Republic of the Philippines

ZAMBOANGA PENINSULA POLYTECHNIC STATE UNIVERSITY

Region IX, Zamboanga Peninsula
R.T. Lim Blvd., Zamboanga City

LEARNING MODULE
Course Code: PATHFIT 1
Course Description: Movement Competency Training
Date Developed: Date Revised:
Document No: ZPPSU – Issued by: ZPPSU -
LM2022 CTE
Prepared by:
RONEL S. PEROMINGAN
EMIE S. MISIL
Reviewed by:
DEXTER T. PACLIBAR
Recommending Approval: Dr. JUDITH M. MAGHANOY
Approved by: Dr. ROLANDO P. MALALAY

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 VISION MISSION INSTITUTIONAL CORE VALUES
ZPPSU as the Provide effective OUTCOMES Love of God;
leading provider and efficient Globally competitive Social
of globally services through graduates who Responsibility;
competitive advance can perform advanced Commitment/
human resources. technological technological Dedication to the
studies and competencies in their Service; and
researches for the field of specialization. Accountability
empowerment of
the nation’s human
resources.

___________________________________________________________________
INTRODUCTION
__________________________________________________________________________________

Welcome to Zamboanga Peninsula Polytechnic State University, the premier

higher education institution in Zamboanga Peninsula, one of the Centers of
Development in Teacher Education Institutions in the country and an ISO
accredited institution as recognized by the Commission on Higher Education. It is
our pride and honor, that you choose ZPPSU as your school of choice.

With the situation under a NEW NORMAL condition due to COVID19 Pandemic,
the school is now trying to find ways and means to provide accessible and quality
tertiary education. It is for this reason that the administration has decided to offer
flexible learning education using two modalities: Blended and Distance Learning
education. In as much as the school limit that actual and physical face-to-face
mode of delivery, each college has decided to come up with module to cater those
students who cannot avail online learning modalities.

This module has been prepared to guide you in your learning journey with the use
of the Guided and Self-directed learning activities prescribed to finish your course.
Each module includes reading materials that have been chosen to help you
understand the ideas and concepts introduced by the module.

For this semester, your class in Physical Fitness on the series of lectures and
activities in different units. Exercises and assessment of learning activities are
provided to test your physical e.g., calisthenics, skills, and health related aspects,
and mind. Apply the concepts that you have learned from this module. After
accomplishing all modules, you are expected to do the following:

1. Access, Synthesize and Evaluate information on Healthy eating and fitness

behaviours, products, and services

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 2. Apply concepts such as fair play, empathy, respect for others’ abilities and
diversity by understanding how these can influence their interaction with
others.
3. Participate in moderate to vigorous physical activities in accordance with
national and global recommendation for physical education.
__________________________________________________________________________________

HOW TO USE THIS MODULE

__________________________________________________________________________________

 This is a self-study module particularly designed to help you study with little or
no intervention from your teacher. Please follow very carefully the instructions
on how to use this module so you can fully benefit from it.

• The lessons on this module is logically organized. Every lesson is connected

to the each unit and necessary for a better understanding of the next topic.
Hence, please do not skip a page. Read every page of this module and do
every task that is asked of you.

• Read the Table of Contents so that you will have a good grasp of the entire
course. Having an overview of what you are about to study will help you see
the interrelationships of the concepts or knowledge that you are about to
learn.

• Every lesson or unit begins with the learning objectives. The objectives are
the target skills or knowledge that you must be able to gain or perform after
studying the entire lesson/unit.

• Take the post test, activity or practice exercise given at the end of the lesson
or unit. Do this only when you have thoroughly read the entire lesson or unit.
When answering every activity, test or exercise, please answer them honestly
without looking at the answer key. They answer key is given to you for you to
check your own progress and monitor your own understanding of the lesson.
The knowledge you will gain depends on how much effort and honesty you
put into your work.

• Please pay attention to the Study Schedule. This will guide you and make
sure that you don’t lag behind. Lagging behind will result to cramming and
eventually affects your understanding of the lesson.

• Know what it takes to pass the course. Please refer to the Evaluation and
Grading System.

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 • If you encounter difficult words which are not found in the Glossary page of
this module, take some time to locate the meaning of these words in a
dictionary. You will fully understand your lesson if you exert extra effort in
understanding it. There is no room for laziness and complacency. College
students are expected to be independent learners.

• If there is anything in the lesson which you need clarifications on, do not
hesitate to contact your instructor or professor at the appropriate time.

• You will be evaluated by your instructor or professor to check how much

knowledge and skills you have gained. The result of this evaluation will form a
big chunk of your grade. So please do well and do not waste time.

• Lastly, you are the learner; hence, you do the module on your own. Your
family members and friends at home will support you but the activities must be
done by you. As ZPPSUans you must always be guided by our core values,
Love of God;Social Responsibility; Commitment/ Dedication to the Service;
and Accountability

PATHFIT 1

Course Description

PROGRAM SPECIALIZATION OUTCOMES

This course reintroduces the fundamental movement patterns that consist of

non-locomotor and locomotor skills, which are integrated with core training to meet
the demands of functional fitness and physical activity performance. Emphasis will
be on exercise regression and progression for the enhancement of fitness and the
adaptation of movement competencies to independent physical activity pursuit. In
conjunction with fitness and wellness concepts, exercise and healthy eating
principles, periodic evaluation will be conducted of one’s level of fitness and physical
activity, as well as eating patterns to monitor one’s progress and achievement of
personal fitness and dietary goals.

Active and Healthy Living

1. Access, synthesize and evaluate information on:
 Healthy eating and fitness behaviours’ products and services;
 Risks associated with physical activity; fitness and physical activity
assessment results;

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  Activity patterns throughout the lifespan; and
 Personal, cultural and social factors that motivate or inhibit healthy
choices about physical activity and nutrition behaviours’ to enhance
one’s capacity to take responsibility for oneself.

2. Apply concepts such as fair, empathy, respect for others’ abilities and
diversity by understanding how these can influence their interaction with
others.
3. Participate in moderate to vigorous physical activities in accordance with
national and global recommendation for physical education

Advocacy and Promotion

1. Devise, apply and appraise a range of strategies to improve their own
physical activity performances and those of others.

2. Promote practical and creative interventions that will create community

connection and contribute to the health and well-being of the school and/or
larger community.

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 _______________________________________________
SUGGESTED STUDY SCHEDULE
__________________________________________________________________

Week Topic Activities

Module 1 PFRQ-TEST
(ZPPSU HYMN/V,M,G) Materials: Tape Measure/
st
1 week PFRQ -TEST steel tape
Weighing Scale
Body mass index Computation of BMI

2nd, 4th, and 6th week Fitness Components Lecture on Fitness

Kinesiology of Movement Components
Discuss Principles relative to
kinesiology
Module 2 Modified Fitness Test Principles
(MFIT) Discuss the MFIT
3 5
rd, th
 Battery test Video and pictures
 Training Principles

Accomplish activity sheets for

6th, 10 week th
Activity- specific skills the movement competency
1. Non-locomotor skills exercise
Bracing the core  Video
 Bracing the core  Pictures
 Dead bug series
 Rolling
 Bird dog series
 Press-up, scapular, protractor
and retractor
 Plank series
 Squat series
2. Locomotor skills
 Crawl and creep
 Jump and landing
 Linear movement (hop, skip,
leap, or bound, jog, run)

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  Lateral Movement (slide,
crossover, grapevine)
 Exercise Prescription
Established Fitness goal

MID-TERM EXAM(ONLINE)
Movement Competence
11th and 12th week 1. Lectures and
Activity- Specific skills Discussion on
Basic strength training exercise Movement
Competency Activity
 Lower body: squat, Lunge and
2. Conduct proper
hinge
execution on Basic
 Upper body: Horizontal pull and Strength Training
push Exercise
 Vertical pull and push 3. Group Activity on Basic
 Knee Dominant strength training
 Hip-dominant 4. Individual Participation
 Lifting and Throwing on the Basic Strength
Training Exercise

Module 4 1. Specific Skills Locomotor and Conduct Non locomotor and

Non Locomotor(POST TEST) Locomotor Movement (post
13th, 14th and 15th 2. Exercise Prescription and Test
training Program
week Monitor Proper execution
3. Fitness and Physical
Assessment Properly monitor the Training
Community Based Physical Activities program
Individual Activity on Training
Program
Participate outside PE class
Activity (Barangay activities or
other local activities)

16th, 17th, and 18th Nutrition  Evaluate a personal

6 essential nutrients food log based on
Nutritional metabolism and utilization dietary
Critique health claims of food products recommendation
and popular dietary practices; identify  Interpret food labels
credible sources of information accurately

Physical activities (post-test) Evaluate a personal food log

Workout Plan based on dietary
 Exercise Plan per week recommendation.

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 Final Requirements to complete the course
*workout plan*

CLASS RULES
a. All students must wear the prescribed uniform or outfit for the activity. This is
to ensure comfortability and safety. Student will be reminded on the first
occasion even its online class or modular approach.
b. All students are advised to take 3-5 minutes of warming up and cool-down
after series of exercises.
c.
d. During the conduct of the PFR-Q, students must promptly declare or report
any underlying medical condition that was formally diagnosed by a doctor.
For those with contraindications, medical results of a graded exercise test,
duly certified by the physician or the relevant medical certificate must be
submitted on or before the second week of classes. The PE activities shall
then be modified accordingly.
e. Since students with additional needs (SWANs) and/or disabilities will be
recognized and the teaching-learning activities modified accordingly, there
are no exemptions in PE.

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 GOALS AND CONTEXT OF PE
This course is essentially distinct from the senior high school PE, although it remains
to be health optimizing, because there are separate global recommendations for age
groups 5-17 y/o and 18-64 (WHO, 2010) in terms of the frequency and duration of
moderate to vigorous physical activities (MVPAs).

Most of all, the Tertiary PE Program is distinct in terms of the competencies desired
of learners with respect to their particular characteristics as young adults.

P.E. focuses explicitly on making learners adapt to lifelong physical activity. It

promotes an understanding of the centrality of movement in daily life, in all its form.
The Tertiary PE Program thus provides for a variety of expression and engagement
of physical activities and to ascertain that opportunities are inclusive of all contexts
and learners.

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EVALUATION
__________________________________________________________________________________
To pass the course, you must:

1. Read all course readings and answer the pre assessment quizzes, self-
assessment activities, practical activities, and reflection questions.
2. Answer the print-based discussion activities
3. Submit written activities, and performance.
4. Complete activities of each unit
5. Submit the final activities and performances/module

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GRADING SYSTEM

NO. CRITERIA PERCENTAGE (%)

1 Practical Activity 70 %
2 Summative Assessment 30 %
100%
Total

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MODULE I: Physical Fitness Assessment

UNIT I
TITLE: PFR-Q TEST
INTENDED LEARNING OUTCOMES
After studying this module, you are expected to:

 Assess the readiness to do physical activity

 Identify the Body Mass Index

Introduction
Physical Education is an Integral Part of Educational Process design to develop the
optimum aspects of an individual under a well-trained leader. It is an education through
the physical. It aims to develop students’ physical competence and knowledge of
movement and safety, and their ability to use these to perform in a wide range of
activities associate with the development of an active and healthy lifestyle. It also
develops students’ confidence and genetic skills, especially those of collaboration,
communication, creativity, critical thinking and aesthetic appreciation. These together
with nurturing of positive values and attributes in PE, provide good foundation for
students’ life long and life- wide learning.

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 Activity no. 1
Physical Fitness Readiness Questionnaire (PFR-Q)
Direction: Answer the PFR-Q through online (google form). The link will be provided by your
respective PE instructor. This will help the teacher assess student’s physical activity readiness
and health status. Answer it with honesty and rest assured your response will remain
confidential.
Sample PFR-Q

Name:______________________________ Course and year:__________

PE Schedule:________________________ Age:_____________
PE Teacher_______________ Sex:____________

Physical Fitness Readiness Questionnaire (adopted)

This questionnaire is applicable for students between ages 15 and 69. If the student is
over 69 years old and not used to being active, he/she must see a doctor first.
GENERAL HEALTH QUESTIONS

Please read the 7 questions below carefully and answer each one honestly YES NO

1. Has your doctor ever said that you have a heart condition OR high blood
and you should only do physical activity recommended by the doctor?

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:
____________________________________

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 5. Are you currently taking prescribed medications for a 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 physical activity

YES NO
Follow-up questions
about your medical condition(s)

1. Do you have Arthritis, osteoporosis, or back problems?

2. Do you have Cancer of any kind?
3. Do you have a heart or Cardiovascular Condition? This includes
Coronary Artery Disease, Heart Failure, Diagnosed Abnormality of Heart
Rhythm
4. Do you have an irregular heart beat that required medical management? (e.g.,
atrial fibrillation, premature ventricular contraction
5. Do you have High Blood Pressure?
6. Do you have a resting blood pressure equal to or greater than 160/90 mmHg
with or without medication?
7. Do you have any Metabolic Conditions? This includes Type 1 Diabetes, Type 2
Diabetes, Pre-Diabetes
8. Do you often suffer from signs and symptoms of low blood sugar (hypoglycemia)
following exercise and/or during activities of daily living? Signs of hypoglycemia
may include shakiness, nervousness, unusual irritability, abnormal sweating,
dizziness or light-headedness, mental confusion, difficulty speaking, weakness,
or sleepiness
9. 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?
10. Do you have other metabolic conditions (such as current pregnancy-related
diabetes, chronic kidney disease or liver problems)?

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 11. Are you planning to engage in what for you is unusually high (or vigorous)
intensity exercise in the near future?
12. Do you have any Mental Health Problems or Learning Difficulties? This
includes Alzheimer’s Dementia, Depression, Anxiety Disorder, Eating
Disorder, Psychotic Disorder, Intellectual Disability, Down Syndrome
13. Do you ALSO have back problems affecting nerves or muscles?
14. Do you have a Respiratory Disease? This includes Chronic Obstructive
Pulmonary Disease, Asthma, Pulmonary High Blood Pressure
15. Has your doctor ever said you have high blood pressure in the blood vessels of
your lungs?
16. Do you have a Spinal Cord Injury? This includes Tetraplegia and Paraplegia If
the above condition(s) is/are present,
17. Do you commonly exhibit low resting blood pressure significant enough to cause
dizziness, light-headedness, and/or fainting?
18. Have you had a Stroke? This includes Transient Ischemic Attack (TIA) or
Cerebrovascular Event If the above condition(s) is/are present.
19. Do you have any impairment in walking or mobility?
20. Have you experienced a stroke or impairment in nerves or muscles in the past 6
months
21. Do you have any other medical condition not listed above or do you have two or
more medical conditions?
22. Have you experienced a blackout, fainted, or lost consciousness as a result of a
head injury within the last 12 months OR have you had a diagnosed concussion
within the last 12 months?
23. Does anyone in your household ever smoke in Bed or any other place in your
house?
24. Do you take special precautions to avoid accidents in and around your home?
25. Do you try to avoid eating too much salt or sodium?
26. Do you try to avoid eating too much fat?
27. Do you try eat enough fiber from whole grains, cereals, fruits and vegetables?
28. Do you try to avoid eating too much high cholesterol foods, such as eggs, dairy
products and fatty meats
29. Do you try to get enough vitamins and minerals in foods or in supplements?
30. Do you try to avoid eating too much sugar and sweet foods?

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 Activity no. 2
Personal Profile
Name:______________________________ Course and year:__________
PE Schedule:________________________ Name of PE Teacher_______________
Age:_____________ Sex:____________

Resting Pulse rate: ________

Exercise Pulse rate: _______

Medical Record:
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________

Fill-up the data sheet below, PE student must get their current weight and body
measurement using a measuring tape. Compute the data to get the BMI and Waist to
Hip Ratio.

Data Sheet for BMI and Waist to Hip Ratio

Body weight (BW):_________(kg) Hip Circumference (HC):____________

Height (HT) :________________(m)
Waist Circumference (WC):________(cm)
Fitness category :____________________

Body Mass Index

BMI= BW________(kg) / HT ________(m2)
BMI:___________________
Rating:________________
Waist to Hip Ratio
WHR= WC_______(cm) / HC:_________(cm)
WHR:_______________
Percentile:___________
Fitness category :____________________

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Note: Attach picture evidence of getting the weight

Waist to hip Circumference

Classification Men Women
(risk of disease)
High risk 1.0 and above 0.85 above
Moderately High risk 0.90- 1.0 0.80- 0.85
Optimal low risk of disease 0.90 below 0.80 below

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 Terms

Body Composition- The percentage of your weight that is composed of fats in in

relation to that classified as fat free.
Lean Body weight- The Total amount of bodyweight that is not attribute to body fat.
Obese- an excessive accumulation of body fat
Overweight- When a person weight 10% or more than his/her desirable weight.
Body Mass Index- a method that is widely used to evaluate your weight. It is based
only on your height and weight, so it has the same limitations as the height/weight
tables.

The Importance of knowing your Body Mass Index (BMI)

Your BMI is a measurement that is a ratio of your weight and height. It’s a good way to
gauge whether your weight is in healthy proportion to your height. In fact, knowing
your BMI can help you - and your GP - determine any health risks you may face if it’s
outside of the healthy range.

 Being overweight can lead to a range of chronic conditions including :

 Type 2 Diabetes
 High blood pressure
 Heart or blood vessel problems
 Cardiovascular disease
 Musculoskeletal problems

 Being underweight can result in other health issues like:

 Risk of malnutrition

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 Osteoporosis
 Anaemia

RECOMMENDED WARM UP EXERCISES SAMPLE

NOTE: Do WARM-UPS Before indulging to exercise, warm-up will prepare the body

for exercises by gradually increasing the heart rate and circulation; this will loosen the
joints and increase blood flow to the muscles. Stretching the muscles prepares them for
physical activity and prevent injuries.

RECOMMENDED FOR BEGINNER

NO. EXERCISES TIME
1 Walking/Jog 3-5 mins.

2 Stationary Jog/Stationary High Knee/Marching 45 sec-1

mins.
3 Jumping Ropes 30-45sec 2
reps
4 Brisk Walking 3-5 mins
5 Jumping Jack 30 – 45 SEC
6 Dynamic Stretching (Neck, Shoulder, Hips & Leg) (1,2,cts.)x 2
sets
7 Leg and Arm swing 10sec.
Sample of Exercises Reps
6 Tactical Frog 10 breaths
7 Quadruped, diagonal crunch 15/side
8 Plank 10 breaths
9 Side Plank 10 breaths
10 Kneeling Clockwork Hip Mob 10/side
12 Squats (deep, wall squat, split squat, curtsy 10 cts. in 3
squat) rep
13 Inverted Hamstring/ Single leg deadlift/ Bowler 10 cts.
stretch

No. LADDER DRILLS REPS

1 In- and Out 3
2 Lucky Shuffle 3

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 3 Ali Shuffle 3

Activity no. 3
Directions: FILL UP repetitions according to the number of exercises you can do.
Note: Please provide an exact number or time on each of these exercises
to verify the exercise has been executed properly and accurately. While doing the
exercise don’t forget to breath in and out. This will help your body a smooth flow of
blood circulation and less muscle tension.

NO. EXERCISE Repetitions Set

Warm-up

1.
2.
3.
Exercises
1
2
3

Note:
1. Unfamiliar terms refer to Google
2. Choose 2-3 activities for the battery fitness test
3. Attach picture/evidence

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 UNIT 2
TITLE: Fitness Components and
Kinesiology of Movement

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:

 Discuss the different Fitness Components

 Understand principles relative to Kinesiology

Physical Fitness
Fitness is a set of attributes that a person has or achieved.” (Caspersen et al, 1985)

PHYSICAL FITNESS COMPONENTS

HEALTH-RELATED SKILLS-RELATED
CARDIORESPIRATORY ENDURANCE COORDINATION
MUSCULAR ENDURANCE SPEED
MUSCULAR STREGTH AGILITY
FLEXIBILITY REACTION TIME
BODY COMPOSITION POWER
BALANCE

CARDIORESPIRATORY ENDURANCE
The ability of the heart, lungs, and circulatory system to supply oxygen and nutrients to
working muscles, efficiently.

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Muscular Strength
The ability of the muscles to maintain submaximal force level for extended periods.

Flexibility
The ability of the joint fluidly through its complete range of motion

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Body Composition
The absolute and relative amounts of muscles, bone, and fat tissues.

RELATIONSHIP OF FITNESS AND HEALTH

COMPONENTS BENEFITS
Cardiovascular Endurance Reduce in risk of cardiovascular disease
Body composition Reduce in risk of cardiovascular disease,
adult-onset diabetes, and cancer
Muscular Strength, muscular endurance, Reduction in risk of low-back pain
and flexibility improved posture and functional capacity
ability to conduct daily activities

Kinesiology - is the scientific study of human body movement.

Addresses physiological, anatomical, biomechanical, pathological, neuropsychological 
principles and mechanisms of movement.

The Three Planes of Motion

There are three planes of motion: sagittal, frontal, and transverse. It's easiest to think of
each plane as an imaginary line or a glass plate that divides the body into opposing
segments when standing in the anatomical position.

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 1. Sagittal plane: Divides the body into
right and left sides
2. Frontal plane: Divides the body into
front and back
3. Transverse plane: Divides the body
into top and bottom sections

Sagittal Plane

Movement that occurs in the sagittal plane generally happens in front of us or behind
us.

Example: Texting, walking, or typing on a computer involve movement that is primarily

in the sagittal plane.

Sagittal movements include:

 Flexion: A bending movement that decreases the angle at a joint

 Extension: An extending movement that increases the angle at a joint
 Hyperextension: Extending the angle at a joint beyond neutral
 Dorsiflexion: Bending at the ankle so the top of the foot moves toward the shin
 Plantarflexion: Pushing the foot down and away from the body

Typical exercise activities that take place in the sagittal plane include a biceps curl, a
forward or reverse lunge, a squat, vertical jumping, running, a downward dog,
or chair pose (in yoga). Many traditional strength training movements occur in the
sagittal plane.

Frontal Plane

The frontal plane divides the body into front (anterior) and back (posterior) sections.
Movements that occur in the frontal plane are lateral or side-to-side movements. These
include:

 Abduction: Moving (or moving a limb) laterally and away from the midline of the
body

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  Adduction: Moving (or moving a limb) towards the midline of the body
 Elevation: Moving the scapula (shoulder blades) up
 Depression: Moving the shoulder blades down
 Eversion: Rolling the foot towards the inside (medial side)
 Inversion: Rolling the foot towards the outside (lateral side)

Exercises that occur in the frontal plane include side lunges, lateral shoulder raises, or a
side shuffle. Standing side bends and triangle pose are yoga poses that occur in the
frontal plane.

Transverse Plane

The transverse plane divides the body into upper (superior) and lower (inferior)
sections.

Movements that occur in the transverse plane generally involve rotation. For many of
us, movement in this plane is less common. In fact, exercise injuries most often occur
during transverse (rotational) movements. 1

Transverse plane movements include:

 Rotation: Moving the torso or a limb around its vertical axis

 Pronation: Rotating the forearm or foot to a palm-side or foot-side down position
 Supination: Rotating the forearm or foot to a palm-side or foot-side up position
 Horizontal abduction: Moving the upper arm away from the midline of the body
when it is elevated to 90 degrees
 Horizontal adduction: Moving the upper arm towards the midline of the body
when it is elevated to 90 degrees

Typical everyday activities in the frontal plane include turning your head to look behind
you or turning a doorknob. Exercises that occur in the transverse plane include hitting a
golfball, swinging a bat, or a seated twist.

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