PHYSICAL EDUCATION

INTRODUCTION:

Human body is made up by muscles, therefore intended for muscular movement and as
human beings we need to suit in an environment where there is a continuous bodily movement.
We all know that we need to feed our mind and our soul , but basically we need to supply our
body, not only food but also with regular physical activities. This is the concept of physical
educators that is being instilled to students, it supports the belief of educators that “ Education is
not only the development of the mind but also of the body” or sound mind and sound body.

According to the International Charter of Physical Education and Sports UNECO: The practice
of physical education and sport is a fundamental right for all

Every human being has a fundamental right of access to physical education and sport, which
are essential for the full development of his personality. The freedom to develop physical,
intellectual and moral powers trough physical education and sport must be guaranteed both within
the educational system and in other aspects of social life.

This article practicing motor skills for games and sport such as volleyball, basketball, tennis,
and swimming, among others. Sports are an integral part in a persons life. Different sports
develop different skills and develop positive thinking, which is important for a person to endure
difficulties. It is a constructive expenditure of energy and that is why physical education is
important to every individual. According to Andin:

Physical education is an integral part of the educational program designed to promote the
optimum development of an individual physically, mentally, socially, emotionally and
spiritually through total body movement in the performance of properly selected physical
activities.

This definition of Andin justify the role of physical education in the Educational system in the
Philippines and it is aligned with Article 14 Section 19 of the 1987 Philippine Constitution which
stated that:
The State shall promote physical education and encourage sports programs, league
competitions, and amateur sports, including training for international competitions to foster
self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry.

With all this, the bottom line is physical education is needed because of the constantly
changing lifestyle of the people and the convenience that food and technology provide. Some
people have depended on it solely that they have forgotten what is was like to be physically
active. Through physical education, students may realize that they should be physically fit and
enjoy many forms of physical activity during the school years and continuing throughout life.
OBJECTIVES OF PHYSICAL EDUCATION

Physical Development

Through the carefully selected physical activities an individual who participates actively
will develop and maintain good health and a high level of physical fitness. The acquisition of
physical skills can motivate an individual to participate, further in physical activities hence his
growth and development will be enhanced.

Social Development

Physical education provides more than just exercise for students. Student learn
communication skills and how to work together as a group. They learn the characteristics of
being a leader and how to be a good sport, win or lose. Learning respect for others is another
important aspect of physical education. Students learn to congratulate each other and to
shake hands at the end of the event.
Emotional Development

Through physical education activities the students gradually learn to manage their selves
and acts wisely with courage when exposed in stressful and emotional situations. Finding
satisfaction in physical activitiess his or her tensions are eliminated and this contributes to his
her ability to relax. Acquiring a certain measure of accomplishment in performing a certain
skill, he or she is able to establish a more positive self-concept.

Mental Development

Through physical education activities the learners acquire knowledge and understanding
of rules and strategies of the games, sports and dance instructions. Varied activities in
physical education help the students develop their ability to analyze body movements, skills
and game situations. Students develop an understanding of the right to be safe and explore
the concepts challenge, risk and safety. They identify the harms associated with particular
situations and behaviors and how to take action to minimize these harms.

Spiritual Development

Integrated efforts by health and physical education programs can highlight the importance
of spiritual concepts like critical awareness, contemplation, purposeful living, nature,
acceptance, transparency, awareness, tolerance, resiliency, experience, community, and the
critical role of the body, mind, and spirit to holistic health.
For example, using a figure of the body with its main organs, students could label each
 organ with a corresponding quality that helps groups (e.g., schools) to function well. This
could be a way for students to learn the integrative nature of human functioning but also to
foster the notion that spiritually is about the whole person and has a direct influence on the
spirit of others and the school (McGuire et al., 2006)

(INSERT PICTURE )

NAME______________________________ DAY&TIME__________________________
PROF______________________________ DATE_______________________________

ACTIVITY NO. 1

A. Discuss your own concept of physical education.

_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________________________________________.

B. Enumerate and discuss the objectives of physical education.

_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________________________________________.

C. What is Physical Education defined by Andin?

_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________________________________________
(PICTURE WITH THE PROGRAM OF PHYSICAL EDUCATION)

PROGRAM OF PHYSICAL EDUCATION

1. PHYSICAL EDUCATION SERVICE PROGRAM

This program includes basic physical education courses from which the students are required
to take in order to complete the two-credit general education requirement for graduation.

2. INTRAMURAL PROGRAM

This program is designed to offer the student the opportunuty to compete in doifferent sports
through organized tournament. Its objective is the participation of the students in as many sports
as possible with the opportunity to practice the skills learned in the service program.

3. INTERCOLLEGIATE PROGRAM or INTERSCHOOL SPORT

This program, designed for highly skilled students, it will give students the opportunity to
travel, compete, meet new friends, and above all demonstrate the physical, social and cultural
development obtained through the Physical Education Program.

PURPOSE OF PHYSICAL EDUCATION

1. Show competence in motor skills and movement patterns needed to perform a variety of
physical activities.
2. Apply movement principles and concepts to learning and developing motor skills and
specialized movement forms.
3. Achieve and maintain a health-enhancing level of personal fitness.
4. Show responsible personal and social behaviors in physical activity settings.
5. Display a physically active lifestyle, including activity within and outside of the physical
education setting.
NAME____________________________ DAY&TIME______________________________
PROF________________________________DATE__________________________________

ACTIVITY NO.2

A. Discuss the program of physical education.

_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________________________________________.

B. Discuss the role of physical education to one’s life.

_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________________________________________.
 (insert picture of physical fitness)

PHYSICAL FITNESS and ANTHROPOMETRIC MEASUREMENTS

OBJECTIVES: At the end of the lesson, the students should have:

1. Identified the different components of physical fitness test.
2. Demonstrated the different components of physical fitness test.
3. Sustained interest in the different activities in the promotion of holistic wellness-fitness of body,
mind and spirit.

INTRODUCTION:
exhausted and still be energetic enough to
People now a days know that health is the perform other activities.
secret of a long life. Thus, they find ways how
to get in shape. Some do it by having a good It is good to be physically fit, it is to be
diet and positive attitudes, while others do a lot strong, to show endurance, flexibility, agility,
of exercise to be physically fit. and balance. Speed power and coordination
are also physical fitness components.
Physical fitness is a physical condition
where a person can do tasks without feeling

PHYSICAL FITNESS DEFINED

 This is the capability of the body system to carry out day to day activities and yet have the
sustained energy to do leisurely activities or other unforeseen activities.

Components of Physical Fitness

These capabilities are manifestation of physical fitness

 Organic Vigor- refers to the soundness of the heart and the lungs which contribute to the
ability to resist disease.
 Endurance- the capacity to bear or last long in a certain task without undue fatigue.
 Strength- the ability of the muscles to exert effort against a resistance.
 Power- refers to the ability of the muscles to release maximum force in the shortest period of
time.
 Flexibility- is the quality of plasticity which gives the ability to do a wide range of movement.
 Agility- the ability of the individual to change direction or position in space with quickness and
lightness of movement.
 Balance- is a state of equilibrium.
 Speed- is the ability to make successive movements of the same kind in the shortest period
of time.
BENEFITS OF PHYSICAL FITNESS

Why be physically fit? One benefit is vitality. When physically fit, a person uses less energy
when doing some tasks. One also improves posture and is assured of better postural alignment.
More over, physical activities may relieve low back pain as these strengthen back and abdominal
muscles. Importantly, when one is physically fit, there is smooth, efficient coordination of the
muscular system because of the activities which improve the muscular system coordination.
Other benefits are feelings of relaxation, improvement of personality and social skills,
development of mental fitness and general good health. It can be said that physical fitness
ensures holistic personality development of an individual.

THE HUMAN BODY

Physical Education students should know the human body as this is used in training and
exercises. It is important that they know the implications of the parts of the body to physical
education.

The Skeleton
the diarthroses or freely movable joints.
This is the framework of the body that Physical education teachers are more
protects the various bodily systems. The concerned on the diarthrotic joints like the ball
bones that make up the skeleton among and socket and the hinge. As these important
children are more flexible. This is the best time to body movements. Some of the more
to teach them good posture otherwise they important body movements are flexion
may carry a bad posture as they grow older. (movement as on bending fingers), extension
The skeleton is made up of joints that make (movement of arm straight out of the side) and
movements possible. There are three joints: abduction (movement as returning of arm back
the synerthroses or immovablejoints, to the side of the body).
ampidiarthroses or slightly movable joints and
Musculature

The musculative is essential to movement. Physical education teachers must know how they
function and provide for movement give form to the body and make breathing circulation possible.
Two principles are important: muscles tonus meaning elasticity of the muscles. This is
essential to good posture and efficient functioning of the organic system. On the other hand,
reciprocal innervation where muscles play coordinated movements. That is when muscles
contract to perform a movement, another part relaxes resulting to smooth movements.
CIRCULATORY SYSTEM

This system carries food and oxygen to

and brings waste to the many cells in the
body. This are transported by blood vessels.
The blood keeps flowing as a result of heart
action, breathing and muscles contractions.
The heart is the center of the circulatory
system. It is a muscle and like all muscles it
becomes stronger with use.

The circulatory system depends on the

quality of the heart to make it function
smoothly and efficiently. With proper physical
education activities, the circulatory system and
the heart may help an individual healthy.
RESPIRATORY SYSTEM
respiratory system is beneficial to the human
This system consists of air tubes leading mechanism. The breathing exercise help
to billions of air sacs in the lungs. The people regulate intake of oxygen which
respiratory system has two function: take presently is advised as a therapy for asthmatic
oxygen into the body and give off carbon individuals.
dioxide. The chest cavity where the lungs and Students should be taught how to breath
heart are located is protected by the breast properly and to see to it that they do not
bone and the ribs. In breathing, the lift upward expose themselves to places and situations
and outward and the diapragm pulled where their system may take polluted
downward. For physical education, the elements.

ANTHROPOMETRIC MEASUREMENTS

BODY MASS

 Purpose this kind of measurement of the body mass (weight) in combination with stature
(height) is used to determine body mass index. This will reveal whether one has normal
weight, is over weight or obese.
 Equipment A bathroom scale accurate to 0.5 kilograms placed on an even and firm surface.
The scale should be calibrated regularly.
 Procedure
 The scale is adjust to zero
 Student stand barefoot and wear light clothing: a t-shirt and shorts
 Students stand erect and still with weight evenly disturbed on the center of the scale.
 Scoring Record the student’s body mass to the nearest 0.5 kilogram.

STATURE (HEIGHT)
 Purpose Stature or standing height is the distance between the floor to the vertex(top) of the
head where height is measured.
 Equipment
 A tape accurate to 0.1 centimeter firmly mounted and fully stretched to a wall.
 A spirit level and:
 An even and firm floor
 Procedure
 Stand erect on bare feet with heel, buttocks and shoulder pressed against the tape
 measure
 Place heels together gently with the arms hanging freely by the side with palms facing the
thighs
 Check that the body ids fully stretched and the head is not tilted backward
 Look straight forward taje a deep breath and stand as tall as possible
 Have heels of the students flat and not raised
 Put the spirit level against the wall with the base on the top of the head
 Use the spirit level indicator to ensure it is level
 Scoring Record standing height to the nearest 0.1 centimeter

BODY MASS INDEX (BMI)

It is a numerical expression of body weight based on height and weight.

Formula for computing Body Mass Index

WEIGHT (in Kilograms)

HEIGHT(in Meters)²

Example:40/(1.20)=40/1.44=20.83 (normal)
Standard:
Below- 18.5= Underweight
18.5-24.9= Normal
25.0-29.5= Overweight
30.0-Above= Obese

SITTING HEIGHT
 Purpose sitting height is the vertical distance from the sitting surface to the vertex (top) of the
head. It is the total of the trunk, neck, and head length. The ratio of sitting height to the
standing height is relevant to performance in a number of sports. For example in jumping
events, it is better for this ratio to be lower, that is the leg are long relative to the trunk.
 Equipment
 A tape and spirit level used in the standing height
 A small platform with a flat, hard, even surface
 Purpose
 Attach the tape to the wall so that it is zero (0) point in level with the bench
 Sit on the bench with knees forward and bent, and hands resting on the thighs which are
parallel to the floor
 Have buttocks and shoulders rest lightly against the tape positioned vertically on the
middle behind of the student
 Have the body not lifted backward
 Look straight ahead, take deep breath and sit erect as possible
 Place the spirit level against the wall with the base on top of the head using the spirit level
indicator to ensure that it is level
 Scoring The sitting height is recorded to the nearest 0.1 centimeter
ARM SPAN

 Purpose arm span is the horizontal distance between the tips of the middle finger with the
arm extended laterally at the shoulder level. It includes the width of the shoulders and length
of both upper arms. Arm span is relevant in volleyball and water polo where a greater arm
span can be beneficial to performance.
 Equipment
 Two tape measure at least three (3) meters in length and accurate to 0.1 centimeter
mounted horizontally on a wall, each tape parallel to each other with the lower tape
approximately 1 meter above the floor and the upper tape at least 1.5 meters above the
floor. A corner of a wall is used as the zero point.
 A tri-square
 Procedure
 Stand erect with the back against the wall, feet together and heels, buttocks and shoulder
touching the wall
 Extend arms laterally at shoulder level horizontally with the palms facing forward and the
tip of the middle finger of one hand pressed against the wall at the zero point
 If the student is tall/ short and the extended arms are horizontal plane and plane and use
the tri-square held vertically to line the end of the finger tip with the tape measure
 Measure the distance from the zero point of the tape to the tip of the middle finger of the
other arm
 Scoring Record the arm span to the nearest 0.1 centimeter
RIGHT ANGLE PUSH UPS

 PURPOSE This activity is used to measure the strength and endurance of the arms and
upper body muscles
 Equipment None
 Procedure
 Have face on the floor with the hands and the thumbs in line with the hands on the floor
and the thumbs in line with the shoulders
 Have legs slightly apart, knees straight
 Keep legs and back straight, pushes off the floor and assumes the starting position
 Bend elbow and lower oneself until arms are at a right angle
 Repeat the movements for a maximum of 50 for male and 30 for female
 Stop when you commit two (2) breaks, such as failure to go down at the 90-degree angle
failure to extend elbows fully, unable to keep legs and back straight or maintain the
cadence of one second count in going down and one second down in going up.
 Scoring Record the number of push-ups completed

SIT AND REACH

 Purpose This exercise is done to measure the flexibility of the hamstring muscles (back of the
thigh) and to some degree, the lower back. Flexibility in this area is associated with a healthy
back and lower risk and injury. This modified test of the traditional sit-and-reach test reduces
the pressures on the lower back and prevents hyper extension of the knees.
 Equipment A tape accurate to 0.1 centimeters, firmly attached to the floor, marked
distinctively at the 50 centimeter point, a card board or plywood by 20 centimeters.
 Procedure
 Sit down on the floor with the tape between the legs;partner places the tip of his shoes
exactly at the 50 centimeter point
 Brace extended right leg against the shoes of the partner and bend left leg pulling the
heels possible to the buttocks, soles flat on the floorkeep the extended kness straight,
hands one on the top of the other with fingers fully extended, slowly forward and back two
times
  Stretch fully forward on the third time and hold the position for one second so that the
score is noted
 Repeat with the left leg extended and the right leg bent
 Scoring Record the distance reached with bent left and right leg

STANDING LONG JUMP

 Purpose This activity is done to measure the power of the leg muscles. Leg power is
important to most events that involve running, jumping and throwing. Most common is the
vertical jump to measure leg power.
 Equipment A tape accurate to 0.1 centimeter at least three (3)meters long and placed firmly
on the floor, and a tri-square
 Procedure
 Stand behind the take off line about six (6) to the left of the tape, making sure that the tip
of the shoes do not go beyond the take-off line
 Swing arms backward and jump forward on the floor continue to move forward without
stopping forward momentum. Swinging the arms back and forth is not allowed.
 Tester marks where the back of the heels of the students landed noting the mark closest
to the take off line landed with heels not together:
 Make another attempt
 Farther distance of the two trials is recorded through the tape .
 Scoring Record the score in meters and the nearest 10 centimeters
BASKET BALL PASS
 Purpose The basketball pass measure upper body power to exert forceful movement utilizing
the muscles of the arms and the upper body. Strong muscles of the upper body important in
spiking in volleyball, throwing in baseball, passing in basketball, in throwing events and in
most sports.
 Equipment Size 7 basketball and accurately measured throwing area atleast 15 meters
meters long.
 Procedure
 Sit on the floor with buttocks, back and heads resting against the wall; the legs are
stretched horizontally in front of the body
 Use a two-handed chest pass to push the ball in horizontal direction (45-degree angle) as
far as possible. A one arm pass is not allowed.
 Throughout the movement, keep head, shoulders and buttocks in contact with the wall
and see to it that the ball is thrown only with the arm and shoulder muscles
 Two (2) trials are allowed with the tester noting the distance to the nearest five 95)
centimeters from the edge of the wall to the base of the ball where it makes contact with
the floor on the first bounce.
 Scoring Record the farther distance of the trials to the nearest five (05) centimeters

15-MINUTE RUN

 Purpose This activity is used to measure running speed. The ability to run very fast is an
asset in most individual and team sports. This also measures cardio-respiratory endurance
 Equipment Stop watch (es)
 Procedure
 Stand behind the starting line. The starter and timer at the finish line.
 Timer raises hand holding the stopwatch; shouts out the signal; “Ready, Go”! and with the
command “Go!”simultaneously lower raised hand and starts the stopwatch; Student runs
around the running area. A spotter counts number of laps the student finishes.
 Scoring Distance in meters covered by running or jogging in fifteenminutes.
NAME_____________________________ DAY&TIME___________________________
PROF_____________________________ DATE:_______________________________

ACTIVITY NO. 3

PHYSICAL FITNESS ACTIVITIES

Fitness Tests Post-Test Score Fitness Category

Sitting Height
Arm Span
Right Angle Push Ups
Sit and Reach
Standing Long Jump
Basketball Pass
15-Minute Run
WARM-UP EXERCISE

For Developing Agility

 Boarding House Reach

-Take a front kneel-leaning rest position on the floor.
-Move arms toward the feet until left elbow is close to the hip.
-Keep toes on a line and support with left arm
 Dodging
-Bend legs at the knees taking a slightly crouched position.
-Have feet spread about hip distance apart
-Push hands on the floor and move sideways without touching another person .
 Full turn
-From a crouch position, the performer springs on the floor.
-Make one complete turn before landing on one’s feet
 Heel click
-From a crouch position, the performer springs off the floor.
-Try to click together twice before landing on one’s feet.
 Hop step jump
-From a crouch position, the performer takes one hop, then a long step and then a broad
jump for developing balance.
 Balance on toes
-Stand with arms at the sides.
-Rise on toes and extend arms to the side
-Extend left leg to the side, balancing on the toes of right foot.
 One foot balance
-Have arms extended to the side, performer stands on right foot.
-Bend forward the waist until body, arms, and left leg are parallel with the ground.
 Sit Balance
-Sit on the floor and lean slightly backward
-Keep legs extended as they are raised from the floor
-Balance oneself on the buttocks
 Single Squat Balance
-Squat on the floor
-Extend right leg forward and attempt to balance on toes of left foot
 Frog stand of tip-up balance
-Place hand between legs and thighs on elbow, performer squats on the floor
-Tip forward and place weight on hands and continue forward until the point of balance is
found.

For developing coordination

 Cross over step
-From slightly crouched position, performer steps forward and during each step, move legs
diagonally across in front of body
-With each step, body rotates toward the leg where weight is resting
 Crab Relay
-Assume crab walk position
-Walk backward, forward or sideward using arms and legs like a crab
-Buttocks should not touch the floor
-On signal, the first player of each them does crab walk, then return to starting line touching
second player of the team.
 Cartwheel
-Begin on stride position, toes pointing left oblique
-Place left hand on floor ahead of left foot
-Move right hand in arc over the head and places it on the floor
-As right hand contacts the floor, legs follow in same ac over head
-Push away from floor to regain standing position

For cardio-vascular endurance

 Rope jumping
-Hold the rope in front
-Serve the rope backward and overhead
-Jump the rope as it hits the floor
-Jump for two minutes, rest for 60 seconds
 Treadmill
-Assume push ip position and have one leg brought forward so that knee is under the chest
-Reverse position of the feet, bring other leg forward
-Change back with original foot forward
-Do the exercise 20 times
 Walk run in place
-Walk in place with pace of 120 steps per minute for two minutes
-Swing arms while breathing deeply
-Run in place for two minutes at 180 steps per minute
-Rest, then repeat

For developing flexibility

 Back lying cross over
-Assume supine position with arms sideward at shoulder level palms down
-Have left leg upward from the floor to form right angle with body keeping knees straight and
toes pointed
-Swing a leg across the body to touch right hand keeping right leg straight
-Return left leg to position
-Repeat right and left alternately

For developing strength

 Touchdown
-Have five parallel lines marked on the ground five meters apart
-Player stand behind starting line
-On signal, player runs to the first line, touches the line and runs back to starting line and
touches the line
-Player runs to the second line then back to the starting line
-Following the same routine, the player runs to the third and fourth lines
-Touch the lines

For developing strength

 Abdominal strength
V-sit
-Lie on back with arms overhead and legs extended
 -Raise trunk and legs to V position
-Touch toes with hands
-Return to starting position
 Arm Strength
Tug-of-war
-Tie two individual ropes together at the center so that four loops may be pulled
-Players stand in square formation with each holding one loop
-Place one peg behind each players; each one pulls towards the peg
-First player to pick up his peg wins a point

 Leg Strength
Crossing the brook
-Have two teams.
-Players jump across two down representing a brook which is wider at one end
-Start the game at the narrow end with each player jumping the brook over and back along fall
length
-Jump backward
-Assume half knee bend position arms at side
-Jump backward as possible swinging arms forcibly
-Land with knees slightly flexed
-Repeat several times.