up. But a short-term process
goal—such as performing 5 to 10 push-ups each
long-term goals.
Provide quotes

“ from famous
day for two weeks—would be possible for you to
achieve with effort. Thus, as you meet a series of If you want to live a happy life,
short-term process goals, you work toward meeting tie it to a goal, not to people or
people about
”
long-term product goals. things.
—Albert Einstein, Nobel Prize–winning physicist
fitness, health,
LESSON REVIEW:
Lesson Review and wellness.
Helps you review 1. How does the SMART formula help you set goals?
and remember 2. How can you use long-term and short-term goals to plan your program? In your answer,
use fitness and physical activity examples.
the information 3. What is the difference between a process goal and a product goal? In your answer, use
fitness and physical activity examples.
you learned in the 56 Fitness for Life

lesson.

x
 Touring Fitness for Life

TAKING CHARGE AND

SELF-MANAGEMENT:
Provide guidelines for
Taking Charge: improving Physical Self-Perception
learning self-management
Each person has a mental picture
of himself or herself. If you think
Raul was one of the shortest
people in his class, but his height skills that help you adopt
you do well in a certain activity,
you’ll probably take part in that
did not stop him from being
involved in activities. He realized healthy behaviors.

© Photodisc
type of activity. If you feel embar-
rassed about your appearance or
ability level while doing an activity,
you’ll probably avoid that activity.
Here are two very different examples of physi-
cal self-perception.
Michael was not sure that he wanted to
go back to school after the summer break. It
seemed as if all of his friends had grown taller
in the last few months, but he had stayed the
same height. Michael felt embarrassed and a
little jealous, even though none of his friends
seemed to notice. His height certainly did not
alter his ability to play tennis. In fact, his friends
still called him “King of the Court” because he
usually won.
that he had never been a great
basketball player, but he still liked
to play with his friends from school.
He also discovered that height had
nothing to do with his ability to go hiking, nor
did it prevent him from being a good wrestler.
For Discussion
Michael had a negative self-perception
because of his height. What can he do to
change his negative perception? How does
FOR DISCUSSION: Helps you
Raul keep a positive self-perception? What
else can a person do to develop a positive self-
take charge by making good
perception? Consider the guidelines presented
in the Self-Management feature as you answer
decisions.
the discussion questions.

➡ SelF-ManageMenT: Skills for Self-Perception

A self-perception is an idea you have about • Consider your self-assessment results.
your own thoughts, actions, or appearance. It is Use the self-assessment worksheet to
influenced by how you think other people view determine whether you have any areas
you. Some of the many kinds of self-perception in which your physical self-perceptions
are academic, social, and artistic. In this book, are especially low (strength, fitness, skill,
the focus is on physical self-perceptions—the or physical attractiveness).
way you view your physical self. • Perform regular physical activity to
Four aspects of physical self-perception are improve your physical fitness or prac-
strength, fitness, skill, and physical attractive- tice regularly to improve your physical
ness. People with good physical self-percep- skills. Regular physical activity can help
tions are happy with their current strength and you look your best, and learning skills
fitness levels; they also feel that their skills are can help you perform your best. star ha
adequate to meet their needs, and they like the s an ea
way they look. We know that people who have
• Consider a new way of thinking hy hab ting disorde
healtabout
its. Co r
a nd set
yourself. People often set unrealistic realis nsider or practices
positive physical self-perceptions are more your h
standards for themselves,• such Think asplook- tic standard e • Con
likely to be physically active than those who do ositive s for yo redity si d e
not. The following list provides guidelines you
ing like someone they see on a ptelevision
hysical ly. Alm
ost all
urself. actions r h o w y o u
or in the movies. Understand likethat ch ar
in real acterist p eople h influen r beh
v a
can use to maintain or improve your physical to ch ange. B ic th av e ie w you. A ce the way o v io r a n d
life these people do not th look
ingsthepeoway ut stud at they wou has as cting ch ther pe
self-perceptions. p ie s ld m e e ople
they look on the screen.are le sh
rarelytheirdon’t like abo ow that the
In fact, ceive yo ch to do wit rful and frien
u
seen u as yo h d
• Assess your physical self-perceptions. appearance is often enhanced people by spe-
. You’re as problem emselves
ut th
• Rea ur phys how others p ly
and th o s li z e ical charac er-
You may use the worksheet provided by cial cameras and computers inking p ften your own by other
programs. im p e rf th a t a ll p e teristic
s.
ent you a movie osi wo e o p le h a
your teacher. You also do not know whether rself in tively can help rst critic, streng c ti o n s. Try v e so m
a positi th to
• Do
not let ve way you pres- weakn s and impro b u il d o n y e
the act . ess. ve you ou
sitive p
e ions • Find r areas r
tively a ople cause y of a few inse role m
a reali
stic
of
b o n odel fo role mode
be som out yourself u to feel ne - to be lik r others l and
322 Fitness for Life e peop . There ga- be a
others le who will alw e some . Instea
’ feelin a a y o u , fi o d
have lo gs. Th re insensitive ys n d so m ne who is to of trying
tally un
ese pe has ch
w
themse self-perceptio ople o to aracteri e o n e y o u a like
lv n fte achieve stics yo d m ire
d o w n . es up by tea s and try to bu n .
for mo And, just as
u can
re
who
R rin ild you loo alistically
these p e co g n iz e th g other peo look to
dels, re
memb k to oth
eople is at ple
their pro cr it ic is m fro yo
tive mo u as a mode that others m
er ers
blem, n m del for l. Provi ay
ot yours p o o th d in
. sitively ers can g a posi
about h elp you -
Acade yourse th ink
m ic Con lf.
nectio
Various
st n: Qua
for a gr atistics can be rtiles
ou u
to descr p of people. T sed to describ
ibe the sc he term e scores
bution. ores for quartile A go o
In ea is used
represen the following ch quarter of 15-year- d fi tn es s ra ti
ts a scor example a distri- ol ng
test for e
36 15-y (in inches) on , each number color of d females is 3 fo r w ai st gi
q 2 rt
is divided ear-old
fem the wai
st ness ran uartile includes inches or less. h fo r
quartile into quartiles ales. The distr girth good fitn
ge? Wh
at perce scores for the goWhich
, listed in (25 perce ibution n ta od fit-
differen n
t colors). t of scores per age of gi ess zone for wai ge of girls wer
ACADEMIC Distrib
ution o
rl
the good
st
to be in s had scores th girth? What p in the
at did n
ot
e
ercent-
f Waist fitness zo qualify
CONNECTION: Girth S
cores (I
nches)
ne? them
34 for 15-Y
Relates concepts 28 32
33 34 35
ear-Old
Female
33 s
from other 27 28 29
30
30
32
33
34
34
35 36
32 35
academic subject 33 34
35 36
36
37 38 39
The red 37 40
areas to fitness, fitness
quartile
zone. T includes sco Check
Your A
38 39 40 41
fitness hat also res in th n 42
health, and zone. means eg
that 75 ood fitness ra
percent
swers
nge, so
25 per
43

, or thre
wellness. e quart cent of
iles, of the
the gir girls were in
ls were the go
not in od
the go
od

Body C
omposi
tion 32
3

xi
Touring Fitness for Life
TAKING ACTION: Lets you try out
teacher-directed activities that can
help you become fit and active for
a lifetime.

Taking acTion: Target Heart Rate Workouts CHAPTER REVIEW: Helps

Cardiorespiratory endurance is important for • Determine your target heart rate by you reinforce what you’ve
living a long and healthy life. It’s also essential using either the percent of heart rate
for competing, participating in your favorite reserve method or the percent of maxi- learned in the chapter’s
physical activities, and maintaining a healthy mal heart rate method.
body weight. As you’ve learned in this chap- • Before choosing vigorous activities, two lessons.
ter, you must do vigorous physical activity consider your level of fitness.
above your threshold of training and in your
• Before doing vigorous activity, perform Chapt
target zone to build cardiorespiratory endurendur-
a 5-minute cardiorespiratory general er rev
ance. Take action by doing vigorous activity
warm-up. iew
that fulfills the FIT formula: at least three days review
each week (addressing F for frequency in the • Check your pulse rate or rating of per per- ing Co
ceived exertion periodically to Asmake sure ncepts
FIT formula), in your target heart rate zone
you’re maintaining the intensity
directe
of your d by and vo
(addressing I for intensity), and for at least 20 sente
workout in your target heart rate nzone. ce with your teacher, cabula
minutes each session (addressing T for time). a word an
or phra swer items 1
ry
Consider the following tips as you take action • After your vigorous workout, perform 1. Fac a se. throug
tors that h 5 by
by performing a target heart rate workout. cool-down. 2. Fac af fect yo correct
tors influ ur fitne ly com
e ncing fit ss , h e pleting
trol are alth, an each
called __ n e ss, heal d wellness
3. Fac __ ______ th , and w ar e called
tors influ __ ___. e lln ess ove ______
control encing r which __ __
are calle fitness you hav _____.
4. The d ______ , health, and e little
steps th ______ wellness con-
gether at lead ___. over w
as the __ yo u from h ich you
5. The ______ de have th
fitness ______ pendence to e most
signale test use _. indepe
d by a d to as ndence
beep is sess are refe
For item
s 6 thro called th cardiorespir rred to
to-
the app ugh 10 e ______ at ory end
ropriate , as dire __ ______ urance
phrase cted by _. b y running
6. sed in column yo ur teac w hen
entary 2. her, mat
person ch each
7. inac term in
tive thin a. column
8. plan ke r just bo 1 with
ner ught exe
9. acti b. is ac rcise eq
vator tive mo uipmen
c. st days t
10. ac is someti of the w
tive exe mes ac eek
rciser d. is co tive
For ite nsideri
ms 11 e . ng beco
questio th rough is inactive m ing acti
n. 15, as ve
directe
11. Exp d by yo
ur teac
lain wh her, resp
12. W at a self- ond to
hat are manag each st
ement atemen
as Fitne some of the skill is an t or
ss g ram, an fit n e ss test d w hy it ca
13. De d what d it e ms use n be use
scribe th o d fu
14. W e five st th ey meas in majo l.
hat are ag es of ch ure? r fit ness te
fitness ange. st batte
Take action by doing a workout that elevates your heart rate into the target zone. 15. Wh trails, an ries such
at are so d how
me guid can the
elines fo y be use
r buildin ful in st
g know aying ac
thinkin ledge an tive?
THINKING CRITICALLY: g Critic d unde
rstandin
Write a ally g?
parag
Requires the use of Of all th raph to answe
one wo e self-manag r the followin
uld mo ement g quest
critical-thinking skills reason st
s for yo help you be
ur answ
skills d
e
more ac scribed in less
ion.
er. tive or o
eat bett n 2, which
to apply chapter 172 Fitness for Life project er? Giv
e the
information. Assume
that yo
assigne u are th
d to cr
eating eate an e head of a
and m ad ca marketi
sion co ore active livin mpaign prom ng company
mm g. P otin
availab ercial for the repare a scrip g healthier
©E

le, creat p t for a te

PROJECT: Provides e a vid romotion. If levi-
yew

eo of th re
e comm sources are
ire

ercial.
an enrichment
activity for use
outside the 51
classroom.

In addition to all the textbook features, the Fitness for Life program includes several other
components:
• Student Web Resource: You have access to a wide variety of resources at www.fitnessforlife.
org/student. These resources will aid your understanding of the textbook content and
include video clips that demonstrate how to do the self-assessment exercises in each chap-
ter, worksheets, interactive review questions, and expanded discussions of topics that are
marked by web icons throughout this book.
• Teacher Web Resource: Your teacher has access to a special web resource with lessons and
activities that you can do to better learn and understand the information in this textbook.
Now read on, and enjoy Fitness for Life!

xii
 UNIT I
Building a Foundation

healthy People 2020 goals

• Live high-quality, longer lives.
• Reduce preventable disease, injury, and early death.
• Increase awareness and understanding of what determines good health.
• Encourage all people to adopt healthy lifestyles that promote lifetime health, fitness, and
wellness.
• Create environments that promote health, fitness, and wellness for all.

Self-Assessment Features in this Unit

• Physical Fitness Challenges
• Practicing Physical Fitness Tests
• Assessing Muscle Fitness

taking charge Features in this Unit

• Learning to Self-Assess
• Building Knowledge and Understanding
• Setting Goals

Self-Management Features in this Unit

• Skills for Learning to Self-Assess
• Skills for Building Knowledge and Understanding
• Skills for Setting Goals

taking Action Features in this Unit

• The Warm-Up
• Fitness Trails
• Exercise Circuits

1
1
Fitness, health, and
Wellness for All
in this chapter www Student Web resources
www.fitnessforlife.org/student
LESSON 1.1
Scientific Foundations
SELF-ASSESSMENT
Physical Fitness Challenges
LESSON 1.2
Lifelong Fitness, Health, and Wellness
TAKING CHARGE
Learning to Self-Assess
SELF-MANAGEMENT
Skills for Learning to Self-Assess
TAKING ACTION
The Warm-Up

2 Fitness for Life

 Lesson 1.1
Scientific Foundations
Lesson objectives
After reading this lesson, you should be able to
1. describe the scientific method;
2. define health and medical science and nutrition science;
3. define kinesiology and list the seven types of science it encompasses; and
4. describe and differentiate the warm-up, the workout, and the cool-down.
ww w
1 Lesson Vocabulary
biomechanics, calisthenics, cool-down, dietitian, dynamic warm-up, exercise anatomy, exercise
physiology, exercise psychology, exercise sociology, health and medical science, kinesiology, motor
learning, motor skill, nutrition science, sport pedagogy, stretching warm-up, warm-up, workout

Science is the study of knowledge based the Scientific Method

on observation and experimentation. In school,
you study various sciences, such as natural science
(focused on nature), social science (focused on
individual and social behavior), and mathemat-
ics (focused on numbers and their operations).
Examples of natural science include biology,
chemistry, and physics; examples of social science
include psychology, sociology, and geography; and
examples of mathematics include algebra, geometry,
and calculus.
Fit FAct
Many of the names of sciences end with
“-ology,” which means “the study of.”
Scientists of all types use the scientific method to
discover new knowledge and establish principles
that help us make good decisions and solve prob-
lems. A simplified form of the scientific method is
presented here. The steps—identifying a problem,
establishing a hypothesis, collecting information,
and interpreting information—are shown in figure
1.1.
The information presented in this book is based
on studies that use the scientific method as described
in figure 1.1, and each chapter includes a special fea-
ture called Science in Action. This feature helps you
see how research in health and medical science,
kinesiology (exercise science), and nutrition science
can help us make good decisions about fitness,
health, and wellness.

?
=
=

Problem Hypothesis Collect information Interpret information

Friends are They think a Conduct a search for Analysis and conclusion:
considering taking a supplement information about benefits the risks are greater than
dietary supplement. might help them and risks associated with the benefits. Don’t take
Should I take one? get fit faster. the supplement. the supplement.

FigUrE 1.1 A simplified form of the scientific method.

Fitness, Health, and Wellness for All 3

E5266/Corbin/fig 1.1/468865/JG/R2
Lesson 1.1
ww w
2 You’ve probably used the scientific method
yourself when conducting experiments in science
classes. You’ve also read studies that used the scien-
tific method. But you may not have thought about
using the scientific method in your personal life.
As you work your way through the Fitness for Life
program, you’ll learn to use the scientific method to
help you solve problems and make healthy lifestyle
decisions. You’ll also use the scientific method to
plan programs for building your fitness, health,
and wellness.
health and Medical
Science
Medicine is the art and science of healing. His-
torically, the practice of medicine has been focused
on diagnosing and treating disease. In prehistoric
times, people often associated illness with demons
and evil influences. But as early as 2000
BC, Egyptians performed sur-
gery and began to build a more
scientific base for medicine.
Modern medical practitioners
use evidence-based approaches,
4 Fitness for Life
and research studies are required before medical
procedures and medicines are approved.
Because of advances in health and medical
science, life expectancy in the United States has
increased dramatically over the last century. In 1900,
the life expectancy for Americans was 47 years. Over
the next century, it almost doubled, reaching nearly
80 years. Health and medical scientists have devel-
oped medicines that treat bacterial infections, and
as a result infectious diseases such as typhoid fever
and smallpox, which used to be among the leading
causes of death, have been conquered. Before 1900,
fewer than 100 medicines were available to doctors.
Now there are more than 10,000, and in the United
States they must be tested before the government’s
Food and Drug Administration (FDA) approves
them. With infectious illness reduced, the main
causes of early death in developed countries today
are heart disease, cancer, diabetes, and other chronic
diseases related to unhealthy lifestyles.
Health science focuses on preventing disease and
promoting wellness and high quality of life. Some
health scientists study personal health issues in order
to help individuals prevent disease and promote
wellness. Public health scientists, on the other hand,
study patterns of health and illness among popula-
tions in order to help prevent epidemics of illness;
thus they are sometimes called epidemiologists.
“ Physical fitness is not only one of
the most important keys to a healthy
body; it is the basis of dynamic and
”
creative intellectual activity.
—John F. Kennedy, U.S. president
Kinesiology
(Exercise Science)
The past two centuries have sometimes been
called the golden age of medicine because
they have seen many of the most significant
© REmy MASSEGLIA
advances in health and medical science.
Toward the end of the 20th century, a rela-
tively new science called kinesiology emerged
as more and more evidence accumulated
showing the health and wellness benefits
 Lesson 1.1

of physical activity and exercise. The U.S. National Exercise Physiology

Research Council now recognizes kinesiology as a
Physiology is a branch of biology focused on the
major area of science along with other major branches
study of body systems. More specifically, exercise
such as those listed at the beginning of this chapter.
physiology is a branch of kinesiology that explores
Put simply, kinesiology is the study of human
how physical activity affects body systems. For
movement. There are, of course, many types of
example, exercise physiologists study the cardio-
human movement. Some involve small muscle
vascular, respiratory, skeletal, muscular, and other
movements, such as the movement of your eyes
body systems to see how they are affected by exer-
when reading, the movement of your fingers when
cise. Understanding the basic principles of exercise
typing, and the movement of your hands when
physiology is essential for planning physical activity
playing a musical instrument. Kinesiology is the
programs for promoting lifelong fitness, health,
study of all human movement, but it focuses on
and wellness.
large-muscle physical activity; in fact, the phrase
“physical activity” is a very general term for large
muscle movement. There are many types of physical
activity, including moderate activities such as walk-
ing, vigorous activities such as aerobics, sport and
recreational activities, and exercise for muscle fitness
and flexibility. These activity types are included in
the Physical Activity Pyramid, which is described
in more detail throughout this book.

Fit FAct
One national health goal established by
the U.S. Department of Health and Human
Services (USDHHS) is to eliminate dispari-
ties in fitness, health, and wellness. People
who study kinesiology look for ways of
helping all people be active, fit, healthy,
and well—regardless of race, ethnicity,
social or economic class, disability, age,
sex, or gender identity.

The general category of kinesiology includes

seven sciences. The most prominent are featured
in this chapter and in special features that appear
throughout this book. They include exercise
physiology, exercise anatomy, biomechanics,
exercise psychology, exercise sociology, motor
learning, and sport pedagogy. These sciences pro-
vide the foundation for our current understanding of
the health benefits of physical activity and exercise.
Exercise professionals, including physical education
teachers, study all of the sciences in kinesiology as
part of their training. You don’t need to know as
much about kinesiology as your teachers, but an
understanding of the sciences of kinesiology will
help you to understand the information in this book.
Exercise physiology is the branch of kinesiology that
explores how physical activity affects body systems.
Exercise Anatomy
Human anatomy is a branch of biology focused
on studying the structure of the human organism.
Scientists who study human anatomy focus on
the tissues that make up the body (muscle, bone,
tendon, ligament, skin, organ). Scientists who study
exercise anatomy are especially interested in under-
standing how we use our muscles—and how our

Fitness, Health, and Wellness for All 5

Lesson 1.1

muscles work together with our bones, ligaments, cooperation; social responsibility; and cultural and
and tendons—to produce movement. Understand- ethnic differences in physical activity. Understand-
ing exercise anatomy can help you choose good ing key principles of exercise and sport sociology
exercises for building your personal fitness program. will help you experience positive social interactions
in your physical activity.
Biomechanics
The human body is much like a machine. It uses
a complex system of levers (bones) that are moved
by the force produced when you contract your
muscles. Biomechanics is the branch of kinesiology
that seeks to understand the human machine in
motion through the principles of physics. Knowing
the basic principles of biomechanics can help you
move efficiently and avoid injury.

Exercise Psychology
Psychology is commonly referred to as the science
of mind and behavior. More specifically, exercise
psychology focuses on the study of human behavior
in all types of physical activity, including sport and
exercise for fitness. Exercise psychology, including
sport psychology, can help motivate people to be
active, set realistic goals, and perform better in
sports.
Exercise Sociology
Sociology is the study of society and social relation-
ships. Within this broad field, exercise sociology
focuses on social relationships and interactions in
physical activity, including sports. Exercise sociol-
ogy has helped people understand teamwork and
Exercise sociology is the branch of kinesiology that
focuses on social relationships and interactions in
physical activity, including sports.
Motor Learning
When you see the word motor, you may think of an
automobile engine, but the term motor learning in
this book refers to skill learning. When you perform
a movement skill (also called a motor skill), your
brain sends a signal through a nerve that tells the
relevant muscles to contract. Nerves and muscle
fibers that work together to produce movement are

Biomechanics is the branch of kinesiology that seeks to understand the human body in motion through the
principles of physics.

6 Fitness for Life


© Shariff Che'Lah
Motor learning is the branch of kinesiology that
involves the study of nerves and muscles to see how
they work together to perform motor skills.
called a motor unit. Performing a motor skill, such
as throwing a ball, requires action by many motor
units (nerves and muscles). People who study motor
Fitness Technology: World Wide Web
ww w
3 The World Wide Web has given many people
immediate access to all kinds of health and fit-
ness information. As you’ll learn elsewhere in this
book, some of the information available on the
web is good. However, much of it is inaccurate,
especially health information. In each chapter of
this book, you’ll find a web address that leads you
to sound information about fitness, health, and
wellness. Look for special web symbols included
throughout the book; just type in the address
from the first page of the chapter, and you’ll find
good, reliable information. These web pages will
Lesson 1.1
learning have developed rules and principles that
help us learn motor skills and control movements.
In this book, you’ll learn the best ways to develop
and practice the skills used in all of the activities
presented in the Physical Activity Pyramid.
Physical Education and
Sport Pedagogy
Pedagogy is the art and science of teaching. People
who study pedagogy as a science focus on discover-
ing the best ways to teach. Sport pedagogy is the
study of teaching and learning in many different
physical activity settings, including school physical
education, on sports teams, and in fitness clubs. The
word sport is used broadly to include more than just
traditional American sports. In other regions of the
world, sport is used similarly to the term physical
activity. So sports, or sporting activities, include
activities such as riding a bike, taking a hike, per-
forming muscle fitness exercises, and performing
traditional sports such as basketball, volleyball, or
tennis. People who study pedagogy as a science
focus on developing a better understanding of the
most appropriate approaches to teaching and the
many factors that influence learning. They apply
learning principles to help students meet important
educational objectives. Examples include applying
motor learning principles to help students improve
their skills, applying management principles to
increase physical activity during classes, and using
motivational principles to encourage full participa-
tion and optimal learning.
also give you links to other good sources of fitness
and health information.
Using Technology
Access the web address provided at the
beginning of each chapter in this book. You
will find additional information related to
topics in each lesson. Explore the topics to
learn more. Explore some of the websites
provided to find good fitness and health
information.
Fitness, Health, and Wellness for All 7
Lesson 1.1
Science in Action: Guidelines for Warming Up and
Cooling Down
ww w
4 The time you spend doing physical activity each
day is your physical activity session. The activ-
ity session has three phases: warm-up, workout,
and cool-down. The warm-up is the activity
you perform before your workout in order to
get ready for it. The workout is the main part
of your activity session. It can involve exercise to
build fitness, participation in a competitive event,
or activity done just for fun. The cool-down is
the activity you perform after your workout to
help you recover. You can use the information
presented here about warming up and cooling
down to prepare yourself for the various workouts
described in this book.
The general warm-up helps your heart and other
body systems get ready for more vigorous physi-
cal activity.
The Warm-Up
Experts have studied the warm-up for nearly
100 years. For many years, exercise physiologists
8
thought that a stretching warm-up was the pre-
ferred method of getting ready for a workout. For
this reason, the most common type of warm-up
includes static stretching (slowly stretching a
muscle beyond its normal length and holding
the stretch for several seconds). The American
College of Sports Medicine (ACSM) notes that
a warm-up improves range of motion and may
reduce the risk of injury. But some recent research
has raised questions about whether the traditional
stretching warm-up really prevents injury. Addi-
tionally, questions have been raised about the
effects of a stretching warm-up on certain types
of performance. The best evidence now suggests
that your warm-up can vary depending on the
workout you plan to perform. Here are some
warm-up guidelines:
You don’t need to perform a warm-up prior
to a workout of low to moderate intensity
(such as walking or slow jogging). Low to mod-
erate physical activity is used as a general warm-
up as recommended by ACSM, so a workout
consisting of low- to moderate-intensity exercise
doesn’t require a special warm-up.
ACSM recommends 5 to 10 minutes of
general warm-up involving low- to moderate-
intensity physical activity prior to a vigorous
workout or competition. The goal is to increase
your body and muscle temperature. This general
warm-up helps your heart and other body sys-
tems get ready for more vigorous exercise. The
general warm-up can include walking, jogging,
and calisthenics, such as those included in a
dynamic warm-up (see the Taking Action feature
near the end of the chapter).
The National Strength and Conditioning
Association (NSCA) recommends a series
of dynamic exercises prior to a workout or
competition that requires strength, speed, and
power. Examples of dynamic exercises include
jogging, skipping, hopping, jumping, and calis-
thenics using your arms, legs, shoulders, and hips
(see this chapter’s Taking Action feature). You can
also perform sport-related movements that use
your body parts similarly to how you’ll use them

in sport competition. Examples include jumping
and shooting drills for basketball and swinging
a club or bat with gradually increasing intensity.
Dynamic warm-up exercises are good for increas-
ing your body temperature and for getting your
muscles ready for more vigorous exercise. They
can serve as all or part of the general warm-up
recommended by ACSM.
A stretching warm-up may be performed
prior to a workout or competition, includ-
ing activities that require strength, speed,
and power, if the stretch is not held too long.
The NSCA recommends dynamic movement
exercises as the preferred warm-up before activi-
ties requiring strength, speed, and power. For
this reason, some may choose not to perform a
stretching warm-up before these activities. How-
ever, for those who enjoy a stretching warm-up,
stretching exercises can be included as long as
each stretch is not held for more than 60 sec-
onds, even prior to a strength, speed, and power
workout. Recent research indicates that as long as
the stretches don’t exceed 60 seconds, they don’t
inhibit performance. Research also indicates that
abruptly stopping a stretching warm-up after
regularly performing one increases risk of injury.
If you choose a stretching warm-up you should
use a variety of stretching exercises to address
all of your major muscle groups and joints (see
this chapter’s Taking Action feature). Stretches
should be held for 15 to 30 seconds. Stretching
is more effective when your muscles are warm,
so you should stretch only after performing a
general warm-up.
Stretching exercises used to build flexibility,
rather than for warming up, are best per-
formed as a separate part of your workout. The
stretching warm-up and the stretching workout
are not the same thing. A stretching warm-up
is used to prepare you for physical activity. The
stretching workout includes exercises to build
flexibility, a health-related component of physi-
cal fitness. ACSM recommends that stretching
Student Activity
How does the information in this feature change the way you would warm up before, and cool
down after, a workout?
Lesson 1.1
for flexibility be done after the general warm-up
as part of the workout or as a separate workout
session after the cool-down. The flexibility
workout is typically much more comprehensive
than a warm-up. You will have the opportunity
to study flexibility and the flexibility workout
later in this book.
The Cool-Down
After a workout, your body needs to recover
from the demands of physical activity; to aid
this process, ACSM recommends a cool-down
of 5 to 10 minutes after a vigorous workout.
The cool-down usually consists of slow to mod-
erate activity, such as walking or slow jogging,
that allows your heart and muscles to gradually
recover. The cool-down helps prevent dizziness
and fainting. Hard exercise increases the flow
of blood to your muscles; for example, running
causes more blood to be pumped to your arms
and legs than to your head. If you suddenly stop
running, the blood can pool in your legs. This
leaves your heart with less blood to pump to your
brain, which may cause you to feel dizzy or faint.
But if you continue moving after a hard run, your
muscles will squeeze the veins of your legs. This
helps return the blood to your heart, which can
then pump more blood to your brain, making
you less likely to feel dizzy or faint. The following
list provides some more cool-down guidelines.
• Do not lie down or sit down immediately
after vigorous activity.
• Gradually reduce the intensity of activity
during the cool-down (for example, if you
were running, slow to a jog, then a walk,
and then consider gentle stretching).
• Walk or do other moderate total body
movements.
• You may choose to do some of the stretch-
ing exercises presented in the chapter
titled Flexibility after your general cool-
down while your muscles are still warm.
9
Lesson 1.1

nutrition Science ones contribute to healthy growth and development.

Nutrition science is the study of how plants and
animals use food to grow and sustain life. This book,
of course, focuses on human nutrition. Nutrition
scientists study nutrients (carbohydrate, protein, fat,
vitamin, and mineral) to better understand which
One type of nutrition science—food science—is
the study of the chemical makeup of food. Another
type—food technology—focuses on food process-
ing, packaging, preservation, and safety. Dietitians
are experts who help people apply principles of
nutrition in daily life.

For healthy growth and development, apply the principles of nutrition in daily life.

Lesson review
1. What is the scientific method and what are its four steps?
2. What are the health and medical and nutrition sciences, and how do they relate to fit-
ness, health, and wellness?
3. What is kinesiology, and what are the seven types of science it encompasses?
4. What are the warm-up and the cool-down, and how are they best performed?

10 Fitness for Life

✓ SELF-ASSESSMEnt: Physical Fitness challenges
Each chapter of this book includes a feature
titled Self-Assessment. In most chapters,
the self-assessment is designed to help you
determine your personal fitness level. You’ll
record and analyze your assessment results.
In this self-assessment, you’ll try 11 chal-
lenges. They’re called challenges rather than
tests because they are not meant to be tests
of fitness; nor are they meant to be exercises
that you do to get fit. Instead, trying these
challenges is a fun way to better understand
the differences between the various parts of
physical fitness. Please do not draw conclu-
sions about your fitness based on your per-
formance in these challenges. As you work
your way through this book, you’ll learn many
self-assessments to help you determine your
true fitness level.
The cardiorespiratory endurance and flex-
ibility challenges will help you warm up before
performing the other challenges. You may also
want to consider additional warm-up exercises
recommended by your teacher.

PArt 1: health-related Physical Fitness challenges

Running in Place (cardiorespiratory endurance)

1. Determine your resting heart rate for

one minute. To do this, use your fingers
to feel your pulse at your wrist or neck,
then count your pulse (heartbeats) for
one minute.
2. Run 120 steps in place for one minute.
Count one step every time a foot hits
the floor.
3. Rest for 30 seconds, then count your
pulse (heart rate) for one minute. People
with good cardiorespiratory endurance
recover quickly after exercise. Is your
heart rate after this exercise within 15
beats per minute of your resting heart
rate before running in place?

This challenge focuses on

cardiorespiratory endurance.

Two-Hand Ankle Grip (flexibility)

1. Squat with your heels together. Lean the

upper body forward and reach with your
hands between your legs and behind
your ankles.
2. Clasp your hands in front of your ankles.
3. Interlock your hands for the full length of
your fingers. Keep your feet still.
4. Hold the position for five seconds.

This challenge focuses on flexibility.

Fitness, Health, and Wellness for All 11

Single-Leg Raise (muscular endurance)

1. Bend forward at your waist so that your upper body rests on a table and your feet are
on the floor.
2. Raise one leg so that it is extended straight out behind you. Complete several such raises
with each leg. Performing multiple repetitions (8 or more) requires muscular endurance.
Stop if you reach 25 with each leg.

This challenge focuses on muscular endurance.

Arm Skinfold (body fat level)

1. Let your right arm hang relaxed at your

side. Have a partner gently pinch the skin
and the fat under the skin on the back
of your arm halfway between your elbow
and shoulder. Together the skin and fat
under the skin is called a skinfold.
2. Several skinfolds in different body loca-
tions can be used to determine the
total amount of fat in the body. At this
point there is no need to measure the
skinfold. The skinfold on the arm is used
only to illustrate the concept of body
composition.

This challenge focuses on body composition.

12 Fitness for Life

90-Degree Push-Up (strength)

1. Lie facedown on a mat or carpet with your hands under your shoulders, your fingers
spread, and your legs straight. Your legs should be slightly apart and your toes should
be tucked under.
2. Push up until your arms are straight. Keep your legs and back straight—your body should
form a straight line.
3. Lower your body by bend-
ing your elbows until your
upper arms are parallel
to the floor (elbows at a
90-degree angle), then
push up until your arms
are fully extended. Do
one push-up every three
seconds. You may want
to have a partner say “up-
down” every three seconds
to help you. Performing up
to 5 push-ups requires
muscular strength. This challenge focuses on strength.

Knees-to-Feet (power)

1. Kneel so that your shins and knees are on a mat. Hold your arms back. Point your toes
straight backward.
2. Without curling your toes under you or rocking your body backward, swing your arms
upward and spring to your feet.
3. Hold your position for three seconds after you land.

This challenge focuses on power.

Fitness, Health, and Wellness for All 13

 Part 2: Skill-Related Physical Fitness Challenges
Line Jump (agility)

1. Balance on your right foot on a line on

the floor.
2. Leap onto your left foot so that it lands
to the right of the line.
3. Leap across the line onto your right foot;
land to the left of the line.
4. Leap onto your left foot, landing on the
line.

This challenge focuses on agility.

Double Heel Click (speed)

1. Jump into the air and click your heels

together twice before you land.
2. Your feet should be at least three inches
(eight centimeters) apart when you land.

This challenge focuses on speed.

14 Fitness for Life

Backward Hop (balance)

1. With your eyes closed, hop backward on

one foot five times.
2. After the last hop, hold your balance for
three seconds.

This challenge focuses on balance.

Double-Ball Bounce (coordination)

1. Hold a volleyball in each hand. Begin-

ning at the same time with each hand,
bounce both balls at the same time, at
least knee high.
2. Bounce both balls three times in a row
without losing control of them.

This challenge focuses on coordination.

Fitness, Health, and Wellness for All 15

Coin Catch (reaction time)

1. Point your right elbow outward in front

of you. Your right hand, palm up, should
be beside your right ear. If you’re left-
handed, do this activity with your left
hand.
2. Place a coin as close to the end of your
elbow as possible.
3. Quickly lower your elbow and grab the
coin in the air with the hand of the same
arm.

This challenge focuses on reaction time.

16 Fitness for Life

 Lesson 1.2
Lifelong Fitness, health, and Wellness
Lesson objectives
After reading this lesson, you should be able to
1. define physical fitness, health, and wellness and describe how they are interrelated;
2. describe the five components of health and wellness;
3. describe the six parts of health-related physical fitness and the five parts of skill-related
physical fitness; and
4. define self-assessment and explain how it is important to good fitness, health, and well-
ness.
ww w
1 Lesson Vocabulary
agility, balance, body composition, body fat level, cardiorespiratory endurance, coordination,
flexibility, functional fitness, health, health-related physical fitness, hypokinetic condition, muscu-
lar endurance, physical fitness, power, public health scientist, reaction time, skill-related physical
fitness, speed, strength, wellness

if you could have one wish come true, what would
it be? Some people would wish for material things,
such as money, a new car, or a new house. But after
thinking about it, most people indicate that they
would wish for good fitness, health, and wellness for
themselves and their family. If you possess health,
fitness, and wellness, you can enjoy life to its fullest.
Without them, no amount of money will allow you
to do all of the things you would like to do. More
than 90 percent of all people, including teens, agree
that good health is important because it helps you
feel good, look good, and enjoy life with the people
you care about most.
As you read this book, you’ll learn more about
healthy lifestyle choices that can help you be fit,
healthy, and well. You’ll learn how to prepare a
healthy personal lifestyle plan and how to use self-
management skills to stick with your plan. The goal
of this book is to help you become an informed
consumer who makes effective decisions about your
lifelong fitness, health, and wellness.
of the words fitness, health, and wellness, and you’ll
learn about their components.
What is health? What is
Wellness?
Early definitions of health focused on illness. The
first medical doctors concentrated on helping sick
people overcome their health problems; in other
words, their main job was treating people who
were ill.
But in 1947, the World Health Organization
(WHO), which now includes representatives from
194 countries, issued a statement indicating that
health meant more than freedom from disease or
illness. This recognition led people to develop a
more comprehensive definition of health, which
now includes wellness. According to the WHO
statement, the sheer fact of not being sick doesn’t
mean you are well. Wellness is the positive compo-
nent of health that includes having a good quality

“ ”
The first wealth is health.
—Ralph Waldo Emerson, poet
Before you can start developing a plan, you need
some basic information. In this lesson, you’ll learn
definitions for some key words used throughout
this course. You’ll better understand the meaning
of life and a good sense of well-being exhibited by
a positive outlook on life.
Figure 1.2 shows that a healthy person both is
not ill (the blue circle) and has a strong wellness
component (the green circle). Illness is the nega-
tive component of health that we want to treat or
prevent, whereas wellness is the positive component
of health that we want to promote.

Fitness, Health, and Wellness for All 17

Lesson 1.2

the health components into your life. You possess

Total
health
Freedom from
illness and
debilitating
Wellness
(quality of life)
conditions
FigUrE 1.2 Being healthy means having wellness
in addition to not being ill.
E5266/Corbin/fig 1.2/470772/JG/R2
Health and wellness have many components, and
a chain is often used to show how the components
are linked (figure 1.3). For a chain to be strong, each
link must be strong. Likewise, to have good health
and wellness, you must have all of the health and
wellness components, not just one or two. The goal
is to promote the positive while avoiding the nega-
tive in each component, as shown in figure 1.3. If
you’re happy, informed, involved, fit, and fulfilled,
then you have incorporated the positive aspects of
wellness, and your risk of illness is reduced. The
bottom line is this: Health is freedom from disease
and debilitating conditions as well as optimal well-
ness in all five components (physical, emotional-
mental, social, intellectual, and spiritual).
Personal health and
community health
One major goal of this book is to help each reader
achieve good personal health, including wellness.
Another important goal is to promote community
health, which refers to the health of a group rather
than an individual—from small groups such as
families and networks of friends, to larger groups
such as towns and cities, and on to very large groups
such as states and countries. Just as each person
sets health goals, communities do so as well. Your
school is a community, and many schools have a
coordinated school health program (CSHP). A
CSHP program has many components including
physical education, health education, wellness pro-
grams, and other programs designed to improve the
personal health of students and the health of the
school community.
One example of a large-scale program designed ww w
2
to promote health in a large community is the
Healthy People 2020 project, in which the U.S.
Department of Health and Human Services has
set national health goals to be accomplished by

Positive component (goal)

Informed Involved Fit Happy Fulfilled

Intellectual Physical Spiritual

Social Emotional-mental

Ignorant Lonely Unfit Depressed Unfulfilled

Negative component (avoid)

FigUrE 1.3 The total health and wellness chain.

Based on Corbin et al. 2011.

E5266/Corbin/fig 1.3/470773/JG/R3
18 Fitness for Life

the year 2020. The project is part of an ongoing
program. Every 10 years, experts from more than
400 groups nationwide work together to develop
health goals for the nation. Public health scientists
and other experts from every state and many federal
and private agencies develop the goals. Many of the
Healthy People 2020 objectives are described on the
unit opening pages of this book.
What is Physical Fitness?
Physical fitness refers to the ability of your body
systems to work together efficiently to allow you
to be healthy and perform activities of daily living.
Being efficient means doing daily activities with the
least effort possible. A fit person is able to perform
schoolwork, meet home responsibilities, and still
have enough energy to enjoy sport and other leisure
activities. A fit person can respond effectively to
normal life situations, such as raking leaves at home,
stocking shelves at a part-time job, and marching in
the band at school. A fit person can also respond to
emergency situations—for example, by running to
get help or aiding a friend in distress.
Fit FAct
Studies indicate that fitness scores in the
United States have declined in recent years
for recruits in physically demanding lines
of work, such as policing, fire fighting, and
the military.
ww w
3 the Parts of Physical
Fitness
Physical fitness is made up of 11 parts—6 of them
health related and 5 skill related. All of the parts
are important to good performance in physical
activity, including sports. But the 6 are referred to
as contributing to health-related physical fitness
because scientists in kinesiology have shown that
they can reduce your risk of chronic disease and
promote good health and wellness. These parts of
fitness are body composition, cardiorespiratory
endurance, flexibility, muscular endurance,
Lesson 1.2
power, and strength. They also help you function
effectively in daily activities.
As the name implies, skill-related physical fit-
ness components help you perform well in sports
and other activities that require motor skills. For
example, speed helps you in sports such as track
and field. These 5 parts of physical fitness are also
linked to health but less so than the health-related
components. For example, among older adults,
balance, agility, and coordination are very impor-
tant for preventing falls (a major health concern),
and reaction time relates to risk for automobile
accidents. Each part of physical fitness is described
in more detail in the two following features: The Six
Parts of Health-Related Fitness and The Five Parts
of Skill-Related Fitness.
Fit FAct
Cardiorespiratory endurance is also
referred to as cardiovascular fitness and
aerobic fitness. The Institute of Medicine,
an independent U.S. nonprofit organi-
zation, reviewed names for this fitness
component and chose cardiorespiratory
endurance, especially for use with youth.
They chose the name because this type
of fitness requires the cardiovascular and
respiratory systems to work well together
(cardiorespiratory) to allow your entire
body to function for a long time without
fatigue (endurance).
health-related Physical Fitness
Think about a runner. She can probably run a long
distance without tiring; thus she has good fitness in
at least one area of health-related physical fitness.
But does she have good fitness in all six parts? Run-
ning is an excellent form of physical activity, but
being a runner doesn’t guarantee fitness in all parts
of health-related physical fitness. Like the runner,
you may be more fit in some parts of fitness than in
others. The feature named The Six Parts of Health-
Related Fitness describes each part and shows an
example. As you read about each part, ask yourself
how fit you think you are in that area.
Fitness, Health, and Wellness for All 19
 The Six Parts of Health-Related Fitness

© Michael Svoboda

Cardiorespiratory endurance is
the ability to exercise your entire
body for a long time without stop-
ping. It requires a strong heart,
healthy lungs, and clear blood ves-
sels to supply your large muscles
with oxygen. Examples of activities
that require good cardiorespiratory
endurance are distance running,
swimming, and cross-country skiing.
Strength is the amount of force your Muscular endurance is the ability to F
muscles can produce. It is often mea- use your muscles many times with- j
sured by how much weight you can out tiring—for example, doing many m
lift or how much resistance you can push-ups or curl-ups (crunches) or i
overcome. Examples of activities that climbing a rock wall. e
require good strength are lifting a heavy e
weight and pushing a heavy box. m
g
g

How do you think you rate in each of the six
health-related parts of fitness? To be healthy, you
should be fit for each of the six parts. Totally fit
people are less likely to develop a hypokinetic
condition—a health problem caused partly by
lack of physical activity—such as heart disease,
high blood pressure, diabetes, osteoporosis, colon
cancer, or a high body fat level. You’ll learn more
about hypokinetic conditions in other chapters of
this book. People who are physically fit also enjoy
better wellness. They feel better, look better, and
have more energy. You don’t have to be a great
athlete in order to enjoy good health and wellness
and be physically fit. Regular physical activity can
improve anyone’s health-related physical fitness.
Skill-Related Physical Fitness
Just as the runner in our example may not achieve
a high rating in all parts of health-related physical
fitness, she also may not rate the same in all parts
of skill-related physical fitness. Though most sports

20 Fitness for Life

o Flexibility is the ability to use your
joints fully through a wide range of
y motion without injury. You are flex-
ible when your muscles are long
enough and your joints are free
enough to allow adequate move-
ment. Examples of people with
good flexibility include dancers and
gymnasts.
Body composition refers to the different Power is the ability to use strength
types of tissues that make up your body, quickly; thus it involves both
including fat, muscle, bone, and organ. strength and speed. It is sometimes
Your level of body fat is often used to referred to as explosive strength.
assess the component of body composi- People with good power can, for
tion related to health. Body composition example, jump far or high, put the
measures commonly used in schools shot, and speed-swim.
include body mass index (based on
height and weight), skinfold measures
(which estimate body fatness), and body
measurements such as waist and hip cir-
cumferences.

require several parts of skill-related fitness, different
sports can require different parts. For example, a
skater might have good agility but lack good reac-
tion time. Some people have more natural ability in
some areas than in others. No matter how you score
on the skill-related parts of physical fitness, you can
enjoy some type of physical activity.
Remember, too, that good health doesn’t come
from being good in skill-related physical fitness. It
comes from doing activities designed to improve
your health-related physical fitness, and it can be
enjoyed both by great athletes and by people who
consider themselves poor athletes.
As noted earlier, health-related fitness offers a
double benefit. It not only helps you stay healthy
but also helps you perform well in sport and other
activities. For example, cardiorespiratory endurance
helps you resist heart disease and helps you perform
well in sports such as swimming and cross-country
running. Similarly, strength helps you perform
well in sports such as football and wrestling, mus-
cular endurance is important in soccer and tennis,

Fitness, Health, and Wellness for All 21

Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Scarred Eagle;
or, Moorooine, the sporting fawn. A story of lake
and shore
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Scarred Eagle; or, Moorooine, the sporting fawn. A story of lake
and shore

Author: Andrew Dearborn

Release date: July 24, 2022 [eBook #68601]

Language: English

Original publication: United States: Beadle and Adams, 1872

Credits: David Edwards, Thomas Frost and the Online Distributed

Proofreading Team at https://www.pgdp.net (Northern
Illinois University Digital Library)

*** START OF THE PROJECT GUTENBERG EBOOK SCARRED

EAGLE; OR, MOOROOINE, THE SPORTING FAWN. A STORY OF
LAKE AND SHORE ***
 SCARRED EAGLE;
OR,

MOOROOINE, THE SPORTING FAWN.

A STORY OF LAKE AND SHORE.

BY ANDREW DEARBORN,

NEW YORK:
BEADLE AND ADAMS, PUBLISHERS,
98 WILLIAM STREET.
 Entered according to Act of Congress, in the year 1870, by
BEADLE AND COMPANY,
In the Clerk’s Office of the District Court of the United States for
the
Southern District of New York.
 CONTENTS.
CHAPTER I. WHITE VS. RED. 9
CHAPTER II. MOOROOINE. 16
CHAPTER III. TWO LESS. 24
CHAPTER IV. THE HUMAN BIRD. 31
CHAPTER V. THE GORGE DECOY. 37
CHAPTER VI. BEAUTY IN BONDS. 42
CHAPTER VII. THE HEART OF LOVE. 47
CHAPTER VIII. A BLOODY TROPHY. 52
CHAPTER IX. A SUDDEN REPRIEVE. 58
CHAPTER X. THE FORLORN HOPE. 62
CHAPTER XI. NOOKECHIN. 68
CHAPTER XII. AGAIN! 75
CHAPTER XIII. IN THE TOILS. 83
CHAPTER XIV. A NOVEL EXPEDIENT. 88
 CHAPTER I.
WHITE VS. RED.

“Crack! crack!” rung out the reports of two rifles over the calm
bosom of the lake, and two canoes, about fifty rods apart, seemed to
leap from the water as they sped forward.
The course of both canoes was toward the western shores of the
bay forming the north-western portion of Lake Erie. The one behind
was manned by five Indian warriors, two of whom had just fired upon
the boat ahead, which contained two persons—a white man and an
Indian. The bullets, however, had no other effect than to cut the
water at the distance of several yards to the right of the pursued
men.
“S’pose you take rifle now, Scarred Eagle?” said the Indian to his
white companion.
“No, not yit, Goodbrand,” said the other. “Thar’s little danger of the
devils hittin’ us yit, but they want to make us lose time. Five oars
ag’in’ two is gre’t odds, with a mile still afore us. Pull for y’ur life?”
The speaker was a man past forty years of age, with proportions
denoting great strength and agility. Evidently, he had been through
many rough scenes of border-life, for nearly every part of his body
visible showed the marks of wounds. The most conspicuous of these
was upon his face, one side of which was an entire scar. From this
circumstance, he was called “Scarred Eagle” by the Indians, who
had long since learned both to fear and respect him. But his face,
though disfigured, was not wanting in expression. In fact, there was
something of dignity in his bearing. No stranger would meet the clear
gray eye, and note the bold, frank style of the man’s speech, without
feeling that he was in the presence of one of nature’s noblemen,
indeed. His dress was after the prevailing style of bordermen; and
we note but one peculiarity. The hunting-frock was decorated on the
breast by a design in bead-work representing a man in the act of
silently bearing a white female prisoner from the midst of some
sleeping Indians.
The Indian who assisted in propelling the canoe was not so tall as
his white friend, though dressed nearly like him. He was a noble-
looking savage, and had learned to speak the English tongue with
considerable fluency.
A few words will explain the meaning of the situation in which we find
these two men.
Both belonged to a body of scouts hovering near the besieged
garrison at Detroit. They had, in the present instance, been scouting
alone on the neck of land between Erie and St. Clair lakes. Being
discovered by a party of Indians, they had retreated to the lake, and
embarked in the canoe which had brought them from the opposite
side of the bay already mentioned. But the Indians had found a
canoe and started in pursuit before our friends were half a mile
away. And at the moment we have introduced them, this distance
had been lessened, so that hardly fifty rods now separated them.
Scarred Eagle and his Indian friend were not wanting in skill in the
management of their craft. They knew the pursuers were fast gaining
on them; yet they hoped to avoid a close struggle on the water, over
which the gloom of night was fast settling. It was yet nearly a mile to
the shore, however, and the shots which came every few seconds
from their enemies, began to whizz alarmingly near.
“It’s time ter pay back, Goodbrand,” said Scarred Eagle, at length. “I
hate ter begin, ’cos it’ll hinder our speed an’ give them bloody
rascals an advantage.”
“S’pose you no do now, have to bimeby,” returned the Indian.
“Mebbe kill some now; den not so many to fight if come up.”
“Thet’s a good plan enough, allowin’ I kin dew it, Goodbrand. But
they’ll dodge down likely, jest as we do. Howsumever, I’ll try it. Ha!
down with ye ag’in!”
The warning was not a moment too soon; for as they dodged down
into the canoe-bottom, two or three reports rung out, and this time
the bullets spun directly over them.
“Ay, Goodbrand; now keep ’er stidy’s ye kin, while I see what kin be
done.”
Scarred Eagle, while thus speaking, dropped the paddle and
snatched up his rifle, which was leveled and discharged with
surprising quickness. A cry of pain answered the report of the
weapon, and one of the pursuers fell back, never to use oar again!
Goodbrand gave utterance to a shout of triumph.
“Ha, Scarred Eagle, dey find out who shoot now, mebbe,” he said,
though without relaxing for a moment his exertions at the paddle.
“Thar’s one less, sartin,” replied Scarred Eagle, “but they’ve gained
fast on us fur the last minit. We’ll keep frum close quarters as long as
we kin.”
Before the pursuers had fully recovered from their confusion, the
white marksman had reloaded his rifle. He kept a sharp watch upon
those behind, while his Indian friend, with bared bosom and arms,
was reeking with sweat, as he strained every muscle to his work.
Scarce thirty rods now separated the canoes, and the pursuers
were, every one, using a paddle. Scarred Eagle again jerked his rifle
to a poise; but, quick as was the movement, the Indians crouched
down, leaving but little of their bodies exposed, though still managing
to propel their canoe.
The white man, still keeping watch upon the enemy, snatched up a
paddle and assisted his Indian friend. But he was not permitted to do
so long. One of their foes rose suddenly and fired, the ball grazing
Goodbrand’s shoulder as he stooped, and for the first time during the
chase, four ringing war-whoops from those behind echoed over the
lake-waters.
“No—no—not yit, Goodbrand!” cried Scarred Eagle, as he saw the
Indian about to draw in his paddle. “Save y’ur shot till it comes closer
quarters. ’Tain’t more’n a quarter of a mile furder to shore—we must
leasten it all we kin.”
The white man spoke hurriedly, though no trepidation could have
been noticed in his voice. He himself, taking advantage of the few
seconds allowed, was working with giant strength at the paddle. But,
as before, the Indians, upon noticing his work, determined to stop it
and draw his fire. Two of them fired together this time, and one of the
balls plowed a slight furrow across the top of Goodbrand’s head!
Hardly had the echoes of the reports ceased when Scarred Eagle
sprung up and leveled his rifle. Its report was followed by jeering
cries from the pursuers, who redoubled their exertions at the oars.
“That ’ar was wasted through your whirlin’ round an’ rockin’ the
canoe so sudden, Goodbrand,” said Scarred Eagle, with chagrin in
his tone. “Ah!” he immediately added, as his quick glance fell upon
his friend’s head, “struck, war ye? Wal, it’s no use puttin’ things off
longer. Take y’ur rifle.”
The other did so, suffering the canoe to float idly on the water, while
his white companion was hurriedly reloading. But the latter had not
time to finish the work. Not more than forty yards now separated the
canoes, and the occupants of the hindmost had also ceased their
labors, preparing for the struggle. Two of them suddenly rose, and
three reports rung out simultaneously. The shot of Goodbrand told
with good effect, for one of his enemies fell back into the lake. He
himself was merely grazed; but his white friend, Scarred Eagle,
uttered a deep groan and fell headlong beneath the waters of the
lake!
The Indian, Goodbrand, could not repress an exclamation of sorrow.
He was as deeply attached to Scarred Eagle as though the latter had
been an own brother. But now, the career of his friend seemed
ended.
The faithful fellow was almost on the point of throwing himself into
the lake after his friend. But the exultant yells of his enemies roused
in him that instinct of revenge so characteristic of his race. He had
no chance to reload his rifle, for the other canoe was now but a few
yards distant, and he knew three Miami warriors were ready to shoot
him the moment he should rise.
Goodbrand himself was a Miami Indian. He had been converted
years before, by the Moravian missionaries, and had only departed
from their teachings in that he took up the hatchet of war, in behalf of
the white race whom he loved. For this reason he was an outcast
from his tribe, and had no hopes of other than a cruel death, in the
event of falling alive into their hands.
As the canoe of the others came nearer, Goodbrand grasped knife
and hatchet in either hand, fully determined not to be taken alive.
He had not been more than a few seconds thus prepared, when the
appalling war-whoops of his enemies were suddenly hushed, and
groans burst out, quickly followed by a splashing in the water.
Quickly he raised his head and saw, not more than twenty feet away,
the canoe of his pursuers bottom upward, while two of its late
occupants were disappearing beneath the water! Another moment,
and the form of Scarred Eagle rose from the water, surging toward
him!
“Push up, Goodbrand, push up,” said Scarred Eagle, in a panting
voice. And in less time than what we occupy in describing it, the
Indian had assisted his friend into the canoe.
For a few moments the latter could hardly speak, and Goodbrand,
comprehending the work he had done, merely uttered an
exclamation of joy as his keen eyes watched for the reappearance of
their foes.
“I knifed two on ’em the minit I riz up side o’ thar skiff, Goodbrand,”
said Scarred Eagle, with a shiver in his voice. “Them won’t mislest
us more, but t’other one’s hangin’ ter the canoe yender.”
Already had his Indian friend seen this, and seizing the paddle
began to sweep up toward the drifting canoe. But suddenly, Scarred
Eagle interposed.
“Let the poor devil go, Goodbrand,” he said. “He kain’t dew us any
hurt, an’ it seems like a cruel advantage to take by sich as we.”
“Good!” assented the other. “It shall be as my brother says, ’cos he
wise head as well as quick hand. He has saved us both. He is an
Eagle that can fly under water, as well as over the land.”
“I seen ’twas best course, considerin’ the fix we war in,” replied the
other as he began to wring the water from his clothes. “It come to me
all of a sudden like. Ah—thar’s the cretur’ in sight,” he added, as the
head and shoulders of the remaining enemy appeared on the
opposite side of the receding canoe.
“It is Nookechin—one of my cousins,” exclaimed Goodbrand in
surprise. “I’m glad no to kill him, though kill me, mebbe.”
“An’ I’m glad tu hear ye say it, Goodbrand,” answered Scarred
Eagle. “It shows you’ve a Christian heart, an’ that the Moravians
hevn’t labored on ye in vain.”
“Workechin likes not to war upon his own race, and only does so
when necessary to defend his white friends,” replied the other,
assuming for the moment his Indian name. “He believes in the white
God and white ways; and wishes his own tribe would believe
likewise. They would be more happy then. Nookechin,” he added,
elevating his voice, and using his native tongue, “you see we spare
your life. I hope never to have occasion to meet you nor any other of
my kin or tribe in battle, for I would not harm them. Does Nookechin
hear?”
“It is well,” answered the other. “I shall not forget this kindness from
my cousin. I will never fight against him till I do him as good a turn.”
And, as if fully confident of the good intentions of the others, he
righted the canoe and sprung into it. Then, grasping a paddle which
floated near, he made a gesture of good-will toward his late enemies,
and began to push rapidly toward the northern shore.
“What now, Scarred Eagle?” asked Goodbrand, as he peered toward
the western shore now barely discernible through the gloom. “Mebbe
our friends hear us fight—mebbe Injuns hear too.”
“Y’ur right,” said the other. “Lay ’er off sou’-west a trifle an’ we’ll try
ter steal ashore under kiver of the darkness.”
Goodbrand obeyed, taking a course that would land them some
distance below the point from which they had embarked. Though
prudent himself, he instinctively deferred to the judgment of his white
friend. And there were but few along the border who did not place
more confidence in the opinions of Scarred Eagle than in their own.
The latter, while his friend pushed forward the canoe, reloaded his
trusty rifle, which he had left in the canoe with his powder-horn, at
the time he feigned death. This accomplished, he directed his gaze
toward the shore.
“Easy, Goodbrand, easy,” he whispered, at length. “It’s gittin’ dark,
but not fast enough for our purpose onless we move slower. That’s
right—it’s better.”
His Indian friend had ceased to paddle, and the canoe floated
noiselessly on the water. For a quarter of an hour neither of them
spoke except in low whispers. About two hundred yards away
loomed up the great forest, stretching away from the shore. Not a
sound came from its depths yet they knew lurkers might lie along
shore, thirsting for their blood.
“It’s jest possible that we mout land safe, Goodbrand; but ’twon’t dew
to trust the appearance of things hereaway,” remarked Scarred
Eagle. “Some o’ the chaps orter be expectin’ us, even ef they hain’t
heard our rifles, which it is posserble they hain’t.”
“S’pose you give signal,” said the Indian.
“We’ll steal up a little closer fust. Thar’s hardly an outline of the shore
to be seen now.”
Goodbrand began to push the canoe forward. Suddenly a single
peculiar note came from the forest.
“About with it, quick!” whispered Scarred Eagle. “It’s Ben Mace’s
signal, an’ warns of danger.”
As he spoke he seized another paddle, and in a moment the canoe
was gliding back from shore. Then came three or four rifle-reports,
and the bullets whistled uncomfortably near.
“Now, Goodbrand, we’ve got ter calkerlate clus,” remarked Scarred
Eagle, as soon as they were out of danger. “We’ve got ter land
somewhar. Whether furder up or down’s the question. We’ll be
watched for, cluser’n Saul watched for David, an’ must use all the
wits Proverdence has gin us.”
“Scarred Eagle speaks well,” replied the Indian. “S’pose we go up.
The Miami warriors are cunning. They cum from fort-way an’ will
watch above here ’cos they’ve heerd us fight. Den we better go,
hurry down.”
“Ye’ve come to the marrer of the thing, Goodbrand, an’ that’s what I
like,” responded the other, after a moment’s thought. “Now, won’t our
enemies not reelly expict we’ll take the very course you speak of? It
strikes me they will. They’ll reason the thing ’bout ’s you, who ar’
ecquainted with their wiles.”
“I see—yis,” said Goodbrand, to whom this species of strategy was
apparently new. “Den, if say go up, we go.”
“We must keep well out an’ dip light,” remarked Scarred Eagle, as he
seized a paddle. “It’s sartin Mace is ’round, an’ the rest orter be—
some on ’em. All on ’em wouldn’t have stayed at the bivo’ac. But
land we must; otherwise this night-wind ’ll benumb every narve in my
body.”
For half an hour they continued to pull northward. As the darkness
deepened, they drew gradually nearer shore, and soon their canoe
touched a jut of land.
At this moment, a succession of sounds, muffled by distance and
intervening forests, came to their ears. Any but the experienced ears
of a scout, would have failed to understand the significance of these
sounds. But our friends knew they were the echoes of rifle-reports.
“Ay, Goodbrand,” said Scarred Eagle, in a whisper, as both glanced
around through the gloom. “The rest o’ the chaps ar’ in trouble, an’
we’re in fur it. Come!”
Both stepped noiselessly ashore, drew their canoe under the
densely-wooded bank, and then began to steal forward through the
gloom.
 CHAPTER II.
MOOROOINE.

About an hour previous to the events last described, a number of

rangers were grouped around a fire, near the termination of a deep
forest gorge. A small stream ran through the gorge, finding an outlet
at the shores of the lake, about two miles away. At their backs rose
an almost perpendicular cliff a hundred feet in hight, covered with
dense foliage. The banks of the gorge, opposite, were comparatively
low, and supported huge trees, whose branches, shooting far out,
rendered the place gloomy even at midday.
A better hiding-place, or bivouac, for a posse of rangers, could not
well have been chosen. An enemy might pass within thirty yards of
the place, and be none the wiser, so far as sight or hearing is
concerned. On the contrary, those within, looking outward from
comparative darkness, could quickly discover the presence of
interlopers, and withstand attack or make a good retreat, as policy
might require.
The rangers had not been at this bivouac long. In groups of two, they
had been watching the forest in different directions. They had
returned, according to previous arrangement, and were now
partaking heartily of rich venison-stew broiled on the bed of coals in
their midst. They had assured themselves that no Indians were
lurking near, before kindling the fire; yet the smoke from the hard, dry
wood, became invisible ere it reached the top of the interlaced
branches above them.
Little need be said in description of these men. They were the main
body of scouts mentioned in the preceding chapter, and Scarred
Eagle was their acknowledged leader. They were all hardy-looking
fellows, well-armed, and of various ages, of uncouth appearance,
rough in speech, but with nerves of steel; ready to face danger at
any moment, and not loth to indulge in the pastime of a wrestling-
match, or knock-down among themselves, in the absence of more
exciting events.
“Seems ter me Brom, as yer call ’im, orter showed hisself afore now
ef ’e ain’t got took,” remarked one of them, a tall, coarse-looking
fellow in homespun.
“I dun know, Hulet,” replied one of his companions, clearing his
throat. “It’s a dangerous job he ondertook—gittin’ to the fort when it’s
compissed by so many Injuns. But ’e ain’t had time. A day for twenty
miles’ travel, an’ all on’t to be stole over, ain’t too long, I reckon.”
“I know it’s dangerous. But he’s be’n gone more’n a day. He started
three hours afore this time yisterday.”
“An’ s’posin’ ’e did?” broke in another, of Celtic origin. “Is dthat a sign
he’s tuk? How dthe deuce are you or me to know dthe crooks an’
turns he’s had to make? Uv wan thing I’m certain, Brum w’u’dn’t cair
for y’ur advice, nor woon’t thank yees for y’ur unaisiness. So ye
needn’t be ov dthe first to wurry.”
Hulet deigned no answer to the Irishman, but resumed conversation
with the ranger first addressed.
“Then, you’re out on the distance tew,” he said. “It’s sca’ce ten miles
to the fort.”
“It ain’t, eh?” answered the one called Revel, who stopped with a
piece of venison half-way to his mouth, and eyed the questioner.
“Sca’ce ten mile! Who don’t know that?”
“You said, twenty.”
One or two of the group indulged in sneering chuckles.
“I say so yit,” returned Revel. “Brom’s got to pass over the ground
twice afore he gits back here, ain’t ’e?”
“Yees needn’t ax dthat, Will,” said the Irishman. “Our laider has
swall’ed too much venison entoirely, an’ it’s druv all dthe sinse he
had in his head down to his belly. Dthe thruth, as sure’s me father
wur a docthur!”
The laugh which went round at Hulet’s expense, was of course not
over-relished by the latter.
“That ar’ ye call wit—Irish wit, I s’pose,” returned Hulet unable to
conceal anger. “But I don’ know ’bout the ‘doctor.’ Who ever heerd of
a durned Irishman bein’ a doctor.”
“Who is it?” queried the Irishman, fiercely. “I’ll take a joke but not an
insoolt to me name, ye domd gossoon. Me father was a docthur,
though, an’ I, Tim Devine, am able to docthur y’ur face, for the
slandhur of y’ur tongue!” He aimed a blow at Hulet, as he spoke,
which the latter parried.
“Hold on—this ’ere ain’t a-goin’ to do, now,” said Revel, rushing
between them. “This ain’t the time for a row. Put it off. We’ve got to
start pretty soon for the lake-shore. Thar may be Injuns skulking
around, an’ we ain’t goin’ ter be sech headlong fools as to direct ’em
here.”
Tim stood back. In the absence of Scarred Eagle, Revel was a sort
of leader, and all liked him. But Tim shot fierce glances at Hulet, who
smiled tauntingly.
“Niver mind, aneconde,” said Tim. “We’ll hove dthis out some time,
an’ though y’ur size is something in y’ur favor, I’ll make ye respict me
name if not swalle y’ur words. See if I don’t now, ye ill-mannered
baist!”
“Hold up, men,” interrupted Revel. “Don’t run it into a quarrel. That’s
foolish.”
“I don’t want ’er quarrel, nor have no diffikilty,” said Hulet. “But he
begun it. I own I made a mistake ’bout the distance we was talkin’ of,
’cos I didn’t at fust think.”
“Co-cor-course; Hulet knew better ef he’d had time ter th-th-think. He
don’t allus, ye know, bo-bo-boyes. T’other day he mis-mis-mistook
an Injun fur a black b-b-bear, jest ’cos he didn’t hev time ter th-th-
think!”
The stuttering speaker was a tall, spare man, with a whimsical face,
eyes keen as a hawk’s and almost as small. His sally was greeted by
a round of subdued laughter, from all except Hulet, whose face
showed more signs of anger than had been evinced during his
renconter with the Irishman.
Hulet was not personally well liked by his companions. He had been
with them but a few days. He pretended to hail from one of the
border settlements, and claimed to be a scout of much experience.
One or two of the rangers held him in positive distrust. He seemed
used to the forest; yet at times he made strange blunders for a scout.
The one referred to by the stutterer actually happened, two days
previously, while they were hovering in the rear of a Huron party.
“Wal, laugh, ef it suits ye!” said Revel, fiercely. “When it comes my
turn, I’ll let some on ye know!”
“What’s that ye say?” spoke Revel, turning sharply upon him. He
thought he detected something of the nature of a threat in the other’s
tone.
“You yerself wouldn’t want a mistake flung inter y’ur face every time
any thing comes up!” said Hulet. “But let it pass. A chap that stutters
is allus gittin’ off sunthin’ to make a laugh,” and he tried to look good-
naturedly toward the stutterer, Joe Hill.
“Ex-ex-exactly!” rejoined the latter worthy. “My tongue kine-kine-
kinder hitches when I talk, an’ that’s wha-wha-whar I git time ter th-
th-think whuther an objict’s a b’ar or an In-In-Injun.”
None seemed disposed to interrupt Joe. They enjoyed the badinage
too well. The Irishman especially fatted at the idea of bringing Hulet
into contempt, and encouraged Joe to keep it up. But Hulet disarmed
the latter by joining slightly in the laugh, and then addressing Will
Revel:
“I don’t understand why Brown should resk himself to visit the fort,
now,” he said. “The major won’t care ter make a sally afore the
reinforcements come.”
“Old Rhodan knows what he sent ’em for,” answered Revel. “That’s
all I kin tell ye.”
“Ye mean him that’s called Scarred Eagle. He an’ Brown seem to
think oncommon of each other. Relashuns, ain’t they?”
“Not by blood; though father and son couldn’t think more of each
other than they. Rhodan saved ’im, when he war a striplin’, from the
Hurons. They’ve stuck to one another ever sence, as it’s nat’ral they
should.”
“In course. Strikes me that Scarred Eagle himself orter be among us,
ef he’s comin’ to-night. Mebbe he won’t. It’s goin’ to be dark’s a
pocket.”
The Irishman here nudged Joe Hill.
“Yis; dar-dark-darker’n the outside of a black b-b-ba’r,” assented Joe,
giving his face a comical twist.
“It’s comin’ on fast, too,” said Revel. “We must betake ourselves to
the lake-shore and watch for Scarred Eagle. Ef he don’t come by
dark we kin come back an’ wait.”
“Must be Ben Mace’ll come,” said another. “He hadn’t so fur to go.”
“That’s why I feel a trifle oneasy ’bout him, Lew,” answered Revel.
“I’ll own it. He’s as good a scout as is in the kentry, only he’s so mad
at sight of an Injun. He runs too much resk for the sake of revenge.”
“Why not stay whar we be?” said Hulet. “I don’t b’l’eve Scarred Eagle
’ll git back frum the neck to-night. Thar’s no Injuns in the
neighborhood, an’ ef I kin read right it’ll be so dark in an hour that
none on us could find our way back.”
“How mooch for y’ur advoice, Misthur Hugelet?” said Tim, quickly.
“You’re afeard of runnin’ y’ur head ag’in’ a tree or bear, whuch? Dthe
id’a of a scout, a syees purtind to be, not bein’ able to git through the
woods for darkness! Pish!”
“You’ll run y’ur head ag’in’ sunthin’ bimeby, Mister Brogue,” said
Hulet, “that’ll make ye—”
“Oh, git out!” interrupted Revel, again. “Let this foolin’ come to an
end. Some o’ them that’s away may come or not, but we’ll watch for