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Plan for a Healthy Lifestyle

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Physical Fitness
 z Physical Fitness
 Ability of the body to function effectively and efficiently without undue
fatigue in work, leisure activities, to meet emergency situations and to
resist diseases from sedentary lifestyle.
 It could be defined as the optimum level of health where healthy
individuals can perform daily activities free from any form of fatigue,
stress and any kind of diseases such as hypertension, diabetes,
coronary, heart disease, stroke, osteoarthritis, some cancers (colon
cancer), sleep apnea, and respiratory problems.
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Components of Physical Fitness

HEALTH-RELATED SKILL-RELATED
COMPONENTS COMPONENTS
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HEALTH-RELATED COMPONENTS

 refers to the ability to perform daily

physical tasks associated with the
disease prevention and functional
health
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SKILL-RELATED COMPONENTS

 the ability of the human body to

perform physical tasks efficiently for a
specific sport.
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HEALTH-RELATED
COMPONENTS
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Cardiovascular endurance

 the ability to exercise the entire body for long

periods of time. It requires a strong heart,
healthy lungs, and clear blood vessels to supply
the body with oxygen and meet the demands of
prolonged physical activity.
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Muscular Strength

 the amount of force you can put forth with your

muscles. It is often measured by how much
weight you can lift. People with strength have
fewer problems with backaches and can carry
out their daily tasks efficiently.
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Muscular Endurance

 the ability to use the muscles, which are

attached to the bones, many times without
getting tired. It is also the maximum pull or push
that can be exerted one time by a muscle
group.
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Flexibility

 ability to use your joints fully. You are flexible

when the muscles are long enough and the
joints are free enough to allow movement.
Stretching before and after activities will help to
improve flexibility.
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Body Composition

 percentage of body weight that is fat compared

to other body tissue, such as bone and muscle.
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SKILL-RELATED
COMPONENTS
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Power
 combines speed and strength. In essence, it's
how fast you can generate a maximal force.
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Balance
 ability to adjust your body position to remain upright. It deals
with proprioception, or knowing where your body is in space,
and being able to make adjustments to your position as your
center of gravity changes during movement.
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Coordination
 to be able to see an external object and respond
precisely with your hands and/or feet to meet a pre-
determined objective. Many sports and activities require
well-honed hand-eye (or foot-eye) coordination.
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Reaction Time
 how quickly you can respond to an external stimulus.
Reaction time hinges heavily on your mind-body connection.
Your eyes see a stimulus, your mind interprets the stimulus,
and your body reacts in accordance with that interpretation.
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Agility
 the ability to move in different directions quickly
using a combination of balance, coordination,
speed, strength, and endurance.
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Speed
 the ability to perform a movement in one
direction in the shortest period of time also an
ability to move quickly across the ground or
move limbs rapidly to grab or throw.
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Physical Fitness
Assessments
 A series of measurements and tests that will
help identify the status of one’s physical fitness.
There are several standard tests in a fitness
assessment.
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BODY COMPOSITION
is the body’s relative amount of fat to fat-free
mass
Formula for computing BMI
Weight (in kilograms) ÷ Height (in meters)2

CLASSIFICATION

Below 18.5 Underweight

18.5 – 24.9 Normal

25.0 – 29.9 Overweight

30.0 - above Obese

z BPM (BEATS PER MINUTE)
-heart rate
 CARDIOVASCULAR
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It is the ability ENDURANCE
of the heart, lungs and blood vessels to
deliver oxygen to working muscles and tissues, as well as
the ability of those muscles and tissues to utilize the
oxygen. Endurance may also refer to the ability of the
muscle to do repeated work without fatigue.

THREE-MINUTE STEP TEST

Purpose: To measure cardiovascular endurance
 1. Get in the pushup position, only put your
z forearms on the ground instead of your
hands. ...
2. Squeeze your glutes and tighten your

PLANKING abdominals.
3. Keep a neutral neck and spine.

4. Create a straight, strong line from head to

toes – a plank, if you will.
5. Hold that position until you can’t hold it.

6. Record the time.

 Scoring:
z  Place your right hand behind your
-Fingertips touch – 0
head and back over your shoulder.
-If they do not touch, measure the
 Place your left hand behind your
distance between the hands and put
ZIPPER TEST back.
negative sign. (-)
 Measure the angle at which the
-If they overlap, measure the distance
fingers overlapped with another
between
hand.
the tips of your middle fingers.
Put a positive sign beside the
 Record the centimeter value.
measurement (+).
 Do it again with your left hand.
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 Start from standing
position.
LATERAL  Jump side by side (left
JUMPS
to right)
 Count the jumps you
did before you stop and
record it on the table
below.
 STORK BALANCE STAND TEST
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 The stork balance test requires the person to stand on one leg for as long as
possible.

 Remove the shoes and place the hands on the hips, then position the non-
supporting foot against the inside knee of the supporting leg.

 The subject raises the heel to balance on the ball of the foot.

 The stopwatch is started as the heel is raised from the floor. The stopwatch is
stopped if any of the follow occur:

 -the hand(s) come off the hips

 -the supporting foot swivels or moves (hops) in any direction

 -the non-supporting foot loses contact with the knee.

 -the heel of the supporting foot touches the floor.

 STICK
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DROP
TEST
 . The person to be tested stands or sits near the edge of a table, resting their
elbow on the table so that their wrist extends over the side.

 2. The assessor holds the ruler vertically in the air between the subject's thumb
and index finger, but not touching.

 3. Align the zero mark with the subjects fingers.

 4. The subject should indicate when they are ready. Without warning, release the
ruler and let it drop - the subject must catch it as quickly as possible as soon as
they see it fall. Record in cm the distance the fingers point with the ruler.

 5. Add all the measurements in 3 trials and divided it by 3.