CHAPTER 1: PHYSICAL FITNESS
LESSON1
Intended Learning Outcome:
Within the lesson, the students are expected to:
1. relate fitness concepts to personal physical activity (PA) experiences in the past and present.
PRESENTATION
PARATHON
Guide Questions: This can be asked randomly in every component to check the students
1. What physical activity can be done to develop this specific component?
2. What household chores or activity can be related to the concept of this components?
Physical Activity (PA) Recommendations/Guidelines
A lifestyle based on good choices and health practices maximizes the quality of life. It helps you avoid diseases,
remain strong and maintain your physical and mental health. One of the most important practices is being physically
active.
We can become physically fit through exercise, which is a type of physical activity consisting of planned,
structured and repetitive bodily movement (CDC, 1985). This means that physical fitness is a measurable set of
characteristics that is determined by our exercise habits (American College of Sports Medicine, ACSM, 2010).
People of all ages benefit from regular physical activity. Significant health benefits can be obtained by engaging
in moderate amounts of physical activity on most if not all days of the week. Through a modest increase in daily activity,
most individuals can improve their health and quality of life. Additional health benefits can be gained through greater
amounts of physical activity. Individuals who can maintain a regular regimen of a more vigorous or a longer duration of
activity are likely to obtain even greater benefits.
Recommendation and Guidelines
The amount of exercise you need to do each week depends on your age.
Moderate Intensity Vigorous Intensity Very Vigorous Muscle
Activities Strengthening
Activities
Older Adults(65 and 1. Getting up to make 1. Brisk walking 1. Jogging or running 1. Carrying heavy
over) a cup of tea. shopping bags
2. Water aerobics 2. Aerobics
Adults aged 65 and 2. Moving around 2. Yoga
over should: your home. 3. Riding a bike 3. Swimming fast
3. Pilates
1. Aim to be 3. Walking at a slow 4. Dancing 4. Riding a bike fast
physically active pace. or on hills 4. Tai-chi
every day. Any 5. Double tennis
activity is better than 4. Cleaning and 5. Single tennis 5. Lifting weights
none. The more you dusting. 6. Pushing a lawn 6. Working with
do the better even if it 5. Vacuuming mower 6. Football resistance band
is just lighting
activity 6. Making the bed. 7. Hiking 7. Hiking uphill 7. Doing exercises
that use your own
2. Do activities that 7. Standing up 8. Energetic dancing body weight, such as
improve strength, push-ups
balance, and 9. Martial arts
flexibility on at least 8. Heavy gardening
2 days on a week such as digging and
shoveling
3. Do at least 150
minutes of moderate
intensity activity a
week or 75 minutes
of vigorous intensity
activity if you are
already active or a
combination of both
4. Reduce time spent
sitting or lying down
and break up long
periods of not
moving with some
activity.
Young People (5-18 1. Walking to school 1. Walking 1. Gymnastic
years old)
2. Playground activities 2. Running 2. Rock climbing
1. Aim for an average
of at least 60 minutes 3. Riding a scooter 3. Games such as tug 3. Football
of moderate intensity of war
physical activity a 4. Skateboarding 4. Basketball
day across the week 4. Skipping with a
5. Rollerblading rope 5. Tennis
2. Take part in a
variety of types and 6. Walking the dog 5. Swinging on 6. Dance
intensities of physical playground
activity across the 7. Cycling on level equipment bar 7. Resistance exercise
week no develop ground or ground with exercise bands,
movement skills, with few hills 6. Gymnastics weight machines or
muscles, and bones handled weights
7. Climbing
3. Reduce the time 8. Aerobics
spent sitting or lying 8. Sit-ups, press-ups,
down and break up and other similar 9. Running
long periods of exercises
activity. Aim to 10. Netball
spread activity 9. basketball
throughout the day. 11. Hockey
All activities should 10.Dance
make you breathe 12. Badminton
faster and feel 11. Football
warmer. 13. Skipping with a
12. Rugby rope
14. Martial arts
15. Sit-ups, press-
ups, and other similar
exercises
Early Childhood Toddlers (1-2) Preschoolers (3-4) Physical Activity for
(under 5 years old) children under 5
They should be They should spend at
Babies under one physically active least 180 minutes (3 1. Tummy time
year every day for at least hours) a day doing a
180 minutes (3 variety of physical 2. Playing with
They should be hours). The more the activities spread blocks and other
encouraged to be better. This should be throughout the day objects
active throughout the spread throughout the including active and
day, every day in a day including playing outdoor play. The 3. Messy play
variety of ways outdoors. more the better.
including crawling. 4. Jumping
Light activity such as The 180 minutes (3
Try to include at least standing up, moving hours) should include 5. Walking
30 minutes of tummy around, rolling, and at least 60 minutes (1
time spread playing as well as hour) of moderate to 6. Dancing
throughout the day skipping, hopping, vigorous intensity
when they are awake. running, and physical activity. 7. Swimming
jumping.
8. Playground
Active play such as
using a climbing 9. Climbing
frame, riding a bike,
playing in water, 10. Skip
chasing games and
ball games is the best 11. Active play, like
way for this age hide and seek
group to get moving.
12. Throwing and
catching
13. scooting
14. Riding a bike
15. Outdoor activities
16. Skipping
LESSON 2
Intended Learning Outcome:
Within the lesson, the students are expected to:
1. Manifest understanding of the importance of safety in the environment and practices during physical activities;
2. Interpret assessment results and established fitness goals;
PRESENTATION
PARATION
Find My Pulse
I will need a stopwatch or digital watch with a second hand. My partner (or it could be you) takes time while I
take my pulse. My pulse can be located at several places on my body. The 2 most common locations are the carotid and
radial pulse:
A. Carotid Pulse
Turn my head to one side.
Feel the point at my neck where the large muscle and tendon stick out when my head is turned.
Slide the fleshy part of your index and middle fingers along this tendon until you are on a level equal with
your adams apple.
Feel for the pulse. Read just the fingers if necessary.
Do not press too hard because it might alter the pulse (e.g. slow it down).
Count the number of pulses felt for 60 seconds. This number represents your heart rate inn beats per minute
while you are at rest.
If you are pressed for time, you may count the pulse for only 15 seconds. Multiply this by 4.
My heart rate while at rest (e.g. seated) is _____beats per minute (BPM)
B. Radial Pulse
Hold my left forearm out in front with my palm facing me.
At the top portion of my forearm (nearest the thumb) where my wrist is slide the fleshy part of my index and
middle fingers along until they are one inch from my wrist.
Feel the pulse. Re-adjust the fingers if necessary.
Do not press too hard because this might alter the pulse (e.g. slow it down).
Count the number of pulses felt for 60 seconds. This number represents your heart rate inn beats per minute
while you are at rest.
If you are pressed for time, you may count the pulse for only 15 seconds. Multiply this by 4.
Remember that it is more accurate to take a full 60 seconds count if possible.
My heart rate while at rest (e.g. seated) is _____beats per minute (BPM)
F.I.T.T. PRINCIPLE
To know the amount of effort exerted during physical activity will be beneficial to you, the FITT formula should
be kept in mind, FITT stands for:
Frequency (how often) - number of training sessions that are performed during a given period (usually one week).
Intensity (how hard) – an individual’s level of effort, compared with their maximal effort, which is usually expressed in
a percentage.
Time (how long) – duration of a work out (including warm-up and cool-down) or the length of time spent in training.
Type (kind of physical activity)
Changing from your usual activity does not necessarily mean changing everything in the FITT formula.
TRAINING PRINCIPLES
This activity will prepare your body for physical activity.
I. Objective: To prepare oneself for physical activity using warm up and cool down exercises;
Why should I warm up before any sports or exercise?
Warm up enables me to increase my ability to perform more intensely by:
1. Increasing body temperature which allows me to increase the rate and force of my muscular body.
2. Increasing my heart rate and the blood flowing to my muscle and;
3. Increasing the activation of my central nervous system (CNS) resulting in improved coordination, skill
accuracy and reaction time.
General warm-up exercises aim to achieve these effects and takes only 35 minutes.
It is expected that you are breathing quite heavily at the end of this short routine:
1. Jog forward, backward, sideways
2. Skipping crossovers
3. High knee and butt flicks
4. Progressive sprints (jog for 10 meters then sprint the next 20 meters)
Dynamic stretching exercises specifically prepare the muscles for active contraction. They also incorporate
balance. However, they do not cause long term, improvement in flexibility because of the short stretching time unlike the
static stretching exercises which are performed after the sports or exercise proper.
Dynamic Stretching Exercises
Knee hug and calf raise
Lunge and twist
Single dead lift
Inch worm
Static Stretching Exercises
Hamstring stretch
Quadriceps stretch
Calf Stretch
Cool down returns the body to resting state and promotes effective recovery. It serves the following functions:
1. Slowly decreases the heart rate and overall metabolism, both of which have been elevated during the workout.
2. Reduces tendency toward fainting and dizziness by preventing the sudden pooling of blood in the leg and
ensures adequate circulation to the skeletal muscles, heart and the brain and;
3. Aids in preventing or relieving spasms or cramps in fatigued muscles through static stretching that also
contributes to optimal flexibility improvements.
CHAPTER 3: LOCOMOTOR AND NON LOCOMOTOR SKILLS
Intended Learning Outcomes:
Within the lesson, the students are expected to;
1. Identify and discern the meaning of locomotor from non locomotor movements;
PRESENTATION
PARATION
Locomotor – are movements that bring the performer from one place to another.
A. Walk – a series of steps in all direction.
Instruction:
Left foot is on the ground with the right foot in the air moving forward. Then the right foot makes contact with the heel
first as the left foot moves forward in the air.
This are done by moving the body from one place to another.
Walking is shifting one’s weight from one foot to another.
B. Run – is to walk with longer strides with a push off by the foot suspends the body momentarily in the air.
Instruction:
The feet are both in the air at the same time alternately moving forward during the skill.
Running is moving with longer strides and in faster speed than walking.
C. Hop – is to spring on one foot and to land on the same foot.
Instruction:
Stand on one foot and will hop with one foot. The opposite foot is bent at the knee and trailing behind the back of the
student.
Hopping is springing on one foot and landing on the same foot.
D. Skip – is to step and hop with the same foot in one count.
Instruction:
Step with the left foot then hop on the same foot, then step on the right foot and then hop on the same foot.
Skipping is done with a step and a hop using the same foot.
E. Leap – is to spring on one foot and to land on the other foot.
Instruction:
A student leaves the ground off on one foot (i.e. left foot) and will land on the opposite foot (i.e. right foot).
Leaping is springing on one foot and landing on the other foot (wide stride).
F. Jump – is to spring on both feet and to land on one or both feet.
Instruction:
Stand with both feet together and will jump with both feet together.
Jumping is springing on one foot or both feet and landing on both feet (on landing always bend knees slightly.)
G. Gallop – is a combine step and a cut.
Instruction:
One foot is placed in front of the opposite foot. The front foot takes a large step forward while the second foot stays in
place. The back foot then takes a step forward but always stays behind the front foot.
Galloping is stepping on one foot and cutting the other, either sideward or forward.
H. Slide - is to glide the foot right and left along a smooth surface.
Instruction:
The students will move to their right or left with the appropriate shoulder leading the direction of the slide. If they are
moving to the left, the left shoulder will be leading the motion. The left foot will reach out to the left side to take a step.
The right foot will then take a step net to the left foot.
Sliding is done by gliding on the floor; sideward or forward using the right and left foot alternately.
NON-LOCOMOTOR/AXIAL MOVEMENTS
These are movements that occur in the body parts or the whole body and do not cause the body to travel to another space,
the individual stays put in place and moves only the torso, arms or legs or the entire body.
A. Swing – a pendular motion of a body part that can move forward and backward or side to side.
Instruction:
Moving the body part from side to side.
Swinging is a pendular movement below an axis.
B. Twist – a partial rotation of body parts around an axis.
Instruction:
To rotate the part of the body around an axis.
Twisting is moving a part of the body around a long axis, usually for the head and body.
C. Stretch – extending a body part or the whole body.
Instruction:
To extend the body parts vertically or horizontally.
