Introduction to Physical Education | Module 1

What is Physical Education?

 According to Webster’s Dictionary

Physical Education is an integral part of education which gives instructions in
the development and care of the body ranging from simple callisthenic exercise to a
course of study providing training in hygiene, gymnastics and the performance and
management of athletic games.

 According to Columbia Encyclopedia

Physical Education and training, is an organized instruction in motor activities
that contribute to the physical growth, health and body image of the individual.

 According to Central Advisory Board of Physical Education and Recreation

Defines Physical Education as an education through physical activities for the
total development of the personality of the child to its fullness and perfection in body,
mind and spirit.

 According to Charles A. Bucher

Physical Education is an integral part of total education process, is a field of
endeavor which has its aim the development of physically, mentally, emotionally and
socially fit citizens through the medium of physical activities which have been
selected with the view of realizing these outcomes.

Legal Bases of Physical Education

Article 14, Section 19 of the 1987 Constitution of the Republic of the Philippines mandates:

“The State [to] promote Physical Education and encourage sports program
league competitions, and amateur sports including training for international
competition to foster self-discipline, teamwork, and excellence for the
development of a healthy and alert citizenry. All educational institutions shall
undertake regular sports activities throughout the country and in
cooperation with athletic club and other sectors.”

Furthermore, Republic Act No. 5708, known as The Schools Physical Education and Sports
Development Act of 1969 provided for:

“An integrated physical education and sports development program

in all schools in the Philippines (Section 2) … the goal is to instill in young
citizens a proper appreciation of the importance of physical development
hand in with the mental development in individual and social activities (1)
and the provision for “a well-rounded physical education program must be
saddressed to physical growth, social training, and personal discipline for all
pupils and students as well as superior athletic achievement for those who
are psychologically inclined and physically gifted (2)

1|Page
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
 Article 2 Section 3 of the Commission on Higher Education Memorandum Order No. 39
Series of 2021, subject to Policies, Standards and Guidelines on the Implementation of
Tertiary Physical Education: Physical Activity Towards Health and Fitness (PATHFit) Courses
states that:

“One of the goals of general education as articulated by the Commission on

Higher Education is “to help improve the Filipino quality of life”. This succinctly
expresses the aspiration of the Tertiary Physical Education Program. PE, more
than any other subject in the curriculum, is much more direct. It is a subject
that is directly applicable and relevant to a learner’s life in school, out of
school and even beyond school. Though PE, the learner can be more
disciplined because the activities and tasks demand physical effort.”

In addendum, Section 6.1 Program Scope and Guidelines of the Memorandum Order No.
39, Series of 2021 of the Commission on Higher Education provides the following Subjects in
Physical Education as part of the Tertiary Education Curriculum:

“The Tertiary Physical Education Program shall consist of the following Physical
Education courses with a total of 8 units. PE 1 (PATHFit 1) and PE 2 (PATHFit 2)
are the core of foundation courses for PE 3 and 4 (PATHFit 3 and 4).
1. PE 1 – Physical Activities Toward Health and Fitness 1 (PATHFit 1):
Movement Competency Training
2. PE 2 – Physical Activities Toward Health and Fitness 2 (PATHFit 2):
Exercise-based Fitness Activities
3. PE 3 – Physical Activities Toward Health and Fitness 3 (PATHFit 3):
Any of the following:
 Dance (Menu of Courses)
 Sports (Menu of Courses)
 Martial Arts (Menu of Courses)
 Group Exercise (e.g. Aerobics, yoga, running for fitness, etc.)
 Outdoor and Adventure Activities
4. PE 4 – Physical Activities Toward Health and Fitness 4 (PATHFit 4):
Any of the following:
 Dance (Menu of Courses)
 Sports (Menu of Courses)
 Martial Arts (Menu of Courses)
 Group Exercise (e.g. Aerobics, yoga, running for fitness, etc.)
 Outdoor and Adventure Activities.”

Scope of Physical Education

1) Games and Sports:

Various team games like hockey, football, cricket, basketball, and volleyball, etc., and
individual events like athletics, wrestling, boxing, judo, and archery are included in the programs
of physical education. Swimming, diving, canoeing, etc.

2|Page
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
2) Corrective Exercises:

Corrective exercises help to remove the deformities in the body of a child. Sometimes these
defects are there because of defects in muscle development and for that, we use light
corrective exercises.

3) Self Defense Activities:

Arnis, Judo, karate, and self-defense activities are included in the programs of physical
education.

4) Rhythmic Activities:

Gymnastics, Dance, mass physical training, and Dumbbell, etc. are rhythmical activities
necessary for rhythm and balance. Rhythmical activities are also included in the programs of
physical education.

5) Yogic activities:

Yogic activities such as Asana, Pranayama, Kriyas, etc. are included in Physical education.

6) Recreational Activities:

Recreational activities like minor games, chess, carom, horse riding, education campus,
hunting, folk dance, fishing, etc are included in the programs of physical education.

Concept of Physical Fitness

Physical activities and exercises are proven to have a huge impact to physical fitness
and health. The benefits that we can get in doing physical activities are undeniably
necessary to our daily existence.

What is Physical Fitness?

Physical fitness is the ability of your body to carry out task without undue fatigue. With
physically fit body, one can perform aspects in sports, occupations and daily activities.
Physical fitness is generally achieved through proper nutrition, moderate to vigorous
physical exercises and sufficient rest.

Other Definition of Physical Fitness

“A set of attributes that people have or achieve that relate to their ability to perform
physical activity” (Howley and Franks).

“A set of attributes, primarily respiratory and cardiovascular, relating to the ability to

perform tasks requiring expenditure of energy” (Stedman’s Concise Medical Dictionary
for the Health Professions).

“The ability to perform moderate to vigorous levels of physical activity without undue
fatigue and the capability of maintaining such ability throughout life” (American College
of Sports Medicine).

3|Page
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
 Physical fitness involves the integrated and efficient performance of all the major
systems of the body, including the heart and lungs, the skeleton, the muscles, and the brain.
The brain is an essential element, as it learns to control the muscles that move the bones,
as well as controlling the heart and lungs to provide energy for the working muscles. Fitness
also influences our psychological well-being, including mental alertness and emotional
stability, because what we do with our bodies also affects our minds.

Physical fitness is an individual condition that varies from person to person. It is

influenced by factors such as age, gender, heredity, personal health habits, amount and
level of exercise, and eating practices. Making physical fitness a priority is important for a
long and healthy life.

What is Physical Activity?

Physical activity is defined as any movement carried out by skeletal muscle that
requires enough energy and is focused on building health. Physical activity are activities
you’ve done since you woke up and step out of your bed. All of those that requires energy
even in minimal effort are considered physical activities but are not sufficient in developing
or improving your health.

What is Physical Exercise?

Physical Exercise is a physical activity that is planned, structured and has repetitive
movements intended to improve fitness. It significantly improves general health, good heart
health, increased in muscle size and improve flexibility.

What are the components of physical fitness?

Physical fitness is more easily understood by examining its components, or parts. As

students have learned in earlier grades, there are two categories of physical fitness
components: health-related fitness components and skill-related fitness components:

Health-related fitness components consist of:

 cardiorespiratory endurance
 muscular strength
 muscular endurance
 flexibility
 body composition

Skill-related fitness components include:

 agility
 balance
 coordination
 speed
 power
 reaction time

4|Page
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
Health-Related Fitness Components

Definition
“The state of physical and physiological characteristics that define the risk levels for
the premature development of diseases or morbid conditions presenting a relationship
with a sedentary mode of life” (Bouchard and Shephard).

Health-related fitness components not only help the body to perform more
efficiently, but also help prevent disease and improve overall health and well-being. The
five health-related physical fitness components are cardiorespiratory endurance,
muscular strength, muscular endurance, flexibility, and body composition.

 Cardiorespiratory endurance (CRE) is the ability of the cardiovascular system

(heart, blood, blood vessels) and respiratory system (lungs, air passages) to deliver
oxygen and other nutrients to the working muscles and to remove wastes. Tests
that involve running (e.g., 20 m shuttle run test), cycling, and swimming can be
used to measure this fitness component. Aerobic power (maximal oxygen
consumption) and aerobic capacity are terms used to describe CRE fitness.

Activities vary in intensity level:

 Light activities are physical activities that involve large muscle
groups. While engaging in light activities, people begin to notice
their breathing, but they can still talk fairly easily.
 Moderate activities are physical activities that cause breathing
and heart rate to increase. People engaging in moderate
activities can hear themselves breathe, but they can still talk.
 Vigorous activities are physical activities that cause breathing and
heart rate to increase to a higher level, making it difficult to talk.

 Muscular strength is the ability of a muscle, or a group of muscles, to exert force

for a brief period of time. Strength of different muscles can be measured by
having a person perform weightlifting exercises and determining the maximum
amount of weight the person can lift. A person’s strength can be expressed as
absolute strength (the actual weight lifted) or as relative strength (the weight
lifted, divided by the person’s body weight).

 Muscular endurance is the ability of a muscle, or a group of muscles, to sustain

repeated contractions or to continue applying force against a fixed object. Push-
ups and curl-ups are often used to test muscular endurance. The person’s
endurance is expressed as the number of repetitions completed without stopping
for a set period of time (often one minute).

 Flexibility is the ability to move joints through their full range of motion. The sit and-
reach test is a good measure of flexibility of the lower back and the backs of the
upper legs (hamstrings). A person’s flexibility is usually expressed in how far a joint
can be moved or the degrees through which a joint can be moved.

5|Page
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
  Body composition refers to the makeup of the body in terms of lean mass (muscle,
bone, vital tissue, and organs) and fat mass. Good body composition has strong
bones, adequate skeletal muscle size, a strong heart, and a low amount of fat
mass. Regular physical activity and exercise will help decrease body fat and
increase or maintain muscle mass, increase bone mass, and improve heart
function. Although body composition entails muscle, bone, and fat, it is often
expressed only as percentage of body fat.

The table 1 highlights Corbin and Lindsey’s definition of skill related components of physical
fitness.

Table 1. Skill Related Components of Physical Fitness

Skill Related Components of Physical Fitness
Agility It relates to the ability to rapidly change the position of the entire
body in space with speed and accuracy.
Balance It is the maintenance of equilibrium while stationary or moving.
Coordination The ability to use the senses, such as sight and hearing, together
with body parts in performing motor task smoothly and
accurately.
Power The ability of to the rate at which one can perform work. It is a
combination of speed and strength.
Speed It relates to the ability to perform movement within a short period
of time.
Reaction Time This relates to the elapsed between stimulation and the beginning
of the reaction to it.

Activity No. 1 Physical Activity Assessment

Use the Physical Activity Calculator link below and fill out with full honesty the necessary
information about your physical activities.
https://www.google.com/url?q=https://livelighter.com.au/physicalactivity/calculator&sa=U&ved=2ahUKEwiQxauGj
ev5AhUbplYBHbJKARYQFnoECAkQAg&usg=AOvVaw2lKV0XaEkLTksm3Sh5Tz8I

After you filled out appropriate data in the website, reflect the final result that you’ve rendered by
completing the table:

Table 1. Your Livelighter Physical Activity Result

Guidelines Remarks Photo Documentation

1. Move
2. Move More
3. Move Harder
4. Move Stronger
5. Move Up
6. Move Often

6|Page
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
Example for Table 1

Guidelines Remarks Photo Documentation

1. Move Do at least some physical *SCREENSHOT THE RESULT THEN
activity each week. CROP ONLY THE PART FOR
You’re meeting the GUIDELINE NUMBER 1.
guidelines- well done!

Table 2. Your Livelighter Physical Activity Result

Remarks and Photo
Guidelines Scores
Suggestions Documentation
Guideline 1 and 2 Total Days Active
per Week:
______ days
Guideline 3 Total Cardio per
Week: _________ min.
_________ min.

Result: __________

Guideline 4 Total Strength per

Week: _________ min.

Result: _________
Guideline 5 and 6 Total Sitting Time
each day
Workday/School
day: ________ hrs.

Non work/school
day: ________ hrs.
How often you get
up each
day:__________

7|Page
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
Example for Table 2
Remarks and
Guidelines Scores Photo Documentation
Suggestion
Guideline 1 and 2 Total Days Active You’re doing some *SCREENSHOT THE RESULT
per Week: physical activity, but THEN CROP ONLY THE PART
3 days you should aim to be FOR GUIDELINE NUMBER 1.
active on more days
each week.
 Catch public
transport to
work or school
 Always take
the stairs
instead of
elevator
 Go for walk
twice a week
with a friend

Physical Fitness Test

PHYSICAL FITNESS TEST OBJECTIVES:

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

TEST PROTOCOL
• Prepare the following testing paraphernalia:
1. First Aid Kit
2. Drinking Water (and a small towel or bimpo to wipe their perspiration)

8|Page
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
 3. Individual score cards.
4. During testing:
a. Body Composition – tape measure, bathroom scale, L- square
b. Flexibility – ruler, tape measure
c. Cardiovascular Endurance – stop watch, step box/stairs, drum
d. Muscular Strength – exercise mat
e. Speed – stop watch
f. Power – meter stick/tape measure, basketball ball
g. Agility – tape measure, masking tape/chalk, stop watch
h. Reaction Time – plastic ruler (24 inches), table or arm chair
i. Coordination – sipa (washer with straw)/20pcs bundled rubber
bands/any similar local materials
j. Balance – stop watch
• Observe the following prior to actual day of testing:
a. The testing stations should be safe and free from obstructions.
b. The same equipment and testing stations should be used in the start-of-the-year
testing and subsequent quarterly testing.
c. With the guidance of the teacher, allow students to go through the various tests
with minimal effort exerted to familiarize themselves with testing procedures.
d. The tests requiring cardio-vascular endurance and those other
tests which involve the same muscle groups should not be
taken in succession.
 Students should wear appropriate clothing: t-shirt, jogging pants and rubber shoes, or
any suitable sports attire. However, when taking the BMI test, it is recommended that
the students wear shorts. Wearing different clothing in all the testing sessions for BMI
could affect the results.
• Conduct warm-up and stretching exercises before the tests except for the 3-Minute Step
Test.
• Administer the tests in a challenging, encouraging and fun-filled environment.

Activity No. 2 HEALTH-RELATED FITNESS TEST

• Body Mass Index BMI

FORMULA: BODY MASS INDEX (BMI)
BMI = Weight (in Kilograms)
Height (in Meters)²

Example: 30 kg. = 30 = 20. 83 (Normal)

1.20M² 1.44

Classification:
below 18.4 - Underweight
18.5 – 24.9 - Normal
25.0 – 29.9 - Overweight
30.0 – above – Obese

9|Page
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
 Zipper Test
Purpose – to test the flexibility of the shoulder girdle.
• Equipment: Ruler
• Procedure
For the Performer:
a. Stand erect.
b. Raise your right arm, bend your elbow, and
reach down across your back as far as possible,
extend your left arm down and behind your back,
bend your elbow up across your back, and try to
reach/cross your fingers over those of your right
hand as if to pull a zipper or scratch between the
shoulder blades.
c. To test the left shoulder, repeat procedures a and b with the left hand over the
left shoulder.

• For the Partner:

a. Observe whether the fingers touched or overlapped each other, if not, measure
the gap between the middle fingers of both hands.
b. Record the distance in centimeter. Record the distance in centimeter.
• Scoring – record zipper test to the nearest 0.1 centimeter.

Points Standard
0 Did not touch fingertips
1 Just touched fingertips
2 Fingers overlapped by 1 - 2 cm.
3 Fingers overlapped by 3 - 4 cm.
4 Fingers overlapped by 5 - 7 cm.
5 Fingers overlapped by 8 cm. and more

 Sit and Reach

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

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

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

10 | P a g e
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
 • For the Partner:
a. As the performer assumes the (b) procedure, position the zero point of the
tape measure at the tip of the middle fingers of the performer.
b. See to it that the knees are not bent as the performer slides the farthest
distance that he could.
c. Record farthest distance reached in centimeters.
• Scoring – record the distance to the nearest 0.1 centimeters.

 3 – Minute Step Test

• Purpose – to measure cardiovascular endurance.

• Equipment: Stopwatch, drum or clapper
Procedure
• For the Performer:
a. Position at least one foot away from the step or bench.
b. At the signal “Go”, step up and down the step/bench for 3 minutes at a
rate of 24 steps per minute. One step consists of 4 beats – that is, up with the
left foot (ct. 1), up with the right foot (ct.2), down with the left foot (ct. 3),
down with the right foot (ct. 4).
c. Immediately after the exercise, locate your pulse and wait for the signal to
start the counting. (Give 5 sec. to locate the pulse)
d. Don’t talk while taking the pulse beat.
e. Count the pulse beat for 10 sec. Multiply it by 6.
• For the Partner:
a. As the student assumes the position in front of step, signal, “Ready” and
“Go”, start the stopwatch for 3-minute step test.
b. After the test, allow performer to locate his/her pulse in within 5 seconds.
c. Give the signal to count the pulse beat.
d. Let the performer count his/her pulse beat for 10 seconds and multiply it by
six (6).
• Scoring – record the 60-second heart rate after the activity.

 Push-Up
Purpose – to measure strength of upper extremities.
Equipment: exercise mats or any clean mat.
Procedure
• For the Performer:
a. Lie down on the mat; face down in standard pushup position; palms on
the mat about shoulder width, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight,
then lower the arms until there is 90-degree angle at the elbows (upper
arms are parallel to the floor.) FOR GIRLS: With knees in contact with the
floor, straightens the arms, keeping the back straight, then lowers the arms
until there is a 90-degree angle at the elbows (upper arms are parallel to
the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20
push-ups per minute. (2 seconds going down and 1 sec. going up). Note:
60 beats/min.
 For the Partner:

11 | P a g e
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
 a. As the performer assumes the position of push-up, start counting as the
performer lowers his/her body until he/she reaches 90-degree angle at
the elbow.
b. Make sure that the performer executes the pushups in the correct form.
c. The test is terminated when the performer can no longer execute the
push-ups in the correct form, if in pain, voluntarily stops, or cadence is
broken.
 Scoring – record the number of push-ups made.

 Basic Plank
Purpose – to measure strength/stability of the core muscles.
Equipment: exercise mats or any clean mat.
Procedure
• For the Performer:
a. Assume a push-up position. Rest body on forearms with the palms and
fingers flat on the floor. Elbows are aligned with the shoulders.
b. Legs are straight with ankles, knees and thighs touching together.
c. Support weight on forearms and toes; make sure that your back is flat.
Head, neck and spine are in a straight line.
d. Keep abdominals engaged/contracted; do not let stomach drop or allow
hips to rise.
• For the Partner:
a. Ensure the availability of a mat/smooth flooring or anything that can
protect the forearms.
b. Give the signal “Start/Go” and start/press the time piece.
c. Make sure that the back of the head, neck, spine and ankles are in a
straight line.
d. Stop the time when the performer can no longer hold the required
position, or when the performer has held the position for at least 90 seconds.
Holding the plank position beyond 90 seconds is considered unnecessary. (90
sec. – maximum time)
• Scoring – record the time in the nearest sec./min.

Activity No. 3 SKILL-RELATED FITNESS TEST

 40-Meter Sprint
Purpose – to measure running speed.
Equipment: Stopwatch, running area (40 meter)
Procedure
* For the Performer:
a. At the signal “Ready”, stand behind the take-offline, the tips of the shoes
should not go beyond the line and assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up) with
both hands on the starting line.
c. At the signal “GO”, run to the finish line as fast as you can.
• For the Partner:
a. Set the stopwatch to zero (0) point.
b. At the signal “GO” start the watch and stop it as the performer crossed the
finish line.

12 | P a g e
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
 c. Record time in the nearest 0.00.01 seconds.
• Scoring – record time in nearest minutes and seconds.

 Standing Long Jump

Purpose - To measure the explosive strength and power of the leg muscles.
Equipment: Tape measure/meter stick
Procedure
• For the Performer:
a. Stand behind the take-off line with the feet parallel to each other, the tips
of the shoes should not go beyond the line.
b. Bend the knees and swing arms backward once, then swing arms forward
as you jump landing on both feet. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward).
d. Perform the test twice in succession.
• For the Partner:
a. Place zero (0) point of the tape measure at the take-off line.
b. After the jump, spot the mark where the back of the heel of either feet of
the performer has landed nearest to the take-off line.
c. Record the best distance in meters to the nearest 0.1 centimeters.
• Scoring – record the best distance in meters to the nearest 0.1 centimeters.

 Hexagon Agility Test

Purpose – to measure the ability of the body to move in different directions quickly.
Equipment: Tape measure, stopwatch, chalk or masking tape (1 inch width)
Hexagon Size: length – 24 inches (60.5 cm) each angle – 120 degrees
Procedure
• For the Performer:
a. Stand with both feet together inside the hexagon facing the marked
starting inside. (facing 1 direction)
b. At the signal “ Go” using the ball of the feet with arms bent in front, jump
clockwise over the line, then back over the same line inside the hexagon.
Continue the patter with all the sides of the hexagon.
c. Rest for one (1) minute.
d. Repeat the test counterclockwise.
• For the Partner:
a. Start the time at the signal go and stop once the performer reached the
side before the side where he/she started.
b. Record the time of each revolution.
c. Restart the test if the performer jumps on the wrong side or steps on the
line.
• Scoring – add the time of the two revolutions and divide by 2 to get the
average. Record the time in the nearest minutes and seconds.

 Stick Drop Test

Purpose – to measure the time to respond to a stimulus.
Equipment: 24-inch ruler or stick; arm chair or table and chair.
Procedure
• For the Performer:

13 | P a g e
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
 a. Sit on an armchair or chair next to the table so that the elbow and lower
arm rest on the desk or table comfortably.
b. Place the heel of the hand on the desk/table so that only the fingers and
thumb extend beyond.
c. Catch the ruler/stick with the thumb and index finger without lifting the
elbow from the desk/ table as the partner drops the stick. Hold the stick while
the partner reads the measurement
d. Do this thrice (3x).
• For the Partner–
a. Hold the ruler or stick at the top, allowing it to dangle between the thumb
and fingers of the performer.
b. Hold the ruler/stick so that the 24-inch mark index finger. No part of the
hand of the performer should touch the ruler/stick.
c. Drop the ruler/stick without warning and let the performer catch it with
his/her thumb and index finger.
• Scoring – record the middle of the three (3) scores (for example: if the
scores are 21, 18, and 19, the middle score is 19)

 Juggling
Purpose – to measure the coordination of the eye and hand.
Equipment – Sipa (washer w/ straw)/20 pcs. Bundled rubber bands/any similar local
materials (4-5 grams)
Procedure
• For the Performer:
a. Hit the sipa/rubber band material alternately with the right and left palm
upward. The height of the material being tossed should be at least above the
head. Two trials only.
• For the Partner:
a. Count how many times the performer has hit the material with the right
and left hand.
b. Stop the test if the material drops. Record the number of hits/trial.
• Scoring – record the number of hits the performer has done.

 Stork Balance Stand Test

Purpose – to assess one’s ability to maintain equilibrium.
Equipment: flat, non-slip surface, stopwatch
Procedure
• For the Performer
a. Remove the shoes and place hands on hips.
b. Position the right foot against the inside knee of the left foot.
c. Raise the left heel to balance on the ball of the foot.
d. Do the same procedure with the opposite foot.
• For the Partner
a. Start the time as the heel of the performer is raised off the floor.
b. Stop the time if any of the following occurs:
• 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.
• Scoring – record the time taken on both feet in the nearest seconds.

14 | P a g e
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
Physical Fitness Principles

The keys to selecting the right kinds of exercises for developing and maintaining each of
the basic components of fitness are found in the principles of specificity, overload, reversibility,
progression, diminishing returns, and individual differences.

Specificity
The type of training in which individuals engage should be directed specifically at improving
their abilities in life. Therefore, choose the right kind of activities to improve each physical fitness
component, and the right combination of physical fitness components to help in activities of daily
living. Strength training results in increases in strength for the muscles being exercised but does little
to improve cardiorespiratory endurance. Also, train specifically for the specific activity of interest.
For example, optimal running performance is best achieved when the muscles involved in running
are trained for the movements required. It does not necessarily follow that a good swimmer is a
good runner. Specificity also requires that one consider the speed of motion, the number of limbs
moving, the direction in which they are moving, and the range over which the occurs.

Overload
If a person works often (frequency) enough, hard (intensity) enough, and long (duration)
enough to load the body above its resting level, physical fitness will improve. If this is done regularly
over a period of time, the body will gradually adapt to the increase in demands. The term overload
does not refer to the idea that one needs to overexert or exert at high intensities to obtain gains in
fitness; it simply means that one needs to load the body more than it is usually accustomed to.

Reversibility
Physical fitness or the effects of a physical activity program or an exercise program cannot
be stored. If a person stops training for a period of time (three to five days, in some cases) a process
of detraining will begin. The gains in fitness that were made begin to reverse themselves. If no
exercise is done for a long enough period, fitness levels can revert to the original starting point. At
least three balanced workouts a week (three hours minimum) are necessary to maintain a good
level of fitness.

Progression
Increasing the frequency, intensity, and/or duration of an activity over periods of time is
necessary for continued improvement in physical fitness. Improvements in physical fitness are
realized fairly rapidly at the onset of an exercise or training program. The rate of improvement will
gradually slow down and level off (adaptation) if an overload is present (meaning that the load is
increasing and that there is progress). At high levels of physical fitness, it may even be necessary to
change the type(s) of exercise(s) being performed.

Diminishing returns
The fitter a person becomes, the more difficult it is to continue to become fitter at the same
rate. Individuals who begin jogging can, over a relatively short time, improve the speed and
duration of their runs. However, experienced distance runners may have to spend an entire training
season to decrease their run time by just a few seconds.

Individual differences
Every person has a unique physical and psychological makeup that requires a unique
training program. Factors that may play a role are current fitness level, gender, age, heredity,

15 | P a g e
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
susceptibility to injury, rest and recovery needs, and diet. Two people working out with the same
program could experience completely different results.

Some activities can be used to fulfill more than one of a person’s basic exercise
requirements. For example, in addition to increasing cardiorespiratory endurance, running builds
muscular endurance in the legs, and swimming develops the arm, shoulder, and chest muscles. If
the proper physical activities are selected, it is possible to fit parts of a muscular endurance workout
into a cardiorespiratory endurance workout and save time.

Principles of Adaptation to Stress

The human body adapt well when exposed to stress. The term stress, within the context of
exercise, is defined as an exertion above the normal, everyday functioning. The specific activities
that result in stress vary each individual and depend on a person’s level of fitness. For example, an
avid runner resistance training may expose the runner’s muscles to muscular contractions that the
athlete is not accustomed to feeling.

Rest, Recovery and Periodization

Is also called Principle of Recuperation. It suggests that rest and recovery from the stress of
exercise must take place in proportionate amounts to avoid too much stress. Periodization suggest
that training plans incorporate phase of stress followed by phases of rest. It can be organized on a
daily, weekly, monthly and even in multi annual cycles.

The FITT Principle

A well-designed personal physical activity plan will outline how often (frequency), how long
(time), and how hard (intensity) a person exercises, and what kinds of exercises (type) are selected.
The exercise frequency, intensity, time, and type (FITT principle) are key components of any fitness
plan or routine.
An individual’s goals, present fitness level, age, health, skills, interest, and availability of time
are among the factors to consider in developing a personal physical activity plan. In particular,
every plan should have a schedule that progresses over time. Progression can take the form of
changes in any of the FITT components, but not all at once. For example, an athlete training for
high-level competition would follow a different program than would a person whose goals are to
develop good health from a sedentary start. Regardless of the specific goals, both programs would
be based upon the elements of the FITT principle.
Initially, a personal physical activity plan does not need to include all the health-related
fitness components. The choice of which components to focus on initially should be based upon
the likelihood of adopting the new behavior and a consideration of whether the goals are SMART
(specific, measurable, attainable, realistic, and time framed. Over the course of weeks or months,
other components would be added. A common progression is to adopt a CRE program (three
times a week, 20 minutes per session, moderate intensity) without specific muscular strength or
muscular endurance elements. After each CRE session the cool down would simply entail a few
stretches for flexibility. After a few weeks of successful completion of the program, a new element
could be added.

16 | P a g e
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)
References

CHED Memorandum Order No. 39 series of 2021.CHED. (2022,February 2).Retrieved August 27,
2022, from https://ched.gov.ph/cmo-no-39-series-of-2021/
Corbin & Lindsey, (1994), Concepts of Fitness and Wellness with Laboratories. Brown and
Benchmark Publishers.
Jonathan Howard, (2018), “Healthy Behaviors and Wellness”. Galileo, University System of
Georgia. Galileo Open Learning Materials.
Manitoba Education, Citizenship and Youth. Guidelines for Fitness Assessment in
ManitobaSchools: A Resource for Physical Education/Health Education. Winnipeg, MB:
Manitoba Education, Citizenship and Youth, 2004. 9. Available online at
www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html
Merriam-Webster. (n.d.). Physical Education Definition & Meaning. Merriam-Webster. Retrieved
August 27, 2022, from https://www.merriam-webster.com/dictionary/physical%20education
Physical activity calculator.Livelighter.(n.d.). Retrieved August 27,2022, from
https://livelighter.com.au/physicalactivity/calculator
Scott Flynn, (2018), “Fitness Principles”. Galileo, University System of Georgia. Galileo Open
Learning Materials.
Topend sports latest. (n.d.). Retrieved August 27,2022 from https://topendsports.cpm/home.htm

17 | P a g e
Physical Activities Toward Health and Fitness 1
(Movement Competency Training)