PHYSICAL

EDUCATION
MODULE
 A review of the existing Physical Fitness Tests (PFT) introduced by Dr. Aparicio H.
Mequi, former Chair, Philippine Sports Commission (PSC) and Director, Bureau of Physical
Education and School Sports (BPESS) was conducted for the purpose of establishing testing
protocols considered to be more current and appropriate for the Special Program in Sports
(SPS) and in the new K to 12 programs.

The development of the physical fitness tests was conducted through a workshop initiated
by the Task Force on School Sports (TFSS) and was subsequently reviewed by the Bureau of
Secondary Education (BSE). This gave rise to the Physical Fitness Tests Manual. The manual is
intended for the use of the public and private schools for the Physical Education and School
Sports Program.

The administration and implementation of the testing program shall be treated as an

essential component of the Physical Education and School Sports Program for both elementary
(Grades 4, 5 and 6) and secondary levels.

The PFT is a set of measures designed to determine a student’s level of physical fitness.

The Physical Fitness Test (PFT) is a measure of a student’s levels of fitness regarding
several components. It is important to perform the PFT before the start of an exercise program
and its culmination. Prior to the program, the PFT will be able to determine individual baselines
and thresholds. Goals for fitness can be set. Toward the end of the program, the exerciser will
again take the test. Differences in results will determine the effectiveness of the program
undergone.

PHYSICAL FITNESS TEST OBJECTIVES:

1. To determine the level of fitness of students.

2. To identify strength and weaknesses for development and improvement.
3. To provide baseline data for selection of physical activities for enhancement of health
and skill performance.
4. To gather data for the development of norms and standards.
5. To motivate, guide and counsel pupils/students in selecting sports for recreation,
competition and lifetime participation.

TEST PROTOCOL

 Explain the purpose and benefits that can be derived from the physical fitness tests.
 Administer the tests at the beginning of the school year and on a quarterly basis,
thereafter, to monitor improvement.
PREPARE THE FOLLOWING TESTING PARAPHERNALIA:
o First Aid Kit o a small towel or bimpo o Individual score cards.
o Drinking Water to wipe their
perspiration
DURING TESTING:
o tape measure, o step box/ stairs o masking tape/chalk
o ruler o exercise mat
o stop watch, o meter stick

OBSERVE THE FOLLOWING PRIOR TO ACTUAL DAY OF TESTING:

o The testing stations should be safe and free from obstructions.
o The same equipment and testing stations should be used in the start-of-the-year testing and
subsequent quarterly testing.
o With the guidance of the teacher, allow students to go through the various tests with minimal
effort exerted to familiarize themselves with testing procedures.
o The tests requiring cardio-vascular endurance and those other tests which involve the same
muscle groups should not be taken in succession.
o Students should wear appropriate clothing: t-shirt, jogging pants and rubber shoes, or any
suitable sports attire. However, when taking the BMI test, it is recommended that the
students wear shorts. Wearing different clothing in all the testing sessions for BMI could
affect the results.
o Conduct warm-up and stretching exercises before the tests except for the 3-Minute Step Test.
o Administer the tests in a challenging, encouraging and fun-filled environment.

PHYSICAL FITNESS COMPONENTS BEING

TEST ITEMS
TESTED
Standing long jump Leg Strength and power
Bent-knee curl ups Abdominal strength and endurance
Push- ups (male: regular) arm strength and endurance
Push- ups (female: on knees) Arm strength and endurance
50-meter sprint speed
Shuttle run agility
Three-minute step test General endurance
Sit and reach Trunk flexibility
1000-meter run Cardio- respiratory endurance

PHYSICAL FITNESS TEST 1: STANDING LONG JUMP

Purpose: To measure the explosive strength and power of the leg muscles.

Equipment: Tape measure/meter stick Procedure

For the Performer:

1. Stand behind the take-off line with the feet parallel to each other, the tips of the shoes
should not go beyond the line.
2. Bend the knees and swing arms backward once, then swing arms forward as you jump
landing on both feet. Try to jump as far as you can.
3. Do not control the momentum of the jump (continuously move forward).
4. Perform the test twice in succession.

For the Partner:

1. Place zero (0) point of the tape measure at the take-off line.
2. After the jump, spot the mark where the back of the heel of either feet of the performer
has landed nearest to the take-off line.
3. Record the best distance in meters to the nearest 0.1 centimeters.

Scoring: record the best distance in meters to the nearest 0.1 centimeters.

PHYSICAL FITNESS TEST 2: BENT- KNEE CURL UPS

Purpose: The curl-up test measures abdominal strength and endurance, which is important in
back support and core stability.

Equipment: a flat, clean, cushioned surface.

Procedure:

1. The student begins by lying on their back, knees bent at approximately 140 degrees, feet
flat on the floor, legs slightly apart, arms straight and parallel to the trunk with palms of
the hands resting on the mat.
2. The fingers are stretched out and the head is in contact with the mat. The measuring strip
is placed on the mat under the students legs so that their fingertips are just resting on the
nearest edge of the measuring strip.
3. The feet cannot be held or rest against an object.
4. Keeping heels in contact with the mat, the student curls up slowly, sliding their fingers
across the measuring strip until the fingertips reach the other side, then curls back down
until their head touches the mat. Movement should be smooth and at the cadence of 20
curl-ups per minute (1 curl-up every 3 seconds).

Scoring: Record the total number of curl ups. The test is continued until exhaustion (e.g. the
subject cannot maintain the set rhythm), or until they complete 75 curl-ups. The test is also
stopped if the student has two technique warnings - if the heels come off the floor, the head does
not return to the mat, or the fingertips do not reach the far side of the measuring strip.

PHYSICAL FITNESS TEST 3: PUSH-UPS

Purpose: to measure strength of upper extremities.

Equipment: exercise mats or any clean mat.

Procedure:

For the Performer:

1. Lie down on the mat;

2. face down in standard pushup position;
3. palms on the mat about shoulder width, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
4. FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower the
arms until there is 90-degree angle at the elbows (upper arms are parallel to the floor.)
5. FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping the back
straight, then lowers the arms until there is a 90-degree angle at the elbows (upper arms
are parallel to the floor).
6. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per
minute. (2 seconds going down and 1 sec. going up). Note: 60 beats/min.

For the Partner:

1. As the performer assumes the position of push-up, start counting as the performer lowers
his/ her body until he/she reaches 90-degree angle at the elbow.
2. Make sure that the performer executes the pushups in the correct form.
3. The test is terminated when the performer can no longer execute the push-ups in the
correct form, if in. pain, voluntarily stops, or cadence is broken.
Scoring: record the number of push-ups made.

PHYSICAL FITNESS TEST 4: 50- METERS SPRINT

Purpose: to measure running speed.

Equipment: Stopwatch, running area (50 meter)

Procedure:

For the Performer:

1. At the signal “Ready”, stand behind the take-off line, the tips of the shoes should not go
beyond the line and assume a crouch position.
2. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both hands on
the starting line.
3. At the signal “GO”, run to the finish line as fast as you can.

For the Partner:

1. Set the stopwatch to zero (0) point.

2. At the signal “GO” start the watch and stop it as the performer crossed the finish line.
3. Record time in the nearest 0.00.01 seconds.

Scoring: record time in nearest minutes and seconds.

PHYSICAL FITNESS TEST 5: SHUTTLE RUN

Purpose: this is a test of speed and agility, which is important in many sports.

Equipment: wooden blocks, marker cones, measurement tape, stopwatch, non-slip surface.

Procedure:

1. This test requires the person to run back and forth between two parallel lines as fast as
possible.
2. Set up two lines of cones 30 feet apart or use line markings, and place two blocks of
wood or a similar object behind one of the lines.
3. Starting at the line opposite the blocks, on the signal "Ready? Go!" the participant runs to
the other line, picks up a block and returns to place it behind the starting line, then returns
to pick up the second block, then runs with it back across the line.

Scoring: Two or more trails may be performed, and the quickest time is recorded. Results are
recorded to the nearest tenth of a second.

PHYSICAL FITNESS TEST 6: 3-MINUTE STEP TEST

Purpose: to measure cardiovascular endurance.

Equipment: Stopwatch, stairs, clapper Step (Height) Elementary: 8 inches, Secondary: 12

inches

Procedure:

For the Performer:

 1. Position at least one foot away from the step or bench.
2. At the signal “Go”, step up and down the step/ bench for 3 minutes at a rate of 24 steps
per minute. One step consists of 4 beats – that is, up with the left foot (ct. 1), up with the
right foot (ct. 2), down with the left foot (ct. 3), down with the right foot (ct. 4).
3. Immediately after the exercise, locate your pulse and wait for the signal to start the
counting. (Give 5 sec. to locate the pulse)
4. Don’t talk while taking the pulse beat.
5. Count the pulse beat for 10 sec. Multiply it by 6.
For the Partner:

1. As the student assumes the position in front of the step, signal, “Ready” and “Go”, start
the stopwatch for 3-minute step test.
2. After the test, allow performer to locate his/her pulse in within 5 seconds.
3. Give the signal to count the pulse beat.
4. Let the performer count his/her pulse beat for 10 seconds and multiply it by 6.

Scoring: record the 60-second heart rate after the activity.

PHYSICAL FITNESS TEST 7: SIT AND REACH

Purpose: to test the flexibility of the lower back and extremities.

Equipment: Tape measure or meter stick, card board or paper

Procedure:

For the Performer:

1. Sit on the floor with back, head and shoulders flat on the wall. Feet are 12 inches apart.
2. Interlock thumbs and position the tip of the fingers on the floor without bending the
elbows. Reach up.
3. Place hands on top of the card board or paper where the tips of the middle fingers are at
the top edge of the card board or paper. Start the test by pushing the card board or paper
slowly and try to reach the farthest distance possible without bending the knees. Hold for
2 seconds.
4. Bouncing or jerking movement is not allowed.
5. Do it three times.
For the Partner:

1. As the performer assumes the (2) procedure, position the zero point of the tape measure
at the tip of the middle fingers of the performer.
2. See to it that the knees are not bent as the performer slides the farthest distance that he
could.
3. Record farthest distance reached in centimeters.

Scoring: record the distance to the nearest 0.1 centimeters.

PHYSICAL FITNESS TEST 7: 1000-METER RUN

Purpose: This test measures aerobic fitness in the young or those of low fitness level.

Equipment: oval or running track, stopwatch.

Distance run: 1 km for boys 14-19 years old, 800 meters for girls 14-19 years old, and 600
meters for boys and girls 13 years old and under.

Procedure:

1. The aim of this test is to complete the required distance in the fastest possible time. On
the signal, "ready," all participants line up behind the starting line.
2. On the command ‘Go!’ the clock will start, and they will begin running at their own pace.
3. Cheering or calling out the elapsed time is also permitted to encourage the participants.
4. Walking is permitted but not encouraged.

Scoring: The total time taken to complete the distance is recorded, in minutes and seconds.

PERFORMANCE TARGETS FOR BOYS

AGE Standing Curl- 50 m. 3 Chair Shuttle Sit and 1000 m
Long Up Sprint min. Push- Run Reach Run
Jump (sec.) Step Up (sec.) (cm.) (min.)
(cm.) Test
9 155 23 9.2 122 15 12.0 37 4.57
10 164 25 8.8 121 16 11.8 39 4.40
11 172 26 8.6 119 17 11.5 41 4.27
12 179 28 8.3 117 18 11.4 43 4.25
13 191 32 8.0 115 19 11.2 45 4.19
14 198 36 7.8 110 20 11.0 50 4.18
15 205 38 7.5 107 21 10.9 55 4.14
16 215 42 7.3 105 22 10.8 56 4.10
17 222 45 7.0 102 23 10.7 64 4.00
18 230 47 6.8 99 24 10.4 69 3.55
19 235 49 6.6 98 25 10.2 70 3.45
20 240 51 6.5 96 26 10.0 72 3.35
21 250 55 6.4 95 27 9.8 72 3.30

PERFORMANCE TARGETS FOR GIRLS

AGE Standing Curl- 50 m. 3 Chair Shuttle Sit and 1000 m
Long Up Sprint min. Push- Run Reach Run
Jump (sec.) Step Up (sec.) (cm.) (min.)
(cm.) Test
9 134 20 9.5 119 7 13.5 43 5.30
10 146 21 9.5 117 7 13.2 45 5.00
11 150 21 9.0 115 8 12.9 47 4.55
12 155 22 8.8 113 9 12.8 49 5.5.
13 163 22 8.7 111 10 12.6 52 4.47
14 167 23 8.5 108 11 12.5 54 4.38
15 170 23 8.5 103 12 12.0 58 4.30
16 172 24 8.5 101 13 11.8 63 4.25
17 175 25 8.2 100 14 11.5 68 4.17
18 180 26 8.2 98 14 11.3 72 4.10
19 184 27 8.2 96 15 11.0 74 4.05
20 187 30 8.0 95 15 10.8 75 3.37
21 190 30 8.0 93 16 10.5 75 3.35

HEART RATE
What should your heart rate be when working out, and how can you keep track of it?

Our simple chart will help keep you in the target training zone, whether you want to lose
weight or just maximize your workout. Find out what normal resting and maximum heart rates
are for your age and how exercise intensity and other factors affect heart rate.

How do you get your heart rate in the target zone?

When you work out, are you doing too much or not enough? There’s a simple way to know:
Your target heart rate helps you hit the bullseye so you can get max benefit from every step,
swing and squat. Even if you’re not a gym rat or elite athlete, knowing your heart rate (or pulse)
can help you track your health and fitness level.

First Things First: Resting Heart Rate

Your resting heart rate is the number of times your heart beats per minute when
you’re at rest. A good time to check it is in the morning after you’ve had a good night’s sleep,
before you get out of bed or grab that first cup of java!

For most of us, between 60 and 100 beats per minute (bpm) is normal. The rate can be
affected by factors like stress, anxiety, hormones, medication, and how physically active you are.
An athlete or more active person may have a resting heart rate as low as 40 beats per minute.
Now that’s chill!

When it comes to resting heart rate, lower is better. It usually means your heart muscle is
in better condition and doesn’t have to work as hard to maintain a steady beat. Studies have
found that a higher resting heart rate is linked with lower physical fitness and higher blood
pressure and body weight.

PULSE LOACATED AT SEVERAL ANATOMICAL SITES:

1. RADIAL ARTERY- wrist area 3. APICAL ARTERY - chest area

2. TEMPORAL ARTERY - front of the 4. CAROTID ARTERY- neck area
ear

HOW TO GET YOUR RESTING HEART RATE (RHR)?

 RHR- Count it in 3 Consecutive mornings

 Example: Friday- 72 bpm, Saturday- 75 bpm, Sunday - 73 bpm
 Add all of them (220) and divide it in to 3 (73.33). so, for your RHR= 73 bpm
 If you missed counting at your second day, repeat the whole process again.

HOW TO GET YOUR MAXIMUM HEART RATE (MHR)?

FORMULA: MHR= 220- AGE (220 is constant)
Example: Ma’am Sherry Ann’s age is 21 years old
MHR= 220- 21 = 199 bpm

HOW TO GET YOUR TARGET HEART RATE (THR)?

THR= MHR-RHR(Intensity Factor)+RHR

= 199-73(.60)+73 = 199-73(.80)+73
=126(.60)+73 =126(.80)+73
=75.6+73 =100.8+73
= 148.6/ 149 bpm = 173.8/ 179bpm

Intensity factor or IF is .60 to .80 is constant for us to get the range for the THR.

In the example, Ma’am Sherry Ann’s THR is 149 bpm (to) 179 bpm

Hit the Target: Find Your Heart Rate

Now that you have a target, you can monitor your heart rate to make sure you’re in the
zone. As you exercise, periodically check your heart rate.

A wearable activity tracker makes it super easy, but if you don’t use one you can also
find it manually:

1. Take your pulse on the inside of your wrist, on the thumb side.
2. Use the tips of your first two fingers (not your thumb) and press lightly over the artery.
3. Count your pulse for 30 seconds and multiply by 2 to find your beats per minute.

Important Note:
Some drugs and medications affect heart rate, meaning you may have a lower maximum heart
rate and target zone. If you have a heart condition or take medication, ask your healthcare
provider what your heart rate should be.

So, What Is In A Number?

If your heart rate is too high, you’re straining. Slow your roll! If it’s too low, and the
intensity feels “light” to “moderate,” you may want to push yourself to exercise a little harder,
especially if you’re trying to lose weight.

If you’re just starting out, aim for the lower range of your target zone (50 percent) and
gradually build up. In time, you’ll be able to exercise comfortably at up to 85 percent of your
maximum heart rate.

How Would You Know That You Are Normal?

You should not exceed to your maximum heart rate and your target heart rate after doing
your exercise or doing the physical fitness test that you will choose.

PERSONAL SAFETY TO AVOID DEHYDRATION, OVEREXERTION,

HYPOTHERMIA AND HYPERTHERMIA

Participating in outdoor physical activities is one of the past times of Filipinos. There are
many guidelines to help ensure that the experience is a safe and enjoyable one. This module will
discuss various behaviors that ensure safety and participation in these activities. It will include a
detailed look, including signs and symptoms, as well as management and prevention and over
exposure problems that can occur both in hot and cold climates.

Whether you are beginner or have you been physically active your whole life, safety
should be of paramount importance, as the saying goes “Better safe than sorry”. You should
know all the safety precautions of the activities you will engage in. likewise; you should also
know what to do in certain situations, especially emergency cases. Lastly, you better be prepared
for any and all conditions, environmental or otherwise that could cause changes in your physical
activity habits.

It is vital that young people progressively take conscientiousness for their own wee-
being. As such, personal safety arrangement imperative:

 We all should take accountability for our own protection.

 We all have different strong points and prospects and we will react to situations in different
ways as well.
 We are the “specialists” of our own lives and typically know what is probable, and what feels
most at ease to do.
 If we build resolutions to problems and practice behaviors to thwart these, we are more apt to
use them in real-life circumstances that if we have to make them instantly.
 Preparations give us a better sense of control of the situation and our lives, and lowers
general feeling of apprehension.
 Preparation allows us to be calm, composed and serene and so have more opportunity of
making the best choices and judgments in complicated circumstances.

DEHYRATION
Dehydration is a state that happens when the loss of body fluids, mostly water, exceeds the
amount that is taken in. with dehydration; more water is moving out of our cells and bodies than
what we take in through drinking.
Every day, we lose water in form of water vapor by the breath we exhale and, in the sweat,
urine, and stool that we excrete. Small amounts of salts are also lost along with the water.
Our body becomes out of balance or dehydrated when we lose too much water, therefore,
keeping the body hydrated helps the heart to easily pump more blood through the blood vessels,
to the muscles. In addition, it aids the muscles to work efficiently.
Dehydration can be severe condition that can lead to problems ranging from swollen feet or a
headache illness such as heart stroke.
SIGNS AND SYMPTOMS
 Increase thirst  Confusion
 Dry mouth and swollen tongue  Slowness
 Weakness  Fainting
 Dizziness  Incapability to sweat
 Palpitation or the feeling that the heart is  Decreased urine excretion
jumping or pounding
HOW MUCH WATER DO YOU NEED?

What does being well-hydrated mean? The amount of water a person needs varies on
weather and temperature conditions, clothing worn and exercise intensity and length. A
person who perspires greatly will require drinking more than someone who does not.

Some medical conditions such as, diabetes or heart disease, may also mean you need to
drink more water. People with cystic fibrosis have high concentrations of sodium in their sweat
and need to use caution to keep away from dehydration. In addition, some medicines can act as
diuretics causing body to lose more fluid

Thirst is not the best indicator or sign that you need to drink. You’re already dehydrated
if you get thirsty. Paying attention to the color of your urine is another indicator. Pale and clear
means you are well hydrated. If it is dark, drink more fluids. If you want to know exactly
how much fluid you need, weigh yourself before and after exercise to see how much you have
lost through perspiration. For every pound of sweat you lose, you need a pint of water to
replenish. If you are not sweating during vigorous physical activity, it can be a signal that you
are dehydrated to the point of emerged heat exhaustion.
 It must be noted that hydration is not just important during physical activity. Sitting in the
sun or on a hot or humid day, even you are not exercising, can also cause your body to require
more fluids. It is also a good thing to monitor your hydration if you are travelling.
OVEREXERTION
Overexertion injuries can occur when the body is hard pressed further than its limits during
exhausting or extreme exercise, activity, heat, lack of water or food, and other causes.
The ensuring injuries from overexertion can vary from temporary sprains to more stern
health hazards. Although dehydration is the most well-known health concern when it comes to
overexertion, injuries can also vary from simple and easily treatable strains and pains to severe
incapacitating situations like cardiac arrest and hypoglycemia or low blood sugar.
STEPS YOU CAN TAKE TO PREVENT OVEREXERTION
KNOW YOUR LIMITS: If you have not been exercising and training for several months, build
your strength and stamina progressively. It is significant to pace yourself and know when to say
“enough”. If at any time, you are breathing profoundly or profusely sweating, reduce speed, slow
down or take a break.
STRETCH AND WARM UP BEFORE ANY HEAVY LIFTING OR EXHAUSTING
ACTIVITY: Making your body more flexible can help prevent overexertion. Stretch your body
before and after every physical task that you can do daily. Do something less strenuous for 5 to
10 minutes like walking, running in place or toe touching. This will help warm up your muscles
and ligaments to help avoid unexpected strains on cold body tissue.
LIFT PROPERLY: avoid back injuries by lifting with your legs bent; keep the object/s close to
your body; keep away from bending, reaching, and twisting while lifting; and ask someone for
help with large or heavy items.
STAY OBTAINABLE GOALS: When exercising, set a target that you can attain without
causing too much stress on your body. Make sure to take frequent breaks as well.
STAY HYDRATED: Drink plenty of fluids prior to and throughout any strenuous activity.
Dehydration is frequently a result of overexertion. Therefore, it is very important to drink plenty
of water each day.
PROPER NUTRITION: Eating properly is also important preventing overexertion. To keep
your body working at the highest level, eat plenty of lean protein and fresh vegetables. Keep
away from sweets and foods that are high in calories.
LISTEN TO YOUR BODY: It is very important to listen to your body. If something hurts,
never ignore it as taking a small injury or a small ache or pain for granted may end up turning
into a much bigger problem. If something hurts, relax. If after rest and relaxation, the pain still
persists, contact the doctor for subsequent steps.
This is the easiest way to avert overexertion. If you do a recurring task every day, make an
effort to rest enough so your body can recover while do the task. This will keep you away from
many overexertion injuries. It is also important to get at least 8 hours of sleep every night.
STOP AND TAKE A BREAK IF YOU EXPERIENCE ANY OF THE FOLLOWING:
 Dizziness  Low abdominal pain
 Sore or painful muscles  Nausea
HYPOTHERMIA
Hypothermia is a life- threatening and serious condition that occurs when your body
loses more heat than it produces causing your temperature to drop below 95 (35). Exposures to
cold air or water are the most common causes of hypothermia which is why it often afflicts
unprepared campers, hikers, or swimmers.
SYMPTOMS
 Some of the early warning signs of It is time to find shed and get out of the cold
hypothermia are: weather as soon as you feel these symptoms:
 Shivering  Shivering begins to subside
 Dizziness  Extreme confusion, may get lost, take off
 Feeling hungry clothing
 Rapid heart rate  Extreme exhaustion, will want to lay down and
 Tiredness sleep
 Nausea  Garbled speech
 Confusion  Clumsy, unable to walk
 Rapid breathing  Shallow breathing
 Trouble forming words  Weak pulse
 Lack of coordination  No concern about self- protection, giving up
TREATMENT
If you suspect someone may be suffering from hypothermia, you can do the following things
while waiting for professional assistance:
 Lessen exposure by getting shelter from wind or rain.
 Take away wet clothing and change with dry one.
 Cover the head, neck, and hands with hat and mittens.
 Provide heat in the form of warm (not hot) liquids. Give enough food and calories to increase
heat production. Do not give alcohol or caffeine.
 If the victim is not exhausted, increase their heat production by getting them to exercise. This
is the best way to warm someone who has cooled off too much when they stopped
exercising.
 If and only the victim cannot move, place him/her in a sleeping bag without wet clothes.
Insulate him from the ground with a pad or two. Provide heat from warm (not hot) water
bottles and keep the victim inactive until he shows some signs of improvement. Providing
heat from another body is difficult in the field and is considered controversial (not for
personal reasons, but for medical and group safety reasons).
 An unconscious hypothermia victim needs professional medical help. Stabilize the patient in
a sleeping bag, but do not apply warm water bottles. Do not move them and do not perform
CPR unless you have a very extensive training: severely hypothermic patients are fragile, and
this may kill them.
HYPERTHERMIA
Hyperthermia is a result of the body being over heated. This is caused by physical activity,
moderate to high room sweat without enough water intakes to replenish the body system, solar or
reflected radiation, inappropriate garments that do not allow evaporation or cooling off swat, a
low fitness level and/or added workload of carrying extreme weight.
SYMPTOMS
Early warning symptoms are as follows: If the condition is untreated right away, it
 Headache can lead into a heat stroke which is life
 Dizziness threatening:
 Exhaustion  Confusion
 Muscle cramps  Lack of coordination
 Dark urine- indicating dehydration  No sweat despite being very hot
 Nausea or abdominal cramps  Vomiting
 Rapid heart rate  Seizures
 Profuse sweating  Unconsciousness
 Clammy skin
 Fainting

Hyperthermia is extremely dangerous. It is important you take action at the first sign of a
headache, which is the key indicator of heat exhaustion.
TO AVOID HYPERTHERMIA TREATMENT AND ACTION
 Be especially conscious of your physical
reactions during outdoor activities on
hot humid days.
 Lay down on cool ground to allow the
body to emit some of its heat to the
cooler ground.
 Wear cotton next to skin- it absorbs
water.
 Wear a hat, preferably broad brimmed to
avoid exposure of your head in the heat.
 Rehydrate by drinking lots of water.
Your urine should be clear as possible.
Clearest urine signifies enough
hydration. The brighter the yellow, the
more disturbing is the dehydration with
consequent overheating.
 Take salt tablets as required. The body
sweats to encourage temperature
reduction and sweat includes salt in
solution. The more a person sweats the
more salt his body loses.
 When heat production exceeds heat loss, the
body opens its blood vessels, allowing more
blood to pass near the skin to cool down. If a
 person continues to generate heat without
restoring fluids and salts, hyperthermia will
go after. Heat cramps often happen before
heat exhaustion sets in. by the time, a person
experiences the consequences of heat
exhaustion; they often have stopped
exercising and slowed down their heat
production. Usually, heat exhaustion precedes
heat stroke. Since most people stop exercising
when they start feeling sick, they typically do
not develop heat stroke.
 Being in excellent general physical state
 Drinking sufficient fluids during heavy
sweating. Do not wait until you are thirsty,
you are already dehydrated at that point.
 Getting enough rest. Wearing proper clothing
 Avoid tobacco, caffeine, and alcohol as these
substances create imbalance in your body’s
ability to control its temperature.
 Being conscious of the possible threats of hot,
humid weather.
 FIRST AID
It is immediate action in case of sports injury, it is the initial or first help given to an
injured or ill person. It should not be mistaken as a medical aid, as it is a treatment not given by a
doctor or other qualified persons such as nurses or ambulance officers.

It begins when a qualified person arrives at the scene of an accident and continues until
the casualty recovers.

1. Preserve Life
 The first aider should have knowledge on how to keep the injured alive specially in life-
threatening situations.
 Preserving life is the primary aim; this can involve calling ambulances as soon as possible
and performing CPR in extreme circumstances.
 Someone trained in first aid should also check for vital life signs, to see if an injury is life
threatening. Signs to check for include evidence of movement, breathing, responsiveness,
heart rate, and identifying any particularly bad external injuries.
2. Protect the Unconscious
 Responder should secure that the casualty is in a secure position. If not, he must apply all
safety precautions, and must try to move the injured person into a safer place.
 Unconscious persons are the most vulnerable, and they need extra protection.
 Start by identifying and clearing any hazards away from the person. This is done to avoid
more harm to the unconscious person and avoid any harm to the first aider.
 Next, check for the important vital signs. If there isn’t a heartbeat, you may need to kick-start
the heart with CPR.
 If you do not think a person has a spinal injury, then put the person into the recovery
position. This involves lying the person on their side and using their arm to support the head.
Bend legs and arms to avoid the person from rolling over.
3. Prevent Injury or Illness from Becoming Worse
 The casualty’s injury or illness should be attended to prevent complications arising from his
or her injury.
 To avoid injuries from getting worse, a first aider should not move the patient if they are
bleeding or have a fracture. In addition, cleaning wounds with antiseptics prevents infection
and more problems down the line. For fractures, tell them to keep the body part still and use
something soft to pad the area. In addition, remove any external risk factors.
 Risk factors are anything that can make an injury worse for the patient. For example, if a
person has broken their leg in the middle of a huge crowd, get people to move away from the
patient. Try and make space, so that people don’t accidentally bump into the patient and
cause more pain.
4. Promote Recovery
 A first – aider can speed up recovery of the casualty by encouraging them, keeping them
comfortable and seeking for emergency care.
 This is the practice of helping a person heal their wounds, in the short and long term. Aiding
recovery involves wound bandages and putting pressure on a bleed.
 Pressure is needed to stem the flow of blood, so tell the patient to put their hand on the area
of the bleed whilst the helper prepares other aids. If the patient is unable to do this because of
the injury, the first aider should do it. In addition, advice the person of what to do when they
go home, like change bandages daily to avoid infection.
5. Procure Medical Aid
 The major priority as first- aider is to seek professional medical care.
 In relieving Pain, first aid must reduce suffering at all costs, by making patients as
comfortable as possible.
 This may involve giving them pain medication, ice packs for impacts as well as elevating
wounds.
 ASSESSMENT OF INJURIES

TALK - Ask the athlete questions to gather information about the

cause, nature and site of the injury.
T  How did the injury happen?
 Where does it hurt?
OBSERVE- Evaluate the said injury.
 Look for deformity, swelling and redness.
O  If there is obvious deformity or swelling, medical assistance is then
needed.
 If there is no deformity, move on to the next stage.
TOUCH- using your hands and fingers, gently touch the site without
moving it.
T  Observe the athlete’s reaction as you touch the injury.
 If touching the injury causes only slight pain, move on to the next stage.
ACTIVE MOVEMENT- Ask the athlete to try to move the injured part.
A  Observe the degree of pain
 If the athlete is in pain, medical assistance should be sought.
PASSIVE MOVEMENT- If you reached this stage, it is likely that the
injury is not serious.
P  It requires the first aider to move the athletes injured body part and
determine how much pain-free movement is possible.
SKILLS TEST- Did the active and passive movement pain?
 If no, can the injured player stand and demonstrate some of the skills
S from the game carefully?
 If an injury is identified, remove the player from the activity
immediately.

PROPER ETIQUETTE AND SAFETY IN THE USE OF FACILITIES AND

EQUIPMENT

1. Take care in using facilities and equipment. In consideration of the school's effort and of
other students who will benefit from using the facilities and equipment, it is in good form to
handle them with care and use them solely on their purpose. This is to prevent having them
misplaced, stolen or become unnecessary clutters in the training area than can cause
accidents.
2. Only use equipment that you already know how to use do not leave or passion equipment
that is in complete disarray or dirty.
3. Be Alert and Aware in the training area.
4. In performing exercises and movement in general, practice good form first.
5. Bring back all equipment in place after use.
6. Do not hug the equipment.
7. Return the equipment properly or leave the venue clean. Doing exercises in improper form
deficit its benefits. Do not monopolize the equipment. Allow everyone a fair use of the
facilities.
8. Check Yourself - practice proper hygiene and care. Take a bath or a deodorant if needed. Do
not force yourself to engage in physical activity if you are feeling sick.
9. Move on the double; do not loiter around the venue or hang on the equipment doing nothing.
Do not handle it until such time the teacher gives instructions on how to operate the said
equipment. You could break the equipment or cause harm to yourself or others.
10. Be nice, as a general rule!

PHYSICAL ACTIVITIES AND SPORTS INJURIES

Sports injuries are commonly caused by overuse, direct impact, or the application of
force that is greater than the body part can structurally withstand. There are two kinds of sports
injuries: acute and chronic. An injury that occurs suddenly, such as a sprained ankle caused by an
awkward landing, is known as an acute injury.

Chronic injuries are caused by repeated overuse of muscle groups or joints. Poor technique and
structural abnormalities can also contribute to the development of chronic injuries. Medical
investigation of any sports injury is important, because you may be hurt more severely than you
think. For example, what seems like an ankle sprain may actually be a bone fracture.

If injuries are classified according to cause, the three categories are;

1. DIRECT INJURY- A direct injury is caused by an external blow or force.

Causes: A collision with another person (ex. Collision with another player in football or
basketball). Being struck with an object (ex. A ball hit a player directly in the face in a football
game).

2. INDIRECT INJURY- An indirect injury can occur in two ways.

The actual injury can occur some distance from the impact site. (ex. Falling on an outstretched
hand can result in a dislocated shoulder).

The injury does not result from physical contact with an object or person, but from internal
forces built up by the actions of the performer. (ex. Lack of fitness, poor technique and over
stretching).

3. OVERUSE INJURY- It refers to the specific injuries which are sustained from repetitive
action (e.g. long-distance jogging) as opposed to acute injuries which occur in an instant (e.g.
sprained ankle).-Repeated movements cause wear and tear on the muscles, tendons, bones, and
nerves of the body.

TYPES OF SPORTS INJURIES

Some of the more common sports injuries include:
 Ankle sprain – symptoms include pain, swelling and stiffness.
 Bruises – a blow can cause small bleeds into the skin.
 Concussion – mild reversible brain injury from a blow to the head, which may be associated
with loss of consciousness. Symptoms include headache, dizziness and short term memory
loss.
 Cuts and abrasions – are usually caused by falls. The knees and hands are particularly
prone.
 Dehydration – losing too much fluid can lead to heat exhaustion and heat stroke.
 Dental damage – a blow to the jaw can crack, break or dislodge teeth.
 Groin strain – symptoms include pain and swelling.
 Hamstring strain – symptoms include pain, swelling and bruising.
 Knee joint injuries – symptoms include pain, swelling and stiffness. The ligaments, tendons
or cartilage can be affected.
 Nose injuries – either blood nose or broken nose, are caused by a direct blow.
 Stress fractures – particularly in the lower limbs. The impact of repeated jumping or
 running on hard surfaces can eventually stress and crack bone.
 First aid for sprains, strains and joint injuries

Suggestions on immediate treatment for sprains, strains and joint injuries, to prevent
further damage include:
 Rest – keep the injured area supported and avoid using for 48-72 hours.
 Ice – apply ice to the injured area for 20 minutes every two hours for the first 48-72 hours.
 Compression – apply a firm elastic bandage over the area, extending above and below the
painful site.
 Elevation – raise the injured area above the level of the heart at all times.
 Referral – as soon as possible, see a doctor.
 No Heat – heat will increase bleeding.
 No Alcohol – alcohol increases bleeding and swelling.
 No Running – running or exercise increases blood flow, delaying healing.
 No Massage – massage increases swelling and bleeding, also delaying healing.

FIRST AID FOR NOSE BLEEDS

Suggestions include:
 Stop the activity.
 Sit with your head leaning forward.
 Pinch your nostrils together and breathe through your mouth.
 Hold your nose for at least 10 minutes.
 If bleeding continues past 30 minutes, seek medical advice.

FIRST AID FOR DISLODGED TEETH

 It may be possible to save a tooth that has been knocked out with prompt dental
treatment. Rinse the tooth in water or milk, and see your dentist immediately.

EMERGENCY SITUATIONS

Call an ambulance for:

 prolonged loss of consciousness  injuries to the head or face
 neck or spine injuries  eye injuries
 broken bones  abdominal injuries.

TREATMENT FOR SPORTS INJURIES

 Treatment depends on the type and severity of the injury. Always see your doctor if pain
persists after a couple of days. What you may think is a straightforward sprain may actually
be a fractured bone.
 Physiotherapy can help to rehabilitate the injured site and, depending on the injury, may
include exercises to promote strength and flexibility. Returning to sport after injury depends
on your doctor’s or physiotherapist’s assessment.
 Trying to play before the injury is properly healed will only cause further damage and delay
recovery. The biggest single risk factor for soft tissue injury is a previous injury. While the
injury heals, you can maintain your fitness by choosing forms of exercise that don’t involve
that part of your body, if possible.
PREVENTION OF SPORTS INJURIES
You can reduce your risk of sports injuries if you:
 Warm up thoroughly by gently going through the motions of your sport and performing slow,
sustained stretches.
 Wear appropriate footwear.
 Tape or strap vulnerable joints, if necessary.
 Use the appropriate safety equipment, such as mouth guards, helmets and pads.
 Drink plenty of fluids before, during and after the game.
 Try to avoid exercising in the hottest part of the day, between 11 am and 3 pm.
 Maintain a good level of overall fitness, particularly in the off season (in the months between
playing seasons for a sport).
 Cross-train with other sports to ensure overall fitness and muscle strength.
 Ensure training includes appropriate speed and impact work so muscles are capable of the
demands of a game situation.
 Don’t exert yourself beyond your level of fitness. Gradually increase intensity and duration
of training.
 Use good form and technique.
 Cool down after sport with gentle, sustained stretches.
 Allow adequate recovery time between sessions.
 Have regular medical check-ups.

Where to get help

 Your doctor
 Sports medicine clinic
 Physiotherapist
 Hospital emergency department
 In an emergency, always call 911 for an ambulance

Physical education and sport also build healthy habits that encourage life- long
participation in physical activities. This extends the impact of physical education beyond the
schoolyard and highlights the potential impact of physical education on public health.

As pointed out, important health benefits are acquired by engaging in modest quantities
of physical activity on most, and if at all possible, all days of the week. Fitness plans concerning
gradually increasing intensities of exercise draw out even bigger cardio protective benefits.

There is a growing understanding of how certain levels of physical activity may

positively influence cardiovascular, musculoskeletal, respiratory, and endocrine function, in
addition to mental health.

INITIATIVE, RESPONSIBILITY AND LEADERSHIP IN SPORTS

ACTIVITIES

CODE OF SPORTS ETHICS

 The basic principle of the Code of Sports Ethics is that ethical considerations leading to fair
play are integral, and not optional elements, of all sports activity, sports policy and
management, and apply to all levels of ability and commitment including recreational as well
as competitive sport.
 The Code provides a sound ethical framework to combat the pressures in modern day society
which appear to be undermining the traditional foundations of sport- foundations built on fair
play and sportsmanship, and on the voluntary movement.
 The primary concern and focus is Fair Play for children and young people, in the recognition
that children and young people of today are the adult participants and sporting stars of
tomorrow.
 The code is ass also aimed at the instructions and adults who have direct or indirect influence
on young people’s involvement and participation in sport.
 The Code embraces the concepts of the right of children and young people to participate and
 enjoy their involvement in sport, and the responsibilities of the institutions and adults to
promote fair play and to ensure that these rights are respected.

DEFINING FAIR PLAY

 Fair play is defined as much more than playing with he rules. It incorporates the concepts of
friendship, respect for others and always playing within the right spirit.
 Fair play is defined as a way of thinking, not just a way of behaving.
 It incorporates issues concerned with the elimination of cheating, gamesmanship, doping,
violence (both physical and verbal), the sexual harassment and abuse of children, young
people and women, exploitation, unequal opportunities, excessive commercialization and
corruption.
 Fair play is a positive concept. Sport is a social and cultural activity which, if practiced fairly,
enriches society and the friendship between nations. Sport is also recognized as an individual
activity which, it played fairly, offers the opportunity for self-knowledge, self-expression and
fulfillment, personal achievement, skill acquisition and demonstration of ability, social
interaction, enjoyment, good health and well-being.
 Sport promotes involvement and responsibility in society with its wide range of clubs and
leaders working voluntarily. In addition, responsible involvement in some activities can help
promote sensitivity to the environment.

RESPONSIBILITY FOR FAIR PLAY

Involvement and participation in sports among young people takes place within a wider
social environment. The potential benefits to society and to the individual from sport will only be
maximized where fair play is moved from the peripheral position is currently occupies to center
stage. Fair play must be given the highest priority by all those who directly or indirectly
influence and promote sporting experiences for children and young people. These include:
 Government - at all levels, and including agencies working with government. Those
involved in formal education have a particular responsibility.
 Sports and Sports- related Organizations - the commercial sector, including sports good
manufactures s and retailers and marketing agencies, also has a responsibility to contribute to
the promotion of fair play.
 Individuals including Parents, Teachers, Coaches, Referees, Officials, Sport Leaders
Administrators, Journalists, Doctors and Pharmacists; and those who work on a voluntary or
on a professional basis. Individuals may also have responsibilities in their capacity as
spectators.
 In ensuring that fair play is maintained in an sports activity, an individual has the following
responsibilities.

PERSONAL BEHAVIOR
To behave in a way which sets a good example and presents a positive role model for children
and young people; not in any way to reward, to demonstrate personally, nor to condone in others
unfair play and to take appropriate sanctions against poor behavior.

SKILLS
People who develop and encourage sports at grass roots level, helping coaches and teams, are
also sports leaders in their own right. The role of these sports leaders is to develop and encourage
young people and adults to participate, and continue to participate in all types of sports. Sports
leaders need to possess certain skills to help in leading groups.

COMMUNICATION
 If you can communicate at various levels, you will be able to bridge the gap between
players, other coaches, the opposition and officials. You can communicate the following:
 Organizing equipment
 Knowledge of the sport
 Structuring activities
EFFECTIVE COMMUNICATION SKILLS ARE ESSENTIAL TO:
 Past on information about what players must do for each skill
 Use appropriate language to direct players improve performance
 Provide further information that helps the organization of the sport to run smoothly off
the training or playing ground

ORGANIZATION SKILL
Organization skills are essential to the sports leader. As a sport leader or member of a
coaching team, it will be your responsibility to organize:
 Each training sessions
 Competitions
 Paperwork which may be essential if performers are to compete health and safety
The evaluation of each meeting for the performer and their parents

KNOWLEDGE
A good sports leader should have detailed knowledge of the sport that they are involved
in. this will help in guiding others through the sport when they experience various situations. It is
essential that you master the tactical and technical aspects of the sport being delivered, these
include:
 A good understanding of its rules
 Sport specific knowledge
 Knowledge of basic fitness training and health, and safety issues
 Knowledge of current first aid techniques, and if possible, an up-to date qualification
 Basic knowledge of the care and prevention of sports injuries

*playing experience is also important- it will give you, as a sport leader, a vision for the
game or sport that cannot be taught in a classroom environment. as a performer, you have an
understanding of what it is like to be a player and what it is like to be coached. in other
words, YOU WILL BE ABLE TO PUT YOURSELF INTO ANOTHER PERFORMER’S
SHOES.

TARGET SETTING
It is very important that a leader sets target that the team or an individual can follow. These
targets should be designed so that they challenge the performer in a realistic manner. They
should be aimed at the correct level of the performer or the team, be either specific to the sport,
position or the competition. Targets should also have a purpose such as to improve performance.

USE OF LANGUAGE
Language is a positive tool, and if used well can help:

 Demonstrate respect for performers
 Develop an understanding of what is
being set
 Expand the knowledge of the sport
 Explain rules and regulations for a sport
or organization/club
 Increase self- esteem of others in the
group
 Show the value of others
 *the language should be appropriate for the group as inappropriate language could
offend. The level of the language used should also be set at the appropriate level for the group.

EVALUATION OF EACH SESSION

The evaluation of a session helps to highlight what was successful about the session as well as
what was weak.
The evaluation should be carried out soon after the session has been completed so that essential
information is not lost for the planning of the following session. All information, whether good
or bad, should be used to help the success of the next session.
*to be a good team leader, you need to be positive. Leaders need to motivate their teams and a
positive approach is the best way to achieve this. Team members feel more comfortable with a
leader who is easy to get along with and pleasant to be around.

RESPONSIBILITIES
A sport leader will agree to a series of statements that outline the dos and don’ts of the
behavior during a training session.
These do’s and don’ts will be set for all in the group but the sports leader will be
expected to follow and reinforce them with experienced performers and new comers. Examples
of professional conduct could be sporting ethics or respecting the rules and regulations of their
sport and club.

HEALTH AND SAFETY

If sports leaders are to take responsibility for a training session then they are also taking
responsibility for the group during that time. They should carry out necessary checks of the
equipment and facility to ensure that all performers are safe during physical activity.
Check equipment at three stages:
1. Before it will be set up.
2. Once it has been assembled.
3. Just before it will be used.
Check for the following:
1. Damage to the working parts of the equipment.
2. Missing parts of the equipment that could cause damage.
3. Functional errors
*any damage that you notice must be reported immediately. Repair should only be
carried out according to the manufacturer’s guidelines, or by a qualified technician. If this is not
possible, the equipment must be temporarily kept for repair.

GENERALIZATION:
Leadership is one of the important objectives of physical education. A physically educated
person possesses a good grasp of leadership and its importance, roles, and responsibility. Good
leaders have the following qualities;
 Have initiative
 Are responsible
 Have a good judgment
 Are diligent
 Are cooperative
 Have the ability to think constructively
In physical education, there are many avenues where you can practice your leadership skills and
show initiative to address different problems within your family, at school, and in the
community, but all these initiatives will start primarily in you.
 “A leader is one who knows the way, goes the way and shows the way.”
  True leaders don’t create followers; they create more leaders.
 A true leader is one who is humble enough to admit their mistakes.

Many theories acknowledge the benefits of physical activity as a tool to address social
problems. The social control theory by the sociologist Travis Hirschi states that the youth need
engagement because they have a lot of time for leisure. According to the theory, a child who
plays table tennis, swims regularly, and does his or her homework does not generally commit
delinquent acts. The theory also claims that not all activities are protective. Watching TV, for
instance, may affect a person negatively rather than positively. Hence, one must consider what a
child is doing and persistently avoid the idea that doing “something or anything” is enough in
ensuring that he or she is not committing delinquent acts. Here are some suggested protective
sports as mentioned in Hirschi’s theory:

1. Club and group participation in sports- these sports are protective factors against alcohol
drinking, cigarette smoking, and drug use.

2. Vigorous individual sports participation- in a study, those who participate in individual

sports are less likely to use cigarettes in the sport season than out of season.

HEALTH – AND FITNESS- RELATED CAREER OPPORTUNITIES

Nowadays, a career in health and fitness is very viable. If you enjoy sports and exercise,
and you feel that you want to work in this field, do not let anything stop you. The current career
opportunities in the industry are diverse and offer a lot of career paths. These are the possible
careers in the health and fitness sector.

1. Physical Education

 Be a PE teacher. If you prefer to be engaged in more activities and games rather than
classroom lectures, this career is for you.

2. Sports Administration

 Work full- time in the sports field. If you enjoy competitive sports, you can engage in the
management side and be a right in the middle of all the action.

3. Personal Training

 Be flexible in your schedule. A personal trainer manages his or her own time and
schedule. You can offer one on one training or group exercise using several sports or
exercises that you have studied.

4. Coaching

 If at one point, you feel like experiencing being a competitive athlete or a member of the
varsity team or if you show interest in handling a team of your own, being a coach offers
an exciting path for you.

5. Sports Research

 There is always something new in the fitness and health field. Sports research and
development is very dynamic and offers a wide array of areas to work on.

All career paths are exciting and fun, and there would be a lot of room for personal
development. If one is engaged in the health and fitness filed, it is inevitable that one will be
doing a little of each of the careers above, as they actually overlap with each other. The life of
sports professional is very enjoyable indeed. With each career choice, one will never get bored.

What skills will I gain from studying PE?

You'll gain many valuable skills from studying physical education that will help you in
other GCSE and A-level subjects as well as your future career. Some of the skills that you will
develop include:

Communications skills- Many aspects of PE involve working in teams towards a

common goal. Through playing team sports and problem solving with others, you'll develop
clear communication skills that will help you in the workplace. Every employer looks for
candidates who are able to communicate well verbally and in writing.

Social skills- Physical education is a very social subject and can involve a lot of group
work. You'll learn how communicate and socialize with people in an effective way. When you
start working, you'll encounter people from a range of different backgrounds, each with different
personalities. Studying PE will help you learn how to best communicate with people in a team in
order to produce the best results.

Analysis and evaluation- At GCSE and A-Level, PE involves analyzing your own and
others' performance while looking for ways it could be improved. This is a particularly useful
skill to have in your career as you'll often have to critique your own work and identify areas for
improvement. If you work in management, you'll also benefit from the soft skills that PE teaches
and will learn how to deliver messages clearly and effectively.

Physical fitness- As a PE student, you'll also benefit from being physically fit! Not only
will this help you in the physical side of the subject itself, but it'll also improve your general
well-being. Doing regular exercise is proven to relieve stress and promote good mental health.

HOW TO ORGAIZE A FITNESS EVENT FOR A TARGET HEALTH ISSUE

AND CONCERN

A fitness event can come in the form of a short, single training or exercise session, a
group or batch of sessions extended over a period of time, to a full-blown event with many
participants such as a fun run or marathon. Cardiovascular endurance is the most common health
target among the many health issues (e.g., obesity, hypertension, and diabetes) addressed. These
are few steps one can follow in order to organize a fitness event

1. Identify a goal, target, or health issue to address.

Normally, fitness events try to address health concerns such as weigh management or
obesity. It is important to have a target in mind in order to plan for a proper activity.

2. Do your research.

When having a health concern in mind, do your research and learn the basic
terminologies and aspects of that area. If the concern is obesity, for example, learn to review
about the concepts such as eating habits, health risk factors, BMI and so on.

3. Look for a location or venue.

Having in mind your health concern and being familiar with your topic or issue, you may
now plan for an activity. One of the major physical concerns for any event or physical activities
is the venue. You will need to secure the right venue for the event. For fitness activities, courts,
multipurpose halls, swimming pools, function halls, or even streets and pedestrian lanes, can be
utilized for the activities. Just be sure to have these venues reserved beforehand.

4. Build your team.

Identify members of your team. The team leader must delegate tasks for efficiency and
economy. For bigger plans, some of the team members may be assigned to be committee heads.
You can make a general grouping of committees such as – venues and logistics committee;
finance committee; registrations committee; and so on.

5. Document

Before, during and after the event, it would be proper to have a documentation. This
comes in the form of pictures, videos, and written records. Cover and record your event, and
make a post-event reporting record. This will help you keep track of your progress and will help
you reflect on the points that need improvement. A record and portfolio of the event would give
you a basis for future events based on the feedback from the previous ones.

GENERALIZATION:
There are actually many career opportunities offered in the fitness field. You may reflect
on an education in health and fitness if you are interested and fascinated in the physical well-
being of others and yourself. Degree and certifications programs are obtainable in fields such as
nutrition, athletic training, physical therapy or fitness and so on.

But if you choose another career it’s ok. Because it’s your life and we just live once so
plan for your future. Also reflect on these quotations by the experts.

 The future depends on what you do today. - Mahatma Gandhi

 “There is no passion to be found in playing small — in settling for a life that is less than
you are capable of living.” — Nelson Mandela

 “Choose a job you love, and you will never have to work a day in your life." —Confucius