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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

Another random document with
no related content on Scribd:
When arrived at the Burial-ground:
| Halt—Ranks, left and right wheel—Quick
| march—Halt—Inwards face—Rest upon your
| arms reversed—Stand at ease.

When the Corpse has passed through:

| Attention—Reverse arms—Re-form Column—
Ranks,
| right and left wheel—Quick march—Halt,
| front—March.

When facing the grave:

| Rest upon your arms reversed—Stand
| at ease.

After funeral service:

| Attention—Present arms—Shoulder arms—Load
| with blank cartridge—Fire three volleys
| in the air—Order arms—Fix bayonets—Shoulder
| arms—Rear rank take close order—March.

March back to barracks, right in front.

 COMPANY DRILL.

Part 2.—Section 1.—Formation of the Company.

The Company is ordered to “Fall in” at close order; is then sized
from flanks to centre; and told off in Sub-divisions, and four sections.
In Column of Sections, the Senior officer takes the Leading, the
second senior the Third, the third Senior the Fourth, and the junior
the Second section. The Company is also told off by “Threes from
the right,” numbered 1, 2, 3. Should there be a blank file in telling off
the company in line, it will invariably be the fourth file from the left.
The Company is also told off from the right by alternate files, right,
and left.
In Close order the Rear rank is one pace, in Open order two
paces, and for inspection three paces, from the front rank.
S. 2. Marching to the Front.
By the right (left, or
The Company will
centre)—March.
occasionally be ordered, to
Step out—Mark time—Step
short—Open, and close ranks—
Oblique—Diagonal march.
S. 3. The Side, or Closing step.
To the right (or left) close
—Quick march—Halt.
S. 4. The Back step.
Step back—March.
S. 5. To form four deep.*
Form four deep—March.
* In telling off the files, should
Rear form four deep— the last file be a right file, the left
March. file on its right will double in the
Right form four deep— rear of it, completing it to four
March.
Left form four deep— deep, and leaving the other
March. Section only two deep

To re-form two deep, from each of these formations.

Front. (or Halt—Front.†)
† If the Company is in
movement.
S. 6. File marching.
To the left face—Quick
Halt, Front.
march.

From the Halt.

Advance in double files from

the centre—Sub-divisions After facing, the leading files
inwards face—Quick disengage.
march.
Front form Company—(or, Forward.
To the right form
Right Sub-division—Halt,
Company.)
Front, Dress. The remainder of
the Company march on in file,
and form in succession on left of
halted Sub-division.

On the March.

Advance in double files from

Sub-divisions, inwards turn—
the Centre.
Right and left wheel.
S. 7. Wheeling from a Halt.
Right (or left) wheel—Quick
Halt, Dress.
march.
S. 8. Wheeling forward by Sub-divisions, from Line.
By Sub-divisions right wheel Halt, Dress.
 —Quick march.
S. 9. Wheeling backward by Sub-divisions, from Line.
By Sub-divisions on the left
backward wheel—Quick Halt, Dress.
march.
S. 10. Marching on an Alignement, in Open column of Sub-
divisions.
March—(or, Quick march).
S. 11. Wheeling into Line, from Open column of Sub-divisions.
1. Halt—Left wheel into line
Halt, Dress, Eyes front.
—Quick march.
2. On the Moveable pivot.
Shoulders forward—
Forward (or, Halt, Dress.)
S. 12. In Open column of Sub-divisions entering into a new
direction on a moveable pivot.
Right (or left) shoulders
forward—Forward.
S. 13. Counter-marching.
Counter-march by files.
Right (or left) face—Quick
Halt, Front, Dress.
march.
Counter-march by ranks.
Right and left face—Right
countermarch—Quick Halt, Front, Dress.
march.
S. 14. Wheeling on the centre of the Company.
Company { Right } Halt, Dress.
On the { Left } Wheel
centre
{ Right }
—
about
March.
{ Left }
 about
S. 15. Diagonal march.

The pivots, or outward Files, march in the direct line to which

they have faced, the others conforming to them.
S. 16. Increasing the Front of an Open column halted Right in
front.
Form Company. Left Sub-division, Left half face
—Quick march—Halt, Front,
Dress up.
Diminishing the front of an Open column, halted.
Form Sub-divisions. Left Sub-division—Right about
three-quarters face—Quick
march.
2nd Senior. Halt, Front, Dress.
S. 17. Increasing the front of an Open column, on the march.
Form Company. Left Sub-division, Left half turn,
Double—Front turn, Quick.
Diminishing the front of an Open column, on the march.
Form Sub-divisions. Left Sub-division, Mark time—
Right half turn—2nd Senior,
Front turn.
When the above movements, 16 and 17, are performed Left in
front, the Words Right will be altered to Left, and Left to
Right. The same directions apply to sections.
S. 18. In Open column of Sub-divisions to pass a short defile, by
breaking off files.
Break off —— files. —— Files on the left, Right
turn—Left wheel.
After passing the defile.—Files to the front.
S. 19. The Company in line halted, or on the march, moves to a
flank in Column of sections, or Sections of threes.
Sections (or threes) right
(or left) shoulders
forward (if halted, Quick
march—Forward.)
When Pivots are required to be accurately dressed, or when
the alignement of the Company is to be preserved.
Sections (or threes) on the
right (or left) backwards Halt, Dress.
wheel—Quick March.
To re-form Company on the march.
Sections (or threes) right
(or left) shoulders
* If the march is to be
forward—
continued.
* Forward—(or Halt,
Dress.)
For accurate dressing, or when the alignement is to be
preserved.
Right (or left) wheel into
Halt, Dress.
line—Quick march.
S. 20. Forming Company, Sub-divisions, Sections, or Sections of
threes, from file marching.
Front form Company (Sub-
* If the march is to be
divisions, or Sections)—
continued.
*Forward.
Marching in file from the right, to form the Company to the
Left flank.
Halt—Front.
Marching in file from the right, to form the Company to the
Right flank.
On the leading file to the
right form Company.
To form to the Right about.
On the leading file to the
 right about form Company.
S. 21. To form to either flank, from Open column of Sub-divisions.
To the Left flank.
Halt—Left wheel into line—
Halt, Dress, Eyes front.
Quick march.
To form the Company to its Right flank.
To the right forward form Leading sub-division Left
Company. shoulders forward—Forward,
Halt, Dress. 2nd Sub-division
(Left oblique till clear of the right
Sub-division)—Left shoulders
forward—Forward, Halt, Dress
up.
S. 22. Company moving to the front, to gain ground to a flank, by
march in echellon, by sections.
Sections right—Forward.
To form Company—
Form Company—Forward.
S. 23. To form the Rallying square.
Form the Rallying Square.
When the Square is to march
—The Square will move to
the front, (rear, right, or * If ordered to fire, the
left,) Inwards Face—quick Standing ranks only will
march—Halt—Prepare to commence an independent fire.
resist Cavalry—Ready.*
Reduce the Square—
Quick march.

MODE TO BE OBSERVED IN DISMISSING A COMPANY OFF PARADE.

Recover arms.
Right face.
Lodge arms.
 In turning in a Guard, or Piquet, the same mode is to be observed.

MANNER OF INSPECTING A COMPANY ON PARADE.

Attention.
Fix bayonets.
Shoulder arms.
Rear rank take open order—March.
Slope arms.
The inspection of Arms will now take place
Carry arms.
Order arms.
Examine arms.
Return ramrods.
An inspection of the Appointments, Clothing, &c., is now to be
made.
Unfix bayonets.
Rear rank take close order—March.
Stand at ease.
 MOVEMENTS OF A BATTALION.

Part 3.—Section 1. Commands.

All words of command must be given short, quick, and
loud.
S. 2. Degrees of march.
The Slow step is particularly applicable to purposes of parade,
and occasionally to the march of extended lines.
The Quick march is the usual pace to be applied to all general
movements of Battalions, or greater bodies, in Column, or Line.
The Double march is only to be applied to the movements of the
Divisions of a battalion, except upon peculiar occasions for short
distances.
S. 3. Marching in line.
The March in line is generally adopted where the country is
open.
S. 4. Wheeling.
Wheels are made on a Halted pivot from Line into Column, and
from Column into Line. The principle of the Moveable pivot must
always be applied to the wheel of divisions marching in column.
Wheels of divisions may be either made forward, or backward. In
progressive movements they are to be made Forward, but particular
occasions require that they should be made Backward on the pivot
flank. The Backwards wheel need not, however, be practised where
the ground is uneven, and the Divisions stronger than 15 or 16 files:
where this is the case, the Command will be
Form open column, right (or
left) in front—Right
Halt, Front.
about face—Right (or
left) wheel—Quick march.
S. 5. Movements.
 Every movement must be divided into its distinct parts, and
each part executed by its cautionary and executive words of
command. All field movements and firings are to be performed with
fixed bayonets, except when troops are acting as Light infantry.
S. 6. The Alignement.
To march in an Alignement is to make troops march in any
straight line, which joins two given points—or to form upon any such
given line. When troops are to form in a straight line, two necessary
points in it must always be previously ascertained. One, the point of
Appui at which one flank of the Body is to be placed, and the other
the distant point of formation or dressing, on which the front of the
body is directed.
S. 7. Points of formation.
The line on which troops move, or are successively to form,
may be taken up to any extent by the prolongation of an original
short base, given in the direction which the Commander of a line will
point out.
S. 8. Dressing.
The Officer in dressing is placed on that flank of his division to
which the men’s eyes are turned on the word “Dress,” and from the
second file from the flank of the Company towards which his
wheeling flank moves from column, or his inward flank from echellon:
he makes his corrections on his intermediate point. In all wheelings
into line the word “Eyes Front” will be given as soon as the
dressing is completed. When Officers change from one flank to the
other in order to close, they will pass by the front, and repass by the
rear of their Companies. On all other occasions, when it is necessary
to change their flanks in line, they will pass and repass by the rear.
S. 9. Open column.
All changes of position, by means of the Open column, will be
effected by the formation of a column, right or left, in front, on the
named division. If on a flank division, the caution will specify whether
the other flank is to be thrown back, or forward: if on a central
division, the caution will in like manner specify which wing is to be
thrown forward. An open column may effect a change of position
upon its front, rear, or any central division by the named division
wheeling up according to the front to which it is intended to change;
and the other divisions facing, and filing into the new alignement.
S. 10. Column at Quarter distance, and Close column.
When Close columns are formed, the Companies or Divisions
must be at one pace distance. In the wheel of a Column at quarter or
close distance, the leading division acts as a moving base for the
rear Companies to follow; its length of step is regulated according to
the depth of the column, and when at quarter distance must be very
short to enable the rear to circle simultaneously round at the usual
pace. Upon the wheel being ordered, all the rear divisions make a
half face to the wheeling flank; but at a quarter distance, the leading
division will advance six paces on the word “Quick (or Double)
March,” and will wheel round the pivot file at a shortened pace,
while each succeeding division will advance, in circling round, to
quarter distance, which will leave room for the rear divisions to circle
into their relative positions at that distance. In wheeling on the
Moveable pivot, the rear divisions make a half turn towards the
shoulder brought forward, and the front division wheels and
advances at a shortened pace in the new direction, the rear divisions
circling round. In Close column, the supernumeraries will form on the
reverse flanks of companies; and when the column marches to a
flank, they will move with their companies; when the Close column is
to countermarch they will remain on the reverse flank, and
countermarch on their own ground. When a Column deploys on a
rear division, the named division when uncovered will move up to the
front (which its covering Serjeant will mark); the points, therefore,
necessary for the formation of the Battalion will be taken in
prolongation of these points, and the Divisions which successively
move up must Halt, Front, until their front is clear.
S. 11. Echellon.
The Echellon position and movements are applicable to the
oblique or direct changes of situation, which a Battalion may be
obliged to make to the front or rear, or on a particular fixed division of
the line. The oblique changes are produced by the wheel (less than
the quarter circle) of divisions, which places them in the echellon
situation. The direct changes are produced by the perpendicular and
successive march of divisions from line to front or rear. In Echellon,
the inner flank, (or that which first joins its preceding division when
the line is to be formed forward,) is the directing one; and in Oblique
echellon the wheels are made on it, into echellon—forward, and into
line—backward.
Practical rule for the Battalion and Line on all occasions of
Wheeling by Companies into echellon.
“Each covering Serjeant having previously placed himself before
or behind a given file (the 8th) from the standing flank, will take the
named number of paces from the centre of that file on the arc of
the circle, and thereby become a direction for the Company to
wheel up to, and halt.”
As eight paces from the eighth file complete the Quarter circle,
so four paces give the One-eighth, and two paces the One-sixteenth
of the circle. All changes of front by the Echellon march are
performed by the forming divisions wheeling half the angle wheeled
by the division to be formed upon. In all changes of position by
echellon, whether direct or oblique, the leaders of companies will
invariably be on that flank towards which the change of position is to
be made. But in taking ground to a flank on the march, in echellon of
Sub-divisions or Sections, Companies’ leaders remain in their places
as when in line.
S. 12. Squares.
Squares are formed either from Line, or from Column at full,
half, or quarter distance. The Hollow square, four deep, is sufficiently
solid to oppose an attack of Cavalry: it possesses, at the same time
the advantage of rendering the fire of all the men available to the
resistance of the enemy. The Solid square should seldom be
adopted, because a proportion of the men cannot give their fire.
Close columns should in all cases when practicable, open therefore
to quarter distance, and form Square (as in Sec. 21, No. 1, Part III.).
But as every position in which a Battalion may be placed should be
susceptible of ready resistance against Cavalry, the Close column
can always assume an efficient posture of defence, by the six centre
Companies wheeling outwards by Threes, and closing to the front,
and the two rear Companies facing to the right about: the Officers
and Serjeants taking post in the centre. The wing of a battalion can
in like manner form the solid square from a Close column of Sub-
divisions. When Cavalry is not to be resisted, it will be sufficient to
form the Square two deep to the rear. The formation of Battalion
squares, either from Line or Column, is to be completed as
expeditiously as possible; and the Squares may afterwards be
placed in direct echellon for mutual defence.
S. 13. Firings.
In all movements, Firing should commence after a formation. In
firing by Companies, the Leaders will give the Word “Ready” when
the previous division fires, preserving the pause of slow time
between this and “Present,” the men firing when they have covered
their objects. In firing by wings, one wing will receive the word
“Ready,” the instant the other has completed its loading. Great care
must be taken in file firing that it is not hurried, and that the men
“Present” deliberately. The value of a soldier’s ammunition, and a
jealousy of its expenditure without effect, must be carefully
inculcated; for in proportion as a cool and well-directed fire serves to
distract and throw an enemy into disorder, so is a wild, confused,
and hurried fire (which is always without effect) calculated to give
him confidence, and a contempt for his opponent. Soldiers should,
therefore, bear in mind that nothing makes so strong an impression
on an enemy, as the thinning of his ranks by a well-directed fire; and
that nothing tends more to animate and encourage troops than the
diminished fire from ranks so thinned; affording also the most
favourable opportunity for a successful charge. In firing in square,
the two front ranks are to come to the kneeling position without
cocking, on preparing to receive cavalry. The standing ranks in
square will fire independently from the right of faces.
Street firing.
 A Column at open, half, or quarter distance, formed in a street or
narrow ground where deployment is impracticable, may be required
to fire previous to charging forward, or by successive divisions in
retiring. It will be performed in the following manner:—
If advancing, the two front Companies only will fire in succession;
the leading Company firing and loading kneeling, the second
Company closing to the front, and firing standing. When the enemy’s
fire has been overcome, or at any favourable moment that may
present itself, the column will charge briskly forward, and make good
the ground it is contending for.
In retiring, the leading division will give its fire; Slope arms; Face
outwards by sub-divisions; File to the rear; Re-form Company; Load;
and remain halted, until its front is again clear, or the whole column
is put in motion. The moment the front of the second company is
clear, it will give its fire; Face outwards by sub-divisions; and file to
the rear as above directed: and so on by companies in succession:
the companies thus follow each other, and when the front of the
column occupies the whole breadth of the street, the outward files of
companies will double in the rear, to give the companies which have
fired room to pass. It must never be forgotten, in entering towns or
villages occupied by the enemy, that the first thing to be done, on
gaining a footing in the place, is to clear the houses on both flanks,
and the column should on no account proceed through the streets
without previously occupying the houses on either side; the troops
employed for that purpose breaking through partition walls, or
pushing on from house to house, so as to accompany the march of
the main body, and protect its flanks.

FORMATION OF THE BATTALION.

When the Battalion is formed, there is to be no interval between

any of the Companies, and every part of the front of the Battalion
should be equally strong. The Grenadiers will be on the right, Light
company on the left, the other companies from right to left. The
Battalion will be told off into Right, and Left wings.
 FORMATION OF THE BATTALION, AT CLOSE ORDER.

The Commanding officer is advanced in front for the general

purpose of exercise when the Battalion is single; but in the March in
line, and in the firings, he is in the rear of the Colours. The
Lieutenant-colonel is behind the colours, twelve paces from the
supernumerary rank. The 1st Major is six paces in the rear of the
second Battalion company from the right flank; 2nd Major at the
same distance in the rear of the second Battalion company from the
left; the Adjutant at the same distance in rear of the colours. One
Officer is on the right of the front rank of each company, and One on
the left of the Battalion; all these are covered in the rear rank by their
respective Serjeants; and the remaining Officers and Serjeants are
in a third rank behind their companies. The colours are placed (both
in the front rank) between the two Centre companies. The
supernumerary rank is at three paces distance when in Line; and
when in Column, it is at the distance of one pace.
When the Battalion takes Open order.
Rear Rank take Open Order
Officers of Companies and
—March.
those with the Colours dress
three paces in front of the Line.
The 1st Major is on the right of
the Officers, the 2nd Major on
the left. The Adjutant on the left
of the front rank. The Colonel
ten paces, and the Lieutenant-
colonel six paces, in front of the
Colours.

When the Battalion resumes Close order.

Rear Rank take Close Order
—March.

EVOLUTIONS OF THE BATTALION.

 MOVEMENTS OF THE BATTALION FROM LINE.

S. 14. 1. The Battalion halted, and correctly dressed, is to advance

in Line.
Commander’s Executive Words of command,
Words of command. Directions, &c.
The Battalion will advance—
March (or Quick march)—
Halt.
2. When the Battalion is to retire.
The Battalion will retire—
Right about face—Quick
March.
3. While advancing in Line, the Battalion may form to either flank
by the Divisions wheeling to the Bight (or Left) on the Moveable
pivot, and forming on the flank Company (which will be halted in the
direction of the new front) by the Echellon march of divisions.
S. 15. When a Battalion advancing in Line is to charge.
Prepare to charge—Charge
—Halt.
S. 16. When a Battalion moving in Line passes a wood, &c., to
Front or Rear, by the flank march of Companies in file.
1. If to pass to the Front.
From the right (or left) of
Companies pass by files to
the front. Companies,
right (or left) turn—
Right (or left) wheel.
2. If to pass to the Rear.*
From the proper right (or
* The Battalion in Line having
left) of Companies pass by
arrived at the point where it must
 files to the rear—left (or break. Companies may also
right) turn—Right (or pass to the front or rear by
left) wheel—Halt—Front. Sections of Threes.

3. If a Battalion in first Line passes through a second, which

advances and relieves it.
Pass by files to the rear—
The relieving Battalion
Right face—Right wheel—
marches up within twelve Paces
Quick march—Halt—
of the front Line, the Companies
Front.
of which proceed to the rear
through the second Line.

4. When the second Line does not advance to relieve the first.
Pass by files to the rear—
The first Line retires, and
Left turn—Right wheel.
when within twelve paces
passes through the second.

S. 17. When the Battalion advances, or retires, by half Battalion,

and fires.
1. If the Battalion is in march, and advancing.
The Battalion will advance
by wings. (2nd Major) Left
wing, halt—March (or
quick march). (Senior
* After having advanced 15
Major)* Right wing, halt—
paces.
Ready—Present—Load—
March (or quick march).
(2nd Major) Left wing, halt
—Ready, &c.
2. If the Battalion is in march, and retiring.
The Battalion will retire by * After retiring 15 paces.
wings. (Senior Major) Right
wing, halt—Front. (2nd
 Major)* Left wing, halt— † When Right wing has retired
Front. (Senior Major) Right 15 paces.
wing, ready—Present—
Load—Right about face—
March (or quick march).
(2nd Major) Left wing, halt
—Front. †Left wing, ready
—Present—Load, &c.
S. 18. A Battalion in Line to move to attack, or pass a bridge, &c.,
to the front, from either flank, or from the centre.
1. If from a Flank, by Companies, or Sub-divisions.
Right (or left) Division to
the front.—Remaining Rear Divisions successively—
Divisions, right (or left) Right (or left) shoulders forward
shoulders forward— —Forward.
Quick march—Forward.
2. When the Column arrives near the point where the Line is to re-
form.
Form line on the first Leading Division, Halt, Dress
Division—Remaining up.
Divisions, right (or left) Remaining Divisions
shoulders forward— successively—Right (or left)
Forward. shoulders forward—Forward.—
Halt—Dress up—Eyes front.
3. If the advance is from the Centre.
Two centre Sub-divisions to Right wing Sub-divisions first
the front. throw Right shoulders, and
Remaining Sub-divisions, afterwards Left shoulders
right and left shoulders forward.
forward—Quick March—
Forward. Left wing Sub-divisions first
throw Left shoulders, and
afterwards Right shoulders
 forward, Sub-divisions
successively—Forward.
4. When the Double column arrives near the point where the Line
is to be formed.
Form line on two centre
Remaining Sub-divisions
Sub-divisions.—Remaining
successively—Right (or left)
Sub-divisions, right and
shoulders forward—Forward—
left shoulders forward—
Halt—Dress up—Eyes front.
Forward.
5. To form Line to the right, from the Double column.
Form line to the right— Right wing Sub-divisions—
Right wing left shoulders Halt, Dress. Left wing Sub-
forward. divisions successively—Left
shoulders forward—Forward—
Halt, Dress up—Eyes front.
S. 19. A Battalion in Line to retire over a bridge, or defile, or retreat
from a Flank or Flanks, in rear of the Centre.
1. If from a flank.
Retire by Companies (or Sub- Left (or Right) Company—
divisions) from the left Company (or Sub-division)—
(or right) in rear of the Right about face—Quick march
right (or left). —Right (or Left) shoulders
forward—Forward. When at
inward flank of right (or left)
Division—Right (or left)
shoulders forward—Forward.
The other Divisions follow in
succession.
2. If the Retreat is from both flanks.
Retire from both flanks by Right (or left) Sub-division—
sub-divisions in rear of the Right about face—Quick march
centre. —Right (or left) shoulders
 forward—Forward. When arrived
at the proper points—Right (or
left) shoulders forward—
Forward.
Remaining right, and left Sub-
divisions follow in succession.
Two centre Sub-divisions, when
the Divisions next to them have
commenced their second wheel
—Right about face—Quick
march.
S. 20. A Battalion in Line to march off in Column of divisions,
successively to a flank.
1. If the Movement is along the rear, and from the right flank.
The Battalion will move in
Right Division (or Section)—
Column of Divisions (or
Left face—Left wheel—Quick
Sections) from the right
march—Front turn.
along the rear.
2. When the Movement is from the left flank.
Left Division (or Section)—
Right face—Right wheel—Quick
march—Front turn.
In both movements the Divisions follow in succession the leading
division.
S. 21. When the Battalion, halted in Line, is to form Square on a
named Company, or on two centre Sub-divisions.
1. If on a Central company.
Column at quarter distance When the Companies reach
on the right (or left) their places in Column, they
centre Company—Threes, receive successively Threes
right and left shoulders right (or left) shoulders forward
forward—Double march, —Halt, Dress.