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West Visayas State University 202 3
Module in
PATHFIT 1:
Movement Competency Training
BELENDA P. NUFABLE, Ed. D.

Course Facilitator
Notes to the Students

This module is a part of the series of Modules for flexible learning spearheaded
by the Office of the Director of Instruction and the Center for Teaching
Excellence, West Visayas State University, applied to WVSU – Pototan Campus
(External Campus).
This is meant for PATHFIT 1: Movement Enhancement
Directions are found inside each unit. That tells you how long you are going
to work on this module. All formative activities must be answered and
counterchecked with the attached feedback. Honesty is a school policy and yours
too. Be serious about the learning activities you are working on. It will define who
you are and what you will become in the future and will make West Visayas State
University proud of you.
At the end of the semester or as instructed otherwise, you are to submit this
module to your professor. Inquiries on some points not fully understood will be
made online via Google Classroom on a scheduled encounter. This module is a
selfcontained learning kit with instructions that will guide you to the end.
Course Outcomes:
1. Awareness of mission, vision, goals and objectives of the
college/university;
2. Improved fitness from baseline (pre-test) levels;
3. Displayed movement competence and confidence;
4. Evaluated a personal food log based on dietary
recommendations.
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There are 5 units (lessons) in this module. They are listed below.
Before you begin learning what the module is about, please be familiar with
some icons to guide you through this instructional tool.
UNIT 1: Physical Fitness Unit III: Physical Activity and

Nutrition
Unit II: Movement Enhancement Unit IV: Healthy Eating Habits

(Movement Pattern, Exercise Unit V: Physical Fitness Post Test
Based)
This lesson will then unfold in sequence
ACTIVITY. In here you will do an activity that you already know

and is related to the lesson.
ANALYSIS. You will be tested here and you will be able to know your
understanding in this lesson.
ABSTRACTION. This is where the lesson is presented. Several topics

may be discussed as stipulated in the learning objectives.
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APPLICATION. In this part, you will practice what you have learned.
ASSESSMENT. This will be found at the end

of the module. This will serve as the written examination.
REFERENCES list of the resources and links from which the content of
the lesson was based. These may take the form of books, internet
sites, blogs, videos, photographs, animation, Power point presentations, icons,
etc.
How Much I Have Learned will be found at the end of the module.
This will serve as the midterm/final written examination. Feedback will
not be posted here but will be discussed online with your Course
Facilitator.
You are now ready to begin. Make the most of the new normal time! Enjoy!
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Table of Contents
Page
Notes to the Students 1
UNIT 1. PHYSICAL FITNESS
1. Fitness Concepts 6
1.1 Definition of Health and Wellness 10
Activity #1 13
1.2 Dimensions of Physical Fitness 16

Activity #2 25
1.3 Determinants of Health Fitness and Wellness 30
1.4 10 Fatal Diseases in the Philippines that you 35

Should be Aware of
Activity #3 42
2. Fitness and physical activity (PA) assessments 48
2.1 Making Life Changes 49
4
2.2 Factors that Promote Lifestyle Change 53
2.3 Steps in Self-Planning for a Healthy Lifestyle 60
Activity #4 64
2.4 Preparing for Physical Activity 70
3. Behavior Modifications - 75
Activity #5 78
4. Exercise Prescriptions
Activity #7 5. MFIT principles
Training principles (overload, progression, variety, specificity,

warm-up, and cool-down)
Activity #8
6. Training Principle
Activity #9
Unit 2: ACTIVITY SPECIFIC SKILLS 1

1. Non-Locomotor Skills
1.1.Bracing the core
1.2.Dead bug series
1.3.Rolling
1.4.Bird dog series
1.5.Press up, scapular protraction & retraction
1.6.Plank series
1.7.Squat series
2. Locomotor Skills
2.1.Crawl and creep
2.2.Landing and Jumping
2.3.Throwing
2.4.Linear movements (hop, skip, leap or bound,
jog, run)
Lateral movements (slide, crossover, grapevine)
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UNIT 3-ACTIVITY SPECIFIC SKILLS 2
3. Basic Resistance Training Movement Patterns

3.1.Lower body: squat, lunge & hinge
3.2.Upper body: horizontal pull & push; vertical pull & push
Lifting and throwing
Unit 4
Unit 4: Healthy Eating Habits
1. Nutrients, and Recommended Intake
2. Eating practices
Unit 5: Physical Fitness Post Test
Unit I. Physical Fitness
Topic 1: Fitness Concepts

Learning Outcomes
At the end of this Unit and after actively participating in classes the students
must have:
• described the HELP philosophy and discussed its implications in

making personal decisions about health, wellness, and fitness.
• defined the dimensions of health and wellness, and explained how
they interact to influence health and wellness.
• distinguished health-related and skill-related dimensions of physical

fitness.
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Activity
A. When you hear the word "fitness," what is the first thing
that comes to mind? Your explanation should be written on a
yellow pad with your name, course, and section written on it.
Make a note of it and take a picture as proof. (15pts)
_____________________________________________________
_______________________________________________________
______________________________________________________
Analysis
Choose one of the activities you enjoyed doing while you were in the elementary
school. Please respond to the following questions.
What was the nature of that activity, and how did you feel while doing it?
_______________________________________________________________
Where it happened?___________________________________________________
What is the purpose of that activity?______________________________________
Who was with you? __________________________________________________
Discuss your answer by stressing the experience that you had. You may include your
attire, gadgets, etc. Use the back of the sheet if necessary.
Please be guided by the following rubric. 20 pts: 10 or more sentences 10 pts:
less than 5 sentences 0 pts: no description
Abstraction
What is your concept of fitness?
 A personal philosophy that emphasizes health can lead to behaviors that

promote it.
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The H in HELP stands for health. One theory that has been extensively tested
indicates that people who believe in the benefits of healthy lifestyles are more likely
to engage in healthy behaviors. The theory also suggests that people who state
intentions to put their beliefs into action are likely to adopt behaviors that lead to
health, wellness, and fitness.
 Everyone can benefit from healthy lifestyles.

The E in HELP stands for everyone. Anyone can change a behavior or lifestyle.
Nevertheless, many adults feel ineffective in making lifestyle changes. Physical
activity is not just for athletes—it is for all people. Eating well is not just for other
people—you can do it, too. All people can learn stress management techniques and
practice healthy lifestyles.
 Healthy behaviors are most effective when practiced for a lifetime. The
L in HELP stands for lifetime. Young people sometimes feel immortal
because the harmful effects of unhealthy lifestyles are often not immediate.
As we age, however, unhealthy lifestyles have cumulative negative effects.
Thus, adopting and sustaining healthy habits early in life is important for long-
term health, wellness, and fitness.
 Healthy lifestyles should be based on personal needs.

The P in HELP stands for personal. Each person has unique needs regarding
health, wellness, and fitness. People also vary in attitudes, perceptions, and personal
characteristics that influence healthy lifestyles. You will be provided with information
about a variety of self-management skills, but it is up to each individual to take
personal responsibility for learning and using these skills.
A primary goal of Healthy People 2020

1. To help all people have high-quality, longer lives free of preventable disease,
injury, and premature death. Achieving health equity, eliminating disparities,
and improving the health of all groups is another primary goal of HP2020.
2. To create social and physical environments that promote good health for all.
3. To promote quality of life, healthy development, and healthy behaviors across

all stages of life.
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Definitions of Health and Wellness Dimensions
A. Physical health—freedom from illnesses that affect the physiological systems

of the body, such as the heart and the nervous system. A person with physical
health possesses an adequate level of physical fitness and physical wellness.
B. Physical wellness—the ability to function effectively in meeting the demands

of the day’s work and to use free time effectively. Physical wellness includes
good physical fitness and the possession of useful motor skills. A person with
physical wellness is generally characterized as fit instead of unfit.
C. Emotional/mental health—freedom from emotional/mental illnesses, such as

clinical depression, and possession of emotional wellness. The goals for the
nation’s health refer to mental rather than emotional health and wellness.
However, mental health and wellness are conceptually the same as
emotional health and wellness.
D. Emotional/mental wellness—the ability to cope with daily circumstances and

to deal with personal feelings in a positive, optimistic, and constructive
manner. A person with emotional wellness is generally characterized as happy
instead of depressed.
E. Intellectual health—freedom from illnesses that invade the brain and other
systems that allow learning. A person with intellectual health also possesses
intellectual wellness.
F. Intellectual wellness—the ability to learn and to use information to enhance

the quality of daily living and optimal functioning. A person with intellectual
wellness is generally characterized as informed instead of ignorant.
G. Social health—freedom from illnesses or conditions that severely limit
functioning in society, including antisocial pathologies.
H. Social wellness—the ability to interact with others successfully and to

establish meaningful relationships that enhance the quality of life for all
people involved in the interaction (including self). A person with social
wellness is generally characterized as involved instead of lonely.
I. Spiritual health—the one component of health that is totally composed of

the wellness dimension; it is synonymous with spiritual wellness.
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J. Spiritual wellness—the ability to establish a values system and act on the
system of beliefs, as well as to establish and carry out meaningful and
constructive lifetime goals. Spiritual wellness is often based on a belief in a
force greater than the individual that helps her or him contribute to an
improved quality of life for all people. A person with spiritual wellness is
generally characterized as fulfilled instead of unfulfilled.
Dimensions of Wellness
Wellness Dimension Negative Positive
Physical Unfit Fit
Emotional/mental Depressed Happy
Intellectual Ignorant Informed
Social Lonely Involved
Spiritual Unfulfilled Fulfilled
Total outlook Negative Positive
Word to Remember!
Self-Management Skills. Skills that you learn to help you adopt healthy lifestyles
and adhere to them.
Health. Optimal well-being that contributes to one’s quality of life. It is more than
freedom from disease and illness, though freedom from disease is important to good
health. Optimal health includes high-level mental, social, emotional, spiritual, and
physical wellness within the limits of one’s heredity and personal abilities.
Lifespan. The number of years you live (life expectancy).
Health span. The number of healthy years in your life. It includes years free of illness
and debilitating conditions and years of wellness (years with a good quality of life).
Illness. The ill feeling and/or symptoms associated with a disease or circumstances
that upset homeostasis.
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Wellness. The integration of many different components (physical,
emotional/mental, intellectual, social, and spiritual) that expand one’s potential to
live (quality of life) and work effectively and to make a significant contribution to
society. Wellness reflects how one feels (a sense of well-being) about life, as well as
one’s ability to function effectively. Wellness, as opposed to illness (a negative), is
sometimes described as the positive component of good health.
Quality of Life. A term used to describe wellness. An individual with a quality of life
can enjoyably do the activities of life with little or no limitation and can function
independently. Individual quality of life requires a pleasant and supportive community.
Holistic health. A term that is similarly abused. Consider that optimal health
includes many areas; thus, the term holistic (total) is appropriate. The word health
originates from a root word meaning “wholeness.” Unfortunately, questionable
health practices are sometimes promoted under the guise of holistic health. Care
should be used when considering services and products that make claims of wellness
and/or holistic health to be sure that they are legitimate.
Functional fitness refers to the ability to perform activities of daily life.
Application
A. In the box below, briefly discuss the difference between health and
wellness in terms of physical, social, emotional, intellectual, and spiritual. Include
your propose activities for each term in reaching your goals (20 points)
Health Wellness
Physical
Social
Emotional
Intellectual
Spiritual
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Assessment
To test your understanding of health and wellness, make a short video clip showing
the activities under each in terms of physical, social, emotional, intellectual, and
spiritual.
Lesson 2: Dimensions of Physical Fitness
Physical fitness is an integral aspect of life. It is an indicator that demonstrates

whether you can conduct and enjoy physical activities with ease on a day-to-day
basis.
“Physical fitness is not only one of the most important keys to a healthy body, it
is the basis of dynamic and cre
ative intellectual activity.”
- John F. Kennedy
Previously fitness was widely described as the person's ability to meet the physical
demands of everyday life and perform the day's activities without excessive fatigue.
However, changes in lifestyles make this concept inadequate due to increased
leisure time. These days, physical fitness is considered a measure of the capacity of
the body to perform efficiently and effectively in work and leisure activities, to be
safe, to endure hypo-kinetic disorders, and to meet emergencies.
Learning Outcomes
At the end of this sub-topic 2 and after actively participating in the live and
online class the students must have:
1. defined the meaning of Physical fitness.
2. described the different dimensions of physical fitness.
3. differentiated the health-related fitness and skills-related fitness dimensions
4. recalled the different health-related fitness and skills-related fitness

dimensions.
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Activity
A. Given the cluster map below, put words/phrases that are associated with the
word physical fitness. Provide a brief explanation on your bluebook.
Physical
Fitness
Analysis
1. Which games did you like to play when you were a child?
______________________________________________________________
______________________________________________________________
2. Does playing those games have an impact on your body? Explain
______________________________________________________________
______________________________________________________________
3. Compare the activities of Generation Y and Z when they were kids.
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Abstraction
What are the dimensions of Fitness?
When the body is properly engaged in physical fitness exercises, it will attain a high
level of mental and physical health.
Dimensions of Health- Related Physical Fitness
1. Body Composition - The relative percentage of muscle, fat, bone, and other
tissues that make up the body. A fit person has a relatively low, but not too low,
percentage of body fat (body fatness).
2. Cardiorespiratory Endurance - The ability of the heart, blood vessels, blood,

and respiratory system to supply nutrients and oxygen to the muscles and the
ability of the muscles to utilize fuel to allow sustained exercise. A fit person can
persist in physical activity for relatively long periods without undue stress.
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3. Flexibility - The range of motion available in a joint. It is affected by muscle

length, joint structure, and other factors. A fit person can move the body
joints through a full range of motion in work and play.
4. Muscular Endurance - The ability of the muscles to exert themselves

repeatedly. A fit person can repeat movements for a long period without
undue fatigue.
5. Strength - The ability of the muscles to exert an external force or to lift a

heavy weight. A fit person can do work or play that involves exerting force,
such as lifting or controlling one ‘s body weight.
Word to Remember!
Physical Activity. Generally

Exercise. Physical activity is done to considered to be a broad term used to
get physically fit. describe all forms of large muscle
Lifestyles. Patterns of behavior or

ways an individual typically lives.
Application
Hypokinetic Diseases or
movements, including
Conditions. Hypo- means “under” or
sports, dance, games, work, lifestyle
“too little,” and -kinetic means
activities, and exercise for fitness.
“movement” or “activity.” Thus,
Although they have slightly different
hypokinetic means “too little activity.”
definitions, exercise and physical
A hypokinetic disease or
activity are sometimes
condition is one associated with a lack
interchangeable to make reading
of physical activity or too little regular
less repetitive and more interesting.
exercise. Examples include heart
disease, low back pain, Type II
Physical Fitness. The body’s ability
diabetes, and obesity.
to function efficiently and effectively.
It consists of health-related physical
Metabolic Fitness is a positive state
fitness and skill-related physical
of the physiological systems commonly
fitness, which have at least 11
associated with reduced risk for chronic
components, each of which
diseases such as diabetes and heart
contributes to total quality of life.
disease. Metabolic fitness is evidenced
Physical fitness also includes
by healthy blood fat (lipid) profiles,
metabolic fitness and bone integrity.
healthy blood pressure, and healthy
Physical fitness is associated with a
blood sugar and insulin levels.
person’s ability to work effectively,
enjoy leisure time, be healthy, resist
hypokinetic diseases, and meet things, optimal physical fitness is not
emergencies. possible without regular
It is an important part of the exercise.
physical aspects of both health and
wellness but it also impacts the other
dimensions. Although the development
of physical fitness is the result of many 3
Perform the following activities below and be sure to follow the protocol.
Label your blue book (Full Name, course, year, and section.) Title: My
Health-Related Fitness Activities. Be sure to answer the PAR Q before
you perform any activity and submit it at the next meeting. Refer to pages
for comprehensive details.
Data Collection Sheet

NAME:_________________________________________
DATE:_________________ HEIGHT:_________in. WEIGHT:___________lbs.
AGE:__________
PHYSICIANS NAME:____________________________ PHONE:_____________
PHYSICAL ACTIVITY READINESS QUESTIONNAIRE

(PAR-Q)
Health-Related Activities/ Score

Fitness Exercises Link on how to do it
Components
2
1. 3Minute
Cardiorespiratory Step https://www.youtube.com/watch?v=KMEdsHcg5vo
endurance
Test
2. Muscular Push-Up
strength https://www.youtube.com/watch?v=IOQupl6dCs0
3. Muscular Sit-Up
https://www.youtube.com/watch?v=4dAfseVaqUw
endurance
4. Flexibility Sit & Reach https://www.youtube.com/watch?v=bnEY9j7m178

5. Body Hip & Waist https://www.youtube.com/watch?v=lNllQPC0WsM
composition Ratio
6. BMI Body Mass https://www.youtube.com/watch?v=oIdrn7hLbGk
Index
Note: the above activity is to find out your fitness level

and this must be done with honesty.
Assessment
Multiple Choice
Purpose: To remember the dimensions of physical fitness. Write your
ansers on the bluebook.
Procedures
1. Read the following questions thoroughly.
2. Write the best answer in the space provided before each number.
_____ 1. It refers to a type of fitness that can persist in physical exercise for a long
period without undue fatigue.
a. Cardio-respiratory Endurance c. Muscular Endurance
b. Power d. Body Composition

_____ 2. It refers to the ability to repeat a movement without getting tired.
a. Body Composition c. Muscular Endurance
b. Muscular Strength d. Coordination

_____ 3. It refers to the relative percentage of muscle, fat, bone, and other tissues
of which the body is composed.
a. Power c. Coordination
b. Agility d. Body Composition
_____ 4. It refers to the ability of the movement of a joint through its full range of
4
motion.
a. Power c. Flexibility
b. Speed d. Balance
_____ 5. It refers to the amount of force you can produce with a single maximum
effort.
a. Body Composition c. Agility
b. Muscular Strength d. Coordination
_____ 6. Ben’s brother lifted 2 sacks of rice from their farm going to their house and
vice-versa. What health-related fitness/motor fitness does ben’s brother
possess?
a. Cardio-Respiratory Fitness c. Muscular Endurance
b. Muscular Strength d. Power
_____ 7. Anthony’s father is plowing the field for 8 hours a day. What health-related
fitness/motor fitness does Anthony’s father possess?
a. Cardio-Respiratory Fitness c. Reaction Time
b. Muscular Strength d. Body Composition
_____ 8. The ancient Filipino people were traveling through the land. They carry
their goods at their back without getting tired. What health-related
fitness/motor fitness does the ancient Filipino people possess?
a. Cardio-Respiratory Fitness c. Coordination
b. Muscular Strength d. Body Composition
_____ 9. Carlo weighs 200 lbs. It shows that Carlo wasn’t able to develop his ___.
What health-related fitness/motor fitness?
a. Cardio-Respiratory Fitness c. Muscular Strength
b. Coordination d. Body Composition
_____ 10. Bea is joining gymnastics. She can do a lot of things like split and several
cartwheels simultaneously. Does she possess what health-related
fitness/motor?
a. Cardio-Respiratory Fitness c. Muscular Strength
b. Flexibility d. Body Composition
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Reference
Retrieved August 2, 2023 from https://www.youtube.com/watch?v=VNFLIaN0dok

Physical Education 1, Movement Enhancement, Dr. Michelle Duya Punzalan, Marilou
C. Mondina https://www.mheducation.com/highered/ideas/classroom-
best-practices/best-19apps-to-use-in-the-classroom
Lesson 3: Determinants of Health, Fitness &

Wellness
Learning Outcomes
1. described the different determinants of health, fitness, and wellness
2. explained each determinant and its effects on individuals
3. gave examples of determinants of health, fitness, and wellness
Activity
Put your explanation in the box provided
below.
What have you observed in your surroundings today? Do people act the same way
they did before the pandemic and now? Discuss briefly.
Explanation
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Analysis
Based on your answers from your experiences or

observations
(10 points)
1. What makes some people healthy and others unhealthy?

2. How can we build a world where everyone has an opportunity to live
a long, healthy life?
State in the box your explanation. You may site a place, the ambiance of the
surroundings, the socio-economic status, and other factors. Write your answers in a
blue book.
Question # 1
Healthy Unhealthy
Question #2
Explanation
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Abstraction
Health determinants are defined as the spectrum of personal, social, economic,
and environmental factors that affect health status.
Figure 1 provides a model for describing many of the factors that contribute
to health, wellness, and fitness. Central to the model are health, wellness, and
fitness because these are the states of being (shaded in green and gold) that each
of us wants to achieve. Around the periphery are the factors that influence these
states of being.
Those shaded in dark blue are the factors over which you have the least
control (heredity, age, and disability).
Those shaded in light blue (health care and environmental factors) are
factors over which you have some control but less than the factors shaded in red
(personal actions/interactions, cognitions, and emotions).
Those shaded in light red are the factors over which you have the greatest
control (healthy lifestyles).
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Each of us can limit the effects of heredity by being aware of our personal
family history and by making efforts to best manage those factors over which we do
have control.
Health, wellness, and fitness are influenced by the aging of our population.
The major health and wellness concerns of older adults include losing health, losing
the ability to care for oneself, losing mental abilities, running out of money, being a
burden to family, and being alone. Chronic pain is also a major problem among older
adults.
Disabilities can affect, but they do not necessarily limit health, wellness, and
fitness. All people have a limitation of one kind or another. Societal efforts to help all
people function within their limitations can help everyone, including people with
disabilities, to have a positive outlook on life and experience a high quality of life.
The health-care system affects our ability to overcome illness and improve
our quality of life. Wellness as evidenced by quality of life is also influenced by the
health-care system. Traditional medicine, sometimes referred to as the medical
model, has focused primarily on the treatment of illness with medicine, rather than
illness prevention and wellness promotion. Efforts to educate health-care personnel
about techniques for promoting wellness have been initiated in recent years.
The environment is a major determinant affecting our health, wellness, and

fitness. You can exert personal control by selecting healthy environments rather than
by exposing yourself to unhealthy or unsafe environments. This includes your choice
of living and work location, as well as the social, spiritual, and intellectual
environments. On the other hand, circumstances may make it impossible for you to
make the choices you would prefer.
Healthy lifestyles are critical to wellness. Just as unhealthy lifestyles are the
principal causes of modern-day illnesses, such as heart disease, cancer, and
diabetes, healthy lifestyles can result in the improved feeling of wellness that is
critical to optimal health.
9
The term health-related quality of life to describe the wellness benefits of
healthy lifestyles. This well-being, or wellness, is associated with social,
emotional/mental, spiritual, and physical functioning. Being physically active and
eating well are two healthy lifestyles that can improve well-being and add years of
quality living.
Application
Establish strategies that examine the relationship between health status and
genetics, individual behavior, health care, social factors, and policies. Label your
task with (Full name, Course, and section) Use the back of the sheet if necessary.
.
Health Determinants Health Status Strategies
1. Social factors
2. Health services
3. Biology and genetics
4. Policymaking
5. Individual behavior
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Promoting wellness and fitness is a top public health priority since it can
reduce the prevalence of illness and debilitating conditions. Experts have determined
that people who practice healthy lifestyles possess certain characteristics. These
characteristics, including personal responsibility, can be modified to improve the
health behaviors of all people.
Researchers have also identified several special skills, referred to as
selfmanagement skills that can be useful in altering factors related to adherence and
ultimately in making lifestyle changes. Like any skill, self-management skills must be
practiced if they are to be useful. The key is to learn from your experiences and adopt
a long-term perspective on healthy living.
Making Lifestyle Changes
Learning Outcomes
At the end of this Unit and after actively participating in the class the students
must have:
1. identified the five stages of change and explained how the stages
relate to making lifestyle changes.
2. made a personal commitment to reaching the peak of change based
on their current stage of change.
Activity
Have you experienced making a decision like avoiding playing a video game
or other thing you enjoyed the most while consuming it most of your time?
How did you make it stop? Please state your response within the box.
Explanation
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Analysis
1. Do you make any New Year’s resolutions? Can you share it? 5 pts
__________________________________________________
__________________________________________________
__________________________________________________
2. Where you able to put your resolutions into action? If YES, how did
you do it? 5pts
__________________________________________________
__________________________________________________
__________________________________________________
3. If NO, what are the obstacles that you encountered along the way that
turn your mind off doing so? 5 pts
________________________________________________________
________________________________________________________
_______________________________________________________
Abstraction
What is your ideal life?
1. Practicing one healthy lifestyle does not mean you will practice another, though
adopting one healthy behavior often leads to the adoption of another.
College students are more likely to participate in regular physical activity
than older adults. However, they are also much more likely to eat poorly and
abuse alcohol. Many young women adopt low-fat diets to avoid weight gain and
smoke because they mistakenly believe that smoking will contribute to long-term
weight maintenance.
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2. People progress—forward and backward—through several stages of change

when making lifestyle changes.
The widely used Transtheoretical Model suggests that lifestyle changes
occur in at least five different stages, called stages of change.
Click the link to get more information about the Transtheoretical Model of Change
https://video.search.yahoo.com/search/video?fr=spigot-
yhpff&p=transtheoretical+model+of+change#id=3&vid=0eb54dbfe5c0003d495cc108809b2306&action
=view
Trans-Theoretical Model of Behaviour Change
A short presentation introducing the trans-theoretical model of behavior change. Produced by Nathan Smith
With support from the University of Birmingham Voice over Thom Udall Illustration: Kelsey Heinrichs
Source: youtube.com
The stages of change model have been applied to many different

lifestyles. For example, smokers who are not considering quitting smoking are
in the pre-contemplation stage, whereas those who are considering the need
to change are in the contemplation stage. These stages are very distinct, as is
the next stage, preparation, which is characterized by specific efforts at
changing. Individuals who have bought a nicotine patch or a book about
smoking cessation are in the preparation stage; they have moved beyond
contemplation and are preparing to take action. The action stage occurs when
the smoker makes a change in behavior, even a small one, such as cutting
back on the number of cigarettes smoked. The fifth stage, maintenance, is
reached when a person finally stops smoking for a relatively long time (e.g., 6
months).
The stages can be used to describe the status of physical activity habits.
Those who are sedentary are considered to be in the pre-contemplation stage.
Contemplators are thinking about becoming active. A person at the preparation
stage may have bought a pair of walking shoes and appropriate clothing for the
activity. Those who have started activity, even if infrequent, are at the stage of
action. Those who have been exercising regularly for at least 6 months are at
the stage of maintenance.
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Whether the lifestyle is positive or negative, people move from one
stage to another in an upward or downward direction. Individuals in the action
stage may move on to maintenance or revert to contemplation. Smokers who
succeed in quitting permanently report having stopped and started dozens of
times before reaching lifetime maintenance.
Similarly, those attempting to adopt positive lifestyles, such as eating

well, often move back and forth from one stage to another, depending on their
life circumstances.
Stages of Lifestyle
Maintenance “I regularly practice healthy lifestyles.”
Action “I have made some lifestyle changes.”
Preparation “I am getting ready to make a lifestyle change.”
Contemplation “I am thinking about change.”
Precontemplation “I don't want to change.”
3. Once maintenance is attained, relapse is less likely to occur.

Although complete relapse is possible, it is generally less likely after the
maintenance stage is reached. At the maintenance stage, the behavior has been
integrated into a personal lifestyle, and it becomes easier to sustain.
Application
Design a wellness routine you’re planning on doing before the

holidays. Find out how patiently and committed you are towards your goals. Every
time you’re finished with your routine write a reflection note. Document recordings
of your events and create a graph showing the number of days you have spent at
each Transtheoretical Model Stage of Change. Label your tasks with your full name,
course, and section.
14
Pass it before December.
Factors That Promote Lifestyle Change

1. described the four key factors that influence health
behaviors
2. described components in each category
3. explained how the factors relate to stages of change.
Activity
Given the five stages of change, choose only one that you feel you can truly
achieve the most. What activities do you perform to reach your goal? Provide a brief
explanation of your choice. Put your answer in the box provided below.
1. Pre-contemplation
2. Contemplation
3. Preparation
4. Action
5. Maintenance
Explanation (not more than 5 sentences)
Analysis
1. Why do you think it is important to have a healthy lifestyle? (10 points)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________ ______
15
2. How can you achieve your goal of having a healthy lifestyle? (10points)
__________________________________________________________________________
_
__________________________________________________________________________
_
__________________________________________________________________________
_
__________________________________________________________________________
_
Abstraction
What are the factors that promote lifestyle change?
Various factors have been found to influence the adoption and maintenance
of healthy lifestyles. Transtheoretical and Social-Ecological models have been
combined to provide a simpler way to understand the various factors that influence
behavior. The various factors are classified as:
1. Personal– factors such as age a healthy lifestyle, such as or gender, related

to healthy participation in regular physical
lifestyle adherence but not typically activity, as part of your normal under personal
control. routine.
2. Predisposing – factors that make you more likely to adopt
16
3. Enabling – factors that physical activity, for a
help you carry out your lifetime.
healthy lifestyle plan.
4. Reinforcing - factors that
encourage to maintenance of
healthy lifestyles, such as
Table 1:*Self-Management Skills for Changing Predisposing Factors
Self-Management Skill How Is It Useful?
Overcoming Barriers Lifestyle Example

Develop skills that make it possible to A person is tempted by snack foods and
overcome problems or challenges in adopting candy provided by co-workers. Learning to
or maintaining healthy behaviors. By resist these foods takes discipline, but
conquering challenges, you learn skills that overcoming barriers builds confidence that
help you overcome other barriers to healthy helps the person stay focused on long-term
lifestyles. goals.
Building Self-Confidence and Lifestyle Example

Motivation
Take small steps that allow success. With A person says, “I would like to be more active,
each small step, confidence and motivation but I have never been good at physical
increase and you develop the feeling of “I activities.” Starting with a 10-minute walk,
can do that.” the person sees that “I can do it.” Over time,
the person becomes confident and motivated
to engage in more physical activity.
Balancing Attitudes Lifestyle Example

Learn to balance positive and negative A person is not active because he or she
attitudes. Developing positive attitudes and lacks support from friends, has no
reducing negative attitudes helps you adhere equipment, and does not like to get sweaty.
to a healthy lifestyle. These are negatives. Shifting the balance to
positive things, such as fun, good health, and
good appearance, can help promote activity.
Building Knowledge and Changing Lifestyle Example

Beliefs
West Visayas State University 2023
Build your beliefs on sound information. A person says, “I don’t think what I eat has
Knowledge does not always change beliefs, much to do with my health and wellness.”
but awareness of the facts can play a role in Acquiring knowledge is fundamental to being
achieving good health. an educated person. Studying the facts
2
about nutrition can provide the basis for
changes in beliefs and lifestyles.
Predisposing factors are important in getting you started with the process of
change. Several predisposing factors can help you move from contemplation to
preparation and then to taking action concerning healthy behavior. A person who
possesses predisposing factors is said to have self-motivation (also called “intrinsic
motivation”). If you are self-motivated, you will answer positively to two basic
questions: “Am I able?” and “Is it worth it?”
Two of these factors are self-confidence and self-efficacy. Both have to do
with having positive perceptions about your ability. People with positive
selfperceptions are more self-motivated and feel they are capable of making behavior
changes for health improvement. Other factors that help you feel you can engage in
healthy behavior include easy access and a safe environment.
a. Self-Confidence The belief that you can be successful at

something (for example, the belief that you can be successful in
sports and physical activities and can improve your physical
fitness).
b. Self-Efficacy Confidence that you can perform a specific task (a

type of specific self-confidence).
Table 2:* Self-Management Skills for Changing Enabling Factors
Self-Management Skills How Are How Are They Useful?
They Useful?
Goal-Setting Skills Lifestyle Example
Establish what you want to achieve in the A person wants to lose body fat. Setting a future.
Goals should be realistic and goal of losing 50 pounds makes success achievable. Learning to
set goals for behavior unlikely. Setting a process goal of restricting change is especially
important for beginners. 200 calories a day or expending 200 calories
2023 PATH-Fit 1 (MOVEMENT COMPETENCY TRAINING) bpn23
more each day for several weeks makes

success more likely.
Self-Assessment Skills Lifestyle Example

Assess your fitness, health, and wellness, A person wants to know his or her health and
learn to interpret your self-assessment strengths and weaknesses. The best results. It takes
practice to become good at procedure is to select good tests and selfdoing self-
assessments. administer them. Practicing the assessments
in these Concepts will help you become good

at self-assessment.
Self-Monitoring Skills Lifestyle Example

Monitor your behavior by keeping records. Despite restricting calories, a person can’t
Many people think they adhere to healthy understand why he or she is not losing
lifestyles, but they do not. They have a weight. Keeping records may show that the
distorted view of what they do. Self- person is not counting all the calories monitoring
gives you a true picture of your consumed. Learning to keep records of behavior and
progress. progress contributes to adherence.
Self-Planning Skills Lifestyle Example

Plan for yourself rather than having others do A person wants to be more active, to eat
all the planning for you. better, and to manage stress. Self-planning
skills will help him or her plan a personal
activity, nutrition, or stress-management
program.
Performance Skills Lifestyle Example

Learn the skills necessary for performing A person avoids physical activity because he specific
tasks, such as sports or relaxation. or she does not have physical skills equal to These skills
can help you feel confident and those of peers. Learning sports or other
enjoy activities. motor skills allows this person to choose to
be active.
Coping Skills Lifestyle Example

Develop a new way of thinking about things. A person is stressed and frequently anxious.
Using this skill, you can see situations in Learning stress management skills, such as more
than one way and learn to think more relaxation, can help a person cope. Like all positively.
skills, stress-management skills must be
practiced to be effective.

Consumer Skills Lifestyle Example

Gain knowledge about products and services. A person avoids seeking medical help when
You may also need to rethink untrue beliefs sick. Instead, the person takes an unproven that
lead to poor consumer decisions remedy. Learning consumer skills provides
knowledge for making sound medical
decisions.
Time-Management Skills Lifestyle Example
Keep records similar to self-monitoring, A person wants more quality time with family
focusing on total time use rather than and friends. Monitoring time can help
specific behaviors. Skillful monitoring of time him or her reallocate time to spend it in ways
can help you plan and adhere to healthy that are more consistent with personal
lifestyles. priorities.
A variety of skills help you follow through with decisions to make changes in
behaviors. Above are the lists of eight self-management skills that contribute to
behavior change provide opportunities to learn and apply these self-management
skills to your lifestyle. It will help explain the importance of each skill and how each
one can contribute to behavior change.
One of the most important reinforcing factors is success. If you change a
behavior and experience success, this makes you want to keep doing the behavior.
If attempts to change a behavior result in failure, you may conclude that the
behavior does not work and give up on it. Planning for success is essential for
adhering to healthy lifestyle changes.
Social support from family, peers, and health professionals can also be
reinforcing. There are, however, different kinds of support and some are more
helpful than others. Support for well-informed personal choices is referred to as
support of autonomy. One example is encouragement from family, friends, or a
doctor for starting and sticking to a nutritious diet. The supporting person might ask,
“How can I help you meet your goals?” This type of support helps you take control
of your behavior and is not viewed as controlling.
If you want to help friends and family make behavior changes, avoid applying
pressure and attempt to provide positive forms of support. It is desirable to promote
autonomy and freedom of choice so that change is self-directed.
Table 3:*Self-Management Skills for Changing Reinforcing Factors
Self-Management Skill How Is It Useful?

Social Support Lifestyle Example
Obtain the support of others for healthy A person has gradually developed a plan to lifestyles.
You learn how to get support from be active. Friends and loved ones encourage
family and friends for your autonomous activity and help the person develop a decisions.
The support of a doctor can help. schedule that will allow and encourage regular
activity.
Relapse Prevention Lifestyle Example

Stick with a healthy behavior once you have A person stops smoking. To stay at adopted it. It
can be easy to relapse into an maintenance, the person can learn to avoid
unhealthy lifestyle. Skills such as avoiding situations where there is pressure to smoke.
high-risk situations and learning how to say He or she can learn methods of saying no to
no help you avoid relapse. those who offer tobacco.

Assessing self-management skills that influence healthy lifestyles provides a

basis for changing your health, wellness, or fitness. Self-assessments of your current
health, wellness, and fitness status, as well as self-monitoring of your current lifestyle,
Word to Remember!
Self-Confidence. The belief that you can be successful at something (for example,
the belief that you can be successful in sports and physical activities and can
improve your physical fitness).
Self-Efficacy. Confidence that you can perform a specific task (a type of specific
self-confidence).
Stages of Change and Self -Management Skills
Purpose: To assess your current Stage of Change for three key priority
lifestyle behaviors(physical activity, nutrition, and stress
management) and your self
-management skills related to each
one.
Procedures
can help you determine your reasons and establish reasonable goals for a healthy
lifestyle change.

1. Complete the Stages of Change Questionnaire on the next page. Check one box for
each of the three priority health behaviors (physical activity, nutrition, and stress
management).
2. Complete the Self-Management Skills Questionnaire. Each question reflects one of
the self-management skills described in this Concept. Each of the 12 questions
requires a response about three different healthy behaviors.
Respond to each question by using a 3 for very true, a 2 for somewhat
true, or a 1 for not true. Record the appropriate number in the box beside each
question. After you have answered all 12 questions for all three healthy lifestyles,
total the numbers in the three columns to get a total score for physical activity,
nutrition, and stress management.
3. Record your Stages of Change for the three healthy lifestyles (the word by the box
you checked) in the Results section.

4. Record your Self-Management Scores for the three healthy lifestyles in the Results
section. Use the Self-Management Skills Rating Chart to determine a rating for each
healthy behavior. Record your ratings in the Results section.
5. Provide the appropriate information in the Conclusions and Implications section.

Self-Management Skills Questionnaire
1. I regularly self-assess: (self-assessment)
personal physical fitness and physical 3 2 1

activity levels



1. Learning to find positive social support is an important self-

management skill. Studies of social connections over time have shown that people

are more likely to become obese if they have obese friends. Similar relationships
have been shown among spouses. Researchers suggest that health behaviors tend
to be shared within social groups, resulting in shared outcomes.
Do your friends help you maintain a healthy lifestyle, or do they make it

more difficult for you to do so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
2. Rapid changes in technology have created a huge market for

customized applications (apps). There are apps for almost everything, including
apps that help you manage and organize your lifestyle and that provide supportive
prompts and reminders. For example, Apple developed a health app that uses a
dashboard system, so that you can review your health and fitness data and a tool
called HealthKit that allows several health apps to work together. Similar integrated
features for personalized tracking of health data are available for Android users.
How useful are these types of health-related apps for promoting and
maintaining healthy lifestyles? Are they simply fun technology, or do they
support health behavior change?
_________________________________________________________________
___
_________________________________________________________________
___
_________________________________________________________________
___
_________________________________________________________________
___

_________________________________________________________________
___
_________________________________________________________________
___
__________________
Preparing for Physical Activity
Learning Outcomes
1. identified the factors in preparing for physical activity
2. performed the warm up mechanics in correct order
3. explained the different problems related to humid environment

Activity
Are you active in sports during your elementary and high school days? What
sport are you joining? Write your answer briefly
Answer:
Analysis
Situation: You are an athlete in your school. Your coach usually

gives a routine before the start of training. Answer the questions
below. 15 pts. Write your answer on the blue book.
1. What do you usually do before you start your training?
____________________________ ____________________
2. Do coaches directly tell the players to start the training right
away? _____________________________________
Abstraction

For people just beginning a physical activity program, adequate preparation

may be the key to persistence. For those who have been regularly active for some
time, sound preparation can help reduce the risk of injury and make activity more
enjoyable. For long-term maintenance, physical activity must be something that is a
part of a person’s normal lifestyle.
Factors to Consider Before Physical Activity

1. Screening before beginning regular physical activity is important to
establish medical readiness. An alternative method of self-screening involves the use
of the Physical Activity Readiness Questionnaire (PAR-Q). The goal is to prevent
unnecessary medical examinations while helping people to be reasonably assured that
regular moderate physical activity is appropriate.
2. Shoes are an important consideration for safe and effective exercise.

Decisions about shoes should be based on intended use (e.g., running, tennis), shoe
and foot characteristics, and comfort. Shoes are designed for specific activities, and
performance will typically be best if you select and use them for their intended
purpose and fit, rather than how they look. Hybrid shoes, known as “cross-trainers,”
can be a versatile option, but they typically don’t provide the needed features for
specific activities.
3. It is important to dress properly for physical activity. Clothing should

be appropriate for the type of activity being performed and the conditions in which
you are participating. Comfort is a much more important consideration than looks.
Components of a Typical Bout of Physical Activity

The warm-up phase prepares the body for more vigorous activity. A.
Warm-Up Light to moderate physical activity performed to prepare
for a more vigorous workout.
B. Stretch Warm-up The performance of stretching exercises before
a vigorous workout.
C. Dynamic Warm-up The performance of calisthenics gradually

increasing intensity before a vigorous workout (e.g., jumping

jacks, jumping, skipping).
D. Workout The component of a total physical activity program
designed to produce health, wellness, fitness, and other
benefits using appropriate amounts of different types of
physical activity.
E. Cool-Down Light to moderate activity performed after a more
vigorous workout to help the body recover.
Warm-Up Guidelines for Different Physical Activities
Activity Guidelines
Moderate • For walking and activities of equal intensity, no warm-up is necessary.
Activity • For moderate recreation, such as golf, a sport-specific warm-up may be
performed.
• Depending on the intensity, a general, dynamic, or, stretch warm-up
(after the general or dynamic warm-up) can be performed.
Vigorous • For aerobic dance or similar dance activities, similar dance-related Aerobics
movements can be performed, with gradually increasing intensity, as a
general warm-up. Some may choose a stretch warm-up (after the general
warm-up).
• For jogging, biking, swimming, and similar aerobic activities,
performing the activity slowly and then with increased intensity can serve
as a general warm-up. A dynamic warm-up can also be used as a general
warm-up. A stretch warm-up can be performed after the general warm-up.
Vigorous • A general warm-up is recommended but can be done using dynamic
Sports exercises. Sport-specific exercises are appropriate. If a stretch warm-up is
chosen, it should be done after the general warm-up. Stretches should not
exceed 60 seconds.
• For sports that require strength, speed, and power, you should
choose a dynamic warm-up (it can double as a general warm-up). The
stretch warmup is not recommended.

Muscle • Before training for muscle fitness, including speed training, choose a Fitness
dynamic warm-up (it can double as a general warm-up). The stretch warmExercises up is
not recommended.
Flexibility • Before performing flexibility exercises as part of your workout, a general
Exercises warm-up is recommended. Some may choose to do dynamic exercises as the
and general warm-up.
Activities • Before performing activities such as gymnastics, diving, and dance, a
stretch warm-up is recommended after the general warm-up.
Requiring
Flexibility
Physical Activity in the Heat and Cold

Physical activity in hot and humid environments challenges the body’s heat
loss mechanisms. During vigorous activity, the body produces heat, which must be
dissipated to regulate body temperature. The body has several ways to dissipate
heat. Conduction is the transfer of heat from a hot body to a cold body. Convection
is the transfer of heat through the air or any other medium. Fans and wind can
facilitate heat loss by convection and help regulate temperature.
The primary method of cooling is through evaporation of sweat. The
chemical process involved in evaporation transfers heat from the body and reduces
the body temperature. When conditions are humid, the effectiveness of evaporation
is reduced, since the air is already saturated with moisture. This is why it is difficult
to regulate body temperature when conditions are hot and humid.
Types of Heat-Related Problems
Problem Symptoms Severity
Heat cramps Muscle cramps, especially in Least severe
muscles most used in exercise
Heat exhaustion Muscle cramps, weakness, dizziness, Moderately
headache, nausea, severe
clammy skin, paleness
Heatstroke Hot, flushed skin; dry skin (lack of Extremely
sweating); dizziness; fast pulse; severe

unconsciousness; high
temperature
Heat-related illness can occur if proper hydration is not maintained.

• Dehydration Excessive loss of water from the body, usually through
perspiration, urination, or evaporation.
• Hyperthermia Excessively high body temperature caused by excessive

heat production or impaired.
One way to monitor the amount of fluid loss is to monitor the color of your
urine. Clear (almost colorless) urine produced in large volumes indicates that you are
hydrated. As water in the body is reduced, the urine becomes more concentrated
and is a darker yellow color. This indicates dehydration and a need for fluid
replacement.
Precautions should be taken when doing physical activity in hot and humid
environments. The heat index (also referred to as apparent temperature) combines
temperature and humidity to help you determine when an environment is safe for
activity. The combination of high temperature and humidity presents the greatest
risk of heat-related problems in exercise. Physical activity is safe when the apparent
temperature is below 808F (26.78C).
Physical activity in exceptionally cold and windy weather can be dangerous.

Activity in the cold presents the opposite problems of exercise in the heat. In the
cold, the primary goal is to retain the body’s heat and avoid hypothermia and
frostbite. Early signs of hypothermia include shivering and cold extremities caused
by blood shunted to the body's core to conserve heat.
Application
Make an exercise routine by following the correct steps of the

warm-up phase that will prepare the body for more vigorous activity. Perform your
routine and don’t forget to document it.

Assessment
Your score will be based on your output.
Behavior Modification
What is Behavior Modification?
Behavior modification is defined as “the alteration of behavioral patterns
through the use of such learning techniques as biofeedback and positive or negative
reinforcement.” www.verywellfamily.com



PAR-Q. An acronym for Physical Activity Readiness Questionnaire; designed to help

determine if you are medically suited to begin an exercise program.

RICE. An acronym for rest, ice, compression, and elevation; a method of treating minor
injuries.
Application
Activity 5: Readiness for Physical Activity
Purpose: To help you determine your physical readiness for part

icipation
in a program of regular exer
cise.
Procedures
1. Read the directions on the “PAR-Q & You” on the next page.
2. Answer each of the seven questions on the form.
3. If you answered “yes” to one or more of the questions, follow the directions just
below the PAR-Q questions regarding medical consultation.
4. If you answered “no” to all seven questions, follow the directions at the lower
left-hand corner of the PAR-Q.
5. Answer the five questions about physical readiness for sports or vigorous training
in Activity 6.
6. Record your scores below and answer the question in the Conclusions and
Implications section.
Assessment
2022 PAR-Q+
The Physical Activity Readiness Questionna ire for Everyone
The health benefits of regular physical activity are clear; m ore people should
engage in physical activity every day of the week. Participating in physical activity is

very safe for MOST people. This questionnaire will tell you whether you must seek
further advice from your doctor or a qualified exercise professional to become more
physically active.
A. General Health Questions
Please read the 7 questions below carefully and answer each one YES NO
honestly: check YES or NO.
1. Has your doctor ever said that you have a heart condition or high blood pressure?
2. Do you feel pain in your chest at rest, during your daily activities of living, or when
you do physical activity?
3. Do you lose balance because of dizziness or have you lost consciousness in the last
12 months?
(Please answer NO if your dizziness was associated with over-breathing
including during vigorous exercise.)
4. Have you ever been diagnosed with another chronic medical condition
(other than heart disease or high blood pressure)? Please
list condition(s) here:
_________________________________________________
5. Are you currently taking prescribed medications for chronic medical

condition: Please list condition(s) and medications here:
_________________________________________________
6. Do you currently have (or have had within the past 12 months) a bone, joint, or
soft tissue (muscle, ligament, or tendon) problem that could be made worse by
becoming more physically active? (Please answer NO if you had a problem in the
past, but it does not limit your current ability to be physically active.)
Please list condition(s) here: __________________________
7. Has your doctor ever said that you should only do medically supervised physically
activity?

Note: It is important that you answer all questions honestly. The PAR-Q is a scientifically and medically researched pre-exercise selection device. It complements
exercise programs, exercise testing procedures, and the liability considerations attendant with such programs and testing procedures. PAR-Q, like any other pre-
exercise


1b. Do you have joint problems causing pain, a recent fracture or

fracture caused by osteoporosis or cancer, displaced vertebra ( e.g.,
spondylolisthesis), and/or spondylolysis/pars defect (a crack in the bony
ring on the back of the spinal column)?
1c. Have you had steroid injections or taken steroid tablets regularly for more than
3 months?
2. Do you have Cancer of any kind?
o If the above condition(s) is/are present answer question 2a-2b.

o If NO go to question 3.
2a. Does your cancer diagnosis include any of the following types:
lung/bronchogenic, multiple myeloma (cancer of plasma cells), head and neck?
2b. Are you currently receiving cancer therapy (such as chemotherapy or
radiotherapy)?
3. Do you have a Heart or Cardiovascular Condition? This includes
Coronary Artery Disease, Heart Failure, and Diagnosed Abnormality of Heart
Rhythm.
o If the above condition(s) is/are present answer question 3a-3d.
3a. Do you have difficulty controlling your condition with medications or other
physician-prescribed therapies? (Answer NO if you are not
currently taking medications or other treatments).
3b. Do you have an irregular heartbeat that required medical
management? (e.g., atrial fibrillation, premature ventricular contraction)
3c. Do you have chronic heart failure?
3d. Do you have diagnosed coronary artery (cardiovascular) disease
and have not participated in regular physical activity in the last 2
months?
4. Do you have High Blood Pressure?
o If the above condition(s) is/are present answer question 4a-4b.


4a. Do you have difficulty controlling your condition with medications

or other physician-prescribed therapies? (Answer NO if you are not
currently taking medications or other treatments).
4b. Do you have a resting blood pressure equal to a greater than
160/90 mmHg, with or without medication? (Answer YES if you do not
know your resting blood pressure)
5. Do you have any Metabolic Conditions? This includes Type 1
Diabetes, Type 2 Diabetes, Pre-Diabetes o If the above

condition(s) is/are present answer question 5a-5e.
5a. Do you often have difficulty controlling your blood sugar levels
with foods, medications, or other physician-prescribed therapies?
5b. Do you often suffer from signs and symptoms of low blood sugar
(hypoglycemia) following exercise and/or during activities or daily
living? Signs of hypoglycemia may include shakiness, nervousness,
unusual irritability, abnormal sweating, dizziness or light-headedness,
mental confusion, difficulty speaking, weakness, or sleepiness.
5c. Do you have any signs or symptoms of diabetes complications
such as heart or vascular disease and/or complications affecting your eyes,
kidneys, or the sensation in your toes and feet?
5d. Do you have other metabolic symptoms (such as current
pregnancy-related diabetes, chronic kidney disease or liver problems)?
5e. Are you planning to engage in what for you is unusually high (or vigorous)
intensity exercise in the near future?
6. Do you have any Mental Health Problems or Leaning

Difficulties? This includes Alzheimer’s Dementia, depression, Anxiety Disorder,
Eating Disorder, Psychotic Disorder, intellectual Disability, Down
Syndrome o If the above condition(s) is/are present answer
question 6a-6b.
6a. Do you have difficulty controlling your condition with the

medications or other physician-prescribed therapies? (Answer NO if

you are not currently taking medications or other treatments).
6b. Do you ALSO have back problems affecting nerves or muscles?
7. Do you have Respiratory Disease? This includes Chronic Obstructive

Pulmonary Disease, Asthma, Pulmonary High Blood Pressure


9c. have you experienced a stroke or impairment in nerves or

muscles in the past 6 months?
10. Do you have any other medical condition not listed above or do you have
two or more medical conditions?
o If the above condition(s) is/are present answer question 10a-10c.

o If NO read the Page 8 recommendations
10a. Have you experienced a blackout, fainted, or lost consciousness
as a result of a head injury within the 12 months or have you had a
diagnosed concussion within the last 12 months?
10b. Do you have a medical condition that is not listed (such as epilepsy,
neurological conditions, kidney problems)?
10c. Do you currently live with two or more medical conditions?
PLEASE LIST YOUR MEDICAL CONDITIONS(S) __________________
AND ANY RELATED MEDICATIONS HERE: _____________________
 If you answered NO to all of the follow-up questions about your

medical condition, you are ready to become more physically
activesign the PARTICIPANT DECLARATION below:
 It is advised that you consult a qualified professional to help you develop
a safe and effective physical activity plan to meet your health needs.
 You are encouraged to start slowly and build up gradually-20 to 60
minutes of low to moderate intensity exercise, 3-5days per week including
aerobic and muscle strengthening exercises.
 As you progress, you should aim to accumulate 150 minutes or more of
moderate intensity physical activity per week.
 If you are over the age of 45 years and NOT accustomed to regular
vigorous to maximal effort exercises, consult a qualified exercises
professional before engaging in this intensity of exercise.

If you answered YES to one or more of the follow-up questions about

your medical condition: You should seek further information before becoming

more physically active or engaging in a fitness appraisal. You should complete

the specially designed online screening and exercise recommendations
program – the ePARmed-X+ at www.eparmedx.com and/or visit a qualified
exercise professional to work through the ePARmedX+ and for further
information.
 Delay becoming more active if:

o You have a temporary illness such as a cold or fever; it is best to wait
until you feel better.
o You are pregnant – talk to your health care practitioner, you physician,
and qualified exercise professional, and/or complete ePARmed-X+ at
www.eparmedx.com before becoming more physically active.
o Your health changes- talk to your doctor or qualified exercise
professional before continuing with any physical activity program.
Assessment
NAME& SIGNATURE: ______________________ DATE: _______
1. Competition and personal challenge lead many individuals to push the limits
of exercise performance. While moderate amounts of exercise are beneficial, a
prominent cardiologist has suggested that exercise beyond certain levels can increase
your risk of developing cardiovascular disease. It has been well established that
exercise can precipitate a heart attack in people who have cardiovascular disease risk
factors, but the shocking conclusion in this study is that extreme exercise) can cause
cardiovascular disease. More research is needed to confirm this finding, but it may
cause some athletes to rethink their exercise regimens.

Do you agree with the idea that too much exercise can be harmful? Would
this discourage you from participating in extreme forms of exercise? Why?
__________________________________________________________________
__
__________________________________________________________________
__
__________________________________________________________________
News
2. To exercise safely, you need to consider environmental conditions such as
weather, altitude, and air quality. You can use online weather and environmental
resources to check the heat index, wind chill, and even the environmental air quality
(see www.airnow.gov). Use this information to determine the appropriate
exerciserelated precautions you should take.
Do you pay attention to weather and safety warnings related to the

environment? Would quick online access to this type of information make it easier
to
do so?
____________________________________________________________
__
__________________________________________________________________
__
__________________________________________________________________
__
Exercise Prescriptions
Activity 6: The Warm-Up
Purpose: To familiarize you with possible warm-up and cool-down

exercises.

Procedures
1. Consider the specific type of workout you are planning to perform and place a
check in the Results section (e.g., walk, jog, slow jump rope). When completed,
place a checkmark in the box in the Results Section that corresponds to your
planned workout.
2. Perform a general cardiovascular warm-up.
3. Perform each of the exercises in Chart 1 on the next page. Perform dynamic
exercises several times. Perform stretching exercises three times for 15–30
seconds each.
4. After you perform the specific warm-up exercises, place a check (results section)
beside the warm-up exercises that you think you would most likely include in your
warm-up for the workout you checked.
5. Answer the questions in the Conclusions and Implications section.

Long jog
Moderate-intensity recreational activity
Vigorous-intensity recreational activity
Vigorous aerobics
Sports (game or practice)
Muscle fitness exercises
Other _____
Cardiovascular Warm-Up
Warm- Up Exercises (check those that you would include in your warm-up):
 Dynamic Warm-Up
 Stretch Warm-Up
 Grapevine
 Calf stretch
 Knee stride and reach
 Hamstring stretch
 High skip and reach
 Seated side stretch
 Inchworm
 Leg hug
 Backward jog
Conclusions and Implications: In several sentences, explain the reasons for your
selections.

The Warm-up.
When performing a dynamic warm-up in the future you may want to consider the
exercises from the 8 Basic Calisthenics on Muscle Fitness, as well as the exercises
here.
A. Dynamic Exercises. If you choose a dynamic exercise warm-up, perform

the five exercises below and the 8 Basic Calisthenics on Muscle Fitness. Group Task
 Grapevine
With feet at shoulder width and arms out at shoulder height, move sideways.
With the right leg, step across the left leg, then step to the left with the left leg, the
right leg step behind the left leg, and step left leg to the left. Repeat in the opposite
direction, starting with the left leg. Repeat several times.
 Knee Stride and Reach

Take a long stride forward with the right leg, and touch the left knee to the
floor. Reach across the body with the right arm and back with the left arm. Stand
and repeat with left stride and right knee touch. Repeat 10–20 times.
 High Skip and Reach

Do a slow high skip. Alternate swinging one arm up and high above the head.
Right arm up when on the right foot; left arm up when on the left foot. Repeat 10–
20 times.
 Inchworm
From the pushup position, walk the feet toward the hands several steps, keeping
the hands still. Then walk the hands forward keeping the feet still. Repeat several
times.
 Backward Jog

Jog backward slowly using moderately long steps. Pump your arms back and
forth. Cover a distance of 10 yards, turn around, and backward jog in the opposite
direction. Repeat several times.
B. Stretching Exercises. If you choose to do a stretch warm-up, perform

the four stretching exercises below and/or other stretching exercises on the
flexibility.
Perform each stretch for at least 15–30 seconds.
When performing a stretch warm-up in the future, consider the four stretching
exercises above and/or other stretching exercises from the flexibility.
 Calf Stretch
This exercise stretches the calf muscles (gastrocnemius and soleus). Face a wall
with your feet 2 or 3 feet away. Step forward on your left foot to allow both hands
to touch the wall. Keep the heel of your right foot on the ground, toe turned in
slightly, knee straight, and buttocks tucked in. Lean forward by bending your front
knee and arms and allowing your head to move nearer the wall. Hold. Repeat with
the other leg.
 Hamstring Stretch
This exercise stretches the muscles of the back of the upper leg (hamstrings) as
well as those of the hip, knee, and ankle. Lie on your back. Bring the right knee to
your chest and grasp the toes with the right hand. Place the left hand on the back of
the right thigh. Pull the knee toward the chest, push the heel toward the ceiling, and
pull the toes toward the shin. Attempt to straighten the knee. Stretch and hold.
Repeat with the other leg.
 Seated Side Stretch

This exercise stretches the muscles of the trunk. Begin in a seated position with
the legs crossed. Stretch the left arm over the head to the right. Bend at the waist

(to the right), reaching as far as possible to the left with the right arm. Hold. Do not
let the trunk rotate. Repeat to the opposite side. This exercise can be done in the
standing position but is less effective.
 Leg Hug
This exercise stretches the hip and back extensor muscles. Lie on your back.
Bend one leg and grasp your thigh under the knee. Hug it to your chest. Keep the
other leg straight and on the floor. Hold. Repeat with the opposite leg.


5. Record the number of good and excellent scores in the box provided. Use the score in the
box to determine your rating using the Balance of Feelings Rating Chart.
Results: Record your results as indicated in the Procedures section.

Physical Activity Attitude Questionnaire Results

Attitude Score Rating
 Health and fitness

 Appearance
 Enjoyment
 Relaxation
 Challenge
 Social
 Competition
 Feeling good
 Outdoor
Balance of Feeling Score: ________
How many good or excellent scores do you have? ________________

Having 5 or more in the box above indicates that you have a positive balance of
feelings (more positive than negative attitudes).
Attitude Rating Chart
Rating Category Attitude Score

Excellent 9–10
Good 7–8
Fair 5–6
Poor 3–4
Very poor 2
Balance of Feelings Rating Chart
Excellent 6–9
Good 5
Fair 4
Poor 2–3
Very poor 0–1
ASSESSMENT:
In a few sentences, discuss your “balance of feelings” rating. Having more

positive than negative scores (positive balance of feelings) increases the probability
of being active. Include comments on whether you think your ratings suggest that
you will be active or inactive and whether your ratings are indicative of your
feelings. Do you think that the scores on which you were rated poor or very poor
might be reasons you would avoid physical activity? Explain.
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MFIT Principles
Sub-Topic 1: The Principles of Physical Activity
1. Overload Principle
The most basic of all physical activity principles indicates that doing “more
than normal” is necessary if benefits are to occur. For a muscle (including the
heart muscle) to get stronger, it must be overloaded, or worked against a load
greater than normal. To increase flexibility, a muscle must be stretched longer
than is normal. To increase muscular endurance, muscles must be exposed to
sustained exercise for a longer than normal period.

The health benefits associated with metabolic fitness seem to require less
overload than for health-related fitness improvement, but overload is required,
just the same.
2. Principle of Progression
Indicates that overload should occur in a gradual progression rather than in
major bursts. Failure to adhere to this principle can result in excess soreness or
injury. Although some tightness or fatigue is common after exercise, it is not
necessary to feel sore to improve.
Training is most effective when the sessions become progressively more
challenging over time.
3. Principle of Specificity
States that to benefit from physical activity you must overload specifically
for that benefit. For example, strength-building exercises may do little for
developing cardiorespiratory fitness, and stretching exercises may do little for
altering body composition or metabolic fitness.
4. Principle of Reversibility
The overload principle is in reverse. To put it simply, if you don’t use it, you
lose it. Some people have the mistaken impression that if they achieve a health
or fitness benefit it will last forever. Although there is evidence that you can
maintain health benefits with less physical activity than it took to achieve them,
if you do not engage in regular physical activity, any benefits attained will
gradually erode.
5. Dose-Response Relationship
The more physical activity you perform, the more benefits you gain. The
“dose” of activity necessary to get one benefit is not the same as the “dose” for
another. For example, changes in cholesterol levels resulting from physical
activity may change at a different rate than changes in blood pressure.

Many benefits in health, wellness, and fitness are obtained with moderate
amounts of activity, so the key is to be at least active enough to obtain these
benefits.
6. Principle of Diminished Returns
Explains the rate and degree of improvement decrease as a person gets
more fit. Beginners (people in the low and marginal fitness zones) often see
relatively large fitness improvements when they begin an exercise program.
However, people with higher levels of fitness must do considerably more
activity to continue to improve. For example, a person who runs a mile in 15
minutes may cut several minutes from his or her running time in the first
month or two of training. A fitter person who currently runs a mile in 5
minutes would have to do considerably more training to cut his or her time
by even a few seconds. For most people, reaching a good fitness zone is a
worthwhile goal.
As the principle of diminishing returns indicates, those interested in
highlevel competition requiring high levels of fitness will have to follow high-
volume exercise regimens.
7. Principle of Rest and Recovery
Indicates that you should allow time for recuperation after overload. Proper
rest is needed within intense periods of activity, and appropriate rest is needed
between training sessions. Rest provides time for the body to adapt to the
stimulus provided during the workout.
Failure to take sufficient rest can lead to overuse injuries, fatigue, and
reduced performance. For recreational exercisers, rest generally implies taking a
day off between bouts of exercise or alternating hard and easy days of exercise.
8. Principle of Individuality
Indicates that the benefits of physical activity vary from individual to
individual based on each person’s unique characteristics. Heredity, age, gender,
ethnicity, lifestyle, current fitness and health status, and a variety of other
factors make each person unique at any point in time.

The FITT Formula

The acronyms FITT and FIT help you remember important variables for
applying the overload principle. For physical activity to be effective, each type of
activity must be done with enough frequency, with enough intensity, and for a long
enough time. The first letters of four words spell FITT and can be considered as the
formula for achieving health, wellness, and fitness benefits.
Frequency (how often)—Physical activity must be performed regularly to be
effective. Most benefits require 3 to 5 days of activity
per week, but frequency ultimately depends on the
specific activity and the benefit desired.
Intensity (how hard)—Physical activity must be intense enough to require more
exertion (overload) than normal to produce benefits. The
appropriate intensity varies with the desired benefit. Health benefits from metabolic
fitness require only moderate activity, but performance benefits require

Time (how long)—Physical activity must be done for an adequate length of t ime to
be effective. The length of the activity session depends
on the type of activity and the expected benefit.
Type (kind of activity)—the benefits derived depend on the type of activity
performed. For example, moderate activity must be
done at least 5 days a week, while muscle fitness activity may be done as few as 2
days a week.
Types of Activity
a. Moderate Aerobic Activities
Aerobic activities equal in intensity to a brisk walk are referred to as
moderate activities.
b. Vigorous Aerobic Activities
Vigorous aerobic activities that elevate the heart rate and are greater in
intensity than a brisk walk
c. Vigorous Sports and Recreation
Sports such as soccer and volleyball, or recreational activities such as hiking
elevate the heart rate and are of greater intensity than a brisk walk.
The Four Fitness Zones

more vigorous activity.
1. High-Performance Zone
Reaching this zone provides additional health benefits and is
important to high-level performance. However, high performance scores
are hard for some people to achieve, and for many people high-level
performance is not important. So reaching this zone may be more
important to some than others.
2. Good Fitness Zone
If you reach a good fitness zone, you have enough of a specific
fitness component to help reduce health risks. However, staying active (in
addition to reaching this fitness zone) is important.

3. Marginal Zone
Marginal scores indicate that some improvement is in order, but you
are nearing minimal health standards set by experts.
4. Low-Fit Zone
If you score low in fitness, you are probably less fit than you should
be for your good health and wellness.
Training Principles
Sub-Topic 1: Moving from Inactivity to Moderate-Intensity Active

Lifestyles
Humans are meant to move, but the nature of our society has made it
difficult for many people to lead active lifestyles. Cars, motorized golf carts, snow
blowers, elevators, remote control devices, and email are just some of the modern
conveniences that have reduced the amount of activity in our daily lives.
Finding ways to get regular physical activity is critical for optimal health
and wellness, but it is now clear that avoiding inactivity is also important. Evidence
suggests that excessive inactivity (especially too much sitting) puts your health at
risk even if you are physically active.
Inactivity can be hazardous to your health. The words “Avoid Inactivity” are
included in the bold black type below the pyramid to illustrate the importance of
minimizing inactivity. To reduce risks of inactivity, it is important to minimize the
total amount of sedentary time and to include periodic breaks in sitting by standing
up and moving about more often.
Obtaining physical activity from the five steps of the physical activity pyramid is ideal,
but minimizing time spent being sedentary provides independent benefits.
Taking a brisk walk is a simple and logical way to incorporate moderate

activity into daily living. However, activities of daily living, such as walking the dog,
gardening, mowing the lawn, carpentry, or housework can count as moderate
activities. Moderate sports and recreational activities not considered to be vigorous

enough to be placed at step 3 of the physical activity pyramid can also be used to
meet the moderate physical activity guideline (e.g., playing catch, shooting baskets,
recreational bike riding, and casual rollerblading).

Adults
Classification Intensity Range Examples
Sedentary 1.0–1.5 METs Sitting, lying
Light 1.5–3.0 M ETs Showering, grocery shopping, playing musical

instrument, washing dishes
Moderate 3.0–6.0 METs Walking briskly, mowing lawn, playing table

tennis, doing carpentry
Vigorous .6.0 METs Hiking, jogging,
Moderate physical activity can be distinguished from “light” activity and

“vigorous” activity. Scientists have devised a method to classify levels of activity by
intensity. With this system, all activities are compared against the amount of energy
expended at rest. Resting energy expenditure is define d as 1 “metabolic equivalent”
or 1 MET. Other activities are then assigned values in multiples of METs. For
generally healthy adults, moderate-intensity activities require an energy expenditure
of 3.0 to 6.0 METs.
Table 1: Classification of Physical Activity Intensities for Generally

Healthy

This means that they require between three and six times the energy
expended while at rest. Moderate-intensity activities are often referred to as aerobic
physical activities because the aerobic metabolism can typically meet the energy
demand of the activity.
This allows moderate-intensity (aerobic) activities to be performed

comfortably for extended periods by most people. Activities above 6 METs are
considered to be vigorous physical activities, and these cannot usually be maintained
as easily unless a person has a good level of fitness. Examples include more
structured aerobic activities (e.g., jogging, biking, and swimming) or vigorous sports
(e.g., soccer).
Activities below 3.0 METs can be classified as “light intensity” but researchers
now distinguish light activity (1.5 to 3.0 METs) from sedentary activity (1.0 to 1.5
METs), which primarily captures sitting and lying time. Examples of light activities
include lower-intensity activities of daily living such as showering, grocery shopping,
washing dishes, and casual walking. Distinctions among the types of

activities are summarized in Table 1.
Because moderate activities are relatively easy to perform, they are popular
among adults. Walking is the most popular of all leisure-time activities among
adults. Women walk more than men, and young adults (18–29) walk less than older
adults, probably because of more involvement in sports and other vigorous
activities. As many as 40 to 50 percent of adults say they walk, but less than half
that number report walking 30 minutes or more at least 5 days a week.
While overall activity levels tend to decline with age, involvement in lifestyle
activity actually tends to increase. This is because many older adults move away
from vigorous sports and recreation and spend more time in lifestyle activities, such
as gardening and golf. Older adults tend to have more time and money for these
types of recreational activities, and the lower intensity may be appealing.

The advantage of moderate activity is that there are many opportunities to be

active. Finding enjoyable activities that fit into your daily routine is the key to
adopting a more active lifestyle.
The Health and Wellness Benefits of Moderate Physical Activity
The health benefits from physical activity are impressive, but the wellness
benefits may have a bigger impact on our daily lives. Numerous studies have shown
that physical activity is associated with improved quality of life (QOL), but it has
proven difficult to determine the contributing factors or underlying mechanisms. The
influence may be due to reduced stress, improved cognition, better sleep, improved
self-esteem, reduced fatigue, or (more likely) a combination of many different effects.
Research suggests that college students who are more physically active have more
positive feeling states (“pleasant-activated feelings”) than students who are less
physically active, even after controlling for sleep and previous days’ activity and
feeling states. They also noted that feeling states improved on days when people
reported performing more activity than normal. The wellness benefits can
impact young people every day, whereas health benefits may not be noticed
until a person gets older.
Regular activity is important for achieving health, wellness, and fitness

benefits. For the benefits of activity to be optimal, it is important to exercise regularly.
The specific benefits from moderate activity tend to be more dependent on frequency
than on intensity. This is sometimes referred to as the last-bout effect because the
effects are short-term (i.e., attributable to the last bout of activity performed). For
example, regular exercise promotes metabolic fitness by creating a stimulus that
helps maintain insulin sensitivity and improve glucose regulation. Another example is
the beneficial effect of exercise on stress management. In this case, the periodic
stimulus from exercise helps directly counter the negative physical and physiological
responses to stress. To maximize the benefits of physical activity, it is important to
try to get some activity every day.

Vigorous activity can substitute for moderate activity the guidelines specify
that 150 minutes of moderate physical activity can be accumulated during the week.
If you fail to meet the 30-minute guideline on 1 day, you can make it up on another
and still meet the guideline. Vigorous-intensity activity can also be substituted to
meet the weekly targets. According to the guidelines, each minute of vigorous activity
counts as 2 minutes of moderate activity.


Table 3: The FIT Formula for Moderate Physical Activity
MET. One MET equals the amount of energy a person expends at rest. METs are
multiples of resting activity (2 METs equal twice the resting energy expenditure).
Metabolic Fitness Benefits. Improvements in metabolic function that reduce risks

of diabetes and metabolic syndrome.
Moderate Physical Activities. Activities equal in intensity to brisk walking;

activities three to six times as intense as lying or sitting at rest (3–6 METs), also
referred to as moderate-intensity physical activity.
Sedentary Activities. Activities that involve lying or sitting with intensities similar
to (or just slightly higher) than rest (1.0–1.5 METs).
Vigorous Physical Activities.Activities that are more vigorous than moderate

activities with intensities at least six times as intense as lying or sitting at rest (.6
METs).
Wellness Benefits.Increases in quality of life and well-being.

Setting Goals for Moderate Physical Activity and Self-Monitoring

(Logging) Program
Purpose: To set moderate activity goals and to self-monitor (log)

physical
activity.
Procedures
1. Read the five stages of change questions below. Place a check by the stage
that best represents your current moderate physical activity level. If you are at stages
1–3 (pre-contemplation, contemplation, or preparation), you may want to set goals
below the threshold of 30 minutes per day to get started. Those at the action or
maintenance stage should consider goals of 30 minutes or more per day.
2. Determine moderate activity goals for each day of 1 week. In the columns
(Chart 1) under the heading “Moderate Activity Goals,” record the total minutes per
day that you expect to perform OR the total steps per day that you expect to perform.
Record the specific date for each day of the week in the “Date” column.
3. The goals should be realistic for you, but try to set goals that would meet
current physical activity guidelines. If you choose step goals, you will need a
pedometer. Use Table 5 on page 105 to help you to choose daily step goals.
4. If you choose minutes per day as your goal, use Chart 2 to keep track of the
number of minutes of activity that you perform on each day of the 7 days. Record
the number of minutes for each bout of activity of at least 10 minutes in length
performed during each day (Chart 2). Determine the total number of minutes for the
day and record this total in the last column of Chart 2 and the “Minutes Performed”
column of Chart 1.
5. If you choose steps per day as your goal, determine the total steps per day
accumulated on the pedometer and record that number of steps in the “Steps
Performed” column for each day of the week (Chart 1).

6. Answer the questions in the Conclusions and Implications section (use full
sentences for your answers).
Determine your stage for moderate physical activity.
Check only the stage that represents your current moderate activity level.
_____Precontemplation: I do not meet moderate activity guidelines and have not
been thinking about starting.
_____Contemplation: I do not meet moderate activity guidelines but have been
thinking about starting.
_____Preparation: I am planning to start doing regular moderate activity to meet

Moderate Activity Bouts of 10 Minutes or More
Date Bout 1 Bout 2 Bout 3 Bout 4 Bout 5 Daily Total
Day 1
Day 2

2. Did setting goals and logging activity make you more aware of your daily moderate
physical activity patterns? Explain why or why not.

ASSESSMENT
Walking is by far the most commonly reported moderate activity, but some
people often go out of their way to avoid walking (such as waiting for campus
buses, driving around parking lots to get closer to a store, or taking an elevator
rather than climbing a few flights of stairs).
Do you view walking as a “means to an end” (i.e., simply as a way to get around)
or as an “end in itself” (i.e., as a way to get more physical activity)? How might
this perception influence your activity patterns?
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In the News!

Standing Desks and Treadmill Desks
Advancements in office furniture have enabled people to be less sedentary

while at work. For example, electronic desks allow standard sitting desks to
transform into “standing desks” with the push of a button. A company called
TrekDesk sells desks that mount over standard treadmills to enable people to walk
while they work. These devices offer considerable potential for promoting activity in
worksite settings.
(See www.trekdesk.com)
Would you take advantage of an active workstation if it was available on campus

or at your work setting? Why or why not?
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Unit 2. Movement Competency

Introduction:
Movement Competency is the ability to move free of dysfunction or pain. The

movement competency Screen or MCS (Kritz, 2012) helps identify which fundamental
movement pattern(s) require(s) developmental attention through an exercise
program, which contributes to enhanced performance but not to injury.
Movement skills are core to the physical, cognitive, and social development of
a child. (Luban, Morgan, Cliff, Barnett, and Okely, 2012). Enhancing movement is a

big factor in the development of skills. Mastering of the fundamental motor skills “is
the precursor to their application in sport, conversely, a lack of proficiency is a key
reason for attrition from organized sport.” (Miller, 2006).
Thus, this unit will focus on the anatomical position of the body during movement
and the different exercises that could enhance one’s physical health.
Lesson 1: Movement Pattern & Exercise Prescriptions

Learning Outcomes
At the end of this Unit and after actively participating in the classes the
students must have:
1. discussed the science of human movement;
2. recognized the physical exercise that combines rhythmic activities and
stretching;
3. performed the warm-up mechanics in the correct order and;
4. performed correctly the locomotor and non-locomotor movement

Activity
Discuss briefly in not less than 5 sentences.
1. Why do you get involved in any physical activity?
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2. What is your motive for doing any physical activity?

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Analysis
Answer the question below. Please be guided by the following rubric.

10 or more sentences ---20 pts.
Less than 10 but not below 5 sentences---10 pts
Less than 5 sentences but not below 3 ---5 pts
No discussion --- 0 pt
1. Recall your childhood days. Interview your mother about the physical
development that she observed when you were a child. Highlight the milestone of
your growing up. Create your “Lifeline” You may support this with pictures. (Label
your task with your Name_Year & Section_Title: Me and My Body. Pass it next
meeting. Typewritten and follow the format. Attach pictures if possible.

Abstraction
Unit 2:
Lesson 1 A. The Science of Human Movement
The human body moves toward the midline of the body in a body segment phase.
Circumduction is a motion in which the hinge is the joint and the segment of the
The body moves in a process of flexion, extension, abduction, and adduction.
The type of movement that can be produced at a synovial joint is determined

by its structural type. While the socket joint gives a good range of movement at an
individual joint. Movement kinds are generally paired with the opposite side of the
other.
Body movements are described concerning the anatomical position of the

body. Upright stance with upper limbs to the other side of the body and palm facing
forward.
TWO COMPONENTS OF THE BODY THAT CAUSE HUMAN BEINGS TO MOVE
Skeletal System
The skeleton provides a strong internal framework that supports the body
and provides protection for vital organs. These bones meet at joints, the majority of
which are freely movable, making the skeleton flexible and mobile.

Major Bones and Bone Groups
Bone of the Head (Skull- 29)
Vertebral Column (Vertebrae - 26)
7- Cervical, 12 Thoracic, 5 Lumbar, sacral and coccygeal vertebrae

For Additional learnings and understanding

https://www.youtube.com/watch?v=WdCRrcfan44
Functions of the Skeletal System
Physiological functions
1. Provide a site for blood formation
3. Play a role in our immune function
Structural functions
1. Gives support to the body
2. It protects the delicate organs in the body
3. Bones are rigid levers of locomotion
The skeleton is divided into two groups:
1. Appendicular skeleton - which is composed of the upper extremity and lower

extremity.
2. Axial skeleton - which is composed of the skull, ribs, trunk, vertebral column,
and pelvis.
Factors Influencing Bone Health
1. Heredity- is an important determinant of bone mass density (BMD)
2. Nutritional status- Nutrition is important in maintaining bone health.
Calcium is an important nutrient for the bones.
3. Hormonal status - The hormone estrogen plays an important role in

attaining bone mass.
2. Serves as a storehouse for calcium which is essential for nerve conduction,

blood clotting, and energy formation.

Due to the loss of calcium that goes out with blood during the monthly
period, some females can develop a lower peak bone mass than females with regular
monthly periods. Acceleration in the rate of bone loss is also likely to happen in
menopausal women due to loss of estrogen.
4. Activity level- Children and adolescents should participate in high-impact

activities for bone development.
Pectoral Girdle
a. Clavicle (2)- collarbone
b. Scapula-(2) - shoulder blade
c. Humerus (2) - long bone of the upper arm

Bones in the Upper Extremities

a. Radius (2) - shorter and lateral bone of the forearm
b. Ulna (2) - medial and longer bone of the forearm
c. Carpals (16) - wrist bone
d. Metacarpals (10) - long bone of the hand
e. Patella (2) - the knee cap
f. Tibia (2) - medial and larger two bones of the lower leg
g. Tarsal (14) - the bones in the ankle
h. Metatarsals (10) - long bones in the foot that are concave on the plantar or lower
surface
i. Phalanges (28) bones of the toes and fingers.
The human skeleton is the internal skeleton that serves as a framework for the
body. This framework consists of many individual bones and cartilages. There also are
bands of fibrous connective tissue—the ligaments and the tendons—in an
intimate relationship with the parts of the skeleton. This article is concerned primarily
with the gross structure and the function of the skeleton of the normal human adult.
skeletal system, human Front and back views of the human skeleton. Encyclopædia Britannica, Inc.
Source: https://www.britannica.com/science/human-skeleton
Kinds of Muscle Fiber

Muscles are the exert forces and thus are the major contributors to human
movement. Muscles are used to hold a position, to raise or lower a body part, to
slow down a fast-moving segment, and to generate great speed in the body or in
an object that is propelled in the air. The muscles only can pull and create motion
because they cross a joint. The tension developed by the muscles applies
compression to the joints, enhancing their stability. In some joints position,
however, the tension created by the muscles can act to pull the segments apart
and create instability.
Muscle Tissues Properties
Four Properties of Muscle Tissues
1. Irritability- is the ability to respond to stimulus.
2. Contractility - is the ability of the muscles to generate tension and shorten

when they receive sufficient stimulation.
3. Extensibility - is the muscles’ ability to lengthen, or stretch beyond the

resting length.
4. Elasticity - is the ability of the muscle fiber to return to its resting length
after the stretch is removed.
Functions of Muscles
Skeletal muscles perform a variety of different functions, all of which are

important to the efficient performance of the human body, all of which are
important to the efficient performance of the human body. The three functions
relating specifically to human movement are contributing to the production of
skeletal movement, assisting in joint stability, and maintaining posture and body
positioning.
1. Produce movement
Skeletal movement is created as muscle actions generate tensions that are

transferred to the bone. The resulting movements are necessary for locomotion
and other segmental manipulations.

2. Maintain Postures and Positions
Muscle actions of a lesser magnitude are used to maintain postures. This

muscle activity is continuous and results in small adjustments as the head is
maintained in position and the body weight is balanced over the feet.
3. Stabilize Joints
Muscle actions also contribute significantly to the stability of the joints.

Muscle tensions are generated and applied across the joints via the tendons,
providing stability where they cross the joint. In most of the joints, especially the
shoulder and the knee, the muscles spanning the joint via the tendons are
among the primary stabilizers.
4. Other Functions
a. Muscles support and protect the visceral organs and protect the internal
tissues from injuries.
b. Tension in the muscle’s tissues can alter and control pressures within the
cavities.
c. Skeletal muscles contribute to the maintenance of body temperature by

producing heat.
d. The muscles control the entrances and exits of the body through voluntary
control over swallowing, defecation, and urination.
d.1. Muscle tissue is made up of cells called fibers that can contract or shorten,
to produce a pulling force.
d. 2. Muscles are also extensible and are elastic so that they can stretched and
then recoil and resume their normal resting length.
d. 3. Muscles are also electrically excitable so that they can be stimulated to

contract by nerve impulses.
Skeletal Muscle Structure
Groups of Muscles

A group of muscles is contained within the compartment that is defined by

fascia, a sheet of fibrous tissue.
Three Compartments of the Thigh
1. Anterior compartment (Quadriceps femoris)

2. Posterior compartments (Hamstrings)
3. Medial (Adductors)
Muscles Architecture
Two Fiber Arrangements of the Muscles
1. Parallel Fiber Arrangement, The fascicles are parallel to the long axis
of the muscles. This muscle run s in the same direction as the whole
muscle.
Five Different Shapes of Parallel Fiber Arrangement:
a. Fusiform - Biceps Brachii
b. Strap - Sartorius
c. Convergent - Pectoralis Major
d. Circular - Orbicularis Oris
e. Flat - External Oblique
2. Penniform Fiber Arrangement, The fiber runs diagonally concerning the

central tendon running the length of the muscles. The shape is feather-like
because the fascicles are short and run at an angle to the length of the muscles.
The muscles d o not pull i n the same direction as the whole muscle.
Three Different Shapes of Penniform Fiber Arrangement
a. Unipennate- Semimembranosus

b. Bipennate - Gastrocnemius
c. Multipennate - Deltoid
Two Kinds of Muscle Fiber
1. Slow-Twitch Fiber Types - Slow-Twitch, or type I, fibers are oxidative.

The fibers are red because of the high content of myoglobin in the muscle.
These fibers have slow contraction times and are well-suited for
prolonged, low-intensity work. Endurance athletes usually have a high
quantity of slow-twitch fibers.
2. Intermediate and Fast-Twitch Fiber Types - Fast-Twitch, or type II,

fibers are further broken down into type IIa, oxidative-glycolytic, and type
IIb, glycolytic. Type IIa fiber is a red muscle fiber known as the
intermediate fast-twitch fiber because it can sustain activity for a long
period or contract with a burst of force and fatigue. The white type IIb
fiber provides us with rapid force production and fatigues quickly.
Role of Muscle
Origin Versus Insertion
Origin- The attachment closest to the middle of the body, or more proximal, and
this attachment is usually broader.
Insertion- The attachment farther from the midline, or more distal, this attachment
usually converges to a tendon.
Developing Torque
A muscle controls or creates a movement through the development of torque.

Torque is defined as the tendency of a force to produce rotation about a specific axis.
In the case of a muscle, a force is generated in the muscle along the line of action of
the force and applied to a bone, which causes a rotation about the joint (axis).
Muscle Action Creating, opposing, and Stabilizing Movements

Agonist Versus Antagonists
Agonist - Muscles creating the same joint movement

Antagonist - Muscles opposing or producing the opposite joint movement. The

antagonist must relax to allow a movement to occur or contract concurrently with
the antagonists to control or slow a joint movement.
Stabilizers and Neutralizers

Produce movement
1. Muscle tissue is made up of cells called fibers that can contract or shorten,
to produce a pulling force.
2. Muscles are also extensible and elastic so that they can stretch and then
recoil and resume their normal resting length.
3. Muscles are also electrically excitable so that they can be stimulated to

contract by nerve impulses.
Three Types of Muscles in the Body
1. Skeletal muscles - Voluntary muscles, attached to the bones of the skeleton
2. Smooth muscles - Involuntary muscles, hollow organs like small intestines

and blood vessels.
3. Cardiac muscles - Involuntary muscle, heart.
Skeletal muscle distribution with corresponding contents
Body Region, Muscle Area, Contents
Upper Extremities Lower Extremities
Upper leg (Rectus Femora, Quadriceps,

Arm (Deltoid, Biceps, Triceps)
Hamstring)
Forearm (Brachioradialis, Pronator,
Lower leg (gastrocnemius muscle, tibias
Supinator)
anterior)
Fingers (Thana muscles, Hyposthenia
Upper back (trapezius, erector spine)
muscles)
Lower back (gluteal

For Additional Learnings: Look and listen:

https ://www.youtube.com/watch?v=hY2fa6Q 98-k
Body Regions
Head and Neck region - The head houses the brain and major sense
organs; the framework of the face Trunk (or
torso) - the central part of the body 2
Sections:
1. Thorax
2. Abdomen

Upper Extremities 3 regions

1. Arm
2. Forearm
3. Hand
Lower Extremities
1. Thigh 2. Leg 3. Foot
Orientations/Directions
1. Superior - above or towards the head
2. Inferior - below or towa rd the lower part of the bo
3. Anterior - towards the front of the body
4. Posterior - toward the back of the body
5. Medial- at or near er to the center plane; or on the inner side of

the body
6. Lateral - away from the center plane of the body
7. Proximal - nearer to the center of the body
8. Distal- farther from the center of the body
RANGE OF MOVEMENT (ROM)
Types:
1. Active Range Motion - The limb is actively moved; with muscle

contraction
2. Passive Range of Motion - The limb is passively moved; No muscle

contraction
Spinal Column Wrist Joint
A. Flexion
A. Flexion
B. Extension
B. Extension
C. Adduction
C. Lateral Flexion D. Abduction

E. Circumduction
F. Extension
Hip Joint
A. Flexion
B. Extension
C. Adduction
D. Lateral Rotation
Shoulder Girdle
E. Medial Rotation
A. Abduction F. Abduction
Knee Joint
B. Adduction
A. Flexion
C. Depression
B. Extension
D. Elevation Ankle Joint
Elbow Joint A. Inversion
A. Pronation B. Eversion
B. Supination C. Dorsi Flexion
C. Flexion D. Plantar Flexi on
D.
Rotation

1. A coronal or frontal plane divides the body into dorsal and ventral (back
and front, or posterior and anterior) portions.
2. A Transverse plane also known as an axial plane or cross-section,

divides the body into cranial and caudal (head and tail) portions.
3. A Sagittal Plane divides the body into sinister and dexter (left and
right) portions.
Application
Name Section Date Rating
Briefly explain the importance of the muscular system.

Group Presentation: Perform movements of the Spinal Column, Shoulder

Girdle, Elbow Joint, Wrist Joint, Hip Joint, and Knee Joint.
Assessment
Discussion: Answer the following questions:
1. Enumerate the factors influencing bone health. Discuss it. (5 points)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Explain the difference between Static stretching and Ballistic stretching.

(5points.)_________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________________
3. Enumerate the type of stretching. Give an example for each type. (10
points)___________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
__________________________

References
Claravall, D. (2018). Physical education 1 movement enhancement. Mindshaper Co.,

Inc.
https://www.youtube.com/watch?v=hY2fa6Q98- k
https://www.youtube.com/watch?v=WdCRrcfan44
Unit 2: Lesson 1-B. Exercise Prescriptions
How can you grow more competent in movement?
The best way to improve movement is, to move. One must be able to move
and manage one’s b ody weight as well. If one can do so, then a progression in the
load from one’s b ody weight to an external mass can be made. In other words,
there will be movement progression. However, if one cannot perform a movement
pattern with one’s body weight, then one must perform with an assisted load or a
movement regression.
The fundamental movement patterns that are evident in activities of daily

living in strength training programs in varying degrees are 1 Squat, 2. Lunge, 3.
Upper body push, 4. Upper body pull 5. Bend, 6. Twist and 7. Single leg squat.
Learning Outcomes
At the end of this lesson and after reading and understanding the module,
the students must have:
described the importance of doing the warm-up phase

defined warm-up and its components
distinguished dynamic exercise from stretching exercise and its
characteristics
performed different exercises accurately.
Activity
The Warm-Up

Purpose: To familiarize you with possible warm-up and cool-down

exercises.
Procedures
1. Consider the specific type of workout you are planning to perform and place a
check in the Results section (e.g., walk, jog, slow jump rope). When completed,
place a checkmark in the box in the Results Section that corresponds to your
planned workout.
2. Perform a general cardiovascular warm-up.
3. Perform each of the exercises in Chart 1 on the next page. Perform dynamic
exercises several times. Perform stretching exercises three times for 15–30 seconds
each.
4. After you perform the specific warm-up exercises, p lace a check (results section)
beside the warm-up exercises that you think you would most likely include in your
warm- up for the workout you checked.
Long jog
Moderate-intensity recreational activity
Vigorous-intensity recreational activity
Vigorous aerobics
Sports (game or practice)
Cardiovascular Warm-Up
Muscle fitness exercises
Other _____
Warm-Up Exercises (check those that you would include in your warm-up):




 Calf stretch
 Knee stride and reach
 Hamstring stretch
 High skip and reach
 Seated side stretch
 Inchworm
 Leg hug
 Backward jog
Analysis
In several sentences, explain the reasons for your selections. (10 pts.)
Abstraction
Dynamic Warm-Up
Stretch Warm-Up
Grapevine

Unit 2 Lesson 2
Components of a Typical Bout of Physical Activity
The warm-up phase prepares the body for more vigorous activity.
A. Warm-Up Light to moderate physical activity performed to prepare
for a more vigorous workout.
B. Stretch Warm-up The performance of stretching exercises before

a vigorous workout.
C. Dynamic Warm-up The performance of calisthenics gradually
increasing intensity before a vigorous workout (e.g., jumping
jacks, jumping, skipping).
D. Workout The component of a total physical activity program
designed to produce health, wellness, fitness, and other
benefits using appropriate amounts of different types of
physical activity.
E. Cool-Down Light to moderate activity performed after a more
vigorous workout to help the body recover.
The Warm-up.
When performing a dynamic warm-up in the future you may want to consider the
exercises from the 8 Basic Calisthenics on Muscle Fitness, as well as the exercises
here.
A. Dynamic Exercises. move the muscles through a specific range-of-motion

when they are done. Some examples include doing squats, climbing stairs,
doing push-ups, or performing bicep curls. You have one body part that
moves on a hinge in one direction to act.
If you choose a dynamic exercise warm-up, perform the five exercises below
and the 8 Basic Calisthenics on Muscle Fitness.  Grapevine
With feet at shoulder width and arms out at shoulder height, move sideways.
With the right leg, step across the left leg, then step to the left with the left leg, the
right leg step behind the left leg, and step left leg to the left. Repeat in the opposite
direction, starting with the left leg. Repeat several times.

 Knee Stride and Reach

Take a long stride forward with the right leg, and touch the left knee to the
floor. Reach across the body with the right arm and back with the left arm. Stand
and repeat with left stride and right knee touch. Repeat 10–20 times.
 High Skip and Reach

Do a slow high skip. Alternate swinging one arm up and high above the head.
Right arm up when on the right foot; left arm up when on the left foot.
Repeat 10–20 times.
 Inchworm
From the pushup position, walk the feet toward the hands several steps, keeping
the hands still. Then walk the hands forward keeping the feet still. Repeat several
times.
 Backward Jog
Jog backward slowly using moderately long steps. Pump your arms back and
forth. Cover a distance of 10 yards, turn around, and backward jog in the opposite
direction. Repeat several times.
B. Stretching Exercises. If you choose to do a stretch warm-up, perform the

four stretching exercises below and/or other stretching exercises on the flexibility.
Perform each stretch for at least 15–30 seconds.
When performing a stretch warm-up in the future, consider the four stretching
exercises above and/or other stretching exercises from the flexibility.
 Calf Stretch
This exercise stretches the calf muscles (gastrocnemius and soleus). Face a wall
with your feet 2 or 3 feet away. Step forward on your left foot to allow both hands
to touch the wall. Keep the heel of your right foot on the ground, toe turned in
slightly, knee straight, and buttocks tucked in. Lean forward by bending your front

knee and arms and allowing your head to move nearer the wall. Hold. Repeat with
the other leg.
 Hamstring Stretch
This exercise stretches the muscles of the back of the upper leg (hamstrings) as
well as those of the hip, knee, and ankle. Lie on your back. Bring the right knee to
your chest and grasp the toes with the right hand. Place the left hand on the back of
the right thigh. Pull the knee toward the chest, push the heel toward the ceiling, and
pull the toes toward the shin. Attempt to straighten the knee. Stretch and hold.
Repeat with the other leg.
 Seated Side Stretch

This exercise stretches the muscles of the trunk. Begin in a seated position with
the legs crossed. Stretch the left arm over the head to the right. Bend at the waist

(to the right), reaching as far as possible to the left with the right arm. Hold. Do not
let
The trunk rotates. Repeat to the oppos ite side. This exercise can be done in the
standing position but is less effective.
 Leg Hug
This exercise stretches the hip and back extensor muscles. Lie on your back.
Bend one leg and grasp your thigh under the knee. Hug it to your chest. Keep the
other leg straight and on the floor. Hold. Repeat with the opposite leg.
For further reading and understanding
https://www. self.com/gallery/essential-stretches-slidesho w
Appli cation
Do the following tasks and document them.
1. Interpret the Dynamic and Stretching Exercises.
2. Make your “My exercise safety measures”
Assessment:
A. Performance Test: Let someone take a video of you while performing the “dynamic
and stretching exercises. With background music if possible but not required”
Rating Scale:
Poor (1-2 Good Very Good Excellent (9-10
pts) pts)
(3-5 pts) (6-8 pts)
Performed the task Performed the task Performed the task Performed the task
with a low level of with moderate with a high-level of with very high level
mastery, skills, and level of mastery, skills mastery, skills, and of mastery,
confidence and confidence confidence, and
confidence skills


B. Document your Daily Physical Activity in seven days by following the sample

in “RED” below
How to compute the kcal/min

Formula: weight x METS /60= kcal/min 77 x 4/60 = 5.13333333
How to compute Total cal
Formula: Kcal/min x Duration in minutes 5.133333 x 45= 231

https://www.self.com/galle ry/essential-stretches -slidesho w
Unit 2 Lesson 2: Training Principles

Learning Outcomes
At the end of lesson 2, the students must have:
1. identified the training principles and discussed their importance in training.
2. enumerated and explained the different principles of training
3. applied the different principles in the f ormulation of training
ACTIVITY
In your observation or experience, how do coaches train their players?
Discuss briefly.
ANALYSIS
References:
https://www.google.com/search?q=dynamic+exercise&oq=dynamic+exercise&aqs=chrome..69i5
7j0i131i433j0l6.4623j0j15&sourceid=chrome&ie=UTF-8

Discuss in 5 sentences only 10 points each.
1. Which is better, to exercise only when you feel like doing it or not to exercise
at all? Why?
2. What will happen to a person if after several months of being involved in
physical activity suddenly she/he stops doing it?
______________________________________________________________
______
___________________________________________________________________.
ABSTRACTION
Unit 2 Lesson 2
To get the maximum out of your training you need to apply the training principles.
There are several training principles you need to understand and how they are
achieved.
1. Overload Principle
The most basic of all physical activity principles, indicates that doing “more
than normal” is necessary if benefits are to occur. For a muscle (including the heart
muscle) to get stronger, it must be overloaded, or worked against a load greater
than normal. To increase flexibility, a muscle must be stretched longer than is
normal. To increase muscular endurance, muscles must be exposed to sustained
exercise for a longer than normal period.
The health benefits associated with metabolic fitness seem to require less
overload than for health-related fitness improvement, but overload is required,
just the same.
Additional readings for further understanding:

https://hvmn.com/blogs/blog/training-overload-principle-training-with-purpose
2. Principle of Progression
Indicates that overload should occur in a gradual progression rather than in
major bursts. Failure to adhere to this principle can result in excess soreness or
injury. Although some tightness or fatigue is common after exercise, it is not
necessary to feel sore to improve.
Training is most effective when the sessions become progressively more
challenging over time.
https://www.verywellfit.com/progression-definition-3120367
3. Principle of Specificity

https://www.verywellfit.com/principle-of-specificity-definition-3120375
States that to benefit from physical activity you must overload specifically
for that benefit. For example, strength-building exercises may do little for
developing cardiorespiratory fitness, and stretching exercises may do little for
altering body composition or metabolic fitness.
4. Principle of Reversibility
The overload principle is in reverse. To put it simply, if you don’t use it, you
lose it. Some people have the mistaken impression that if they achieve a health
or fitness benefit it will last forever. Although there is evidence that you can
maintain health benefits with less physical activity than it took to achieve them,
if you do not engage in regular physical activity, any benefits attained will
gradually erode.
https://wellfitpersonaltraining.com.au/principle-of-reversibility/

5. Dose-Response Relationship
The more physical activity you perform, the more benefits you gain. The
“dose” of activity necessary to get one benefit is not the same as the “dose” for
another. For example, changes in cholesterol levels resulting from physical
activity may change at a different rate than changes in blood pressure.
Many benefits in health, wellness, and fitness are obtained with moderate
amounts of activity, so the key is to be at least active enough to obtain these
benefits.
https://bootcampmilitaryfitnessinstitute.com/anatomy-physiology/dose-
responserelationships/
6. Principle of Diminished Returns

Explains the rate and degree of improvement decrease as a person gets
more fit. Beginners (people in the low and marginal fitness zones) often see
relatively large fitness improvements when they begin an exercise program.
However, people with higher levels of fitness must do considerably more activity
to continue to improve. For example, a person who runs a mile in 15 minutes
may cut several minutes from his or her running time in the first month or two
of training. A fitter person who currently runs a mile in 5 minutes would have to
do considerably more training to cut his or her time by even a few seconds. For
most people, reaching a good fitness zone is a worthwhile goal.

As the principle of diminishing returns indicates, those interested in high -

level competition requiring high levels of fitness will have to follow high-volume
exercise regimens.
https://us.myprotein.com/thezone/training/the-principle-of-diminishing-returns/
7. Principle of Rest and Recovery

Indicates that you should allow time for recuperation after overload. Proper
rest is needed within intense periods of activity, and appropriate rest is needed
between training sessions. Rest provides time for the body to adapt to the
stimulus provided during the workout.
Failure to take sufficient rest can lead to overuse injuries, fatigue, and
reduced performance. For recreational exercisers, rest generally implies taking a
day off between bouts of exercise or alternating hard and easy days of
exercise.
https://breakingmuscle.com/fitness/7- essential- elements-of-rest-and- recovery
8. Principle of Individuality
Indicates that the benefits of physical activity vary from individual to
individual based on each person’s unique characteristics. Heredity, age, gender,
ethnicity, lifestyle, current fitness and health status, and a variety of other
factors make each person unique at any point in time.
https://sportsspecifctraining.wordpress.com/2015/04/13/the-principle-
ofindividuality/

APPLICATION
Answer the questions below. Be aware of its application. 5 pts each.
1. Apply the Overload Principle in your training. Choose any ex ercise of your
choice.
2. Discuss specificity and site example s to validate your answers. Be guided by the
adage “what you sow., you shall reap”
3. What principle above applies to the “Theory of Use and Disuse”? Why?
ASSESSMENT
Enumeration & Discussion 3 pts each. 1. Enumerat e and explain the different
principles of training. Site example for each.
REFERENCES
https://sportsspecifctraining.wordpress.com/2015/04/13/the-principl e-ofindividuality/
https://breakingmuscle.com/fitness/7- essential-elements-of-res t-and-recovery
https://us.myprotein.com/thezone/training/the-principle-o f-diminishin g-returns/
https://us.myprotein.com/thezone/training/the-principle-o f-diminishin g-returns/
https://wellfitpersonaltraining.com.au/principle-of-reversibility/
https://www.verywellfit.com/principle-of-specificity-definition-3120375
https://www.verywellfit.com/progression-definition-3120367
https://hvmn.com/blogs/blog/training-overload-principle-training-with-purpose

UNIT 2: Lesson 3. Activity -Specific Skills 1
Learning Outcomes
At the end of this lesson and after reading the module the students must
have:
defined the fundamental body movements and explained how they

affect physical activities
distinguished locomotor and non-locomotor movements
performed selected movements accurately
showed interest in doing the assigned tasks
ACTIVITY
Flashback: Write a narration of your favorite “Laro ng Lahi” or Children’s

Game. What are the movements that you had used and the experiences that you
had?
ANALYSIS
From your answer in the activity above, which is the most memorable?
Answer the following questions below.

1. How did you feel when you did it?

____________________________________________________________________
_______________________________________________________________(5 pts)
2. If given a chance, do you still want to play it and with whom? Why?
____________________________________________________________________
_______________________________________________________________(5pts)
3. What are your favorite sports and how do you maintain your skills?
__________________________________________________________
__________________________________________________________
_____________________________________________________(5pts)
ABSTRACTION
Unit 2 Lesson 3
Introduction:
What is a fundamental body movement? Running? Jumping? Throwing a

ball? These are all fundamental body movements. They are fairly simple skills that
serve as the foundation for more complex physical activities.
Think of a young child participating in a ballet class. She must be able to bend,
reach, leap, and slide. Commanding these fundamental body movements allows her
to participate in several physical activities throughout her lifetime. Studies show that
the younger a child commands fundamental movements, the more likely that child
will be to maintain an active lifestyle as an adult. That's why fundamental body
movements are an important part of physical education.
There are three types of fundamental body movements typically taught during
preschool and elementary school:
• Locomotor skills
• Non-locomotor skills
• Manipulative skills

In this lesson, you will learn to perform the Different Non-Locomotor and Locomotor
Activities with Specific Activity Skills.
At the end of this unit, you must perform these specific activities by following the
pictures or illustrations shown below.
1. Non-Locomotor Skills
1. DEADBUG SERIES
Additional viewing for further understanding:

https://www.youtube.com/watch?v=4XLEnwUr1d8
A. Bend Knees
B. Straight Leg-up
C. Straight Leg-up with Hand Movement


2. ROLLING
A. Baby Roll (right and left)
POSITION 1 POSITION 2
2. BIRD DOG SERIES

https://www.youtube.com/watch?v=_CbDUTlil_A
A. Bend Knee (right and left)
WEST VISAYAS STATE UNIVERSITY 2023
POSITION 3
B. Bend Knee Right and Left with Hand Movement
C. Elbow to Knee
|
POSITION 1 POSITION 2 POSITION 3
POSITION 4 POSITION 5 POSITION 6
3. SCAPULOTHORACIC EXERCISES
https://www.youtube.com/watch?v=N6GU0w6E2eI
A. T-W-Y-L
1 2 3
4 5
|
5. PLANK SERIES
|
6.
Plank Series
|

https://www.youtube.com/watch?v=RlPiDQFqaCw
6. SQUAT
https://www.youtube.com/watch?v=afghBre8NlI
A. Arms Forward
B. Squat Progression
1 2
|
4 5
2. Locomotor Skills Additional video for further understanding:
https://www.youtube.com/watch?v=0YLBxdf2i6s
1. CRAWL AND CREEP https://www.youtube.com/watch?v=kjFb40DwwLs
A. Bear
Crawl
2 3 2
3
|
Spider man craw (back and forth)
B. Frog Leap
Jump and Landing Technique

https://www.youtube.com/watch?v=ew7wnKq4Oe4
1. Landing and Jumping
|
2.
C. Multiple Jumps
Additional video for further understanding: Box Jump

https://www.youtube.com/watch?v=hxldG9FX4j4
3. LINEAR MOVEMENTS
|
A. Triyoga / Grapevine
B. Side Skip (no cross leg)
Linear and lateral movements
Linear movement is focused on straight-ahead speed, while lateral

movement is focused on change of direction skills and side-toside
movement. Linear and lateral movement days are usually alternated
within the week, with movement training performed every other day.
4. LATERAL BOUNDING
A. Quick Cross
|
B. Juggle Hop
C. Hop on the Box
5. JOINT MOBILITY EXERCISES
A. Kick Legs
A.1. Forward and Backward
|
A.2. Side by Side
1
2
3 3
4 4
|
|
Credit to : KRISTIA S. ESTILO,MATPE
|
|
APPLICATION
Practical Performance: Video Recorded Presentation. Perform the different

locomotor and non-locomotor movements. You may add more movements. Be Creative!!
Rating Scale:
Poor (1- Good Very Good Excellent (9-
2 pts) 10 pts)
(3-5 pts) (6-8 pts)
with a low level of with moderate with a high-level with very high
mastery, skills, and level of of mastery, skills, level of mastery,
confidence mastery, and confidence confidence, and
skills and skills
confidence
Tips to have a good quality Video Recording:
1. Use enough properly-placed light.

2. Use a Clean Background.
3. Prioritize Crisp, Clear Audio.
|
4. Avoid Shaky Footage.

5. Use Your Phone the Right Way.
-Use the camera on the back of your phone. The front camera’s quality is not
as good on most phones.
-Record in landscape mode (that is, horizontally instead of vertically). This
will give you footage that looks good on larger devices, not just phone screens.
-If your phone has a feature that allows you to overlay a grid on your screen,
use it. This will help you keep your phone level and avoid tilted footage.
6. Keep Your Editing Simple.
ASSESSMENT
Presentation of Group Tasks as BSIS students: Save the file with the title
Group Members: (LASTNAME_FIRSTNAME_YEAR&SECTION_Locomotor & Non-
Locomotor). Scoring will be done using the performance rating scale provided
below. Please be guided by the following. Additional file for the portfolio. Actual
performance will be done face to face.
Rating Scale:
Poor (2- Good Very Good (9- Excellent (13-
4 pts) 12 pts) 15 pts)
(5-8pts)
with a low level of with moderate with a high-level with very high
mastery, skills, and level of of mastery, skills, level of mastery,
confidence mastery, and confidence confidence, and
skills and skills
confidence
REFERENCES
https://www.youtube.com/watch?v=ew7wnKq4Oe4
https://www.youtube.com/watch?v=afghBre8NlI
https://www.youtube.com/watch?v=RlPiDQFqaCw
https://www.youtube.com/watch?v=N6GU0w6E2eI
https://www.youtube.com/watch?v=_CbDUTlil_A
https://www.youtube.com/watch?v=4XLEnwUr1d8
|
https://www.youtube.com/watch?v=0YLBxdf2i6s
https://www.youtube.com/watch?v=kjFb40DwwLs
Unit 3: PHYSICAL ACTIVITY AND NUTRITION

Introduction:
In the way we look and feel, the food we eat plays a crucial role. Regular exercise is
significant, but nutrition has the biggest impact on our health. A common trend for
enhancement has been the use of food as our medicine. As a primary wellness target, the
trend now is to concentrate on balanced food consumption. We’re healthier and happier when
good eating habits become a lifestyle. Eating right will help us lower body fat, lose a few
pounds, feel more relaxed, and decrease our risk of disease.
Exercise and nutrition are also essential components of losing weight and gaining
strength. Nutritional habits can have a much greater effect than any other exercise aspect on
your body composition and physique goals. It is when a mix of exercise and a balanced diet is
incorporated that effective body change takes place.
In this premise, this unit will focus on physical activity applying FITT principles and food
consumption and its effect on one’s health and fitness.
Lesson 1: FITT and Nutrition
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Learning Outcomes
At the end of this Unit and after actively reading and reviewing the module the
students must have:
1. defined the acronym FITT discussed its application in physical activity 2. analyzed
the relationship between nutrition and physical activity engagement.
3. created a personal exercise program applying FITT.
Activity
Discuss briefly in not less than 5 sentences.
What is your routine at home? _____________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________________________________.
Analysis
Answer the question below. (5 pts each)
2. Do you admire people with good physiques? Who and Why?
3. How do you manage to maintain your current weight?
4. Do you plan to add or lose weight? Why?
Abstraction Unit 3:
Lesson 1. FITT and Nutrition
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The FITT Formula

The acronyms FITT and FIT help you remember important variables for applying the
overload principle. For physical activity to be effective, each type of activity must be done with
enough frequency, with enough intensity, and for a long enough time. The first letters of four
words spell FITT and can be considered as the formula for achieving health, wellness, and
fitness benefits.
Frequency (how often)—Physical activity must be performed regularly to be effective. Most
benefits require 3 to 5 days of activity per week, but frequency
ultimately depends on the specific activity and the benefit
desired.
Intensity (how hard)—Physical activity must be intense enough to require more exertion
(overload) than normal to produce benefits. The appropriate
intensity varies with the desired benefit. Health benefits from
metabolic fitness require only moderate activity, but
performance benefits require more vigorous activity.
Time (how long)—Physical activity must be done for an adequate length of time to be
effective. The length of the activity session depends on the type
of activity and the expected benefit.
Type (kind of activity)—the benefits derived depend on the type of activity performed. For
example, moderate activity must be done at least 5 days a
week, while muscle fitness activity may be done as few as 2
days a week.
Types of Activity
a. Moderate Aerobic Activities
Aerobic activities equal in intensity to a brisk walk are referred to as moderate
activities.
b. Vigorous Aerobic Activities
Vigorous aerobic activities that elevate the heart rate and are greater in intensity than
a brisk walk
c. Vigorous Sports and Recreation

Sports such as soccer and volleyball, or recreational activities such as hiking elevate
the heart rate and are of greater intensity than a brisk walk.
The Four Fitness Zones

1. High-Performance Zone
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Reaching this zone provides additional health benefits and is important to

high-level performance. However, high performance scores are hard for some
people to achieve, and for many people high-level performance is not important.
So reaching this zone may be more important to some than others.
2. Good Fitness Zone
If you reach a good fitness zone, you have enough of a specific fitness
component to help reduce health risks. However, staying active (in addition to
reaching this fitness zone) is important.
3. Marginal Zone
Marginal scores indicate that some improvement is in order, but you are
nearing minimal health standards set by experts.
4. Low-Fit Zone
If you score low in fitness, you are probably less fit than you should be for
your good health and wellness.
FITT and Weight Loss
The FITT Principle is most commonly used in the weight loss industry, although it’s also used
as part of strength and weight training recommendations. The standard recommendation is
as follows.
Frequency – 5 to 6 times per week

Intensity – Moderate
Time – Anywhere from 15 to 60 minutes
Type – Just about any old exercise
at each of the
components
Frequency
Frequency is a key component of the FITT Principle. Remember that it’s important to know
why you’re exercising and what you want to achieve before rushing into any exercise
program.
Adjust the number of times you exercise per week to reflect your current fitness level, the
time you realistically have available, your other commitments like family and work, and the
goals you’ve set for yourself.
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Intensity
This is an extremely important aspect of the FITT principle and is probably the hardest factor
to monitor. The best way to gauge the intensity of your exercise is to monitor your heart rate.
There are a couple of ways to monitor your heart rate but the best way by far is to purchase
an exercise heart rate monitor. These can be purchased through online. They consist of an
elastic belt that fits around your chest and a wrist watch that displays your exercise heart rate
in beats per minute.
If you don’t want to spend the money on a heart rate monitor, simply count your heart rate
over 15 seconds. All you need is a wrist watch that has a “seconds” display. Feel for your
heart beat by either placing your hand over your heart or by feeling for your pulse in your
neck or on your wrist. Count the beats over 15 seconds and then multiply by 4. This will give
you your exercise heart rate in beats per minute.
Time
The time you spend exercising is also an important part of the FITT Principle. The time
dedicated to exercise usually depends on the type of exercise undertaken.
For example, it’s recommended that to improve cardio-vascular fitness you’ll need at least 20
to 30 minutes of non-stop exercise. For weight loss, more time is required; at least 40
minutes of moderate weight-bearing exercise. However, when talking about the time required
for muscular strength improvements, time is often measured as several “sets” and “reps.” A
typical recommendation would be 3 sets of 8 reps.
Type
Like time, the type of exercise you choose will have a big effect on the results you achieve.
That’s why it’s important to know what you want to gain from your efforts.
For example, if you’re looking to improve your cardio-vascular fitness, then exercises like
walking, jogging, swimming, bike riding, stair climbing, aerobics, and rowing are very effective.
For weight loss, any exercise that uses a majority of your large muscle groups will be effective.
To improve muscular strength the best exercises include the use of free weights, machine
weights, and body weight exercises like push-ups, chin-ups, and dips.
How to Use the F.I.T.T Principle in Your Workouts

The F.I.T.T. principle outlines how to manipulate your program to get in shape and get better
results. It also helps you figure out how to change your workouts to avoid boredom, overuse
injuries, and weight loss plateaus.
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For example, walking three times a week for 30 minutes at a moderate pace might be a great
place for a beginner to start. After a few weeks, however, your body adapts to these workouts
and several things may happen:
• Your body becomes more efficient at exercise: The more

you workout, the easier it is to do the exercises, causing you to
burn fewer calories than you did when you started.
• Weight loss: Your new workouts may assist weight loss which,
of course, is a good thing. The downside is that you expend
fewer calories moving that new, smaller body around.
• Boredom: Doing the same workout for weeks or months on end

can get old, eating into your motivation to exercise.
It's at this point you want to manipulate one or more of the F.I.T.T. principles, such as:
• Changing the frequency by adding another day of walking
• Changing the intensity by walking faster or adding some

running intervals
• Changing the time spent walking each workout day
• Changing the type of workout by swimming, cycling, or

running.
Even just changing one of these elements can make a big difference in your workout and in
how your body responds to exercise. It's important to change things up regularly to keep
your body healthy and your mind engaged.
World-class athletes know that preparation and nutrition depend on results. They
carefully choose the foods they consume, so they will be fueled to success by the right mix of
nutrients. Take some tips and tun a world-class diet into your eating habits. You will reap the
advantages of being well-fed by eating wisely. Maximize muscle development, assist recovery,
and replenish glycogen reserves, and through your exercises and athletic endeavors, you will
have the energy and stamina to power you.
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Nutrition is key to fitness
Eating a well-balanced diet will help you get the calories and nutrients that you need,
including frequent exercise, to fuel your everyday activities.
It’s not as easy as choosing vegetables over junk foods when it comes to eating food
to fuel your exercise efficiency. At the right time of the day, you need to eat the right food
forms.
Learn about the value of a balanced breakfast, snacks for workouts, and meal plans.
Guidelines on healthy eating and exercise.
1. Getting Off to a great start
To start the day right, is to have your breakfast proper which is the most vital of all.
Eating your first meal daily has been related to a lower risk of obesity, diabetes, and heart
disease. Several studies have proven this to be true. Starting a nutritious meal in your day will
help replenish the sugar in your blood that your body requires to fuel your muscles and brain.
When exercise is on your agenda, eating a healthy breakfast is particularly important.

While working out, missing breakfast will leave you feeling lightheaded or lethargic. Relying on
a simple carbohydrate could not keep you feeling full for a longer time.
2. Counting on the right carbohydrates
Carbohydrates are an important nutrient for everyone because they maintain blood
glucose levels during exercise and replace muscle glycogen, the carbohydrate that is stored
inside muscles. Muscle glycogen is the main fuel during prolonged exercise.
To stay fueled, carbohydrate recommendations for athletes exercising on a regular,

highly-intensive basis range from 6 to 10 grams/kg per body. The amount required depends
on an individual's total daily calorie expenditure, type of exercise, gender, and environmental
conditions (i.e. heat, cold, or high altitude). For part-time recreational exercisers, the diet
should be comprised of about 50% carbohydrates coming from healthy sources like whole
grains and not refined carbohydrates.
The right kind of carbohydrate consumption is vital. A person especially athletes should
focus on eating the complex carbs found in whole grains, fruits, vegetables, and beans instead
of relying on simple carbs found in sweets and processed food. Whole grains have more staying
power because it is digested more slowly and have vitamins and minerals needed to keep the
body function at its best.
3. Include protein in your snacks and meals
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Protein is needed to help keep the body growing, maintained, and repaired. As
reported, red blood cells die after 120 days. Protein is also essential for building and repairing
muscles, helping you enjoy the benefits of your workout. It can be a source of energy when
carbohydrates are in short supply, but it’s not a major source of fuel during exercise.
Protein recommendations for endurance and strength-trained athletes range from 1.2
to 1.7 grams/kg body weight. This protein intake can generally be met through diet alone,
without the use of protein or amino acid supplements.
Adults need to eat about 0.8 grams of protein per day for every kilogram of their body
weight, reports Harvard Health Blog. That’s equal to about 0.36 grams of protein for every
pound of body weight. Exercisers and older adults may need even more.
Protein can come from:
• poultry, such as chicken and turkey

• red meat, such as beef and lamb
• fish, such as salmon and tuna
• dairy, such as milk and yogurt
• legumes, such as beans and lentils
• eggs
4. Boost your fruit and vegetable intake
Fruits and vegetables are rich sources of natural fiber, vitamins, minerals, and other
compounds that your body needs to function properly. They’re also low in calories and fat.
Aim to fill half your plate with fruits and veggies at every meal. Try to “eat the
rainbow” by choosing fruits and veggies of different colors. This will help you enjoy the full
range of vitamins, minerals, and antioxidants that the produce aisle has to
offer.
Every time you go to the grocery store, consider choosing a new

fruit or vegetable to try. For snacks, keep dried fruits in your workout bag
and raw veggies in the fridge.
5. Choose healthy fats
Fat intake should range from 20% to 30% of total calorie intake. Fat shouldn't be
restricted below 20% because fat is an important source of calories, fatsoluble vitamins
A, D, E, and K, and essential fatty acids.
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Unsaturated fats may help reduce inflammation and provide calories.
While fat is a primary fuel for aerobic exercise, we have plenty stored in the body to fuel
even the longest workouts. However, getting healthy unsaturated fats helps to provide
essential fatty acids and calories to keep you moving.
Healthy options include:
• nuts
• seeds
• avocados
• olives
• oils, such as olive oil
6. Fluids
Adequate fluid intake before, during, and after exercise is important for health
and optimal performance. Two to three hours before exercise, drink 15-20 ounces
or water, and then another 8-10 ounces ten to fifteen minutes before exercise.
During exercise, drink 8-10 ounces every ten to fifteen minutes.
For intense endurance exercise lasting more than 90 minutes or when you are
exercising in an extreme environment (heat, cold, or high altitude), the goal is to drink
to stay hydrated and to provide carbohydrates so that blood glucose levels are
maintained. Intake should provide 30-60 grams of carbohydrate per hour. This
carbohydrate can be consumed in a 6-8% carbohydrate sports beverage (8-16
ounces) every ten to fifteen minutes.
Water is the most important, yet overlooked, nutrient for athletes. Water and fluids
are essential to keep the body hydrated and at the right temperature. Your body can lose
several liters of sweat in an hour of vigorous exercise. Clear urine is a good sign that you
have fully re-hydrated.
Fuel up before exercise
Food eaten before exercise should be relatively low in fat and fiber, moderate in
protein, and relatively high in carbohydrates to maximize maintenance of blood glucose.
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Within 30 minutes after exercise, dietary goals are to provide adequate fluids, electrolytes,
calories, protein, and carbohydrates to replace muscle glycogen and promote recovery. A
carbohydrate intake of approximately 0.5-0.7 grams per pound during the first thirty minutes
and again every two hours for four to six hours will be sufficient to replace glycogen stores.
Protein consumed after exercise will provide amino acids for the building and repair of muscle
tissue. So adding protein 0.2 g - 0.5 g/kg/day to carbohydrate at a ratio of 3 - 4:1
(Carbohydrate: Protein) may further improve glycogen re-synthesis so properly refuel for future
exercise.
It is crucial to achieve the right equilibrium of carbs and protein when it comes to
fueling up before or after a workout. Combining carbs with protein, pre-workout snacks will
make you feel more energized than junk foods made from simple sugars and tons of fat.
With some of these easy snacks, consider stocking your exercise bag and refrigerator:
Bananas
Bananas are full of potassium and magnesium, which are important nutrients to get daily.
Eating a banana can help replenish these minerals while providing natural sugars to fuel your
workout. For added protein, enjoy your banana with a serving of peanut butter.
Berries, grapes, and oranges
These fruits are all full of vitamins, minerals, and water. They’re easy on your intestines, give
you a quick boost of energy, and help you stay hydrated. Consider pairing them with a serving
of yogurt for protein.
Nuts
Nuts are a great source of heart-healthy fats and also provide protein and essential nutrients.
They can give you a source of sustained energy for your workout.
Pair them with fresh or dried fruit for a healthy dose of carbohydrates. However, test these
options to see how they settle. High-fat foods can slow digestion, and they may make food sit
in your stomach too long if your workout is coming up quickly.
Nut butter
Many grocery stores carry single-serving packets of peanut butter that don’t require
refrigeration and can be easily stored in a gym bag. For a tasty protein-carbohydrate combo,
you can spread peanut butter on:
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• an apple
• a banana
• whole-grain crackers
• a slice of whole-grain bread
If you don’t like peanut butter, try almond butter, soy butter, or other protein-rich alternatives.
Don’t cut too many calories
You can be tempted to remove a lot of calories from your meals if you’re trying to lose
weight or tone up your body. A main aspect of weight reduction is cutting calories, but it is
possible to go too far.
Diets for weight lose should never leave you feeling tired or sick. Those are signs that
you don’t get the calories for good health and fitness you need.
According to the National Heart, Lung, and Blood Institute Trusted Source, a diet containing
1,200 to 1,500 daily calories is suitable for most women who are trying to lose weight safely.
A diet with 1,500 to 1,800 daily calories is appropriate for most men who are trying to shed
excess pounds.
If you’re very active or you don’t want to lose weight while getting fit, you may need to eat
more calories. Talk to your doctor or a dietitian to learn how many calories you need to
support your lifestyle and fitness goals.
An average man needs 2500 An average woman needs to eat

calories to maintain, and 2000 to about 2,000 calories per day to
lose one pound of weight per maintain, and 1,500 calories to lose
week one pound of weight per week.
Balance is key
You’ll probably discover which foods give you the most energy and which have detrimental
effects when you settle into an active lifestyle. The trick is to teach your body to listen and to
align what feels right with what is good for you.
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Follow these tips:
• Aim to make breakfast a part of your routine.

• Choose complex carbohydrates, lean protein sources, healthy fats, and a wide
variety of fruits and veggies.
• Stock your fridge and gym bag with healthy workout snacks.
The right balance of carbohydrates, protein, and other nutrients can help fuel
your exercise routine.
Application
Create your personal exercise program for 1 week by applying FITT. Be sure to perform
what you have created. Document it to support your results.
Name:_________________________ Course&Section:_________
Weight:_____________
Frequency Intensity Time Type of Activity Document
Daily (easy, moderate, ( 30 min, 45, 1 Walking, jogging, Picture/Video

hard) hour, etc.) etc.
M, W, F, etc.
For Portfolio(TO BE DONE FOR SEVEN DAYS) (equipment needed: camera for
documentation)
WEST VISAYAS STATE UNIVERSITY
Pototan Campus
Movement Enha ncement

PE 111-
DAILY PHYSICAL ACTIVITY LOG
Date ) Picture Type of Time Weight METS Kcal/min Total
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(Freq Physical Duration in (Kg) (list of (METS x (cal)

weight/60)
Activity Min. activities)
(Kcal x
time)
Monday Mild 30 min 45 2.5 1.875 56.25

Nov.2, stretching Pls. Visit the
2020 site below for
your guide
https://sites.google.com
/site/compendiumofphy
sicalactivities/home

Pototan Campus
Movement Enhancement
PE 111-
FOOD ACTIVITY LOG
DAILY
Date Picture Mea l Item Calorie Total
s s (cal)
Classificatio
Monday Scrambled Eggs 203

Nov.2, 2 Hotdogs 1 cup 590
of rice
2020 Breakfast 206 999

Pototan Campus
PE Movement Enhancement
111-
COMPARISON Of CALORIE INTAKE AND OUT

Da (Outp Evaluation Rema
te ut ) Intake -Output rks
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Total PA (in calories)

Calories Log
Intake
(Food
Log)
Mond 999 56. 942.75 not final High Incre
ay 25 ase
Nov. T calories physi
2, ot intak e cal
2023 al activit
of y
all
m
(Male &
ea
female has
ls
fo separat
r evaluation)
a
da
y
(Sample Only. Make your own physical activity and food intake)
Assessment Discussion: Answer the following questions:

(5pts each)
4. Discuss the acronym FITT. Give example for each component(5 points)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________________________________
5. Enumerate the vital nutrients and how important are they especially for the athletes
or hardworking people. (5 points.)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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6. What is the most important nutrient needed by an athlete and why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
References
https://www.healthline.com/health/fitness-exercise-eating-healthy
Unit 3: Lesson 2. Factors Affecting physical activity and

nutritional choices and behaviors
Learning Outcomes
At the end of this lesson and after reading and understanding the module, the
students must have:
examined personal, cultural, and social factors that affect activity choices and nutrition
behaviors.
described personal, cultural and, social factors that affect nutrition behaviors
. enumerated the personal, cultural, and social factors that affect activity choices and
nutrition behaviors
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Activity
1. Can you think of a way society has influenced the way you eat? Have you overcome
any trends you weren’t even aware you were following?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________
Analysis
In several sentences, explain the statements below. (5 pts each)
1. Why do people vary in their choice of activities despite of same culture?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________
2. Are you the type of person who is fond of eating on fast food chains or do you
prefer to eat a home prepared food? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________
3. Are you a socially inclined person who goes with the group and follows their
physical activities and spends more time with them or are you the opposite
type?
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
Abstraction
Unit 3
Lesson 2 Factors affecting physical activity and nutritional
choices and behaviors
There are several factors influencing nutrient intake. How do social and
cultural variables influence healthy eating? Let’s look at the basic essence of the
human social system to fully comprehend the idea.
According to social scientists Elizabeth Barnett, Ph.D. and Michele Casper, Ph.D.:
“Human social environments encompass the immediate physical surroundings,

social relationships, and cultural milieus within which defined groups of people function
and interact. Components of the social environment include built infrastructure;
industrial and occupational structure; labor markets; social and economic processes;
wealth; social, human, and health services; power relations; government; race
relations; social inequality; cultural practices; the arts; religious institutions and
practices; and beliefs about place and community. [ … ] Social environments can be
experienced at multiple scales, often simultaneously, including households, kin
networks, neighborhoods, towns and cities, and regions.”
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Influence of Society on Diet
In shaping the diet of a person, culture and society are important.

Unfortunately, we have welcomed super-sized, low-cost fast food as a culture where cheap
is good and easy is better, which has paved the way for a huge rise in the incidence of
obesity. The increased consumption of high-calorie, low-nutrition food has spawned an
epidemic of obesity.
Most social activities are focused around food and it become the new national
pastime. Do you agree? For instance, when you want to meet a long-lost friend,
where is the usual meeting place? When you buy your groceries, what are the most
common stuff you buy?
On eating habits, friends and family exert an influence. They prefer to eat
more or less when they are together than when they are alone. In social settings,
the form of food eaten may be different from the food eaten when a person is alone.
In particular, one study found that “meals consumed with others contained more
carbohydrates, fat, protein, and total calories.”
The influence of culture on eating behavior

For several years, media and technology have been a shaping factor of
culture. For the positive, this isn't always true. Unfortunately, studies in the area of
eating habits suggest that kids watching TV are more likely to have poor habits.
Many individuals, especially young adults, are vulnerable to how the media
depicts the “perfect body.” Is the media responsible for the epidemic of body
dysmorphia and other problems with self-image?
Magazines full of slender girls or muscular men can contribute to a negative

image of the body and, in turn, promote unhealthy habits. When this is combined
with other factors, such as mental health, there is little doubt that body image and
eating disorders are so prevalent and often life-threatening.
Severe disturbances in eating behavior are anorexia nervosa, bulimia nervosa,

binge eating disorder, and their variants. A wide variety of negative psychological,
physical, and social effects are correlated with them. Eating disorders can begin to
intensify small yet obsessive behavior rapidly and it does not take long for a serious
problem to occur.
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Severe disturbances relating to eating behavior:
Anorexia
The problem with people who have anorexia nervosa, they see themselves as
overweight, even when they are underweight. Food sleeping and weight
management are becoming obsessions.
There are many symptoms of anorexia, but the most common include repeated
weighing, consuming extremely small amounts of food, self-induced vomiting, abuse
of laxatives, diuretics, or even enemas. The highest mortality rate of any psychiatric
disorder is currently associated with anorexia.
Bulimia
Bulimia nervosa people appear to consume unusually large quantities of food and
experience a loss of control over these episodes. The use of laxatives, diuretics,
fasting, excessive exercise, or some combination of them is accompanied by binge
eating. The aim is to compensate for the out-of-control eating.
People with this disorder often maintain a normal weight. But the psychological fear
factors remain the same — the fear of gaining weight and intense unhappiness with
body size and shape. Bulimic behavior is often done secretly as it is often
accompanied by feelings of disgust or shame.
Binge-Eating Behavior
Binge-eating behavior often leads to losing control over eating. The difference
between binge-eating and bulimia is that in both cases, people eat excessive
amounts of food, but people with bulimia compensate for out-of-control eating with
purging, while pure binge-eaters will not. As a result, people with binge-eating
disorder often become overweight or obese.
How does nutrition affect exercise?
The muscles you are involved in during exercise depend on the nutrients you offer them
through your diet, whether it's cardio, strength training, or flexibility practice.
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It can affect the quality of your workout and affect your fitness goals by supplying
your body with nutrients before you work out after you work out, and in the recovery
time between workouts. Fueling up after an exercise session can also improve
performance in certain situations.
Nutrient Efficiency within the Body
Protein for Strong Muscles
Several functions linked to exercise are fulfilled by your dietary protein. Protein
helps create new muscle fibers as the primary component of muscle tissue and
replaces weakened tissues during your workout. Having ample high-quality protein in
your daily diet-up to 2 grams for each kilogram you weigh-allows the increase in
muscle mass that during subsequent exercises will increase your physical strength
over time. In addition, it will facilitate muscle regeneration by eating protein that
contains branched-chain amino acids, such as those found in milk protein whey, so
that you can work out again faster.
Carbohydrates for Energy
The energy your muscles need to conduct work is provided by carbohydrates, both
starches and sugar. The carbohydrates that you eat before you exercise not only
burn as fuel but also accumulate as glycogen in your muscles and liver, a storage
form of starch that your muscles call on to keep them going during exercise. After
exercising, this nutrient is also important, since vigorous physical activity depletes
your glycogen reserves. In preparation for the next exercise session, replenishing
glycogen during or after a workout speeds recovery. Soon after exercise, taking in
between 1 and 1.5 grams of carbohydrates per kilogram of body weight helps
optimize the system.
Vitamins and Minerals for Metabolism
Many of the functions of the body that come into play during exercise, such as energy
production and muscle contraction, include vitamins and minerals. Therefore, lack of
any of these nutrients will affect your ability to work out as you want to. Your blood
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cells, for example, contain oxygen that is bound to an iron-rich protein, and if your
dietary iron is poor, during exercise you will easily become hot and dry and exhausted.
Vitamin C can help you absorb iron and your iron levels can be indirectly affected by
a deficiency of this vitamin. By pulling in water, electrolytes, such as sodium, help
sustain fluid balance in your cells, and too little sodium in your diet can lead to
muscle cramps as you exercise.
Water for Hydration
One of the most essential nutrients in exercise is water. Staying well hydrated
requires replacing the fluids that you lose from heavy breathing and sweating.
Hydration prevents your heart rate from climbing too fast, which helps to control the
temperature of your body in turn. Each time you lose a liter of fluid by sweat, the
heart rate rises by eight beats per minute, according to the American Council on
Exercise. Your core temperature can be dangerously raised if fluid loss persists.
Before, during, and after exercise, drinking plenty of water helps ensure you
complete your workout so that you can healthily achieve your fitness goals.
10 Suggestions for an Active Lifestyle: Healthy Eating
Tips for combining good nutrition and physical activity
For youth and adults engaging in physical activity and sports, healthy eating is
essential for optimizing performance. Combining good nutrition with physical activity
can lead to a healthier lifestyle.
1. Maximize with nutrient-packed foods

Give your body the nutrients it needs by eating a variety of
nutrientpacked foods, including whole grains, lean protein, fruits and
vegetables, and low-fat or fat-free dairy. Eat less food high in solid fats,
added sugars, and sodium (salt).
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2. Energize with grains

Your body’s quickest energy source comes from foods such as bread,
pasta, oatmeal, cereals, and tortillas. Be sure to make at least half of
your grain food choices whole-grain foods like whole-wheat bread or
pasta and brown rice.
3. Power up with protein
Protein is essential for building and repairing muscle. Choose lean or lowfat
cuts of beef or pork, and skinless chicken or turkey. Get your protein from
seafood twice a week. Quality protein sources come from plantbased
foods, too.
4. Mix it up with plant protein foods

Variety is great! Choose beans and peas (kidney, pinto, black, or white beans;
split peas; chickpeas; hummus), soy products (tofu, tempeh,
veggie burgers), and unsalted nuts and seeds.
5. Vary your fruits and vegetables

Get the nutrients your body needs by eating a variety of colors, in various
ways. Try blue, red, or black berries; red and yellow peppers; and dark
greens like spinach and kale. Choose fresh, frozen, low-sodium canned,
dried, or 100 percent juice options.
6. Don’t forget dairy

Foods like fat-free and low-fat milk, cheese, yogurt, and fortified soy
beverages (soymilk) help to build and maintain strong bones needed for
everyday activities.
7. Balance your meals

Use MyPlate as a reminder to include all food groups each day.
8. Drink water
Stay hydrated by drinking water instead of sugary drinks. Keep a reusable water
bottle with you to always have water on hand.
9. Know how much to eat

Calculate your MyPlate Plan to get personalized nutrition information
based on your age, gender, height, weight, current physical activity level,
and other factors.
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10. Reach your goals

Promote physical activity and good nutrition. Make an 8-week program to help
you manage and reach your health goals.
Application
Make a scrapbook
Title: “Am I what I eat and do?”
Make a reflection paper emphasizing how you observe your feelings based on your
food intake and daily physical activities. Prove that you are what your lifestyle is. Write
your answers on bond paper and paste some of your photos on it while eating and
doing your physical activities. (Scrapbook) please be guided by a rubric.
Scrapbook Rubric
CATEGORY Expert (10) Practitioner (7) Apprentice (5) Novice (3)
Amount of Information All topics are addressed All topics are addressed All topics are One or more topics were
and all questions are and most questions are addressed, and most not addressed.
answered with at least answered with at least questions are answered
2 sentences about 2 sentences about with 1 sentence about
each. each. each.
Quality of Information Information relates to Information relates to Information relates to Information has little
the main topic. It the main topic. It the main topic. No or nothing to do with
includes several provides 12 supporting details and/or examples the main topic.
supporting details details and/or examples. are given.
and/or examples.
Diagrams & Illustrations Diagrams and Diagrams and Diagrams and Diagrams and
illustrations are neat, illustrations are illustrations are neat illustrations are not
and accurate and add to accurate and add to the and accurate and accurate OR do not
the reader's reader's understanding sometimes add to the add to the reader's
understanding of the of the topic. reader's understanding understanding of the
topic. of the topic. topic.
Creativity Scrapbook consists of an Scrapbook consists of Scrapbook consists of Scrapbook consists of

original and creative a moderately original a partially original and a somewhat original
presentation of the and creative creative presentation and creative
content. presentation of the of the content. presentation of the
content. content.
Assessment:
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Read the statements below and answer it with heart. (10 pts each)
1. Enumerate and discuss the nutrients that control the functions of the body.
2. Write an essay stating the importance of nutrients during exercise or physical

activity.
References:
https://healthyeating.sfgate.com/nutrition-affect-exercise-6391.html
https://globalhealing.com/natural-health/how-culture-and-society-influence-
healthyeating/
https://www.eufic.org/en/healthy-living/article/the-determinants-of-food-choice
https://www.betterhealth.vic.gov.au/health/healthyliving/food-variety-and-a-healthy-diet
Unit 3 Lesson 3: Planning a balanced diet for a
healthy lifestyle
Learning Outcomes
At the end of lesson 3, the students must have:
explained the importance of planning a balanced diet for a healthy lifestyle

developed a sense of responsibility toward the attainment of a healthy lifestyle
created a sample personal menu plan for a balanced diet
ACTIVITY
Are you particular about the foods that you intake? Why? Discuss briefly.
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ANALYSIS
Discuss in 5 sentences only 10 points.

Why is important to know what’s NOT in your food?
_____________________________________________________________________
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ABSTRACTION
Unit 3 Lesson 3: Planning a balanced diet for a healthy lifestyle
What is a balanced diet?

A healthy diet meets all the nutritional needs of a person. To remain healthy,
human needs a certain amount of calories and nutrients. Without going over the
recommended daily calorie intake, a healthy diet offers all the nutrients a person
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needs. People can get the nutrients and calories they need and stop consuming fast
food, or food without nutritional value, by eating a healthy diet.
A healthy diet provides the body with the nutrients it requires to work
properly. To get the diet you need, most of your daily calories should come from
what is found in the Food Pyramid.
The Food Pyramid is a visual representation of how various foods and

beverages contribute to a balanced, healthy diet. Depending on their food
preferences, the Food Pyramid allows individuals the flexibility to choose foods and
drinks from each shelf. It organizes food and beverages from the most important
shelf on the bottom, into 5 main shelves.
Shelf 1: (at least 5 to 7 servings a day) of vegetables, salad and fruit. On these,
base your meals and enjoy a range of colors. Better is more. Limit fruit juice to once
a day, unsweetened.
Shelf 2: Wholemeal cereals and bread, potatoes, pasta, and rice (3–5 servings a
day, up to 7 servings a day for 19-50 years of age for teenage boys and men). the
best are whole meals and wholegrain cereals. Enjoy it with every meal.
Shelf 3: Milk, Yogurt, and Cheese (3 servings a day and 5 from the age of 9 to 18
years of age) Select low-fat varieties or reduced-fat types. More often than cheese,
prefer low-fat milk and yogurt. In small quantities, enjoy cheese.
Shelf 4: Meat, Poultry, Fish, Eggs, Beans, and Nuts Pick lean meat, poultry (without
skin), and fish (2 servings a day). Up to twice a week, eat oily fish. Choose eggs,
nuts, and beans. Limit salty meats such as sausages, bacon, and ham that have been
processed.
Shelf 5: Use as little as possible Fats, Spreads, and Oils (In very limited amounts).
Select reduced fat or light spreads that are mono or polyunsaturated. Pick the oils of
rapeseed, olive, canola, sunflower, or corn. Limit the dressings of mayonnaise,
coleslaw, and salad as they also contain oil. Always cook with as little fat or oil as
possible – grilling, oven-baking, steaming, boiling, or stir-frying.
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Top Shelf: The Top Shelf divides the modified Food Pyramid from the rest of the
pyramid. Foods and beverages rich in fat, sugar, and salt are part of the Top Shelf.
These are not needed for good health and should not be eaten daily. Very small
quantities are appropriate for a maximum of one or two days a week.
Food Pyramid Use
To achieve a safe, balanced diet, the Food Pyramid shows how much of what you
consume overall can come from each shelf. The food Pyramid’s form illustrates the
kinds of foods and drinks that people need to consume most for healthy eating. It is
split into six racks, each of which provides the range of nutrients and energy needed
for good health.
APPLICATION
Create your 7-day personal menu plan. Use the data for your Daily food
log.
Be sure to document it.
ASSESSMENT
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Discussion:
1. Explained the importance of planning a balanced diet for a healthy lifestyle. (10 pts)
REFERENCES
https://www.choosemyplate.gov/ten-tips-healthy-eating-for-an-active-lifestyle
Unit 4: Healthy Eating Habits
Introduction:
The importance of good nutrition for optimal health is well established. Eating
patterns have been related to four of the seven leading causes of death, and poor
nutrition increases the risks for numerous diseases, including heart disease, obesity,
stroke, diabetes, hypertension, osteoporosis, and many cancers (e.g., colon, prostate,
mouth, throat, lung, and stomach). In addition to helping avoid these health risks,
proper nutrition can enhance the quality of life by improving appearance and
increasing the ability to carry out work and leisure-time activity without fatigue.
Most people believe that nutrition is important but still find it difficult to
maintain a healthy diet. One reason for this is that foods are usually developed,
marketed, and advertised for convenience and taste rather than for health or
nutritional quality. Another reason is that many individuals have misconceptions
about what constitutes a healthy diet. Some of these misconceptions are propagated
by commercial interests and so-called experts with less-than-impressive credentials.
Other misconceptions are created by the confusing, and often contradictory, news
reports about new nutrition research. Although nutrition is an advanced science,
many questions remain unanswered.
Lesson 1: Nutrients & Recommended Intake
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Learning Outcomes
At the end of this Unit and after actively reading and reviewing the module the
students must have:
1. interpreted food labels accurately
2. critiqued health claims of food products and popular dietary practices
Activity
List down your favorite food for breakfast, snacks, lunch, snacks
and dinner.
Breakfast Snacks Lunch Snacks Dinner
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Analysis
Based on your answers from the activity above compare it to the food pyramid below.
Analyze your food intake compared to the pyramid (5 pts each)
5. On what level or section of the pyramid is your food intake mostly seen?
6. Are you aware of the effects of these foods on your body? Explain your answer
Abstraction
Unit 4: Lesson 1: Guidelines for Healthy Eating
National dietary guidelines provide a sound plan for good nutrition. The first
guidelines were published in 1980, and federal law requires that these guidelines be
updated every 5 years to incorporate new research findings. The most recent USDA
nutrition guidelines were published in 2015.
National dietary guidelines provide suggestions for healthy eating. A key

message in the U.S. dietary guidelines is that it is best to pursue broader changes in
overall dietary patterns rather than trying to add or replace specific foods. This
approach has been referred to as a “Total Diet Approach” to reflect that the overall
pattern of food eaten is the most important goal. From this perspective, there are not
“good” or “bad” foods but healthy and unhealthy patterns. Dietary patterns are
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defined as the quantities, proportions, variety, or combinations of different foods and

beverages in diets, and the frequency with which they are habitually consumed. A
“healthy dietary pattern” is further characterized by a higher consumption of
vegetables, fruits, whole grains, low/nonfat dairy, seafood, legumes, and nuts and a
lower consumption of red and processed meat, sugar-sweetened foods and drinks,
and refined grains.
The rationale for these components is summarized below:
• Eat the right amount of calories for you. Effective weight control requires
balancing energy intake with energy expenditure. Studies indicate that
Americans underestimate the number of calories they eat, and only about 9
percent regularly keep track of the calories in the foods they eat.
• Consume nutrient-dense foods. Consuming nutrient-dense foods improves

the overall quality of the diet. Examples of nutrient-dense foods include
vegetables, fruits, high-fiber whole grains, fat-free or low-fat milk and milk
products, seafood, lean meat and poultry, eggs, soy products, nuts, seeds,
and oils.
• Reduce solid fats and added sugars. Consumption of solid fats and added
sugars leads to excessive intake of saturated fat and cholesterol and
insufficient intake of dietary fiber and other nutrients. Consuming fewer
processed foods (e.g., meats, grains) and sweetened foods and drinks
contributes to a healthier dietary pattern.
• Reduce sodium intake. Excessive sodium in the diet can increase blood
pressure and lead to health problems. Consuming fewer processed foods
and snack foods can help reduce overall sodium intake. The goal is to stay
below
the limit of 2,300 milligrams per day.
Specific Dietary Reference Intakes (DRIs) provide a target zone for

healthy eating.
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1. Carbohydrates
A. Complex carbohydrates should be the principal source of calories in the
diet.
Carbohydrates have gotten a bad rap in recent years due to the hype
associated with low-carbohydrate diets. Carbohydrates have been unfairly implicated
as a cause of obesity. Simple sugars (such as sucrose, glucose, and fructose) found
in candy and soda lead to quick increases in blood sugar and tend to promote fat
deposition. Complex carbohydrates (e.g., bread, pasta, rice), on the other hand, are
broken down more slowly and do not cause the same effect on blood sugar. They
contribute valuable nutrients and fiber to the diet and should constitute the bulk of a
person’s diet. Lumping simple and complex carbohydrates together is not appropriate,
since they are processed differently and have different nutrient values.
Several low-carb diet books have used an index known as the glycemic index (GI) as
the basis for determining if foods are appropriate in the diet. Foods with a high GI
value produce rapid increases in blood sugar, while foods with a low GI value produce
slower increases.
B. Reducing dietary sugar can help reduce the risk of obesity and heart
disease.
Although sugar consumption has not been viewed as harmful, people who
consume high amounts of sugar also tend to consume excess calories. The new
dietary guidelines recommend decreasing the consumption of added sugars to
reduce the risk of excess calorie consumption and weight gain. The World Health
Organization also emphasized limiting sugars to 5 to 10 percent of total calories
consumed each day.
C. Increasing consumption of dietary fiber is important for overall good

nutrition and health. Diets high in complex carbohydrates and fiber are associated
with a low incidence of coronary heart disease, stroke, and some forms of cancer.
Long-term studies indicate that high-fiber diets may also be associated with a lower
risk for diabetes mellitus, diverticulosis, hypertension, and gallstone formation.
It has proven difficult to isolate the effects of dietary fiber, but there is no
debate about the benefits. Past guidelines distinguished soluble fiber (typically found
in fruits and oat bran) from insoluble fiber (typically found in grains), but this was an
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oversimplification of the different types of fiber as well as how they are processed in
the body. From a technical perspective, dietary fibers are defined as carbohydrate
molecules that escape digestion in the small intestine and pass into the large intestine,
where they are slightly or nearly completely fermented. The fermentation products
contribute to the many physiological benefits of dietary fiber since they can be
absorbed into the bloodstream.
D. Fruits and vegetables are essential for good health. Fruits and vegetables
are a valuable source of dietary fiber, are packed with vitamins and minerals, and
contain many beneficial phytochemicals, which may have positive effects on health.
Follow the recommendations to ensure healthy amounts of carbohydrates in

the diet.
The following list summarizes some key dietary recommendations for carbohydrates:
• ∙ Consume a variety of fiber-rich fruits and vegetables.

• ∙ Select whole-grain foods when possible.
• ∙ Choose and prepare foods and beverages with little added sugars or caloric sweeteners.
2. Fat
A. Fat is an essential nutrient and an important energy source. Humans
need some fat in their diet because fats are carriers of vitamins A, D, E, and K. They
are a source of essential linoleic acid, they make food taste better, and they provide
a concentrated form of calories, which serve as a vital source of energy during
moderate to vigorous exercise. Fats have more than twice the calories per gram of
carbohydrates.
There are several types of dietary fat. Saturated fats come primarily from
animal sources, such as red meat, dairy products, and eggs, but they are also found
in some vegetable sources, such as coconut and palm oils. There are two basic types
of unsaturated fats: polyunsaturated and monounsaturated.
Polyunsaturated fats are derived principally from vegetable sources, such as
safflower, cottonseed, soybean, sunflower, and corn oils (omega-6 fats), and
coldwater fish sources, such as salmon and mackerel (omega-3 fats).
Monounsaturated fats are derived primarily from vegetable sources, including olive,
peanut, and canola oil.
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B. Saturated fat is associated with an increased risk for disease, but

polyunsaturated and monounsaturated fats can be beneficial. Health
recommendations related to dietary fat have changed over the years, focusing now
primarily on risks from saturated fat. Excess saturated fat in the diet is known to
increase the level of cholesterol in your blood, which directly increases the risk of
heart disease and stroke.
Therefore, no more than 10 percent of your total calories should come from
saturated fats. Dietary guidelines recommend replacing saturated fats with
unsaturated fats, especially polyunsaturated fats. Estimates suggest that only 15
percent of circulating cholesterol is from dietary sources; the remaining amounts are
manufactured by the liver as part of fat transport and metabolism. However,
restrictions on saturated fat are still important since high-fat content requires the liver
to produce more cholesterol. Fat should account for 20 to 35 percent of calories in
the diet, with no more than 10 percent of total calories from saturated fat. The
remaining fat should come from plant-based sources, especially monounsaturated
fats.
C. Trans fats and hydrogenated vegetable oils should be minimized in the

diet. For decades, the public has been cautioned to avoid saturated fats and foods
with excessive cholesterol. Many people switched from using butter to margarine
because margarine is made from vegetable oils that are unsaturated and contain no
cholesterol. The hydrogenation process used to convert oils into solids, however, is
known to produce trans fats, which are just as harmful as saturated fats, if not
more so. Trans fats are known to cause increases in LDL cholesterol and have been
shown to contribute to the buildup of atherosclerotic plaque. Because of these
effects, it is important to try to minimize the consumption of trans fats in your diet.
Follow the recommendations to ensure healthy amounts of fat in the diet.

The following list summarizes some key dietary recommendations for dietary fat:
• ∙ Limit saturated fatty acid intake to less than 10 percent of total calories.
• ∙ Emphasize food sources with mono- or polyunsaturated fat sources.
• ∙ Avoid trans fatty acids from processed foods (e.g., foods with hydrogenated
vegetable oils).
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• ∙ Consume two servings of seafood per week to provide healthy amounts of omega-
3 fatty acids.
3. Proteins
A. Protein is the basic building block for the body, but dietary protein
constitutes a relatively small amount of daily caloric intake. Proteins are often
referred to as the building blocks of the body because all body cells are made of
protein. More than 100 proteins are formed from 20 different amino acids.
Eleven of these amino acids can be synthesized from other nutrients, but 9
essential amino acids must be obtained directly from the diet. One way to identify
amino acids is the -ine at the end of their name. For example, arginine and lysine are
two of the amino acids. Only 3 of the 20 amino acids do not have the -ine suffix. They
are aspartic acid, glutamic acid, and tryptophan.
Certain foods, called complete proteins, contain all of the essential amino
acids, along with most of the others. Examples are meat, dairy products, and fish.
Incomplete proteins contain some, but not all, of the essential amino acids.
Examples include beans, nuts, and rice. High-protein diets are damaging to the
kidneys, as the body must process a lot of extra nitrogen. Excessive protein intake
can also lead to urinary calcium loss, which can weaken bones and lead to
osteoporosis.
People who eat a variety of foods, including meat, dairy, eggs, and plants rich
in protein, virtually always consume more protein than the body needs. Because of
the negative consequences associated with excess intake, dietary supplements
containing extra protein are not recommended for the general population.
1 glass milk = 8 grams
1 ounce chicken breast = 7 grams 1 slice
bread = 3 grams cup vegetables = 2
grams cup navy beans = 7 grams
B. Vegetarian diets provide sufficient protein and may offer health benefits.
Vegetarian diets provide ample sources of protein as long as a variety of protein-
rich food sources are included in the diet. According to the Academy of Nutrition
and Dietetics, well-planned vegetarian diets “are appropriate for all stages of the
life cycle, including during pregnancy, and lactation,” and can “satisfy the nutrient
needs of infants, children, and adolescents.” You can get enough protein as long as
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the variety and amounts of foods consumed are adequate. Vegans must
supplement their diet with vitamin B-12 because the only source of this vitamin is
food from animal sources. Lacto-ovo vegetarians do not have the same concerns
because vitamin B-12 can be obtained in dairy products.
C. An increasing array of soy foods are available to provide alternative

sources of protein. Soybeans and soy-based foods are a high-quality source of
protein. They may also have beneficial effects on blood pressure and cholesterol
levels, possibly contributing to reductions in risk for coronary heart disease.
Soybased foods contain compounds called flavones, a phytoestrogen that
contributes to bone health, immune function, and maintenance of menopausal
health in women.
A variety of soy-based food products are commercially available as
alternatives to traditional meat foods. Common options include tofu, tempeh, soy
milk, or textured vegetable (soy) protein. Grocery stores carry a variety of other
meatless products based on soy (e.g., veggie burgers). Soy foods that contain at
least 6.25 grams per serving can be labeled with FDA-approved health claims.
Follow the recommendations to ensure healthy amounts of protein in the

diet.
The following list summarizes some key dietary recommendations for protein:
• ∙ Protein should account for the smallest percentage of total calories consumed
(10 to 35 percent).
• ∙ Protein in the diet should meet the RDA of .8 grams per kilogram (2.2 pounds)
of a person’s weight (about 54 grams for a 150-pound person).
• ∙ Protein in the diet should not exceed twice the RDA (1.6 grams per kilogram of
body weight). Excess protein can be harmful to the kidneys.
• ∙ Vegetarians must eat a combination of foods to ensure an adequate intake of

essential amino acids. Vegans should supplement their diet with vitamin B-
12.
• ∙ Dietary supplements of protein, such as tablets and powders, are not
recommended.
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4. Vitamins
A. Adequate vitamin intake is necessary for good health and wellness, but
excessive vitamin intake is not necessary and can be harmful. Vitamins serve a
variety of functions within the body. For example, they serve as co-enzymes for the
metabolism of different nutrients, contribute to the regulation of energy stores, and
assist in immune function.
Some vitamins (e.g., B-complex vitamins and vitamin C) are water soluble
and are excreted in urine. These vitamins must be consumed daily. Other vitamins,
such as A, D, E, and K, are fat soluble. These vitamins are stored over time, so daily
doses of these vitamins are not necessary. Excess consumption of fat-soluble
vitamins can build to toxic levels and harm cell function and health. Vitamins A, C,
and E (as well as beta-carotene) act as antioxidants within the body.
Antioxidants are substances that are thought to inactivate free radicals
(molecules that can cause cell damage and health problems). Many common grain
products are fortified with folic acid because low folic acid levels increase the risk of
birth defects in babies. Fortification is considered essential since more than half of all
women do not consume adequate amounts of folic acid during the first months of
gestation (before most women even realize they are pregnant).
Vitamin supplementation may not be necessary for people with healthy diets,
but it is acceptable to take a standard multivitamin/mineral supplement to ensure
that your needs are met.
4. Vitamins
A. Adequate vitamin intake is necessary for good health and wellness, but
excessive vitamin intake is not necessary and can be harmful. Vitamins serve a
variety of functions within the body. For example, they serve as co-enzymes for the
metabolism of different nutrients, contribute to the regulation of energy stores, and
assist in immune function.
Some vitamins (e.g., B-complex vitamins and vitamin C) are water soluble
and are excreted in urine. These vitamins must be consumed daily. Other vitamins,
such as A, D, E, and K, are fat soluble. These vitamins are stored over time, so daily
doses of these vitamins are not necessary. Excess consumption of fat-soluble
vitamins can build to toxic levels and harm cell function and health. Vitamins A, C,
and E (as well as beta-carotene) act as antioxidants within the body.
Antioxidants are substances that are thought to inactivate free radicals
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(molecules that can cause cell damage and health problems). Many common grain
products are fortified with folic acid because low folic acid levels increase the risk of
birth defects in babies. Fortification is considered essential since more than half of all
women do not consume adequate amounts of folic acid during the first months of
gestation (before most women even realize they are pregnant).
Vitamin supplementation may not be necessary for people with healthy diets,
but it is acceptable to take a standard multivitamin/mineral supplement to ensure
that your needs are met.
Examples of Functional Foods and Potential Benefits
Carotenoids Potential Benefits
Beta-carotene: found in carrots, pumpkin, sweet May bolster cellular antioxidant defenses
potato, cantaloupe
Lutein, zeaxanthin: found in kale, collards, May contribute to healthy vision

spinach, corn, eggs, citrus
Lycopene: Found in tomatoes, watermelon, May contribute to prostate health

red/pink grapefruit
Flavonoids Potential Benefits

Anthocyanins: found in berries, cherries, May bolster antioxidant
red grapes defenses; may maintain brain
function and heart health
Flavanones: found in citrus foods
Flavonols: found in onions, apples, tea, broccoli
Isothiocyanates Potential Benefits

Proanthocyanidins: found in cranberries, cocoa, May contribute to maintenance of
apples, strawberries, grapes, peanuts urinary tract health and heart
health
Sulforaphane: found in cauliflower, broccoli, May enhance the detoxification of

Brussels sprouts, cabbage, kale, horseradish undesirable compounds; may
bolster cellular antioxidant
defenses
Phenolic Acids Potential Benefits

Caffeic/ferulic acids: found in apples, pears, May bolster cellular antioxidant
citrus fruits, some vegetables, coffee defenses; may contribute to
maintenance of healthy vision
Sulfides/Thioles Potential Benefits

Sulfides: found in garlic, onions, leeks, scallions
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Dithiolthiones: found in cruciferous vegetables May enhance detoxification of

undesirable compounds; may
contribute to maintenance of
heart health and healthy
immune function
Vitamin and Mineral Supplements

Limit the use of supplements unless warranted because of a health problem or
a specific lack of nutrients in the diet.
• If you decide supplementation is necessary, select a multivitamin/ mineral
supplement that contains micronutrients in amounts close to the recommended
levels (e.g., “one-a-day”-type supplements).
• If your diet is deficient in a particular mineral (e.g., calcium or iron), it may be
necessary to incorporate dietary sources or an additional mineral supplement as
well, since most multivitamins do not contain the recommended daily amount of
minerals. • Choose supplements that provide between 50 and 100 percent of the
AI or RDA, and avoid those that provide many times the recommended amount.
The use of supplements that hype “megadoses” of vitamins and minerals can
increase the risk for some unwanted nutrient interactions and possible toxic effects.
Buy supplements from a reputable company.
Follow the recommendations to ensure healthy amounts of vitamins in the

diet.
Vitamins in amounts equal to the RDAs should be included in the diet each day.
The following guidelines will help you implement this recommendation:
• ∙ Eat a diet containing the recommended servings of carbohydrates, proteins, and
fats.
• ∙ Consume extra servings of green and yellow vegetables, citrus and other fruits,
and other non-animal food sources high in fiber, vitamins, and
minerals.
• ∙ People with special needs should seek medical advice before selecting
supplements and should inform medical personnel as to the amounts and content
of all supplements (vitamins and others).
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5. Minerals
A. Adequate mineral intake is necessary for good health and wellness, but
excessive mineral intake is not necessary and can be harmful. Like vitamins, minerals
have no calories and provide no energy for the body. They are important in regulating
various bodily functions. Two particularly important minerals are calcium
and iron.
Calcium is important to bone, muscle, nerve, and blood development and
function and has been associated with reduced risk for heart disease. Iron is
necessary for the blood to carry adequate oxygen. Other important minerals are
phosphorus, which builds teeth and bones; sodium, which regulates water in the
body; zinc, which aids in the healing process; and potassium, which is necessary for
proper muscle function.
Another concern is iron deficiency among very young children and women of
childbearing age. Low iron levels may be a special problem for women taking birth
control pills because the combination of low iron levels and birth control pills has been
associated with depression and generalized fatigue. Eating a well-balanced diet with
recommended amounts of fruits, vegetables, and grains can help in meeting the RDA
for minerals. Nutrition goals for the nation emphasize the importance of adequate
servings of foods rich in calcium, such as green, leafy vegetables and milk products;
adequate servings of foods rich in iron, such as beans, peas, spinach, and meat; and
reduced salt in the diet.
Follow the recommendations to ensure healthy amounts of minerals in the diet.

The following list includes basic recommendations for mineral content in the diet:
• ∙ Minerals in amounts equal to the RDAs should be consumed in the diet each
day.
• ∙ Pregnant women and postmenopausal women should consider taking a daily
calcium supplement.
The following guidelines will help you implement these recommendations:

• ∙ A diet containing the food servings recommended for carbohydrates, proteins,
and fats will more than meet the RDA standards.
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• ∙ Extra servings of green and yellow vegetables, citrus and other fruits, and other
non-animal sources of foods high in fiber, vitamins, and minerals are recommended
as a substitute for high-fat foods.
C. Reducing salt in the diet can reduce health risks. Salt is common in many
processed food products, and most Americans consume way too much. Most meals
at fast food chains provide more than a full day’s allotment of salt. Therefore, major
public health efforts have focused on encouraging manufacturers to reduce salt
content in processed and fast foods.
While changes in food supply are important, taking responsibility for lowering
salt in the diet is the best way for an individual to make a change. Salt intake
increases the risk for hypertension, which is a major risk factor for heart disease and
stroke. Many people have assumed that salt consumption is not a problem if you are
not hypertensive, but this is not the case. Recent studies have shown that sodium
intake increases the risk of stroke independent of the presence of hypertension.
Therefore, reducing salt consumption is important for everyone.

6. Water and Other Fluids
A. Water is a critical component of a healthy diet. Though water contains no
calories, provides no energy, and provides no key nutrients, it is crucial to health and
survival. Water is a major component of most of the foods you eat, and more than
half of all body tissues are composed of it. Regular water intake maintains water
balance and is critical to many bodily functions. Though a variety of fluidreplacement
beverages are available for use during and following exercise, replacing water is the
primary need.
B. Beverages other than water are a part of many diets, but some beverages
can harm good health. Coffee, tea, soft drinks, and alcoholic beverages are often
substituted for water. Too much caffeine consumption has been shown to cause
symptoms such as irregular heartbeat in some people. Tea has not been shown to
have similar effects, though this may be because tea drinkers typically consume less
volume than coffee drinkers, and tea has less caffeine per cup than coffee. Many soft
drinks also have caffeine, though drip coffee typically contains two to three times the
caffeine of a typical cola drink.
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Excessive consumption of alcoholic beverages can have negative health

implications because the alcohol often replaces nutrients. Excessive alcohol
consumption is associated with an increased risk of heart disease, high blood
pressure, stroke, and osteoporosis. Long-term excessive alcoholic beverage
consumption leads to cirrhosis of the liver and to increased risk for hepatitis and
cancer. Alcohol consumption during pregnancy can result in low birth weight, fetal
alcoholism, and other damage to the fetus. While there are clear risks associated
with excessive alcohol consumption, the dietary guidelines indicate that alcohol used
in moderation can enhance the enjoyment of meals and reduce risks for coronary
heart disease.
Follow the recommendations to ensure healthy amounts of water and other

fluids in the diet.
The following list includes basic recommendations for water and other fluids in
the diet:
• ∙ Consume about eight glasses (8 ounces each) of water every day. Active people and
those who exercise in hot environments require additional water.
• ∙ Coffee, tea, and soft drinks should not be substituted for sources of key
nutrients, such as low-fat milk, fruit juices, or foods rich in calcium.
• ∙ Limit daily servings of beverages containing caffeine to no more than three.
• ∙ Limit sugared soft drinks.
• ∙ If you are an adult and you choose to drink alcohol, do so in moderation. The dietary
guidelines for Americans indicate that moderation means no more than one drink per day
for women and no more than two drinks per day for men (one drink equals 12 ounces of
regular beer, 5 ounces of wine [small glass], or one average-size cocktail [1.5 ounces of
80-proof alcohol]).
Sound Eating Practices
A. Consistent eating patterns (with a daily breakfast) are important for good
nutrition. Eating regular meals every day, including a good breakfast, is wise. Many
studies have shown breakfast to be an important meal, in which one-fourth of the
day’s calories should be consumed. Skipping breakfast impairs performance because
blood sugar levels drop in the long period between dinner the night before and lunch
the following day. Eating every 4 to 6 hours is wise.
|
B. Moderation is a good general rule of nutrition. You do not have to

permanently eliminate foods that you enjoy, but some of your favorite foods may
not be among the best choices. Enjoying special foods on occasion is part of
moderation.
The key is to limit food choices high in empty calories.
C. Minimize your reliance on fast foods. Most consumers understand that

many fast food options are relatively poor nutritional choices. Hamburgers are
usually high in fat, as are French fries (because they are usually cooked in saturated
fat). Even chicken and fish are often high in fat and calories because they may be
cooked in fat and covered with high-fat/ high-calorie sauces.
D. Healthy snacks can be an important part of good nutrition. For people

who want to lose weight or maintain their current weight, small snacks of
appropriate foods can help fool the appetite. For people wanting to gain weight,
snacks provide additional calories. The calories consumed in snacks will probably
necessitate limiting the calories from meals. The key is the proper selection of the
foods for snacking.
E. Minimize your consumption of overly processed foods and foods high in

hydrogenated fat or saturated fat. To improve your diet, you should aim to choose
foods in the “more desirable” category instead of those in the “less desirable”
category.
F. Consider eating organic foods to reduce exposure to chemicals and to

help the environment. Consumers are often confused about what “organic” means.
Organic food differs from conventionally produced food primarily in the way it is
grown, handled, and processed.
Organic food is produced without conventional pesticides and using natural
fertilizers. Organic meat, poultry, eggs, and dairy products come from animals that
are given no antibiotics or growth hormones. Organic foods are typically produced
by farmers who emphasize the use of renewable resources and the conservation of
soil and water. The benefits of organic farming production have led to initiatives to
encourage farmers to adopt organic practices.
|
Word to Remember!
Adequate Intake (AI). Dietary guidelines are established experimentally to

estimate nutrient needs when sufficient data are not available to establish an RDA
value.
Amino Acids. The 20 basic building blocks of the body that makeup proteins.
Antioxidants. Vitamins that are thought to inactivate “activated oxygen molecules,”
sometimes called free radicals. Free radicals may cause cell damage that leads to
diseases of various kinds. Antioxidants may inactivate the free radicals before they
do their damage.
Recommended Dietary Allowance (RDA). Dietary guidelines specify the
amount of a nutrient needed for almost all healthy individuals in a specific age and
gender group.
Carbohydrate Loading. The extra consumption of complex carbohydrates in the days
before sustained performance.
Dietary Reference Intake (DRI). Appropriate amounts of nutrients in the diet
(AI, RDA, and UL).
Essential Amino Acids. The nine basic amino acids that the human body cannot produce
and that must be obtained from food sources.
Fiber. Indigestible bulk in foods that can be either soluble or insoluble in body fluids.
Glycogen. A source of energy stored in the muscles and liver necessary for sustained
physical activity.
Lacto-Ovo Vegetarians. Vegetarians who include dairy and eggs in their diet.
Tolerable Upper Intake Level (UL). Maximum level of a daily nutrient that
will not pose a risk of adverse health effects for most people.
Vegans. Strict vegetarians, who exclude not only all forms of meat from the diet but also
dairy products and eggs.
Sound Eating Practices
A. Consistent eating patterns (with a daily breakfast) are important for good
nutrition. Eating regular meals every day, including a good breakfast, is wise. Many
studies have shown breakfast to be an important meal, in which one-fourth of the
day’s calories should be consumed. Skipping breakfast impairs performance because
blood sugar levels drop in the long period between dinner the night before and lunch
the following day. Eating every 4 to 6 hours is wise.
|
B. Moderation is a good general rule of nutrition. You do not have to

permanently eliminate foods that you enjoy, but some of your favorite foods may not
be among the best choices. Enjoying special foods on occasion is part of moderation.
The key is to limit food choices high in empty calories.
C. Minimize your reliance on fast foods. Most consumers understand that
many fast food options are relatively poor nutritional choices. Hamburgers are usually
high in fat, as are French fries (because they are usually cooked in saturated fat).
Even chicken and fish are often high in fat and calories because they may be cooked
in fat and covered with high-fat/ high-calorie sauces.
D. Healthy snacks can be an important part of good nutrition. For people who
want to lose weight or maintain their current weight, small snacks of appropriate foods
can help fool the appetite. For people wanting to gain weight, snacks provide
additional calories. The calories consumed in snacks will probably necessitate limiting
the calories from meals. The key is the proper selection of the foods for snacking.
E. Minimize your consumption of overly processed foods and foods high in
hydrogenated fat or saturated fat. To improve your diet, you should aim to choose
foods in the “more desirable” category instead of those in the “less desirable”
category.
F. Consider eating organic foods to reduce exposure to chemicals and to help
the environment. Consumers are often confused about what “organic” means. Organic
food differs from conventionally produced food primarily in the way it is grown,
handled, and processed.
Organic food is produced without conventional pesticides and using natural
fertilizers. Organic meat, poultry, eggs, and dairy products come from animals that
are given no antibiotics or growth hormones. Organic foods are typically produced
by farmers who emphasize the use of renewable resources and the conservation of
soil and water. The benefits of organic farming production have led to initiatives to
encourage farmers to adopt organic practices.
Application
Nutrition Analysis
|
Purpose: To learn to keep a dietary log, to determine the nutritional quality of

your diet, to determine your average daily caloric intake, and to determine
necessary changes in eating habits
Procedures
1. Record your dietary intake for 2 days using the Daily Diet Record sheets. Record
intake for 1 weekday and 1 weekend day. You may wish to make extra copies for
future use.
3. List the number of servings from each food group by each food choice.
4. Estimate the proportion of complex carbohydrates, simple carbohydrates, protein, and fat
in each meal and in snacks, as well as for the total day.
5. Answer the questions, using information for a typical day based on the Daily Diet Record
sheets. Score 1 point for each “yes” answer. Then use Chart 2 to rate your dietary habits
(circle rating).
6. Complete the Conclusions and Implications section.
Results
Record the number of calories consumed for each of the 2 days.
Weekday Calories Weekend Calories
Conclusions and Implications: In several sentences, discuss your diet as

recorded in this lab. Explain any changes in your eating habits that may be
necessary. Comment on whether the days you surveyed are typical of your normal
diet.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
YES NO Answer questions based on a typical day (use your Daily Diet
Records to help).
1. Do you eat at least three healthy meals each day?
2. Do you eat a healthy breakfast?
3. Do you eat lunch regularly?
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4. Does your diet contain 45 to 65 percent carbohydrates with a high

concentration of fiber?*
5. Are less than one-fourth of the carbohydrates you eat simple

carbohydrates?
6. Does your diet contain 10 to 35 percent protein?*
7. Does your diet contain 20 to 35 percent fat?*
8. Do you limit the amount of saturated fat in your diet (no more than 10
percent)?
9. Do you limit salt intake to acceptable amounts?
10. Do you get adequate amounts of vitamins in your diet without a

supplement?
11. Do you typically eat 6 to 11 servings from the bread, cereal, rice, and
pasta group of foods?
12. Do you typically eat 3 to 5 servings of vegetables?
13. Do you typically eat 2 to 4 servings of fruits?
14. Do you typically eat 2 to 3 servings from the milk, yogurt, and cheese
group of foods?
15. Do you typically eat 2 to 3 servings from the meat, poultry, fish, beans,
eggs, and nuts group of foods?
16. Do you drink adequate amounts of water?
17. Do you get adequate minerals in your diet without a supplement?
18. Do you limit your caffeine and alcohol consumption to acceptable

levels?
19. Is your average caloric consumption reasonable for your body size and
for the amount of calories you normally expend?
________Total number of “yes” answers
*Based on USDA standards.
Chart 2: Dietary Habits Rating Scale

Score Rating
18–19 Very good
15–17 Good
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13–14 Marginal
12 or less Poor
In the News!
Reading the Label
Revisions to product food labels are designed to help improve consumer

awareness. The most significant change in the proposed label is the size of the font.
Larger font sizes make it easier to see the key facts, helping consumers be more
aware of what they are choosing and eating.
Other key changes on the proposed labels include revised portion sizes and
more information on the sugar content of foods to help consumers be more aware of
added sugar. The proposed changes in the labels are more in line with labeling
approaches used in England and Australia that provide “at a glance” information,
making it easier for consumers to find healthier choices. Some food companies oppose
efforts to categorize the relative health of different foods, but many agree that simpler
labels are needed to help consumers. Consistent with food labeling rules, the FDA also
mandates the labeling of foods available at restaurant

chains.________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________________________________
Assessment Discussion: Answer the following questions: (5pts

each)
1. Do you review the nutritional quality of the foods you eat? Why?
_______________________________________________________________
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Do you see benefits from the changes in labeling? Why or why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________________________
3. Are you the type of consumer who is particular about the expiration date and
nutritional value of the goods that you are buying? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________
References Activity
Unit 4: Lesson 2: Eating Practices

1. Are you easily convinced by what you see in advertisements? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________________________________
|
Analysis
In several sentences, explain the statements below. (5 pts each)
1. Do you believe and patronize food products endorsed by actors/actresses or athletes?
Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
2. Do you prefer imported products over locally produced canned foods? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
Abstraction
Unit 4
Lesson 2: Eating Practices
Managing Diet and Activity for Healthy Body Fatness
The fact that more than two-thirds of adults are classified as overweight is
evidence that weight control is a vexing problem for the majority of the population.
Too often, the focus is on appearance rather than health and on weight loss rather
than fat loss. In attempts to lose weight, the dietary (energy intake) side of the
energy balance equation is typically emphasized. However, the energy expenditure
|
side of the equation is just as important, if not more so. Despite the documented
benefits, few people trying to lose weight are physically active.
Thus, the challenges many people experience with weight control may be an
indirect reflection of the challenges people face in trying to be more active. Although
being physically active cannot ensure you will become as thin as you desire, you may
attain a body size that is appropriate for your genetics and body type.
Factors Influencing Weight and Fat Control

Long-term weight control requires a balance between energy intake and
energy expenditure. The relationships governing energy balance are very simple—
the number of calories expended must match the number consumed. There may be
subtle differences daily, but if intake exceeds expenditure over some time, a person
will store the extra calories as body fat.
The average person gains 1 pound of weight (i.e., fat) every year over the
age of 25. This may sound like a lot, but it represents a calorie difference of only 10
kcal per day (approximately the calories found in a cracker or potato chip). This
subtle difference shows the precise regulation of intake and expenditure that is
normally in effect when a person maintains his or her body weight. The built-in
regulation system is based on our appetite, which guides us when we might be
running low on energy. To maintain a healthy weight, a person’s overall energy
expenditure must offset energy intake.
A basic understanding of your overall calorie needs is important for weight

control. A survey by the International Food Information Council reported that only 9
percent of people knew the approximate number of calories they should eat in a
day. Calorie requirements are unique to each person and are influenced by your
gender, age, body size, and physical activity level.
Physical activity contributes to energy balance in several ways. By maintaining
an active lifestyle, you can burn off extra calories, keep your body’s metabolism high,
and prevent the decline in basal metabolic rate that typically occurs with aging (due
to reduced muscle mass). All types of physical activity from the physical activity
pyramid can be beneficial to weight control. Moderate physical activity is especially
effective because people of all ages and abilities can perform it.
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It can be maintained for long periods and results in significant calorie expenditure.
Long-term studies show that 60 or more minutes of moderate activity such as
walking is very effective for long-term weight loss and maintenance.
Vigorous physical activity can also be effective in maintaining or losing

weight. For some people, especially older adults, vigorous activity may be more
difficult to adhere to over a long time. However, for those who stick with it, vigorous
activity expends more calories in a shorter time, and for this reason, it can be a very
good way to expend calories. Research shows that bouts of vigorous physical activity
can lead to increases in basal metabolic rate that persist throughout the day.
Therefore, vigorous activity can contribute to additional energy expenditure

after the workout is done. There is now considerable evidence showing that muscle
fitness exercise also contributes to maintaining a healthy body weight. Muscle fitness
exercise expends calories and increases muscle mass, leading to an increase in
calories expended at rest. A recent study documented that resistance exercise was
more important than aerobic exercise for avoiding progressive increases in abdominal
obesity with age. All forms of physical activity can contribute to long-term weight
control.
Awareness and dietary restraint are needed to avoid excess caloric intake. In
our modern society, it is very easy for people to meet their daily energy needs.
Considerable willpower is needed to keep energy intake at a manageable level. Having
an extra cookie or brownie for a snack may sound like a good idea until you realize
you would need to possibly walk between one and two miles to burn it off. Foods
high in empty calories are easily available and are frequent selections of college
students, who may be responsible for their food selection or preparation for the first
time in their lives. Sugar, especially from soft drinks, and beer adds calories. Learning
to make healthy choices and showing some restraint with food intake are important
skills for long-term weight control.
Paying attention to appetite and hunger can help in weight control. The body
has built-in regulatory systems that help in weight regulation. Hunger and appetite
are the cues that should regulate calorie intake, but many people develop unhealthy
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habits and eat when they are not hungry. For example, food is often consumed as a
source of comfort when feeling sad, anxious, or bored. This has been termed
“emotional eating” since the consumption of food is directly tied to our emotions. The
assumption has been that food is consumed in response to emotional situations, but
new research shows that the consumption of some foods may have reciprocal effects
on our emotions. One study showed that consumption of a high-fat snack.
Guidelines for Losing Body Fat
Questions about Recommendations

Weight Loss
Who should consider Individuals with a BMI of .25 or in the marginal or over-fat zone should
consider reducing their body weight—especially if it is accompanied by
weight loss?
abdominal obesity. Individuals with a BMI of .30 are encouraged to
seek weight loss treatment.
What types of goals Overweight and obese individuals should target reducing their body
weight by a minimum of 5 to 10 percent and should aim to maintain
should be established?
this long-term weight loss.
What about Individuals should strive for long-term weight maintenance and the
maintenance? prevention of weight regain over the long term, especially when
weight loss is not desired or when attainment of ideal body weight is
not achievable.
What should be targeted Weight loss programs should target both eating and exercise
behaviors, as sustained changes in both behaviors have been
in a weight loss
associated with significant long-term weight loss.
program?
How should diet be Overweight and obese individuals should reduce their current intake
by 500–1,000 kcal/day to achieve weight loss (,30% of calories from
changed?
fat). Individualized levels of caloric intake should be established to
prevent weight regain after initial loss.
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How should the activity Overweight and obese individuals should progressively increase to a
be changed? minimum of 150 minutes of moderate-intensity physical activity per
week for health benefits. However, for long-term weight loss, the
program should progress to higher amounts of activity (e.g., 200–300
minutes per week or .2,000 kcal/ week).
What about resistance Resistance exercise should supplement the endurance exercise
program for individuals undertaking modest reductions in energy
exercise?
intake to lose weight.
What about using drugs Pharmacotherapy (medicine/drugs) for weight loss should be used only
by individuals with a BMI of .30 or those with excessive body fat.
for weight loss?
Weight loss medications should be used only in combination with a
strong behavioral intervention that focuses on modifying eating and
exercise behaviors.
Source: American College of Sports Medicine.
Following appropriate weight loss guidelines is important for the best

longterm results. There is considerable misinformation about diet and weight loss
strategies, leading many people to use unsafe or ineffective weight loss supplements
or to follow inappropriate exercise programs. Fat, weight, and body proportions are
all factors that can be changed, but people often set goals that are impossible to
achieve. Starting with small goals and aiming for reasonable rates of weight loss (1
to 2 pounds a week) are recommended. Setting unrealistic goals may result in eating
disorders, failure to meet goals, or failure to maintain weight loss over time.
Behavioral goals are more effective than outcome goals. Researchers have
shown that setting only outcome goals, or goals that set a specific amount of
weight or fat loss (or gain), can be discouraging. If a behavioral goal of eating a
reasonable number of calories per day and expending a reasonable number of
calories in exercise is met, outcome goals will be achieved. Most experts believe that
behavioral goals work better than weight or fat loss goals, especially in the short
term.
A combination of physical activity and a healthy, low-calorie diet is the best

approach for long-term weight control. The most effective diet for fat loss is a
lowcalorie diet that you can stick with over time. Reduced calorie diets result in
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meaningful weight loss, regardless of the composition of the diet (e.g., carbohydrates,
fats, proteins). Diets high in grains, fruits, and vegetables are generally recommended
because they are typically low in calories and easy to maintain over time. Research
also clearly indicates that regular exercise is crucial to long-term fat loss. Weight loss
programs that do not include physical activity are likely to fail. A major advantage of
physical activity in a weight loss program is that it can help maintain basal metabolic
rate and prevent the decline that occurs with calorie sparing.
Small changes in eating patterns can be effective in fat loss.

Experts suggest that we each make over 200 food decisions in a given day.
Making good food choices is generally easier at home than when eating at
restaurants, at work, or on special occasions. Table 2 provides guidelines for making
good selections when purchasing and preparing food at home as well as when you
are away from home. Following are some specific steps you can take to improve
your
eating habits.
• ∙ Make small changes at first. Small restrictions in caloric intake sustained
over time are more effective than drastic short-term changes.
• ∙ Eat breakfast every day. Studies show that breakfast skipping is associated
with an increased risk of obesity.
• ∙ Consider eating smaller and more frequent meals in a day. A common

strategy in guided weight loss programs is to consume healthy, high-protein
snacks to help curb hunger and excess consumption at meals.
• ∙ Eat less fat. Research shows that reduction of fat in the diet results not only
in fewer calories consumed (fats have more than twice the calories per gram
as carbohydrates or proteins) but also in greater body fat loss as well.
• ∙ Restrict consumption of empty calories. Foods that provide little nutrition
often account for an excessive proportion of daily caloric intake. Examples of
these foods are candy (often high in simple sugar) and potato chips (often
fried in saturated fat).
• ∙ Increase complex carbohydrates. Foods high in fiber, such as fresh fruits

and vegetables, contain few calories for their volume. They are nutritious and
filling, and they are especially good foods for a fat-loss program.
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• ∙ Learn the difference between craving and hunger. Hunger is a physiological

signal that helps promote an organism’s drive to eat when the energy supply
gets low. A craving is simply a desire to eat something, often a food that is
sweet or high in calories. When you feel the urge to eat, ask yourself, “Is this
real hunger or a craving?”
• ∙ Adopt a “mindful” approach to eating. Most people consume food for

enjoyment, but having a mindful approach to eating helps you learn to view
food as sustenance or energy for healthy living. (See the Suggested
Resources and Readings for more information on mindful eating.)
• ∙ Use smaller plates and taller, thinner glasses for meals. Research has
shown that the size of serving dishes is related to the amount of food
consumed. By using smaller plates and bowls and taller, thinner glasses you
can help trick your mind into eating less.
• ∙ Avoid negative self-talk. One type of negative self-talk occurs when a
person self-criticizes for not meeting a goal. For example, if you are
determined not to eat more than one serving of food at a party but fail to meet
this goal, you might say, “It’s no use stopping now; I’ve already blown it.”
View this as a minor setback rather than a failure. A more appropriate response
is positive self-talk, such as, “I’m not going to eat anything else
tonight; I can do it.”
The support of family and friends can be of great importance in balancing caloric
intake and caloric expenditure. Family and friends can help you adopt and maintain
healthy eating practices and follow shopping guidelines (see
Table 2). Sometimes, friends and family can “try too hard” to help. This can have the opposite
effect if it is perceived as an attempt to control your behavior.
Encouragement and support, rather than control of behavior, are the keys. Group
support can also be beneficial to many individuals attempting to change their
behavior. Commercial groups such as Overeaters Anonymous and Weight Watchers
help those who need the support of peers in attaining and maintaining desirable fat
levels for a lifetime. Several new group-based lifestyle and fitness programs are
available to provide social support for change (e.g., Kosama).
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Guidelines for Healthy Shopping and Eating in a Variety of Settings

Guidelines for Shop from a list to avoid purchasing foods that contain empty
Shopping calories and other foods that will tempt you to overeat.
• Shop with a friend to avoid buying unneeded foods. For
this technique to work, the other person must be sensitive to
your goals. In some cases, a friend can have a bad, rather than
a good, influence.
• Shop on a full stomach to avoid the temptations of
snacking on and buying junk food.
• Check labels to avoid foods that are excessively high in
fat or saturated fat.
Guidelines for When you eat, do nothing else but eat. If you watch television,
How You Eat read, or do some other activity while you eat, you may be
unaware of what you have eaten.
• Eat slowly. Taste your food. Pause between bites. Chew
slowly. Do not take the next bite until you have swallowed
what you have in your mouth. Periodically take a longer pause.
Be the last one finished eating.
• Do not eat food you do not want. Some people do not
want to waste food, so they clean their plates even when they
feel full.
• Follow an eating schedule. Eating at regular meal times
can help you avoid snacking. Spacing meals equally throughout
the day can help reduce appetite.
• Leave the table after eating to avoid taking extra,
unwanted bites and servings.
• Eat meals of equal size. Some people try to restrict
calories to one or two meals to save up for a big meal.
• Eating several small meals helps you avoid hunger
(fools the
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appetite), and this may help prevent overeating.

• Avoid second servings. Limit your intake to one
moderate serving. If second servings are taken, make them
one-half the size of the first servings.
• Limit servings of salad dressings and condiments
(e.g., catsup). These are often high in fat and sugar and can
amount to greater caloric consumption than expected.
Guidelines for Store food out of sight. Avoid containers that allow you to
Controlling see food. Limit the accessibility of foods that tempt you and
the Home foods with empty calories. Foods that are out of sight are out
Environment of mouth.
• Do your eating in designated areas only, such as the
kitchen and dining room, so you do not snack elsewhere. It is
especially easy to eat too much while watching television.
• If you snack, eat foods high in complex carbohydrates
and low in fats, such as fresh fruits and carrot sticks.
• Freeze leftovers so that it takes preparation to eat
them, helping you avoid temptation.
Guidelines for • Bring food from home rather than eating from vending
Controlling machines or catering trucks.
the Work • Do not eat while working and take your lunch as a break.
Environment Do something active during breaks, such as taking a walk.
• Avoid food provided by coworkers, such as snacks in
work rooms, birthday cakes, or candy.
• Have drinking water or low-calorie drinks available to

substitute for snacks.
Guidelines • Practice ways to refuse food. Knowing exactly what to

for Eating on say will help you avoid being talked into eating something you
Special
Occasions do not want.
• Eat before you go out, so you are not as hungry at
parties and events.
• Do not stand near food sources, and distract yourself if
tempted to eat when you are not hungry.
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• Limit servings of nonbasic parts of the meal, such as

alcohol,
soft drinks, appetizers, and desserts.
Guidelines for • Make healthy selections from the menu. Choose

Eating at chicken without skin, fish, or lean cuts of meat. Grilled or
Restaurants
broiled options are better than fried. Choose healthier options
for dessert, as many decadent desserts can have more
calories than the whole dinner.
• Ask for the condiments (e.g., butter, mayonnaise,
salad dressings) on the side, allowing you to determine how
much to put on.
• Do not feel compelled to eat everything on your plate.
Many restaurants serve exceptionally large portions to try to
please the customers.
• Ask for a to-go box to divide big portions before eating.
• Order à la carte rather than full meals to avoid multiple
courses and servings.
• Avoid super-sizing your meal
Application
Selecting Strategies for Managing Eating
Purpose: To learn to select strategies for managing eating to control body

fatness
Procedures
1. Read the strategies listed in Chart 1.
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2. Check the box beside 5 to 10 of the strategies that you think will be most useful for you.
Chart 1 Strategies for Managing Eating to Control Body Fatness

Check 5 to 10 strategies that you might use in the future.
Shopping Strategies
Shop from a list.
Shop with a friend.
Shop on a full stomach.
Check food labels.
Consider foods that take some time to prepare.
Methods of Eating
When you eat, do nothing but eat. Don't watch television or read.
Eat slowly.
Do not eat food you do not want.
Follow an eating schedule.
Do your eating in designated areas, such as kitchen or dining room only.
Leave the table after eating.
Limit servings of condiments.
Limit servings of non-basics, such as desserts, breads, and soft drinks.
Eat several meals of equal size rather than one big meal and two small ones.
Eating in the Work Environment
Bring your food to work.
Avoid snack machines.
If you eat out, plan your meal ahead of time.
Do not eat while working.
Avoid sharing foods with coworkers, such as birthday cakes.
Have activity breaks during the day.
Have water available to substitute for soft drinks.
Have low-calorie snacks to substitute for office snacks.
Eating on Special Occasions
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Practice ways to refuse food.
Avoid tempting situations.
Eat before you go out.
Don't stand near food sources.
If you feel the urge to eat, find someone to talk to.
Strategies for Eating Out
Limit deep-fat fried foods.
Ask for information about food content.
Limit the use of condiments.
Choose low-fat foods (e.g., skim milk, low-fat yogurt).
Choose chicken, fish, or lean meat.
Order à la carte.
Ask early for a to-go box and divide portions.
If you eat desserts, avoid those with sauces or toppings.
Eating at Home
Keep busy at times when you are at risk of overeating.
Store food out of sight.
Avoid serving food to others between meals.
If you eat desserts, avoid those with sauces or toppings.
If you snack, choose snacks with complex carbohydrates, such as carrot sticks or apple
slices.
Freeze leftovers to avoid the temptation of eating them between meals.
Selecting Strategies for Managing Eating
Purpose: To learn to select strategies for managing eating to control body

fatness
Procedures
1. Read the strategies listed in Chart 1.
2. Check the box beside 5 to 10 of the strategies that you think will be most useful for you.
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Conclusions and Implications (5 pts. Each)

1. In several sentences, discuss your need to use strategies for effective eating. Do you
need to use them? Why or why not?
2. In several sentences, discuss the effectiveness of the strategies contained in Chart

1. Do you think they can be effective for people who have a problem controlling their
body fat?
3. In several sentences, discuss the value of using behavioral goals versus outcome
goals when planning for fat loss.
Evaluating Fast Food Options
Purpose: To learn about the energy and fat content of fast food and how to make
better choices when eating at fast food restaurants
Procedures
1. Select a fast food restaurant and a typical meal that you might order. Then use an online
food calculator to determine total calories, fat calories, saturated fat intake, and cholesterol
for each food item.
2. Record the values in Chart 2.
3. Sum the totals for the meal in Chart 2.
4. Record recommended daily values by selecting an amount from Chart 1. The estimate
should be based on your estimated needs for the day.
5. Compute the percentage of the daily recommended amounts that you consume in the
meal by dividing recommended amounts (step 4) into meal totals (step 3).
Record the percentage of recommended daily amounts in Chart 2.
|
Chart 1 Recommended Daily Amounts of Fat, Saturated Fat, Cholesterol, and

Sodium
2,000 kcal 3,000 kcal
Total fat 65 g 97.5 g

Saturated fat 20 g 30 g
Cholesterol 300 mg 450 mg
Sodium 2,400 mg 3,600 g
Results
Chart 2 Listing of Foods Selected for the Meal
Total Total Fat Saturated Cholesterol
Food Item
Calories (g) Fat (g) (mg)
1.
2.
3.
4.
5.
6.
Total for meal (sum each column)
Recommended daily amount (record
your values from Chart 1)
% of the recommended daily amount
(record your % of recommended)

Consult an online fast food calculator to estimate the calorie content of menu choices (see www.fastfoodnutrition.org).
Conclusions and Implications (5 pts. Each)

1. Describe how often you eat at fast food restaurants and indicate whether you would
like to reduce how much fast food you consume.
|
2. What could you do differently at fast food restaurants to reduce your intake of fat,
saturated fat, and cholesterol?
3. Were you surprised at the amount of fat, saturated fat, and cholesterol in the meal
you selected?
In the News!
|
Best Weight Loss Regimens
There is no shortage of news stories about weight loss regimens. Although

headlines in some magazines highlight unsubstantiated claims from various fad diets,
recent articles have reported the merits of sensible lifestyle approaches to weight loss.
One review (published in a prestigious medical journal, Annals of Internal Medicine)
compared outcomes from several controlled weight loss trials that evaluated
commercial programs and diets.
The study found the most favorable long-term outcomes from Weight
Watchers and Jenny Craig—programs that focused on healthy food choices and
social/emotional support. Low-calorie meal replacement plans such as Medifast and
Optifast were found to produce short-term weight loss but poor retention of effects
when examined 1 year later. While this study evaluated commercial programs,
individuals can also find success through their behavior change efforts.
Do commercial diet plans provide unique benefits, or do they just provide the
accountability that helps people stick to their goals?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Assessment:
Read the statements below and answer them comprehensively. (10 pts each)
3. State the reasons why most people believe that nutrition is important but
still find it difficult to maintain a healthy diet.
|
4. How do you explain the phrase “consume nutrient-dense foods?” Give

examples.
References:
American College of Sports Medicine. (2014).
ACSM’s guidelines for exercise testing and prescription (9th ed.). Philadelphia:
Lippincott, Williams & Wilkins. American Heart Association. (2015).
American Heart Association recommendations for physical activity in adults.

Retrieved from www.heart.org Chau, J. Y., Daley, M., Dunn, S., Srinivasan, A., Do,
A., Bauman, A. E., & van der Ploeg, H. P. (2014).
The effectiveness of sit-stand workstations for changing office workers’ sitting time:
Results from the Stand@Work randomized controlled trial pilot. International Journal
of Behavioral Nutrition and Physical
Activity, 11, 127. Chau, J. Y., Daley, M., Srinivasan, A., Dunn, S., Bauman, A. E., & van
der Ploeg, H. P. (2014).
Desk-based workers’ perspectives on using sit-stand workstations: A qualitative

analysis of the Stand@ Work study. BMC Public Health, 14(1), 752. Kohl, H. W.,
& Murray, T. D. (2012).
Foundations of physical activity and public health. Champaign, IL: Human Kinetics.
Lee, D. C., Pate, R. R., Lavie, C. J., Sui, X., Church, T. S., & Blair, S. N. (2014).
Leisure-time running reduces all-cause and cardiovascular mortality risk. Journal of the
American College of Cardiology, 64(5), 472–481. Sports and Fitness Industry
Association. (2013).
2013 Sports, fitness, and leisure activities topline participation report. Retrieved from
www.sfia.org U.S. Department of Health and Human Services. (2008). Physical
activity guidelines for Americans. Washington, DC: Author.
|
Ainsworth, B. E., Haskell, W. L., Herrmann, S. D., Meckes, N., Bassett, Jr., D. R., Tudor-Locke,
C., . . . Leon, A. S. (2011).
Compendium of physical activities: A second update of codes and MET values.

Medicine and Science in Sports and Exercise,
43(8), 1575–1581. American College of Sports Medicine. (2014).
0
Aerobics. New York: Bantam Books. Knab, A. M., Shanely, R. A., Corbin, K. D., Jin, F.,
Sha, W., & Nieman, D. C. (2011).
45-minute vigorous exercise bout increases metabolic rate for 14 hours. Medicine
and Science in Sports and Exercise, 43(9), 1643–1648. Mons, U., Hahmann, H.,
& Brenner, H. (2014).
A reverse J-shaped association of leisure time physical activity with prognosis in

patients with stable coronary heart disease: Evidence from a large cohort with
repeated measurements. Heart, 100(13), 1043–1049. National Sporting Goods
Association. (2014).
Sports participation in the US. Retrieved from https://www.nsga.org/research/ nsgaresearch-

offerings/sports-participation-us-286/ Outdoor Foundation. 25 Most popular
recreational activities for first-time participants. Retrieved from
www.outdoorfoundation.org Thompson, W. R. (2013).
Now Trending: Worldwide survey of fitness trends for 2014. ACSM’s

Health & Fitness Journal, 17(6), 10–20. Thompson, W. R. (2014).
Worldwide survey of fitness trends for 2015: What’s driving the market.
ACSM’s Health & Fitness Journal, 18(6), 8–17
|
Unit V: Physical Fitness Post-Test

Course Outcomes:
1. Designed a feasible and effective personal/community fitness and/or wellness
advocacy.
2. Implemented and promoted personal/community fitness/wellness advocacy.
3. Performed Post-Assessment Fitness Tests
4. Compared the results in Physical Fitness Pre-Test and Post-Test
5. Developed Health Related Fitness through Dance Aerobics
ACTIVITY: Read the different Fitness Tests in this Unit.

Follow the instructions to get your fitness test post-result.
Then perform all these Fitness Tests to get your Post-test Result.
TEST 1: BODY MASS INDEX (BMI)
Objective: To assess body fatness BMI

Steps:
1. Divide your weight in pounds by 2.2 to determine your weight in kilograms.
2. Multiply your height in inches by .0254 to determine your height in meters.
3. Square your height in meters (multiply your height in meters by your height in meters).
|
4. Divide the value you obtain in step 3 (square of height in meters) by the value you obtain in
step 1(weight in kilograms).
5. Use the rating scale below to obtain a descriptive rating of your BMI.
RATING SCALE FOR BODY MASS INDEX
Classification Men Women
High risk 27.8 27.3
Marginal 25.0-27.7 24.5-27.2
Good Fitness Zone 19.0-24.9 18.0-24.4
Low 17.9-18.9 15.0-17.9

TEST 2: 3-Minute Step Test
The 3-Minute Step Test measures your aerobic (cardiovascular) fitness level based
on how quickly your heart rate returns to normal after exercise.
Equipment needed: Stopwatch or clock with a second hand; a friend to help you
keep count; a 12-inch bench, box, or step; a metronome (if you don't have one, use
the free online version at www.MetronomeOnline.com)
Starting Position: Step on and off the bench for 3 minutes straight while keeping a consistent
pace and then see how quickly your heart rate will come back down.
Performance: This test is based on a 12-inch step, so use one as close to 12 inches
as possible, otherwise your results will be skewed. Set the metronome to 96 beats
per minute and make sure you can hear the beat. Stand facing the step. When ready
to begin, start the clock or stopwatch and march up and down on the step to the
metronome beat (up, up, down, down) for 3 consecutive minutes. (You can rest if
you need to, but remain standing.) When 3 minutes are up, stop immediately, sit
down on the step, and count (or have a friend count) your pulse (use your wrist or
neck) for one full minute.
See also video demonstrations of 3 Minute Step-up
https://www.youtube.com/watch?v=kPbmoq5V6AA
|
This test assesses your fitness level based on how quickly your heart rate
recovers after exercise. The fitter you are, the quicker your heart rate will return to
normal after exercise.
Scoring: Here are the age-adjusted standards based on guidelines published by YMCA.
TEST 3: Sit and Reach

This simple test is designed to measure the flexibility of your hamstrings and lower
back. The sit and reach test has long been used as a test to represent a person's
flexibility, though actual flexibility may differ around the body.
Equipments:
Ruler, step (optional, you could make your sit and reach box if keen too), Tape
Measure, or meter stick
|
Starting Position: The performer sits on the floor

with his back against the wall and his legs straight on
the floor and spread 30 centimeters wide.
Performance:
• Your client should sit on the floor with their back and head against a wall.
Their legs should be out straight ahead and their knees flat against the floor.
• Place the box against your client’s feet (no shoes). Whilst keeping their head
and back against the wall, instruct your client to stretch out their arms as far
as they can towards the box without their head or back losing contact with
the wall.
• Place the ruler on the box and move the zero end towards your client's
fingertips. When the ruler touches their fingertips you have the zero point
and the test can begin.
• Instruct your client to lean forward slowly as far as possible keeping their
fingertips level with each other and their legs flat on the floor. Their head
and shoulders can come away from the wall now.
• Slowly reach along the length of the ruler three times. On the third attempt,
the client should reach as far as possible and hold for 2 seconds. Record this
measure and if you wish to, compare it with the normative data in the
following table.
See also video demonstrations of the Sit and Reach Test.

Measurement https://www.youtube.com/watch?v=Br6be7YEmKM
What Your Sit and Reach Test Results Mean
Sit-and-reach results compare your flexibility over time as well as compare your
score to norms, or averages, for your gender and age. Adequate flexibility is concerned
|
with being able to reach your toes while keeping your legs straight. If you can’t reach
your toes (the 26-cm mark on the ruler), your flexibility is less than recommended.
Scoring:
TEST 4: I Minute Sit-Up

Abdominal muscle strength and endurance are important for core stability and back
support. This sit-up test measures the strength and endurance of the abdominals and
hip flexor muscles. How many sit-ups can you do in 1 minute? Count how many you
can do in one minute and then check the chart below for your rating.
Equipment: Mat and
See also video demonstrations of 1
cardboard (30 inches
Minute Sit-Up
X
https://www.youtube.com/watch?v=1
4 ½ inches)
Starting Position: Lie on a carpeted or
cushioned floor with your knees bent at
approximately right angles, with your feet
flat on the ground. Your hands should be
resting on your thighs. The feet are
not anchored. Performance: Squeeze your stomach, push your back flat, and raise
high enough for your hands to slide along your thighs to touch the tops of your knees.
Don't pull with your neck or head and keep your lower back on the floor. Then return
to the starting position.
|
Scoring: Compare your results to the table below. Remember, these scores are based
on doing the tests as described, and may not be accurate if the test is modified at all.
Don't worry too much about how you rate - just try and improve your score.
Test 5: 1 Minute Push-up
This test measures muscular endurance of the upper body muscles (anterior
deltoid, pectoralis major, triceps). Muscular endurance is defined as the ability to
contract the muscle repeatedly over a specific period without undue fatigue.
|
See also video demonstrations of 1 Minute Push Up
https://www.youtube.com/watch?v=IODxDxX7oi4
https://www.youtube.com/watch?v=i9sTjhN4Z3M
https://www.youtube.com/watch?v=vt-IbHbN7S8
Equipment: Mats,
Timer
Starting Position: Men should use the standard "military-style" push-up position with
only the hands and the toes touching the floor in the starting position.
Women have the additional option of using the "bent knee" position. To do
this, kneel on the floor, hands on either side of the chest, and keep your back
straight. Lower the chest down towards the floor, always to the same level each
time, either till your elbows are at right angles or your chest touches the ground.
Performance:
1. Your hands should be placed slightly wider than shoulder width apart, with fingers
pointing forward. Your feet should be together. Do not cross them.
2. Starting from the up position (front leaning rest), lower your body until your upper
arms are parallel to the ground in the down position. You will then return to the up
position. In the up position, your elbows must be extended, to count. This is one
repetition.
3. Resting should be done in the up (front leaning rest position). Both hands must
remain in contact with the floor at all times.
|
4. The total number of correct push-ups in one minute is recorded as the score.
RECOVERY TIME 5 Minutes
Scoring: Compare your results to the table

below. Remember, these scores are based
on doing the tests as described, and may not
be accurate if the test is modified at all.
Don't worry too much about how you rate - just try and improve your score, and keep
doing them the same way each time.
|
TEST 6: Hip and Waist Ratio
The waist-to-hip ratio (WHR) is a measurement

that compares the size of your waist in inches to
the size of your hips in inches. The risk of
developing heart disease can be estimated using
your WHR.1
The WHR is just one of several ways your doctor
might estimate your risk for cardiovascular disease and
other illnesses. Calculating your WHR is easy to do, takes
very little time, and doesn't cost anything.
In addition, if you change WHR to improve your
health, you can easily track your progress as you slim down.
Equipment: Tape measure
Starting Position: Standing
Procedure:
1. Measure your waist circumference. Wrap the tape measure around the
widest part of your stomach, across your belly button. The tape measure
should rest gently on your skin. Once the tape measure is positioned correctly,
breathe in gently, and then measure on the exhale.
2. Take a hip measurement. Stand with your feet directly beneath your hips
and wrap the tape around the widest part of your hips and buttocks. Note the
measurement in inches.
3. Calculate your WHR. Divide your waist size by your hip size to get your
WHR.
Waist-to-Hip Ratio Example
To get a better idea of how your WHR works, use this example of a woman
named Sarah. If her waist measurement is 30 inches and her hip measurement is 38
inches, then her WHR is:
30 (waist measurement) / 38 (hip measurement) = 0.78 inches
|
Sarah has a WHR that falls in the normal range.
How Weight Gain Changes Your WHR
If Sarah gains abdominal fat, her WHR will change. For example, if her waist
measurement increases to 39 inches and her hip measurement increases to 38
inches, then her new WHR would be:
39 (waist measurement) / 38 (hip measurement) = 1.02 inches
Sarah's weight gain has now put her in a higher risk category for conditions like heart
disease.
Scoring:
Test 7: Vertical Jump
This test is designed to measure your explosive leg lower.

Equipment: Tape Measure, chalk, a wall with a high ceiling, and a good landing.
Starting Position:
Start by standing side on to a wall and reach up as high as you can with the
hand closest to the wall. Make note of how high you can reach. This is called the
standing reach height. Then stand a little away from the wall, and jump high as
possible using both arms and legs to assist in projecting the body upwards. Attempt
to touch the wall at the highest point of the jump. Make note of where you touched
the wall at the height of the jump. Measure the distance between the standing reach
height and the maximum jump height, and that is your result.
|
You can assist in recording your score by holding a piece of chalk in your
hand and using it to mark the wall. If the wall already has horizontal lines, such as a
brick wall, it will be easier to mark your jump height. Have as many attempts as you
need to get the best possible score. Practice your technique, as the jump height can
be affected by how much you bend your knees before jumping, and the effective use
of the arms.
For a demonstration, there is a video example of using the wall technique in

the Vertical Jump Videos. This method uses the counter-movement technique. For a
discussion of other ways to perform this test, see vertical jump techniques.
Scoring:
APPLICATION:
A. Below is the matrix in the Physical Fitness Post-Test

Record.
Fill this matrix by following the given instructions on the Different Physical Activity Tests
above.
Note: Document yourself while doing these activities. Post your pictures in the matrix
below together with your results (2 pictures on each Physical Activity Test). Follow
the procedures properly to get accurate results. Be honest!
|
Have fun and good Luck!
PHYSICAL FITNESS PRE-TEST RECORD
Surname: Given Name: M.I. Year and Section:
Date: Age: Height: Weight:
TEST ITEMS RESULT/SCORE
BMI (Body Mass Index)
BMI (Body Mass Index)
3 Minute Step Test
(pictures):
Sit and Reach
(pictures):
1 Minute Sit Up
(pictures):
1 Minute Push-up
|
(pictures):
Hip and Waist Ratio
(pictures):
Vertical Jump
(pictures):
B. Fill in the matrix below. Copy your results in your Pre-Test Result in Chapter 1 and
also copy the results of your post-test in this Unit (Unit 4).
RESULT/SCORE
TEST ITEMS PRE-TEST POTS-TEST
BMI (Body Mass Index):
3 Minute Step Test
(pictures):
Sit and Reach
|
(pictures):
1 Minute Sit Up
(pictures):
1 Minute Push-up
(pictures):
Hip and Waist Ratio
(pictures):
Vertical Jump
(pictures):
|
ASSESSMENT:
A. Answer the following questions.
1. What can you say about your assessment results? 3 points

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2 .Compare your results in Physical Fitness Pre-Test and Post-Test . Are there differences
and changes? 3 points
____________________________________________________________________
_
____________________________________________________________________
_
____________________________________________________________________
_
____________________________________________________________________
_
_____________________________________________________________________
3. How does Health Related Fitness developed through exercise? 5points

_____________________________________________________________________
____________________________________________________________________
_
____________________________________________________________________
_
____________________________________________________________________
_
_____________________________________________________________________
|
4. Site recommendations on how to improve your Fitness Test Results. 5 points

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. What is your advocacy in promoting creative activities in this Subject involving friends,
relatives, or members of the family? 10 points
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
Final Output:
Gather all your photo documentation from Units 1-5. Make a photo collage. (e.g. During
your pre-test and post-test, screenshots of your video clips presented, when you are
doing your practical exams, etc.) Then tell your experiences and all the learnings that
you have learned in this Subject. As a Bachelor of Science in
Information Systems post it on social media as a part of promoting the importance of
Physical Education.
|
PATH-Fit 1
|
PHYSICAL
ACTIVITY
TOWARDS
HEALTH
&
FITNESS 1

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West Visayas State University 202 3

Movement Competency Training

BELENDA P. NUFABLE, Ed. D.

Notes to the Students

This is meant for PATHFIT 1: Movement Enhancement

1. Awareness of mission, vision, goals and objectives of the

3. Displayed movement competence and confidence;

4. Evaluated a personal food log based on dietary

UNIT 1: Physical Fitness Unit III: Physical Activity and

Unit II: Movement Enhancement Unit IV: Healthy Eating Habits

This lesson will then unfold in sequence

ACTIVITY. In here you will do an activity that you already know

ABSTRACTION. This is where the lesson is presented. Several topics

ASSESSMENT. This will be found at the end

1.2 Dimensions of Physical Fitness 16

1.3 Determinants of Health Fitness and Wellness 30

1.4 10 Fatal Diseases in the Philippines that you 35

Training principles (overload, progression, variety, specificity,

Unit 2: ACTIVITY SPECIFIC SKILLS 1

3. Basic Resistance Training Movement Patterns

1. Nutrients, and Recommended Intake

Unit 5: Physical Fitness Post Test

Unit I. Physical Fitness

Topic 1: Fitness Concepts

• described the HELP philosophy and discussed its implications in

• distinguished health-related and skill-related dimensions of physical

What is your concept of fitness?

 A personal philosophy that emphasizes health can lead to behaviors that

 Everyone can benefit from healthy lifestyles.

 Healthy lifestyles should be based on personal needs.

A primary goal of Healthy People 2020

3. To promote quality of life, healthy development, and healthy behaviors across

Definitions of Health and Wellness Dimensions

A. Physical health—freedom from illnesses that affect the physiological systems

B. Physical wellness—the ability to function effectively in meeting the demands

C. Emotional/mental health—freedom from emotional/mental illnesses, such as

D. Emotional/mental wellness—the ability to cope with daily circumstances and

F. Intellectual wellness—the ability to learn and to use information to enhance

H. Social wellness—the ability to interact with others successfully and to

I. Spiritual health—the one component of health that is totally composed of

Physical Unfit Fit

Emotional/mental Depressed Happy

Intellectual Ignorant Informed

Social Lonely Involved

Spiritual Unfulfilled Fulfilled

Total outlook Negative Positive

Lesson 2: Dimensions of Physical Fitness

Physical fitness is an integral aspect of life. It is an indicator that demonstrates

1. defined the meaning of Physical fitness.

2. described the different dimensions of physical fitness.

3. differentiated the health-related fitness and skills-related fitness dimensions

4. recalled the different health-related fitness and skills-related fitness

3. Compare the activities of Generation Y and Z when they were kids.

What are the dimensions of Fitness?

Dimensions of Health- Related Physical Fitness

2. Cardiorespiratory Endurance - The ability of the heart, blood vessels, blood,

3. Flexibility - The range of motion available in a joint. It is affected by muscle

4. Muscular Endurance - The ability of the muscles to exert themselves

5. Strength - The ability of the muscles to exert an external force or to lift a

Physical Activity. Generally