Chapter I

INTRODUCTION OF PHYSICAL EDUCATION

OVERVIEW

Physical Education is the education of, by, and through human movement.
It is the integral part of the total education process that aims for the development
of physically, mentally, socially, psychologically, emotionally, and spiritually fit
citizens through the medium of different physical activities selected to realize the
outcomes.
It serves to develop the body, mold the character, and discipline the mind,
as medium of man’s total, intellectual, and developmental education using
experiences centered in movement. The slogan for physical education from the
days of ancient Greece until the present is “mens sana en corpora sano,” which
stands for a sound body in a sound mind.
Today’s emphasis on physical education centers on its educational
potential, its power to contribute to more than just the development of physical
fitness, physical skills, and desirable qualities. Physical education can effectively
expand its function as an educational tool by focusing on movement exploration,
creativity, thought and problem solving processes, concept formation, and
concomitant learning’s leading to positive self-concept and confident self-image.

OBJECTIVES

At the end of this chapter students can:

A. Define and explain physical education;

B. Discuss the history, importance and values of physical education; and

C. Discuss the definition of the physically educated person.

1
LESSON 1: History and Objectives of Physical Education

Pre-Discussion:
Physical Education is an important segment of general education which aims
to contribute to the total development of the learner through participation in
selected vigorous activities. It provides opportunities to acquire lifelong skills that
are essential to his physical, mental, social, and emotional development (Oyco,
2000).
It can also be viewed as a program of activities in a school curriculum that
involves sports, games, dance, gymnastics, and recreational activities. Great
emphasis is placed on motor skills, fitness, health, recreation and safety. It is an
integral part of the educational program designed to promote the optimum
development of the individual physically, mentally, socially, and emotionally
through total body movement on the performance of properly selected physical
activities.

What to expect: At the end of this lesson you are expected to:

1. Recognize the basic foundation/history of physical education;

2. Make generalizations on the concepts and objectives of physical

education.

3. Recognize the common misconceptions about exercise.

HISTORY OF PHYSICAL EDUCATION

Many experts trace the beginning of physical education back to the Ancient
Greeks, who had organized physical education programs by the 700 B.C. at
educational establishments called “gymnasia” (gymnasium). Greek boys took part
in discus and javelin throwing, jumping, running and wrestling. They also received
instruction in mathematics, philosophy, and rhetoric. Although physical education
was part of the general education of the Roman citizens, its primary value was in
military training.
In Europe in the Middle Ages (from the 400’s to the 1500’s), many sports
and other physical activities were considered sinful. During the Renaissance,
which lasted from the 1300’s to the 1600’s, a revival of interest in Greek and

2
Roman culture brought a return to competitions such as fitness sports and body
building activities. In the 1800’s, physical education programs were introduced into
schools in Germany, Sweden, the United Kingdom, and the United States.
German and Swedish programs emphasized gymnastics and exercise routines.
The British programs laid stress on team sports. US programs borrowed from all
these European sources. The most important development In the 1990’s was the
large-scale provision of physical education courses for girls and for people with
disabilities.

OBJECTIVES OF PHYSICAL EDUCATION

Physical Development

Through carefully selected physical education activities, an individual who

participates actively will develop and maintain good health and high level of
physical fitness. The acquisition of physical skills can motivate an individual to
participate further in physical activities: hence, healthy growth and development of
each learner will be enhanced.

Social Development

Participation in Physical Education activities provides opportunities for the

acquisition and practice of desirable social traits necessary for adjustment to
happy living and social life in general. Some worthwhile traits are:
*Friendliness
*Cooperation
*Respect for the rights of others
*Good sportsmanship
*Good leadership and fellowship
*Honesty in group competition

Emotional Development
The informal nature of physical education offers opportunities for the
development of expression and emotional traits needed for emotional mastery
like:
*Self-confidence
*Self-control

3
 *Self-reliance
*Courage
*Determination
*Personal Discipline
Mental Development

Through participation in Physical Education activities the individual

develops his mental capacities as he learns the mechanical principles of
underlying movement, as the learner acquires knowledge and understanding of
rules and strategies of games and sports as well as dance instructions, as he
discovers ways of improving his movements in gymnastics and dance, and the
ability to analyze and give judgments.

DEFINITION OF THE PHYSICALLY EDUCATED PERSON

Physically educated persons have ACQUIRED skills enabling them to perform a

variety of physical activities which can help them maintain health-related fitness
levels; they PARTICIPATE regularly in physical activity (PA) because it is
enjoyable and exhilarating, they UNDERSTAND and VALUE PA and its
contribution to a healthy lifestyle.

A physically educated person:

Has learned skills necessary to perform a variety of physical activities.

• Moves using concepts of body awareness, space awareness, effort,
and relationships
• Demonstrates competence in a variety of manipulative, locomotor, and
non-locomotor skills
• Demonstrate competence in combinations of manipulative, locomotor,
and non-locomotor skills performed individually and with others
• Demonstrate competence in many different forms of physical activity
• Demonstrates proficiency in a few forms of physical activity
• Has learned how to learn new skills

4
IS physically fit.
• Assesses, achieves, and maintains physical fitness
• Designs safe personal fitness programs in accordance with principles of
training and conditioning

Does participate regularly in physical activity.

• Participate in health-enhancing physical activity at least three times a
week
• Selects and regularly participates in lifetime physical activities
• Physically educated persons lead physically active lives and can select
and integrate regular PA into their lifestyle through participation with
others and/or alone.

KNOWS the implications of and the benefits from involvement in physical

activities.
• Identifies the benefits, costs, and obligations associated with regular
participation in physical activity
• Recognizes the risk and safety factors associated with regular
participation in physical activity
• Applies concepts and principles to the development of motor skills
• Understands that wellness involves more than being physically fit
• Knows the rules, strategies, and appropriate behaviors for selected
physical activities
• Recognizes that participation in physical activity can lead to multicultural
and international understanding
• Understands that physical activity provides the opportunity for
enjoyment self-expression, and communication

VALUES physical activity and its contributions to a healthful lifestyle.

• Appreciates the relationships with others that result from participation in
physical activity
• Respects the role that regular physical activity plays in the pursuit of
lifelong health and well being

5
 • Cherishes the feelings that result from regular participation in physical
activity
• Physically educated persons accept and appreciate the differences and
abilities of self and others. They understand risks, safety factors, and
appropriate behaviors associated with PA. They value PA and its
impact upon physical, social, mental, social, and spiritual well-being.
They display positive personal and social responsibility.

Summary:
Knowledge is power as expert say, learning the basic foundation of
physical education enables individual to understand the basic principles of why
people must involve in active lifestyle. Being active makes individual’s productive
on their own field of expertise.

6
 LET’S DO THIS!
Activity 1 LIFESTYLE EVALUATION
How does your current lifestyle compare with the lifestyle recommended for
wellness? For each question, choose the answer that best describes your behavior, then
add up your score for each section.
Exercise/Fitness Almost Sometimes Never
Always
1. I engage in moderate exercise, such as brisk walking 4 1 0
or swimming for 20-60 minutes, three or five times a week.
2. I do exercises to develop muscular strength and 2 1 0
endurance at least twice a week.
3. I spend some of my leisure time participating in 2 1 0
individual, family, or team activities.
4. I maintain a healthy body weight, avoiding overweight 2 1 0
and underweight
Exercise Fitness Score: ______ _____ _____

Nutrition
1. I eat a variety of food each day, including five or more 3 1 0
servings of fruits and/or vegetables.
2. I limit the amount of fat and saturated fat in my diet. 3 1 0
3. I avoid skipping meals. 2 1 0
4. I limit the amount of salt and sugar I eat. 2 1 0
Nutrition Score: _____ _____ ____

Tobacco Use
If you never use tobacco, enter a score of 10 for this section and go to the next section.
1. I avoid using tobacco. 2 1 0
2. I smoke only low-tar-and-nicotine cigarettes or 2 1 0
I smoke a pipe or cigars, or use smokeless tobacco.
Tobacco Use Score: _____ _____ _____

Alcohol and Drugs

1. I avoid alcohol, or I drink no more than 1 (women) 4 1 0
or 2 (men) drinks a day.
2. I avoid using alcohol or other drugs as a way of handling
stressful situations or problems in my life. 2 1 0
3. I am careful not to drink alcohol when taking medications
(such as cold or allergy medications) or when pregnant. 2 1 0
4. I read and follow the label directions when using
prescribed and over-the-counter drugs. 2 1 0
Alcohol and Drugs Score: _____ _____ _____

Emotional Health
1. I enjoy being a student, and I have a job or do other 2 1 0
work that I enjoy.
2. I find it easy to relax and express my feelings freely. 2 1 0
3. I manage stress well. 2 1 0
4. I have close friends, relatives, or others whom I can talk to
about personal matters and call on for help when needed. 2 1 0
5. I participate in group activities (such as community or
church organizations) or hobbies that I enjoy. 2 1 0

7
 Emotional Health Score: _____ _____ _____
Safety
1. I wear a safety belt while riding in a car. 2 1 0
2. I avoid driving while under the influence of alcohol 2 1 0
or other drugs.
3. I obey traffic rules and the speed limit when driving. 2 1 0
4. I read and follow instructions on the labels of potentially
harmful products or substances, such as household 2 1 0
cleaners, poisons, and electrical appliances.
5. I avoid smoking in bed. 2 1 0
Safety Score: _____ _____ _____
Disease Prevention
1. I know the warning signs of cancer, heart attack, and stroke. 2 1 0
2. I avoid overexposure to the sun and use sunscreen. 2 1 0
3. I take recommended medical screening tests
(such as blood pressure checks and Pap tests), 2 1 0
immunizations, and booster shots.
4. I practice monthly breast/testicles self-exams. 2 1 0
5. I am not sexually active or I have sex with only one
mutually faithful, uninfected partner or I always engage in
“safer sex” (using condoms), and I do not share needles 2 1 0
to inject drugs.

Disease Prevention Score: _____ _____ _____

Fit & Well - Fifth Edition

Scoring Guideline:

ᴥ Scores of 9 and 10 EXCELLENT! Your answers show that you are aware of the
importance of this area to your health. More important, you are putting your knowledge
to work for you by practicing good health habits. As long as you continue to do so, this
area should not pose a serious health risk.

ᴥ Scores of 6 to 8 Your health practices in this area are GOOD, but there is room for
improvement.

ᴥ Scores of 3 to 5 Your health risks are showing.

ᴥ Scores of 0 to 2 You may be taking serious and unnecessary risks with your health.

YOUR BODY IS
YOUR MOST
PRICELESS
POSSESSION. TAKE
CARE OF IT.
JACK LALANE

8
Exercise No. 1

TRUE or FALSE. Write True if the statement is correct and False if the
statement is wrong.

1. Physical education is the ability of individual to perform his/her daily

task effectively without fatigue and have extra reserve energy in case of
emergency.
2. Physical education involves physical activities.
3. Physical education implies body movement.
4. Health is a condition of the body that contributes to a good quality of life.
5. The main focus of the program is the development of skills, needed in
pleasurable activities.
6. Physical education deals only with sports and fitness.
7. “Mens sana en Corpora Sano,” means a sound body in a sound mind.
8. Physical education started way back to the time of Ancient Greeks.
9. The informal nature of physical education offers opportunities for the
development of emotional traits.
10. Through participation in Physical Education activities the individual
develops his mental capacities.

Exercise No. 2

Multiple Choice. Write the letter of the correct answer of your choice.

1. In Physical Education we always start any activity with

a. cooling down c. warm-up activities
b. stretching d. jogging

2. The greatest challenges in teaching Physical Education is…

a. the teaching of skills c. the proper relationships among pupils
b. the teaching of values d. all of the above

3. In the teaching of Physical Education, the most important factor is the

a. the students c. the equipment
b. the teachers d. the play area

4. Physical Education is concerned with the

a. all around development of individuals c. correction of physical defects
b. physical development of individuals d. relief

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 5. The essence and the foundation of the physical education program
a. skills development c. training for leisure time activities
b. sports development d. all of the above

6. The major goal of the Physical Education Program is

a. health c. endurance
b. strength d. physical fitness

7. The following are the objectives of Physical Education except one.

a.. physical development c. emotional development
b. mental development d. psychological development

8. Some worthwhile social traits except one…

a.friendliness c. cooperation
b. respect for the rights of others d. fair-play

9. The capacity of the individual to function in every way at one’s own best.
a. physical education c. physical Fitness
b. fitness testing d. motor Skill fitness

10. Physical Education is required to all students, but exemptions to participate

may be allowed on the strength of…

a. request from parents

b. a medical certification/examination by the school/private/public physician.
c. membership in extra-curricular activities
d. the recommendation of the P.E. teacher

Sources:

ᴥ Callo, L. and Dajime, P. (2016) Physical Education and Health Volume I,

Manila: Rex Book Store,

ᴥ Jimena, E. (1999) Making Fitness Your Own, Manila: Rex Book Store,

ᴥ Andin, C. (1995) Teaching Physical Education in Philippine Schools,

Quezon City.

10
 CHAPTER II

PHYSICAL FITNESS AND TESTING

OVERVIEW
Living a healthier lifestyle can not only extend our life, but can also
improve the quality of life we live. Feeling physically better and having control
over your own life can greatly increase your mental health as well. Although there
are some aspects of physical and mental health that are beyond an individual’s
control, there are many things that people can do to improve their quality of life.
Health and Physical Fitness have a vital role in our life. The progress of
the Nation lies in the hands of the people, who are healthy and physically fit.
Exercise increases your physical capacity so that you are better able to meet the
challenges of daily life with energy and vigor. Although people vary greatly in the
levels of fitness and performance, the benefits of regular physical activity are
available to everyone.

Someone is sitting in the

OBJECTIVES: shade today because
someone planted a tree a
At the end of this chapter students able to: long time ago.
Warren Buffet

A. Define and explain physical fitness;

B. Discuss the importance of physical fitness;

C. Make generalizations on the concepts of physical fitness;

D. Help evaluate the existing physical education program in the light of the test;

results, in order to achieve higher levels of fitness; and

E. Offer a medium of physical activities that can serve as medium for lifetime

fitness participation.

11
LESSON 1: History and Basic Foundation of Physical Fitness

Pre-Discussion:
Health is wealth as many experts say, having knowledge on basic
information on fitness makes life easier and productive. Learning the different
theories and concepts of fitness allows individual to understand the value and
importance of why people need to engage into regular exercise program.

What to expect:
1. Discuss the History and importance of Physical fitness;

2. Make generalizations on the concepts and objectives of physical fitness;

3. Discuss facts on why people do & does not exercise regularly; and

4. Discuss the relationship of exercise to physical fitness.

BRIEF HISTORY OF PHYSICAL FITNESS

In 1944, it was found out that only 50% of all the boys in the 11 th and 12th
grades were provided with organized physical education program.

Earlier, after the World War II, the American citizens experience
physiological damages as well as moral depression caused by war. Physical
activities were introduced to keep them physically and mentally sound and healthy
so that recovery could be attained.

It was through the creation of the “President’s Council of Youth Fitness”

that mandated to promote and interpret the health and physical education.

The President’s Council on Youth Fitness was created by President

Eisenhower. In 1958, sputnik was launched, the emphasis was on science as
such, and downgraded the requirement in health and P.E.

DR. JOHN VAN WHY, chairman of the Department of Health and Physical
Education at the University of South Dakota, a state wide advisory council, has
been instrumental in securing an increased state requirement in health and
physical education.

The Peace Corps Volunteers also did play a vital role in the campaign
promoting the necessity for physical health and fitness programs.

12
 WHAT IS PHYSICAL FITNESS

Physical Fitness means the ability to carry one’s workload without

staggering and to participate in reaction with ease and enjoyment and still have a
reservoir of endurance to meet the emergencies of life. In other words, it is the
capability of the body systems in carrying out their daily activities satisfactorily and
still has enough energy to enjoy leisure and to meet unforeseen emergencies.
Physical fitness is a condition whereby the systems of the body are able to
function at their optimal efficiency.

IMPORTANCE OF PHYSICAL FITNESS

Through regular exercises, physical fitness helps the individual:

• In the power growth of young bones and muscles;
• Improve the ability to avoid and recover from illnesses and accidents;
• Improve posture and appearance by strengthening muscles that supports
the body;
• Minimize stress response;
• Maintain proper body weight;
• Prevent hair ailment;
• Improve organic functions;
• Delay the aging process;
• Feel better and younger as a human being; and
• Experience the joy of participation in any recreational or sports activities.

CONCEPTS OF PHYSICAL FITNESS

1. Do not over exercise, for physiological reasons, it is not good to over exercise.
2. Getting started with lighter load.
3. Fitness exercises are boring – have a variation of exercises using the same
muscles.
4. Exercises which develop timing or coordination and which develop control and
command of the muscles, balance, and exactness in their movements.
5. Best time to have conditioning program depends on the individual’s
determination.

13
 “There is no best time to exercise. The best is whatever is your available time.”
6. Fitness is lifetime.
FACTS ABOUT WHY DO PEOPLE EXERCISE: YN
N
EO
O
• Health & physical fitness. S

• Physical appearance.
• Enjoyment
• Relaxation and release from tension.
• Meeting new challenges and developing a sense of personal
accomplishment.
• Social experience of involvement.
• Competitive experience.

MOST COMMON REASONS THAT PEOPLE GIVE FOR NOT STAYING WITH REGULAR
EXERCISE ROUTINE
• I don’t have time
• I’m too embarrassed
• Last time I tried I got hurt and had to stop
• I’m too tired
• I’m just not motivated

COMMON QUESTIONS ANSWERED

• *Should I drink extra fluids before or during exercise? Yes.

Your body depends on water to carry out many chemical reactions and to
regulate body temperature. Sweating during exercise depletes your body’s
water supply and can lead to dehydration if fluids aren’t replaced. Serious
dehydration can cause reduced blood volume, increased heart rate, elevated
body temperature, muscle cramps, heat stroke, and even death. Drinking
water before and after exercise is important to prevent dehydration and
enhance performance.
Thirst alone isn’t a good indication of how much you need to drink because
one’s sense of thirst is quickly depressed by drinking even small amounts of
water. As a rule of thumb, drink 2 cups (16 ounces) of fluid 2 hours before
exercise and then drink enough during exercise to match fluid losses in sweat.

14
Drink at least 1 cup of fluid for every 20-30 minutes of exercise, more in hot
weather or if you sweat heavily. To determine if you’re drinking enough fluid,
weigh yourself before and after an exercise session; any weight loss is due to
fluid loss that needs to be replaced. Bring a water bottle when you exercise so
you can replace your fluids while they’re being replaced. Water, preferably
cold, and diluted carbohydrate drinks are the best fluid replacements.

• *Is it safe for a woman to exercise during her monthly period? Yes.

One of the most common questions from women is if they can exercise
during their menstrual period. It’s not surprising that they should constantly ask
this, considering the many myths and misconceptions surrounding
menstruation.
In some ancient cultures, a menstruating woman was considered
“unclean,” was not allowed to touch certain things, temporarily separated from
the rest of the tribe, and had to undergo ceremonial cleansing before she could
return.
Many of these practices had to do with taboos associated with blood and,
who know, may be women in ancient times actually perpetuated the mysteries
surrounding menstruation so they could get some R&R for a few days a month
from their grueling and tedious routines.
In the last couple of decades, more women had become involved in
exercise and sports. This has allowed scientists to make logical observations
about the effect of working out during menstruation.
According to American College of Obstetrics and Gynecology, for the

majority of women, there is no reason why menstruation should interfere with

their daily activities, including exercise. In fact, regular exercise is

recommended as one of the ways to alleviate the pain and discomfort that

some women experience before and during menstruation.

• *How exercise can ease Dysmenorrhea?

Dysmenorrhea is a term that too many men are familiar with, but most
women know that this medical term means menstrual pain and cramping,
because they experience it to some degree every month.

15
 Dysmenorrhea is thought to be caused by prostaglandin, a natural
chemical that stimulates the uterus to contract to expel blood. Prostaglandin
make blood vessel constrict, slowing down blood flow to uterus. Insufficient
blood flow can cause pain in the same way not enough blood to the heart
causes chest pain.
Exercise is thought to ease Dysmenorrhea for two reasons. One, aerobic
exercise releases endorphins, natural painkillers produced by the body, which
can help dull menstrual pain. Two, exercise may alter prostaglandin
production.
Exercise can also help even out mood swings, anxiety and depression that
occur in some women. It can aid in reducing bloating because sweating
releases body water.
• What causes muscle cramps and what can I do about them?
Muscle cramps are caused by local muscle fatigue that triggers the nervous
system to over stimulate the muscles. Until recently, muscle cramps were
thought to be caused by dehydration or salt depletion in the muscles, but
scientists have found little evidence for this. Muscle cramps can occur during
or after exercise performed either in heat or in cold. You can prevent cramps
by improving your fitness and making sure you consume enough fluid and
electrolytes during exercise and in your diet. When cramps do occur, gently
stretch the cramping muscle for 15-30 seconds. Do not overstretch the
cramping muscle because this can lead to serious injury.
• Is it safe to exercise in hot weather?
Prolonged, vigorous exercise can be dangerous in hot and humid weather.
Heat from exercise is released in the form of sweat, which cools the skin and
the blood circulating near the body surface as it evaporates. The hotter the
weather, the more water the body loses through sweat; the more humid the
weather, the less efficient the sweating mechanism at lowering body
temperature. If you lose too much water or if your body temperature rises too
high, you may suffer from a heat disorder such as heat exhaustion or heat
stroke. Use caution when exercising if the temperature is above 80F or if the
humidity is above 60%.
• Does drinking cold water make us fat?

16
 Water, whether is it hot or cold, has no calories so it can’t make us fat.
However, if we drink a large amount of water in one sitting as some people do
when they are very thirsty, our stomach will be temporarily distended. This
might make us think that drinking cold water makes us fat.
• Are women going to bulk if they lift weights?
The chance of women bulking up is low because their average testosterone
level is lower than men. The lower concentration of testosterone reduces the
capacity of the muscle cells to increase in muscle size. Before puberty, the
testosterone levels of males and females are almost similar. At the start of
puberty, the testosterone levels of males increase tenfold while the level in
females remains the same. Women who artificially increase their testosterone
level will spark the same masculinizing changes observed in men and this
includes muscle mass increase.
Aside from the genetic tendencies, testosterone level also increases with
resistance training. Studies show that in men, a resistance training program
that incorporates large muscle groups, multi-joint exercise, high work load, and
short rest intervals is able to increase the testosterone level in the blood.
Studies among female lifters show a minimal rise in testosterone as a result of
resistance training. The chance of a female lifter to increase her muscle mass
is low because testosterone does not significantly increase after performing
resistance exercises.
• Is resistance training safe for children and adolescents?
The musculoskeletal structures of children and adolescents are susceptible
to injuries if the workload is more than what their bodies can tolerate. As
they mature, the growth plates of the bones starts to calcify and fuse then
completely hardens between ages 18 to 25. While the bone is still young,
these regions of the bone cannot tolerate large amounts of stress and can
fracture easily. Once the plates are injured, it can stunt the growth of a
child. It is important that the adolescent trains within the allowable limits in
order to stimulate bone growth without causing injury.
Experts agree that children and adolescents will benefit greatly from
a well-designed and supervised resistance training program. A well-
designed program will provide adequate stimulus for the development of
musculoskeletal structures. Studies show that resistance training

17
 increases bone density in adults and adolescents. Furthermore, it will
develop neuromuscular connections which will enhance the child’s gross
motor control. Lastly, resistance training increases the strength output of
children without significantly increasing the muscle fiber size.
The resistance training program for children and adolescents should
be properly planned and taught. It is necessary that the fitness expert
supervise the exercise session and ensure that the child performs the
correct technique. Aside from focusing on proper form, the child should
avoid exercises wherein the load is lifted above the head. The child should
start with a light load and perform one to three sets of 10 to 15 repetitions
per set. The intensity should be increased gradually at less than 10% of
the previous load. The exercise sessions should be scheduled twice a
week with rest days in between. The program should also include single
joint and multi-joint exercises but exclude Olympic lifts. In addition, a series
of stabilization exercises for the lower back and shoulder should be
included in the program. Aside from these safety precautions, the exercise
program for adolescents is similar with that adults.

• What does physical inactivity cause you?

a. Increase risks of certain activities
b. Contribute to anxiety and depression
c. Risk factor to certain cardiovascular diseases and obesity
d. Decrease in skeletal muscle mass due to excessive sitting
e. High blood pressure and increased cholesterol levels

• What are the usual reasons of developing unhealthy eating?

a. Learning from parents/guardians without healthy eating habits
b. A family not having meals together
c. Uninformed about healthy eating
d. Busy schedule
e. Too much travelling
f. Lack of desire to eat healthy
g. Poverty
h. Extreme emotional conditions

18
 “TRY TO BE ACTIVE EVERY
DAY. LIFE IS TOO SHORT!
ENJOY YOUR LIFE TO THE
FULLEST”

Anonymous

STAGES OF AN EFFECTIVE EXERCISE WORKOUT

Formal Exercise - this is a structured form of exercise and it follows the proper
procedure in doing exercises. It starts from warm up, followed
by hard exercise and it ends with a cool down.
Informal Exercise - it doesn’t follow the proper procedure in doing exercise. It is
usually done in everyday living like fixing messy things, talking,
writing, doing household chores, etc.

I. Have a medical check-up

A person should have a general medical check-up. This is important so

that a person will know his fitness level and the kind of exercise he needs.

II. Taking the pulse

First, learn to take your pulse. It is easier to get the accurate count over
either of the large arteries at the sides of the neck. Practice finding the pulse
quickly and counting for 6 seconds. Counting accurately for 6 seconds is very
important too after exercise. Then take your resting heart rate. Make several 6
second counts of your resting pulse and when you have found the accurate
beat per minute, multiply by 10 for the heartbeat per minute.

Exercise: Find your pulse rate

III. Finding your target zone

Each individual’s target zone-heart rate during exercise is between 60 to 85

percent of the maximal attainable heart rate, roughly 220 minus the age in years.
Below 60 percent of this capacity, there is little fitness benefit from exercise; above 85
percent, there is little added benefit from extra exercise.
Formula: 220 – Age − Resting Pulse Rate (RPR)
× 60%/85%]
+ RPR

19
 / 10
Ex.
Your RPR today = 70 beats per minute (bpm)
Your Age = 32
Your Minimal/Maximal Target Heart Rate (MTHR) = 60% to 85%

Computation:
THE PAIN THAT
A. Getting your Minimal Target Heart Rate YOU’VE BEEN
= 220 – 32- 70 x 60% + 70 FEELING CAN’T
= 188 – 70 x 60% + 70 COMPARE TO
= 118 x 60% + 70 THE JOY THAT’S
= 70.8 + 70 COMING.
= 140.8 or 141/10 ROMANS 8:18
= 14.1 or 14 YOUR MINIMAL THR

B. Getting your Maximal Target Heart Rate

= 220 – 32 – 70 x 85% + 70
= 188 – 70 x 85% + 70
= 118 x 85% + 70
= 101 + 70
= 171/10
= 17.1 or 17 YOUR MAXIMAL THR

C. Your MPHR = 14 – 17 BEATS PER MINUTE

Exercise: Find your target zone

IV. Warm – up – light to moderate activity done prior to the workout. Its
purpose is to reduce the risk of injury and soreness and possibly to
improve performance in a physical activity.
- A warm-up consists of 2-5 minutes of movement plus a stretching
routine.
- The goal is to get the blood flowing without challenging the body to
new heights.
- The warm-up and stretch routine should consist of 15-20% of the total
workout time.

Ex. If you exercise for 60 minutes, you need 9 -12 minutes of warm-up.

V. Hitting the exercise zone

20
 Now, exercise more vigorously in the same way – jogging, skipping, jumping,
and running to get into the target zone (60 to 85 percent maximum). Count your
pulse again after 3 to 5 minutes (and multiply by 10) to check whether you are
doing enough to be on target. If your heart rate is below 60 percent of the
maximum, exercise more vigorously.

Practicum: Students are required to perform vigorous (own choice) exercise to

hit their exercise (minimum & maximum) target zone.

VI. Cool down - light to moderate tapering-off activity after vigorous exercise;
often consisting of the same exercises used in the warm-up.
- Help reduce the muscle soreness that may occur after a particularly
stressful activity as well as prevent blood pooling, dizziness, heart
palpitation, and nausea.
- Permit a gradual decrease in the heart rate and gentle stretch of the
muscle used in the workout.
- A cool down should consist of 5 – 15% of the total workout time.
Ex. 60 minutes exercise: 3-9 minutes of cooling down.
After you have been at target for 30 to 40 minutes or less, if you are out
of condition - cool down gradually by easing up for a 5 to 10-minute period
before stopping. When you stop, your pulse should be back to less than 50
percent of your maximum attainable heart rate, as it was at warm-up.

Stretching - specific position sustained to increase and maintain the length of a

muscle group. It lengthens tendons, warm-up ligaments, and
prepares joins for work.
1. Additional flexibility throughout the body
2. Decreased tightness or stiffness
3. Increased awareness of muscle and their capabilities during any
daily activity or sport
4. Increased coordination and agility in daily or recreational activities.
5. Quicker removal of waste products (lactic acid, carbon dioxide,
nitrogen) from the muscles.
6. Reduced inflammation and pain of the joints often seen in numerous
types of arthritis conditions.
7. Less stress on the nervous system.
8. Facilitation of the overall health and sense of well-being.

4 Types of Stretching Exercise

21
1. Static Stretching – is a slow and sustained muscle tendon lengthening exercise
usually held at the end of ROM (range of motion) for 10 - 30 seconds.
2. Dynamic – lengthen the muscle-tendon unit by slowly moving the limb throughout
the entire range of motion but the position is not held or sustained.
3. Ballistic Stretching – incorporates rapid movements (i.e., bouncing) to lengthen the
muscle tendon unit. The momentum lengthens the muscle beyond the normal
range.
4. Proprioceptive Neuromuscular Facilitation (PNF) – is usually assisted stretching
routine wherein the muscle-tendon unit is made to contract a resistance followed
by a passive lengthening similar to static stretch. This contraction-and-relaxation
routine is repeated three times with each cycle for 20 to30 seconds.

Six Rules to Stretching

1. Warm-up - before you stretch, your muscle should be warm.
- The warm-up increases the muscle temperature, which increased
blood flow to the tissue. The muscle fibers can then respond more
quickly and efficiently to the stretch.
2. Do not force a muscle to stretch – stretching should be done with a gentle
pull in the muscle.
- It should take approximately 10 seconds for the internal muscle
protective mechanism to adapt to the new position.
- The “no pain no gain” theory does not apply to stretching.
3. Hold for 30 seconds – current research shows that a stretch must be held for
at least 30 seconds.
- If you cannot hold the stretch comfortably for this long, then ease
back.
- Anything less than 10 - 30 seconds will not give the nerves enough
time to adapt to the new length and alter the muscle tone.
- Only one repetition per muscle is required when done daily.
4. Breathe - Deep, rhythmic, abdominal breathing helps to improve circulation
to muscle tissues.
- Holding your breath will make the stretch ineffective.
5. Do not bounce -bouncing or ballistic stretching stresses the joints, ligaments
and muscles. It also triggers the protective stretch mechanism within the

22
 muscle to reflexively contact.
- As a result, the muscles cannot relax or stretch.
- Always stretch slowly and gently.
6. Stretch both sides – Always stretch the right and left side (or front or back) of
an area to maintain balance and symmetry. This will enhance flexibility and
performance while reducing the risk of injury.

Assignment: Students are required to do research on different stretching

(at least 10) exercises.

LET’S DO THIS!
Activity 2

BATTERY TESTING PROCEDURE

Date of Performance: _________________
Item Fitness Aspect Pass
1. One foot balance. Stand one foot press up YES
Y
so that the weight is on the ball of the foot BALANCE
NO E
with the heel off the floor. Hold the hands N
S
and the other leg straight out in front for ten O
seconds.

2. Standing long jump. Stand with the toes Y

YES
behind a line; using no run or hop step, jump as E
POWER
far as possible. To pass, men must jump their NO SN
O
height plus six inches. Women must jump their
height only.

3. Paper ball pickup. Place two wadded

YES Y
paper balls on the floor five feet away. Run, AGILITY E
pick up the first ball and return both feet NO
S
behind the starting line. Repeat with the N
second ball. Finish in five seconds. O

4. Paper drop. Have a partner hold a

sheet of notebook paper so that the side
YES
edge is between your thumb and index REACTION TIME Y
finger, about the width of your hand from NO E 23
the top of the page. When your partner S
drops the paper, catch it before it slips
through the thumb and finger. Do not move
 N
O

5. Double heel click. With the feet apart Y

YES
jump up and tap the heels together twice E
SPEED
N
S
before you hit the ground. You must land NO
O
with your feet at least three inches apart.

6. Paper ball bounce. Wad up a sheet of

notebook paper into a ball. Bounce the ball YES
and forth between the right and left hands.
Keep the hand open and palms up. Bounce COORDINATION
the ball three times with each hand NO
(six times total) alternating for each bounce.

7. Run in place. Run in place for one and

a half minutes (120 steps per minutes)
YES
rest for one minute and count the heart
rate for thirty seconds. A heart rate of CARDIOVASCULAR
60 or lower passes. A step is counted
each time the right foot hits the floor. NO

8. Backsaver toe touch. Sit on the floor

with one foot against a wall. Bend the
other knee. Bend forward at the hips.
After three warm – up trials reach YES
forward and touch your closed fists to FLEXIBILITY
the wall. Bend forward slowly, do not
bounce, repeat with the other leg NO
straight. Pass if fists touch the wall with
each leg straight.

9. The pinch. Have a partner pinch a YES

fold of fat on the back of your upper
arm (body fatness). Halfway between BODY COMPOSITION
the tip of the elbow and the tip of the NO
shoulder.
Men: No greater than ¼ of an inch.
Women: No greater than one inch.
Y
10. Push – up. Lie face down on the YES
floor. Place the hands under the E
shoulders. Keeping the legs and the S
body straight, press off the floor until STRENGTH NO
the arms are extended. Women repeat
once; men three times. 24
N
O
11. Side leg raise. Lie on the floor on your
MUSCULAR YES
side. Lift your leg up and to the side of the
ENDURANCE
body until your feet are 24 to 26 inches
AND STRENGTH NO
apart. Keep the knee and pelvic facing.

Note: This is a test-stunt, not an exercise

Practicum: Students must analyze, follow & perform the battery testing
Procedure. Please check (√) the box that correspond to the results of
the performance.

Exercise No. 3. Below is a set of color filled boxes. The boxes with the white color
are the boxes that corresponds to the options/choices of the questions being
asked. Please put an “X” to the box of the correct answer of your choice.
e.g.
A B C D E F G
1. X

Objectives Types of Importance Concepts of Facts about Reasons Common

of PE Stretching of Fitness Fitness Why do Why Questions
People People Answered
Exercise Don’t
Exercise
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14
15.
16.
17.
18.

25
19.
20.

Questions:
1. Health & physical fitness 11. Getting started with lighter load
2. I don’t have time 12. Maintain proper body weight
3. Physical development 13 PNF
4. Does drinking cold water make us fat? 14. Social development
5. Minimize stress response 15. Delay the aging process
6. Fitness is lifetime 16. I’m too embarrassed
7. Ballistic 17. Improve organic functions
8. Is it safe for a woman to exercise 18. Do not over exercise
during her monthly period 19. Delay the aging process
9. I’m too tired 20. How exercise can ease
10. Physical appearance Dysmenorrhea?

LESSON 2: EVALUATING PHYSICAL FITNESS

Pre-Discussion:

If you have not begun a systematic physical fitness program, plan to begin
now. First, evaluate your present physical fitness status to provide a sound basis
for the development of an individualized physical fitness program. Such an
examination will provide valuable information about the physical state of your body
and the intensity of exercise that its various systems can tolerate safely.

What to expect:
1. Identify, differentiate, and enumerate the components of physical fitness.

2. Determine the general fitness level of the individual.

3. Measure and evaluate the different components of physical fitness.

COMPONENTS OF PHYSICAL FITNESS

A. HEALTH RELATED
Physical fitness has many components, some relate general health and
others related more specifically to particular sports or activities. The five
components of fitness most important for heath are cardio respiratory endurance,
muscular strength, muscular endurance, flexibility and body composition. Health
related fitness contribute to your capacity to enjoy life, helps your body with
physical and psychological challenges, and protects from chronic disease.

26
 1. Cardio respiratory Endurance – the ability of the body to perform
prolonged, large-muscle, dynamic exercise at moderate to high levels of
intensity.

2. Muscular Endurance – the ability of a muscle or group of muscles to

remain contracted or to contact repeatedly for long period of time.

3. Flexibility – the range of motion in a joint or group of joints, flexibility is

related to muscle strength.

4. Muscular Strength – the amount of force a muscle can produce with a

single maximum effort.

5. Body Composition – the proportion of fat and fat-free mass muscle, bone,
and water.

TEST I. THE THREE MINUTE STEP TEST (Cardio respiratory endurance)

Objective: Measure the Cardio Respiratory/Vascular Endurance
Facilities and Equipment: Stopwatch and a bench 35 to 45
centimeters high
To Take the Test:
1. Step on and off the flat form 72 times in three (3) minutes
2. Pause for 30 seconds, then count the heartbeats, for 30 seconds;
3. Compare the score on the table presented to convert the number of
beats into the level of aerobic fitness;
4. Most people, this test is not strenuous, but, if a shortness of breath is
experienced, dizziness or any pain, stop at once.
How to conduct the Test:
Part I. Up and down, 24 times a minute – four motions make the step test.

1. Step up first with one foot (ct.1), then with the other (ct.2)

2. Next, step down with the first foot (ct.3) and then with the second
(ct.4)

3. Repeat the cycle once every 2 ½ seconds.

Part II. Conducting the Heart Beat

1. After resting 30 seconds, lightly place three (3) fingertips on the

neck, just beneath the jawbone and to one side of the Adam’s apple.

27
 2. Using the stop watch, count for 30 seconds the number throbs felt in
the large artery under the fingertips.

Caution: Be sure that the fingertips will not pressed hard on the
carotid artery.

3. As an alternate, feel the pulse at the radial side of the hands, at the
inner side of the thump.

Part III. Converting Heart Beat to Fitness

To use the table, find in the column of figures that applies to the age
and sex the number of heartbeats that was counted – 30 seconds worth,
beginning 30 seconds after the step test. Then read the level of aerobic
fitness at the left of the table.

Table on Heartbeat Count after Step Test

Men
Age 16 - 29 Age 30 – 39 Age 40 - 49
Excellent 37 or less 39 or less 40 or less
Good 38 - 42 40 - 43 41 - 44
Fair 43 – 50 44 – 50 45 - 52
Poor 51 or more 51 or more 53 or more
Women
Excellent 43 or less 43 or less 44 or less
Good 44 – 46 44 -47 45 -47
Fair 47 – 55 48 – 56 48 - 57
Poor 56 or more 57 or more 58 or more

TEST II. PRESS UP TEST

Objective: The objective of the Press Up test is to assess the strength

endurance of the athlete's upper body muscles.

Required Resources: To undertake this test you will require:

• Non-slip surface
• Assistant

28
How to conduct the test

• The athlete warms up for 10 minutes

• The athlete lies on the ground, places
their hands by the shoulders and
straightens the arms - see Figure 1
(start position) Figure 1
• The athlete lowers the body until the
elbows reach 90° (see Figure 2) and
then extends the arms to return to the
start position
• The athlete continuous this press-up
action, with no rest, until they are
unable to continue
• The assistant counts and records the Figure 2
number of correctly completed press-
ups
Athletes with less relative Strength
in the upper body (Female) can
use the modified press up position
to assess their upper body strength.
• The athlete warms up for 10
minutes
• The athlete lies on the ground,
places their hands by the shoulders,
straightens the arms and keeps the
knees on the ground- see Figure 3 Figure 3
(start position)
• The athlete lowers the body until
the elbows reach 90° - (see Figure 4)
and then extends the arms to return
to the start position
• The athlete continuous this press-up A PLAN WITHOUT ACTION
action, with no rest, until they are IS NOT Figure
A PLAN.
4 IT’S A
SPEECH.
unable to continue T. BOONE PICKENS
• The assistant counts and records the
number of correctly completed
press-ups
Assessment
The following normative data is available for this test:
The following table, adapted from Golding et al. (1986), provides normative data
for the Push Ups for Men
Above Below
Age Excellent Good Average Poor
Average Average

29
 17 - 19 >56 47-56 35-46 19-34 11-18 <11

20 - 29 >47 39-47 30-38 17-29 10-16 <10

30 - 39 >41 34-41 25-33 13-24 8-12 <8

40 -49 >34 28-34 21-27 11-20 6-10 <6

50 - 59 >31 25-31 18-24 9-17 5-8 <5

60 - 65 >30 24-30 17-23 6-16 3-5 <3

The following table, adapted from Golding et al. (1986), provides normative data
for the Push Ups for Women.
Above Below
Age Excellent Good Average Poor
Average Average

17 - 19 >35 27-35 21-26 11-20 6-10 <6

20 - 29 >36 30-36 23-29 12-22 7-11 <7

30 - 39 >37 30-37 22-29 10-21 5-9 <5

40 -49 >31 25-31 18-24 8-17 4-7 <4
50 - 59 >25 21-25 15-20 7-14 3-6 <3
60 - 65 >23 19-23 13-18 5-12 2-4 <2

TEST III. SIT UPS TEST

Objective: The objective of this test is to monitor the development of the
athlete's abdominal strength.

Required Resources: To undertake this test you will require:

• Non-slip surface
• Exercise mat
• Stopwatch
• Assistant

How to conduct the test

This test requires the athlete to perform as many sit-ups as possible in 30 seconds.

• The athlete warms up for 10 minutes

• The athlete lies on the mat with the knees bent,
feet flat on the floor and their hands on their
ears where they must stay throughout the test
• The assistant holds the athlete’s feet on the
ground

30
 • The assistant gives the command “GO” and
starts the stopwatch
• The athlete sits up touching the knees with their
elbows, then returns back to the floor and
continues to perform as many sit-ups as possible
in 30 seconds
• The assistant keeps the athlete informed of the
time remaining
• The assistant counts and records the number of
correct sit-ups completed in the 30 seconds and
uses this recorded value to assess the athlete’s
performance

Assessment

The following normative data is available for this test.

The following are norms for 16 to 19 year old (Davis 2000).

Below
Gender Excellent Above Average Average Poor
Average

Male >30 26 - 30 20 - 25 17 - 19 <17

Female >25 21 - 25 15 - 20 9 - 14 <9

TEST IV. SIT & REACH TEST

Objective: The objective of this test is to monitor the development of the

athlete's lower back and hamstring flexibility.

Required Resources: To undertake this test you will require:

• Meter/Ruler
• Assistant

How to conduct the test

The Sit and Reach Test is conducted as follows:

• The athlete warms up for 10 minutes and then removes their shoes
• The athlete sits on the floor with their legs open fully extended (toes in flex
position)
• The athlete places one hand on top of the other and slowly bends forward to
reach his right leg as far as possible holding the stretch for three seconds. While

31
 doing this, the assistant will measure starting from the toe up to the end of the
fingertip. Then do it to the left leg.
• The assistant records the distance reached by the athlete’s finger tips (cm)
• The assistant calculates and records the average of the three distances and uses
this value to assess the athlete’s performance

Assessment
The following normative data is available for this test.
Gender Excellent Above average Average Below average Poor

Male >14 14.0 - 11.0 10.9 - 7.0 6.9 - 4.0 <4

Female >15 15.0 - 12.0 11.9 - 7.0 6.9 - 4.0 <4

EXCUSES ARE LIES WE TELL OURSELVES SO THAT IT

DOESN’T HAVE TO BE OUR FAULT.
Anonymous

TEST V. EVALUATION OF TOTAL BODY FATS

TABLE OF COMPARISON OF WHERE TO MEASURE

1. For women 35 and younger, measure on the following points:

a. Abdomen b. Thigh c. Forearm
2. For women 36 and older, measure the following points:
a. Abdomen b. Thigh c. Calf
3. For men 35 and younger, measure the following points:
a. Upper Arm b. Abdomen c. Forearm
4. For men 36 and older, measure the following points:
a. Buttocks b. Abdomen c. Forearm
Evaluation: A percentage above 15% for men or more than 25% for women is
considered health hazard and should be reduced by exercise and diet.

TABLES OF CLASSIFICATION

32
FOR WOMEN 35 AND YOUNGER
Step 1. Measure to the nearest inch the circumference of the abdomen. Find the
measurement on Table 1 and note the corresponding number opposite the
measurement.
TABLE 1
20” 27 31” 41
21” 28 32” 43
22” 29 33” 44
23” 31 34” 45
24” 32 35” 47
25” 33 36” 48
26” 35 37” 49
27” 36 38” 51
28” 37 39” 52
29” 39 40” 53
30” 40
ILLUSTRATION: A 30 – year – old woman with a 29-inch abdomen will have a number of 39.

Step 2. Measure to the nearest inch the circumference of the thigh. Find the
measurement on the Table 2 the corresponding number opposite the measurement. Add
this number to the one noted in step 1.
TABLE 2
14” 29 25” 52
15” 31 26” 54
16” 33 27” 56
17” 35 28” 58
18” 37 29” 60
19” 40 30” 62
20” 42 31” 65
21” 44 32” 67
22” 46 33” 69
23” 48 34” 71
24” 50
ILLUSTRATION: A 30 – year – old woman with a thigh measurement of 18 inches will
have a number of 37. Adding this number 37 to 39 of Step 1 will have a sum of 76.

Step 3. Measure to the nearest inch the measurement of the forearm. Find the
corresponding number of the measurement of the forearm in Table 3. Subtract this
measurement this from the sum derived in Step 1 and Step 2.

33
 TABLE 3
6” 26 14” 60
7” 30 15” 65
8” 34 16” 69
9” 39 17” 73
10” 43 18” 78
11” 47 19” 82
12” 52 20” 86
13” 56 21” 91
ILLUSTRATION: A 30 – year – old woman with a forearm measurement of 8” will have a
number of 34. Subtract 34 from 76, leaving 42.

Step 4. Finally, note that for women of 35 and younger will have a constant
number of 20. Subtract it from the total of the first three steps. The result is the
percentage of the body fat for a sedentary person. If she exercises more than four hours
a week, reduce this figure by 3 for a woman. If the woman in the example is sedentary,
her body contains 22% fat: if she exercises 19%.
How to compute:

Step 1 Step 2 Step 3 Step 4

39 + 37 - 34 - 20 = 22% body fat

FOR WOMEN 36 AND OLDER

Step 1. Measure the nearest inch the circumference of the abdomen. Find the
measurement on Table 4 and note the corresponding number opposite the
measurement.
TABLE 4
25” 30 35” 42
26” 31 36” 43
27” 32 37” 44
28” 33 38” 45
29” 34 39” 46
30” 36 40” 48
31” 37 41” 49
32” 38 42” 50
33” 39 43” 51
34” 40 44” 52
45” 53

Step 2. Measure to the nearest inch the circumference of the thigh. Find the

34
measurement on the Table 5 the corresponding number opposite the measurement. Add
this number to the one noted in step 1.
TABLE 5
14” 17 24” 30
15” 19 25” 31
16” 20 26” 32
17” 21 27” 33
18” 22 28” 35
19” 23 29” 36
20” 25 30” 37
21” 26 31” 38
22” 27 32” 40
23” 28 33” 41
34” 42

Step 3. Measure to the nearest inch the measurement of the calf. Find the
corresponding number of the measurement of the forearm in Table 6. Subtract this
measurement this from the sum derived in Steps 1 and 2.
TABLE 6
10” 14 16” 23
11” 16 17” 25
12” 17 18” 26
13” 19 19” 27
14” 20 20” 29
15” 22 21” 30
Step 4. Finally, note that for women of 36 and older will have a constant
number of 18. Subtract it from the total of the first three steps. The result is the
percentage of the body fat for a sedentary person.
How to compute:

Step 1 + Step - Step 3 - Step 4 = % body fat

FOR MEN 35 AND YOUNGER

Step 1. Measure the nearest inch the circumference of the upper arm. Find
the measurement on Table 7 and note the corresponding number opposite the
measurement.
TABLE 7
7” 26 15” 56
8” 30 16” 59
9” 33 17” 63

35
 10” 37 18” 67
11” 41 19” 70
12” 44 20” 74
13” 48 21” 78
14” 52 22” 81

Step 2. Measure the abdomen and find the corresponding number on Table 8
opposite the measurement. Add this number to the one noted in step 1.
TABLE 8
21” 28 32” 42
22” 29 33” 43
23” 30 34” 45
24” 31 35” 46
25” 33 36” 47
26” 34 37” 49
27” 35 38” 50
28” 37 39” 51
29” 38 40” 52
30” 39 41” 54
31” 41 42” 55

Step 3. Take the third measurement, by measuring the forearm, and find the
corresponding number opposite in Table 9. Subtract this number from the sum derived in
steps 1 and 2.

TABLE 9
7” 38 15” 81
8” 43 16” 87
9” 49 17” 92
10” 54 18” 98
11” 60 19” 103
12” 65 20” 109
13” 71 21” 114
14” 76 22” 119

Step 4. Finally, the number as constant for men of 35 years and younger is 10.
Subtract this number from the total of the first three steps to find out the percent of the
body fat for a sedentary person. If he exercises more than 4 hours a week, reduce this
figure by 4.
How to compute:

Step 1 + Step 2 - Step 3 - Step 4 = % body fat

36
FOR MEN 36 AND OLDER
Step 1. Measure to the nearest inch the circumference of the buttock. Find the
measurement in Table 10 and take note the corresponding number opposite the measurement.
TABLE 10
28” 29 39” 41
29” 30 40” 42
30” 31 41” 43
31” 32 42” 44
32” 34 43” 45
33” 35 44” 46
34” 36 45” 47
35” 37 46” 48
36” 38 47” 49
37” 39 48” 50
38” 40 49” 51

Step 2. Measure the abdomen and find the corresponding number opposite the
measurement in Table 11. Add this number to the one noted in Step 1.
TABLE 11
26” 23 37” 33
27” 24 38” 34
28” 25 39” 35
29” 26 40” 36
30” 27 41” 37
31” 28 42” 38
32” 29 43” 39
33” 30 44” 39
34” 30 45” 40
35” 31 46” 41
36” 32 47” 42

Step 3. Take the third measurement by measuring the forearm, and find the
corresponding number opposite it in Table 12. Subtract this number from the sum
derived in Steps 1 and 2.
TABLE 12
7” 21 14” 42
8” 24 15” 45
9” 27 16” 48
10” 30 17” 51
11” 33 18” 54
12” 36 19” 57
13” 37 20” 60

Step 4. Finally, the number as constant for men of older 36 and older is 15. Subtract
this number from the total of the first three steps to find out the percent of body fat for a
sedentary person. If he exercises more than four hours a week, reduce this figure by 4.
How to compute: Step 1 + Step 2 - Step 3 - Step 4 = % body fat

37
B. SKILLS RELATED
In addition to five health-related components of physical fitness, the ability to
perform a particular sport or activity may depend on skill related components such as the
following: Speed, Power, Agility, Coordination, Balance, and Reaction Time.

6. Speed – The ability to perform a movement in as short period of time.

7. Power – The ability to exert force rapidly, based on a combination of strength and
speed.
8. Agility – The ability to change the position of the body quickly and accurately.
9. Coordination – The ability to perform motor tasks accurately and smoothly using
body movements and the senses.
10. Balance – The ability to maintain equilibrium while moving or while stationary.
11. Reaction Time – The ability to respond or react quickly to a stimulus.

Test VI. Flying 30-meter Test (Speed)

Objective: To monitor the development of the athlete's maximum sprint speed.
Required Resources: To undertake this test you will require:
• Flat non-slip surface
• Cones
• Stopwatch
• Assistant

How to conduct the test: This test requires the athlete to sprint 30 meters.
• The athlete conducts a warm up for 10 minutes
• The assistant marks out a 30-meter straight section (A) with cone and places a
cone at the section (B)
• From a sprint start with appropriate start commands (on your marks, set, "GO")
from the assistant the athlete sprints.
• The assistant starts the stopwatch on the command "GO"
• The assistant records the time the athlete’s torso crosses the 30-meter point (B).

The following table, adapted from Davis (2000), are national norms for 16 to 19 year old.

38
 Gender Excellent Above Average Average Below Average Poor

Male <4 4.0 - 4.2 4.3 - 4.4 4.5 - 4.6 >4.6

Female <4.5 4.5 - 4.6 4.7 - 4.8 4.9 - 5.0 >5.0

Test VII. Standing Long Jump Test (Power)

Objective: To monitor the development of the athlete's elastic leg strength.

Required Resources: To undertake this test you will require:
• Long Jump pit THE HARDEST THING ABOUT
• 30 meter tape measure EXERCISE IS TO START DOING
IT. ONCE YOU ARE DOING
• Assistant EXERCISE REGULARLY, THE
How to conduct the test: HARDEST THING IS TO STOP.
Anonymous
• The athlete warms up for 10 minutes
• The athlete stand with toes behind a line, crouches down and using the
arms and legs jumps horizontally as far as possible landing with both feet
into the ground.
• The assistant measures and records the distance from the edge/line to the
nearest impression made by the athlete in the ground.
• The athlete repeats the test 3 times
• The assistant uses the longest recorded distance to assess the athlete's
leg strength

Assessment

39
 The following table is for male athletes (adapted from: Hede et al. 2011):
Age Excellent Above average Average Below average Poor
14 > 2.11m 2.11 - 1.96m 1.95 - 1.85m 1.84 - 1.68m <1.68m
15 >2.26m 1.26 - 2.11m 2.10 - 1.98m 1.97 - 1.85m <1.85m
16 >2.36m 2.36 - 2.21m 2.20 - 2.11m 2.10 - 1.98m <1.98m
>16 >2.44m 2.44 - 2.29m 2.28 - 2.16m 2.15 - 1.98m <1.98m

The following table is for female athletes (adapted from: Hede et al. 2011):
Age Excellent Above average Average Below average Poor
14 >1.91m 1.91 - 1.73m 1.72 - 1.60m 1.59 - 1.47m <1.47m
15 >1.85m 1.84 - 1.73m 172 - 1.60m 1.59 - 1.50m <1.50m
16 >1.83m 1.83 - 1.68m 1.67 - 1.58m 1.57 - 1.45m <1.45m
>16 >1.91m 1.91 - 1.78m 1.77 - 1.63m 1.62 - 1.50m <1.50m

Test VIII. Illinois Run Test (Agility)

Objective: The objective of the Illinois Agility Run Test (Getchell 2000) is to
monitor the development of the athlete's agility.
Required Resources: To undertake this test you will require:
* Flat non-slip surface * 8 cones
* Stopwatch * Assistant
How to conduct the test:
• This test requires the athlete to run the red line route in the diagram below
as fast as possible.
• The athlete warms up for 10 minutes
• The assistance sets up the course as detailed in the diagram
• The athlete lies face down on the floor at the “Start” cone
• The assistant gives the command “GO” and starts the stopwatch.
• The athlete jumps to his/her feet and negotiates the course around the
cones following the red line route shown in the diagram to the finish
• The assistant stops the stopwatch and records the time when the athlete
passes the “Finish” cone.

40
Assessment
The following normative data is available for this test. For 16 to 19 year
olds (Davis et al. 2000):

Gender Excellent Above Average Average Below Average Poor

Male <15.2 secs 15.2 - 16.1 secs 16.2 - 18.1 secs 18.2 - 19.3 secs >19.3 secs

Female <17.0 secs 17.0 - 17.9 secs 18.0 - 21.7 secs 21.8 - 23.0 secs >23.0 secs

Test IX. Hand Eye Test (Coordination)

Objective: The objective of the test is to monitor the ability of the athlete's vision
system to coordinate the information received through the eyes to
control, guide, and direct the hands in the accomplishment of catching
a ball (hand-eye coordination).

Required Resources: To undertake this test you will require:

• Tennis Ball
• Stopwatch
• Smooth Wall
• Assistant

41
How to conduct the test: This test requires the athlete to throw and catch a
tennis ball off a wall.
• The athlete warms up for 10 minutes
• The athlete stands two meters away from a smooth wall
• The assistant gives the command "GO" and starts the stopwatch
• The athlete throws a tennis ball with their right hand against the wall and
catches it with the left hand, throws the ball with the left hand and catches it
with the right hand. This cycle of throwing and catching is repeated for 30
seconds
• The assistant counts the number of catches and stops the test after 30
seconds
• The assistant records the number of catches

Assessment

The following normative data, for 15 to 19 year olds, is available for this test
(Beashel and Taylor (1997).

Age Excellent Above Average Average Below Average Poor

15-16 years >35 30 - 35 25 - 29 20 - 24 <20
Test X. Standing Stork Test (Balance)

Objective: To monitor the development of the athlete's ability to maintain a state

of equilibrium (balance) in a static position.
Required Resources: To undertake this test you will require:
• Warm dry location - gym
• Stopwatch
• Assistant
How to conduct the test:

42
 • The athlete warms up for 10 minutes
• The athlete stands comfortably on both feet
with their hands on their hips
• The athlete lifts the right leg and places the sole
of the right foot against the side of the left
kneecap
• The assistant gives the command “GO”, starts
the stopwatch and the athlete raises the heel of
the left foot to stand on their toes
• The athlete is to hold this position for as long as
possible
• The assistant stops the stopwatch when the
athlete’s left heel touches the ground or the
right foot moves away from the left knee
• The assistance records the time
• The athlete rests for 3 minutes
• The athlete stands comfortably on both feet
with their hands on their hips
• The athlete lifts the left leg and places the sole of
the left foot against the side of the right knee cap
• The assistant gives the command “GO”, starts
the stopwatch and the athlete raises the heel of
the right foot to stand on their toes
• The athlete is to hold this position for as long as
possible
• The assistant stops the stopwatch when the
athlete’s right heel touches the ground or the
left foot moves away from the right kneecap
• The assistance records the time
Assessment
The following table (Schell & Leelarthepin 1994) are norms for male and
females.
Excellent Above Average Average Below Average Poor

Males >50 37-50 15-36 5-14 <5

Females >27 23-27 8-22 3-7 <3

Test XI. Ruler Drop Test (Reaction Time)

Objective: The objective of this test is to monitor the athlete's reaction time.

Required Resources: To undertake this test you will require:

• Meter ruler
• Assistant
How to conduct the test:

43
 • The ruler is held by the assistant between the outstretched index finger and
thumb of the athlete's dominant hand, so that the top of the athlete's thumb
is level with the zero-centimeter line on the ruler
• The assistant instructs the athlete to catch the ruler as soon as possible
after it has been released
• The assistant releases the ruler and the athlete catches the ruler between
their index finger and thumb as quick as possible
• The assistant is to record distance between the bottom of the ruler and the
top of the athlete's thumb where the ruler has been caught.
• The test is repeated 2 more times and the average value used in the
assessment.

Assessment

The following are national norms, adapted from Davis (2000) for 16 to 19 years old
.
Excellent Above Average Average Below Average Poor
<7.5cm 7.5 - 15.9cm 15.9 - 20.4cm 20.4 - 28cm >28cm

Practicum: Fitness test (Pre-Testing)

• Warm-up is a requirement before the conduct of physical fitness testing;
• Students must follow the procedure/s & perform the eleven (11) components of
physical fitness;
• All results must be indicated in the Personal Fitness Form (refer pp.108).

Summary:

An evaluation of an individual’s present fitness level can provide much

useful information. First, it enables one to determine where one is now in terms of
the condition of the important health-related fitness components and thereby aid in
the planning of a realistic fitness program. Second, it provides baseline data

44
against which to measure future progress. And the assessment of one’s present
level of fitness can provide information to motivate one to engage in a program of
physical activities that will improve the level of fitness. Even discouraging results
do not mean that it is hopeless to begin a fitness program; it is important to begin
such as program regardless of one’s present physical condition.
As the late President John Fitzgerald Kennedy said, “Physical fitness is
not only one of the most important keys to a healthy body; it is the basis of
dynamic, creative, and intellectual activity in that intelligence and skill can
function at the peak of their capacity when the body is healthy and strong

45
 LET’S DO THIS!
Activity 3

Assessing Your Body Image

Never Sometimes Often Always

1. I dislike seeing myself in mirrors. 0 1 2 3
2. When I shop for clothing, I am more aware of my
weight problem, and consequently I find shopping for 0 1 2 3
clothes somewhat unpleasant.
3. I’m ashamed to be seen in public. 0 1 2 3
4. I prefer to avoid engaging in sports or public exercise
because of my appearance. 0 1 2 3
5. I feel somewhat embarrassed about my body in the
presence of someone of the other sex. 0 1 2 3
6. I think my body is ugly. 0 1 2 3
7. I feel that other people must think my body is unattractive. 0 1 2 3
8. I feel that my family or friends may be embarrassed to
be seen with me. 0 1 2 3
9. I find myself comparing myself with other people to see if they
are heavier than me. 0 1 2 3
10. I find it difficult to enjoy activities because I am self-conscious
about my physical appearance 0 1 2 3
11. Feeling guilty about my weight problem preoccupies most of
my thinking. 0 1 2 3
12. My thoughts about my body and physical appearance are
negative and self-critical. 0 1 2 3
Now add up the number of points you have circled in
each column: ________ 0 +______ +_______ +_______

Fit & Well - Fifth Edition

46
Scoring Guideline:

The lowest possible score is 0, and this indicates a positive body image.
The highest score is 36, and this indicates an unhealthy body image. A score
higher than 14 suggests a need to develop a healthier body image.

Exercise 4. CROSSWORD PUZZLE.

Complete the crossword by filling in a word that fits each clue (2 pts each).

8 7
10
2

ACROSS
1. It refers to the teamwork of the muscles to perform an action.
2. Light to moderate activity done prior to the workout.
3. The proportion of fat and fat-free mass muscle, bone, and water.

4. Light to moderate tapering-off activity after vigorous exercise.

5. The ability to maintain equilibrium while moving or while stationary.

47
DOWN
6. It literally means oxygen.
7. Frequency means?
8. Lengthens the tendons, warm-up ligaments & prepare joints for workout.
9. Time elapsed between stimulation and the beginning of reaction to the
stimulation.
10. The ability of a muscle or group of muscles to remain contracted or to
contact repeatedly for long period of time.

Sources:

ᴥ Callo, L. and Dajime, P. (2016) Physical Education and Health Volume I,

Manila: Rex Book Store,

ᴥ Jimena, E. (1999) Making Fitness Your Own, Manila: Rex Book Store,

ᴥ Andin, C. (1995) Teaching Physical Education in Philippine Schools,

Quezon City.

48
 CHAPTER III

THE WORKOUT
AEROBICS/GROUP EXERCISE

OVERVIEW
The term aerobic means “with oxygen.” During an aerobic workout,
the cardiovascular system, which includes the heart, lungs and blood vessels,
responds to the physical activity by increasing the oxygen that is available to the
body’s working muscles.

Aerobic activity involves an exercise routine that uses large muscle groups,
is maintained for long periods and is rhythmic in nature. Regular aerobic exercise
improves your fitness as your heart becomes stronger and begins to work better.
The result is that the heart can pump more blood (thus increasing oxygen delivery
to the tissues) with each heartbeat. As your aerobic fitness increases, you can
work out longer with greater intensity and recover quicker at the end of the
session.

OBJECTIVES

At the end of this chapter students can:

A. Offer approximate actual activities for fitness development and
maintenance;
B. Develop desirable character traits such as initiative, courage, desire for
accomplishment, leadership, and fellowship;
C. Develop a rhythmic sense;
D. Participate in an activity providing opportunities for the development of
desirable social relations and reactions;
E. Develop the sensory-muscular system, the accomplishment of which will
result in such qualities as agility, flexibility, balance, strength, poise, and
control of the body; and
F. Increase mobility and decrease problems of lack of mobility with increasing
age.

49
LESSON 1: Foundation of Aerobics/Group Exercise

Pre-Discussion:
Aerobics is a form of physical exercise that combines rhythmic aerobic
exercise with stretching and strength training routines with the goal of improving
all elements of fitness.

What to expect: At the end of this lesson students are expected to:

A. Determine one’s target exercise zone;

B. Determine one’s aerobic condition;
C. Discuss and execute the different sample aerobic routines; and
D. Participate in a satisfying physical activity offering opportunity for
accomplishment in the manipulation of the body.

50
 IF THE PLAN DOESN’T WORK. CHANGE
THE PLAN BUT NEVER THE GOAL.
Anonymous

History of Aerobics

Aerobic dance was conceived and developed as a form of physical fitness

program in 1971 by Jacki Serensen, an American dancer. Serensen rated
“excellent” in the 12-minute run test developed by Kenneth Cooper and
concluded that her years of dance training had kept her fit. She then
choreographed dance routines, combining disco and jazz steps and calisthenics
movements for a 12-week program designed to improve cardiovascular
endurance. Its popularity in the United States rose in the late 1970’s, prompting
dance and physical education instructors to create their own aerobic dance
routines and conduct classes in fitness centers, health clubs, and schools.
In the Philippines, aerobic dance was introduced in 1978 by physical
education instructor Vivian Zapanta at the Mandarin Fitness Center. The same
year, Hatch and Reed Fitness Center and Baden Haus Health and Fitness Center
started offering aerobic dance classes. In 1982, Zapanta conducted a 15-minute
aerobic dance class on TV as part of the variety program. She has also taught
aerobic dance and exercise on Sports Review.
In 1983, Amelia Zafra Benia and Maria P. Barros, both physical
education professors of the University of the Philippines (UP), introduced aerobic
dancing to the public at the Quezon City Sports Memorial Circle. The UP
Department of Physical Education started aerobic dance classes the same
year. The University of Santo Tomas and Far Eastern University began offering
classes in the late 1980’s.
In the mid-1980’s, aerobic dance invaded public and private offices and
corporations in Metro Manila. Aerobic dance became a permanent physical fitness
activity in health, fitness, and sports centers.
References: Exercises and Fitness Program Brochures 1990: Interviews
with De Leon (Nov 1990), Zafra and Zapanta (1990)

What are some examples of aerobic exercise?

51
 Many activities can give you an aerobic workout. Some examples include
biking, running, swimming, cross-country skiing, playing basketball, jumping rope,
roller skating, walking briskly, dancing (Hi-Lo, zumba, Hip-Hop, Latin) and
Kickboxing. In addition to these activities, you can get an aerobic workout through
stationary exercise machines such as cycles, treadmills, stair-steppers and rowing
machines. These can be found at a local gym or health club. Most of these
machines can also be used at home.

Who can participate in aerobic exercise?

Virtually everyone can do some type of aerobic exercise. Because each

type of aerobic exercise can be modified to varying intensity levels, people with
different fitness goals, levels of physical conditioning and injury or history of illness
can participate.
Aerobic exercise is proven to help people with conditions such as heart
disease, diabetes, obesity, arthritis, anxiety and premenstrual syndrome.

What are the added benefits of aerobic exercise?

Along with strengthening your heart, studies show repeatedly that there are
many benefits to aerobic exercise. Aerobic exercise can:
• Increase resistance to fatigue and give you more energy. Aerobic
exercise can add life to your years along with years to your life.
• Improve mood and reduce depression and anxiety. Positive mood
changes have been noted after as little as two to three weeks of starting
aerobic exercises.
• Improve the quality of your sleep. Studies show people who exercise
regularly fall asleep quicker and sleep better. Finish your aerobic exercise
routine one to two hours before bedtime.
• Increase good (HDL) cholesterol. This type of cholesterol is known to
reduce the risk of heart disease.
• Help control and reduce body fat. Aerobic exercise with a healthy diet
can lower body fat.
• Reduce the risk of certain types of cancer. Aerobic exercise has been
associated with a reduction in the incidence of colon cancer in men and

52
 women, and the incidence of breast and reproductive organ cancers in
women.

Golden Rules for Aerobic Instruction

There are 5 basic rules that should be the basis for every aerobics class.

1. Safety - There should be screening for participants. A medical

certificate is recommended to identify pregnant women, diabetes, and heart
disease risk. Exercise format should be balanced. When one part of the
body us continually stressed, chronic injuries can occur. The older style of
“go for the burn” type aerobics is obsolete and in many instances
contraindicated in the modern aerobic class.
Environment should be safe for participants. The following should be
considered: (a) floor surface – must be shock absorbing but not so soft as
to provide inadequate stability, (b) foot wear – well cushioned shoes
providing stability and correct movement dramatically reduce lower leg and
back injuries. In general, a shoe intended for aerobics should provide heel
and forefoot stability, forefoot and rear foot shock absorption, a sole
surface that grips the floor to avoid slip but will not catch when turning,
flexible in the mid and forefoot for easy flexion and extension with lateral
resilience to counter roll or twist, and adequate lacing for comfort and
stability, (c) ventilation – should be controlled through adequate natural
ventilation, fans or air conditioning in hot summer months, and (d)
Hydration – water should be available particularly in hot weather
conditions.
2. Simplicity – if a movement is simple, effective, and fun, there’s no reason
why it should be substituted with more complex movements. If a movement
is simple, form mistakes are less common and hence there is less chance
of injury. If movement is simple, participants are less likely to become
frustrated and hence unable to mentally commit themselves to the
movement.
3. Effectiveness – A good class should be designed specifically to achieve
desired goals. An instructor should therefore determine whether the
purpose is for strength, tone, fat loss, etc. Strength exercises require

53
 assistance, either in the form of calisthenics (i.e. using body weights) or
resistance equipment. Toning and shaping classes need extended effort
to burn fat as well as specific work to tone muscle. Fat loss classes call
for extended aerobic activity. Effectiveness may sound a logical criterion
for exercise selection, but the principle is not always adhered to in
practice.
4. Variety – It’s an old cliché, but in an aerobics class, variety really is the
spice of life. As in most other aspects of life, stimulation is needed to
maintain interest in any particular form of repetitive behavior. Within an
aerobic floor class, the interest can be stimulated by varying exercises,
music, format, intensity, and style of the class.
5. Enjoyment – Finally, for an individual to adhere to an exercise program, it
has to be enjoyable. This means creating an atmosphere through the
quality of instruction as well as attention to the preceding rules. While
knowledge about exercise has increased enormously in recent years, there
is often a lack of cross-fertilization from one branch of sport or exercise to
another. Practice has resulted in improvements in knowledge about
exercise efficiency and technique. Some of the findings from these fields
can be utilized in planning the aerobics class.
The ideal fitness class is characterized not just by what is done but
by how it is done. In some situations, an effective exercise can be made
ineffective, and even dangerous, by simple changes to the pattern or shape
of movement. Varying the angle of joints and the position of the limbs alters
the stress on the muscle or joint. In some cases, this may not be desirable.
Hence, the fitness leader should be constantly aware of the level of effort
involved by class participants and the effects of this on form.

Guidelines for Conducting the Aerobic Class

The following are guidelines for the running of Aerobic Exercise:

1. The session must have a genuine aerobic component which lasts for at least
30 minutes at an intensity measured preferably by (a) a minimum heart rate of
120 beats per minute, or (b) a heart rate defined by the formula 60% - 85%
maximal heart rate.

54
2. Participants should be encouraged to carry out such exercise at least 3 times a
week.
3. There must be at least fifteen minutes spent warming-up and mobilizing at the
start of the program and five minutes spent in slow stretching and cooling
down at the end.
4. Stretching must be static or gentle type, particularly if participants in a group
are beginning exercises.
5. Stretching must include the major muscle groups to be used in the aerobic
exercise to follow.
6. Progression from warm-up to aerobic effort must be gradual as it should also
be with cool down.
7. Ballistic movements should be avoided as much as possible during
progression of the program, particularly for inexperienced.
8. As far as possible, classes should be structured to cater to beginners and
advanced clients, with separate classes conducted for each.
9. There should be approximately a 4-meter square per person in classes
involving calisthenics or aerobic exercises.
10. All new participants in a class should be screened as to their exercise history,
physical limitations, predisposition to injury, and risk of heart disease, and advised as
to the level recommended for their purposes.
11. Exercises involving hyperextension of the lower back must be avoided, particularly for
beginning classes.
12. Attention must be given to the correct procedures in carrying out specific exercises.
13. Advice should be given to certain participants about the level of difficulty of some
exercises, i.e. many men have difficulty with certain flexibility exercises more suited to
women.
14. There must be no scientifically unsupported promises made to clients regarding the
expected benefits of an aerobic fitness class or aerobic exercises.
15. Participants must be asked if they are taking any form of medications and if so, what
this may be.
16. Participants should be advised to exercise before rather than after eating but that
limited fluid intake (with exception of alcohol) before exercise is advisable.
17. Special attention should be paid to the possibility of dehydration in hot weather.
Advice should be given about fluid intake both before and after exercise.

55
18. All participants must be encouraged to wear well-cushioned and supportive shoes
involving running, skipping, or hopping.
19. Instructors must be aware of exercises regarded as potentially dangerous and which
should be avoided or carried out with extreme care.

Creating Your Own Choreography

Choreography – the art of designing and arranging ballet and other dance
compositions. When you choreograph make 4 sets of 8
repetitions.
Low Impact

March/Walk Tap Step touch Easy Walk/V-Step Twist Double Step Touch
Grapevine Leg curl Knee Lift Low Kick Step Knee/step Kick
Plie Lunge/s Mambo chasse’/Sashay Scooping Squat

High Impact

Skip Hop Jump Pendulum Rocking Horse Run

Jumping Jack Power Squat Plyometric

These are some of the basic moves. Feel free to create your own. Who knows?
You may be that creative. You just didn’t take time out to think about it.

Practicum: Students are required to do research on the actual meaning and

execution of the different aero steps listed above. Also, they are going
to practice and learn to perform the different aero-steps.

Ways to Creative Visual Perception

1. Know where you are going

2. Change one element at a time

The Elements of Variation

1. Arm work

Level
1. Short range
2. Long range

Planal – different directions

1. Horizontal

56
 2. Vertical
3. Diagonal

2. Legwork

a) Directional
1 Basic directions – forward, backward, sideways, diagonal,
and stay in place.
2 Alternative directions
b) Rhythmic
1. Sound
2. Look
3. Feel – staccato and legato
c) Intensity
1. Physiological
2. Psychological

A. THE ELEMENTS OF GROUP EXERCISE (MUSIC)

1. Beat

- The basic unit of music

- The pulse of the music
* Down beat – strong pulse (1, 2, 3, 4, 5, 6, 7, 8)
* Up beat – Weak pulse
- If you are out of beat, it means you’re not going
with the down beat.
2. Rhythm

- The movement of the music

- Is a measure of motion or flow, characterized by basically regular
recurrence of elements or features of beats, sounds or accent.
- Measurement of time, space and energy.
- Your movements and even the entire choreography may be based
on the rhythm of the music.

57
 e.g. would you use highly rhythmic Latin music for a boxing
class that meets a steadier rhythm?

3. Phrase

- the musical sentence

- In group exercise, it is equivalent to 8 beats and 1 as the strongest
beat in the entire phrase.

4. Cross Phrase

- Equivalent to sixteen counting’s (2 Phrases).

5. Block
- The musical Paragraph
- In group exercise, a block is composed of 4 phrases which is a
total of 32 beats.

Movement No. of No. of Reps. No. of Reps. No. of Reps. In

Beats In a Phrases In a Cross a Block
(8 cts.) Phrases (32 cts.)
(16 cts.)
March 1 8 16 32
Step Touch 2 4 8 16
Double Step Touch 4 2 4 8
Knee Lift/Knee Up 2 4 8 16
Grape Vine 4 2 4 8
V Step/Easy Walk 4 2 4 8
Chasse’/Sashay 4 2 4 8
Leg Curl 2 4 8 16
Tap 2 4 8 16
Twist 1 8 16 32
Step Knee/Step Kick 2 4 8 16
Mambo 4 2 4 8
Scooping 2 4 8 16
Squat 2 4 8 16
Skip 2 4 8 16
Hop 1 8 16 32
Jump 1 8 16 32
Jumping Jack 2 4 8 16
Power Squat 2 4 8 16
Pendulum 1 8 16 32
Low Kick 2 4 8 16

58
Lunges 2 4 8 16

B. MUSIC MAPPING
1. Elements of the Map
a. Introduction
- Usually instrumental
- Sets the character of the music
b. Verse/Vocals
- Main body of the music
- Usually set to the same melody
c. Chorus/Refrain
- Easily recognized and remembered
d. Break
- Empty sounding (usually bass beats)
- Used most often as transition to a new line/song.
e. Bridge
- Empty phrases, usually instrumental, that are used as
transitions to a new line/song.
- Usually uneven in counts (2, 4, 8, 16)
f. Loop
- Placed at the end of the music.
- Usually repeats certain parts of the music (e.g. verse,
chorus)
MUSIC MAPPING
Rounds 1 2 3 4 5
Elements
Introduction
Verse/vocals
Chorus/Refrain
Break
Bridge
Loop

C. MUSIC SELECTIONS

1. Professional group exercise music vs. Non-professional music.

2. Your own mixes
3. Class demographics
4. Cross styling music

59
 - Upbeat music for mind-body classes?
- slow counting fast music

D. MUSIC SPEED

Remember:
“The speed of your music will determine the progression and
the range of intensity of your class”.

1. Determining the speed

a. For Six (6) seconds, count each beat then multiply by ten (10) to get
the beats per minute (bpm).

b. Quick check for speed: can your students still do the movements in
correct form?

Class Type/Component BPM

Warm-Up 130 – 138
Low Impact 136 – 148
Hi-Lo 145 – 165
Muscle conditioning 70 – 132
Step 118 – 128
Kick Boxing 120 -128 before (140 – 170 Now)
Cool Down 120 - 130

2. Increasing the Speed

a. Only if the music is lower than the recommended bpm.
b. May be used to motivate the class as long as it is still within the
recommended bpm.
c. Intensity is achieved through actual movement and not through
speed.
3. Decreasing the Speed
a. If music is higher than the recommended bpm.
b. Students are not able to cope-up with the choreography (smarter
choice: don’t change speed of the music but change the speed of the
beats – SLOW COUNTING.

60
FINAL NOTE: Listen to your music and let your body flow with the rhythms. Find
your inner beat and Enjoy!

Sample Music Mapping

Song Title: Just When I Needed You Most
Singer: Barbara Jones
Rounds 1 2 3 4 5
Elements
Introduction
Verse/vocals 2,2,2 1,1,1 2,2,2
Chorus/Refrain 3,3 2,2 3,3-8
Break
Bridge 1,1 1,1
Loop

SIGN LAGUAGE/HAND SIGNALS (Optional)

1. Forward 13. Countdown

2. Backward 14. Slowly/Slomo

3. Top 15. Hand/s Only

4. Figure 16. Normal Speed

5. Directional’s: 17. Right/Left Arm/s

a. Right Side 18. Sounds

b. Left Side 19. Shout

c. Diagonal Forward Right 20. Jump

d. Diagonal Forward Left 21. Rotation/Rotate

6. New Routine/s 22. Continue/Repeat

7. Relax Recover 23. Right Leg

8. Give More 24. Left Leg

9. High Level 25. Cross Front Side

61
10. Double Speed/More Speed 26. Cross Back Side

11. Alternately Sideward R & L Leg 27. Alternately Forward R & L Leg

12. Chorus/Combine 28. Single & Double

KICK BOXING (Optional)

A. Punches

1. On Guard/Readiness 7. Hook Punch

2. Jab 8. Bob
3. Straight Punch 9. Evade
4. Reverse Punch 10. Retraction
5. Cross Punch 11.Combo (arms)
6. Upper Cut Punch 12. Combo (leg kicks)

B. Kicks
1. Frontal 3. Round

2. Side 4. Back

Summary:

The energy used during exercise comes from various sources, depending
on exercise intensity, and previous training. Fats and carbohydrates are broken
down and converted into ATP that contains the energy used for muscular
contraction. The muscle fibers use anaerobic and aerobic means of producing
ATP from glucose and fat. The ability of the body to produce ATP changes as a
result of aerobic exercise and resistance exercise. The adaptation to aerobic
exercise and resistance exercise occurs when the exercise is performed with
correct intensity. The intensity of aerobic exercise is monitored by computing the
target heart rate. The intensity of the resistance exercise is monitored by
estimating the 1RM. The frequency and duration exercise, on the other hand,
should be adjusted according to the intensity of the exercise and previous training.
The frequency, intensity and duration will also depend on the type of training
program. Flexibility exercises should be incorporated in the training program as
well.

62
 Activity 4

Cardio Dance Presentation

Students are required to search, view and learn/practice the cardio dance
(Problema’y Isayaw) by Teambaklosh OPM dance remix for their actual
individual performance.

Exercise No. 5 Synthesis

1. Based on the previous activity, were you able to achieve the

recommended daily physical activity requirement?
2. What changes can you make in your schedule to increase daily
energy expenditure?
3. Why is it important to achieve the recommended daily physical
activity?
Sources:

Callo, L. and Dajime, P. (2016) Physical Education and Health Volume I,

Manila: Rex Book Store,

Jimena, E. (1999) Making Fitness Your Own, Manila: Rex Book Store,

Andin, C. (1995) Teaching Physical Education in Philippine Schools,

Quezon City,

U-Tube #ProblemayISAYAW #teambaklosh

63
 CHAPTER IV

RESISTANCE TRAINING EXERCISES

Overview:

Starting a Body building program can be a daunting experience. You visit

your local gym only to see intimidating, big armed men and lean, muscular women
training with a serious attitude. You look around and are dazed by the expensive
array of equipment. How does it all work? Even the vocabulary seems like a
foreign language spotting, Pyramid training, gastrocnemius, reps, periodization.
Whew! Would it help if we reminded you even Arnold Schwarzenegger,
perhaps the greatest body builder of all time, had a first day in the gym? If fact, we
all did!

Objectives:

At the end of this chapter students can:

A. Develop the body through participation in resistance training;

B. Develop the muscular system through exercises on the three forms of

muscular training; and
C. Participate in a physical activity that offers knowledge of the human physiology,
and resistance training as a shortcut to physical strength and power.

LESSON 1: Designing Your Exercise Program

Pre-Discussion:
Before getting into your program, you need to develop an understanding of
how and why you’re building your exercise routine. Although we’ve gone ahead
and designed a program for you, just about everything it can be changed
depending on your particular circumstances. Your primary objective here, as a
beginner, is to build a solid foundation and not just any training program will take

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you there in an efficient manner. Study the following points to better understand
your bodybuilding program.

What to expect: At the end of this lesson students are expected to:

1. Participate in general weight-training exercises to develop a balanced

Physique;
2. Develop muscular strength/endurance by learning the basic and proper
ways of lifting weights; and
3. Improve not only their body, but also fit mind.

The Complete Guide to

BEGINNING BODY BUILDING
By: Bill Geiger & Larry Shackelfoold, Music & Fitness Magazine

GETTING STARTED

Great - you’ve decided to try bodybuilding. Perhaps you build mass,

tighten up your midsection or slim down; those are all possible with strength
training. Whatever your reason (and you should definitely write down your goals
for starting and realistic expectations of what you hope to achieve to the short and
long term), you should follow a clearly defined program.
Don’t expect us to provide you with any so-called success; Let’s state for
the record right now that some training methods are smarter and better than
others, but nothing resembles a secret. Our role here is to teach and guide you
through your first three months so that you can take your training to the next level
and design a personal routine that meets your needs.
Is there one program that’s right for everyone? NO. did you really expect
that one routine would serve the needs of the female college basketball player
who wants to make a more dominating presence on the court, the 45 year old
businessman looking to firm his body and improve his health, and young men
interested in competitive bodybuilding? Every person who trains has different
motivation, desires and genetic potential, and each must make his or her own
adjustment to putting together a particular program. It’s really not so difficult, but
before you get started, here are some points you’ll want to consider.

65
1. Get a physician’s advice if you are over 40 or have had any sort of previous
injury or impairment.

2. Be realistic but posite. Assess your current condition and where you want to be
in three months, one year and five years. Keep focused on your goals and
know you’ll achieve them.
3. Commit yourself to three months before making any judgements about whether
it’s working or not.
The truth is, you’re probably a bit impatient, and sculpting your physique
takes time. Changes take place incrementally, but three months is long enough to
notice some significant changes in strength and size. Persistence and dedication
are characteristics that all successful bodybuilders have in common. Do you?

SETS
A set is a combination of any number of reps of a single exercise. Asa
beginner,you’ll normally want to do 1 – 2 light warm-up sets each movement
(especially the first movement for a given body part) before doing 1 – 3 heavier
sets. That equals 2 – 4 sets per exercise.

REPS
A reps is a single execution of one exercise. If you do a set of 10 bicep
curls consecutively, that’s 10 reps. During your first week or two, keep the weight
very light so that youcan complete about 15 rps in good form. This is a change for
you to practice a good form while you work on your neuromuscular coordination
and lean the proper “feel” for the movement. Developing that feel will become
even more critical later on because it will tell you if an exercise is working.
After that initial break in period, tobuild siz and strength you want to do 8 –
12 reps per set (after your warm-up upset of 15 reps, which you should do at the
start of each exercise). Use a weight that allows you to do the recommended
number of reps and still reach muscle failure.
Muscle failure means that you cannot any more reps with good form. If you
can’t perform eight strict reps, the weight is too heavy. If you can do more 12, the
weight is too light. Adjust the weight for your next set. (Note: The numbers eight
and twelve are not arbitrary derived. Exercise scientist have conducted numerous

66
test and have found that working with a weight about 70% of your one rep
maximum produces tha fastest results. Most bodybuilders can lift about 70% of
their one-repetition maximum 8 – 12 times).
Though you don’t have to train to muscle failure to grow, you need to come
prety close. Bodybuilders call this intensity. How do you know if you’re close to
working at 100% intensity? Simple: If you can do another rep with good form, do
it if you can do still another, do it.
After you build your base, you may wat to experiment with a program that
alternates periods of high reps (which build muscle endurance)to medium reps
(builds muscle mass) with low reps (building strength and power) and back up
again. This is called cycling. The idea here is to progress to a higher level of
strength each cycle. (Note: Advanced strength athletes like powerlifters use
slightly different training methods, most notably the umber of reps, that do
bodybuilders. You’ll get stronger as you build muscle, but training to maximum
strength isn’t identical to the type of training that maximizes mass).

PROPER FORM
We’ll say this again and again, but it’s far better to use a weight that allows
you to perform the movement correctly than to cheat with a heavy weight that will
sooner or later, result in an injury.

SPEED OF MOVEMENT
Use a smooth, controlled motion during all phases of the lift. This
deliberate rep speed produces the greatest rsults for bodybuilding purposes.
Super fast reps with ballistic movements and jerking can be harmful to muscles
and connective tissues,which allow training accomplishes very little. In general,
most bodybuilders use a formula that approximates a two-second positive
contraction (raising the weight), a momentary squeeze of the muscle at the point
of peak contraction, and a two second negative contraction (lowering of the
weight).

BREATHING
Most people don’t think much about breathing until they begin lifting
weights, but is should still come naturally. Start each set with a deep inhalation

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and exhale as you push through the most difficult part of the lift. Inhale at the top
(or the easiest portion of the lift) and exhale as you push.

REST BETWEEN SETS

In, general, rest as long as it takes for you to feel recoverd from your
previous set. That normally ranges from 45 – 90 seconds. Larger muscle groups
clear low pH levels are ready to go more quickly. Don’t fall into the all too
commomn mistake of talking with your buddies for 3-4 minutes between sets,
during which time your muscle can become cold. This is counterproductive and
lengthens the time you spend in the gym.
If you want to emphasize strength, take a little longer rest between sets.
On the other-hand, less rest means you won’t be able to lift as heavy, but you’ll be
stressing your endurance. Note: How much you can lift on a given set and the
numbers of reps you do are directly related to the length of your rest period.

USE A FULL RANGE OF MOTION

Use a full range of motion in your exercise movements. You want to work
each target muscle through its natural range of motion for complete development
and to prevent injury.

TRAINING FREQUENCY
Say you train your entire body on Monday. Should you do it again on
Tuesday, or wait until Wednesday? The answer is that your body requires a
minimum of 48 hours to fully recover after exercise, sometimes even longer.
Physiological processes at the cellular level require rest and nutrients before you
can train that same muscle group again. A rule of thumb: if you’re even slightly
sore, your not ready to train that bodypart again.
If you’re an advanced bodybuilder and split up your workout into, for
example, one day for upper body and another day for lower body, you can train on
consecutive days as long as you don’t want to go more that 96 hours (four days)
without training the same muscle group again. Timing to infrequently results to
submaximal gains.
The answer of the beginner, then, is to train every 2-3 days (or three times
a week) A Monday – Wednesday – Friday (or similar) schedule is ideal.

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TRAINING DURATION
If you follow the exercises, sets, reps and rest prescription, you should
complete resistance training in about an hour. Never those two hour sessions;
who could possibly maintain the high level of intensity and mental fortitude of a
marathon training session? What matters is the quality of your workout measured
by the intensity you create, not the length of time you spend in the gym.
Remember that…

BODY PART TRAINING

Bodybuilders group exercises by body part and train one muscle group at a
time. Working one are with 1-3 exercises ensure that you train it thoroughly,
experience says that this type of traning is the most efficient for bodybuilding
(Circuit training on the other hand, allows to do movements for different bodyparts
back with on rest in between).
Every major muscle group should be developed to prevent muscle
imbalance and the risk of injury. The major muscle groups include legs
(quadriceps, hamstrings, calves, glutes), chest, shoulders, back (trapezius, lats,
erectors), abdominals and arms (biceps, triceps).

EXERCISES
You can choose from any number of movements that target a particular
muscle group, but beginners should stick with the basics to develop a solid
foundation. The first exercise you do for a given bodypart should be a compound
movement. (A compound or multi joint movement, unlike an isolation exercise,
has movement at two or more joints and thus brings in a greater number of
assisting muscle groups. Note : Some bodyparts like biceps, triceps and calves
can be worked with pre-dominantly isolation exercises).
Some basic movements can be done in a number of ways: for example,
you can do a bench press with a barbell, with dumbbells or an a machine.
Eventually, you’ll learn how to do them all and use that in your training arsenal.
Two similar exercises can target a muscle differently. For example, the
bench press is a good exercise for most of the chest, but the incline press
(essentially a bench press done on an incline bench) works the upper pectorals
more effectively. When you put exercises together to form a routine, you’ll want to

69
include those movements that hit the same muscle in different ways. That’s why
you normally include 2-3 exercises when you work each bodypart.

WEIGHTS
During the first couple of training sessions, you’ll want to go pretty light just
to get a feel for how to do the movement correctly. After you feel comfortable with
the form, begin adding weights.
Even an experienced lifted shoulld always do his first set as a warm-up with
practically no weight to flush to target muscle and connective tissue with blood.
On the second set, add a couple of small plates and do the exercise again. Was it
still east? If so, and assuming you used good form, add more weight. If you
struggled to reach 12 repetitions, adjust a little bit of weight. (Adding weight on
successive sets is called pyramid training and is one of the safest ways to train).
Continue adding weight until it becomes tough to complete 8-12 reps. Your
goal is to train in the range where you reach muscular failure at 8-12 reps. Once
you find a challenging weight, stick with it. So you’ll become stronger and be able
to increase the number of reps. Once you can do 12, It’s time to increase your
training poundage by about 10%. At this heavier weight, you wont be able to do
12 reps, but time you’ll once again be able to. Keep working in this fashion.
The principle behind this type of training is known as overload. It states
that for improvements to occur, you must impose a demand on your muscles
greater than what they’re accustomed to (for bodybuilding purposes, about two-
thirds of your maximal strength). Your muscles compensate for this strain on the
cellular level by adding protein to grow thicker and stronger. At that point, the
same load is no longer sufficient to include further changes, more load must be
added. That is, you must progressively add training stimulus to make continued
improvements.
Keep track of your training poundage by recording your weights, sets, and
reps in a training log along side a list of your exercises.
Some bodybuilders swing and heave, cheating for the sake of pushing of
heavier weights. Remember, the name of the game here is not weight lifting, but
rather bodybuilding.

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 How Much Physical Activity Is Enough?

Some experts feel that people get most of the health benefits of an
exercise program simply by becoming more active over the course of the day.
Others feel that the activity goal set by the lifestyle approach is too low; they argue
that people should exercise long enough and intensely enough to improve their
body’s capacity for exercise – that is, to improve physical fitness. More research is
needed to clarify the health effects of moderate-intensity vs. high-intensity
exercise and continuous vs. intermittent exercise. However, there is probably truth
in both of these positions.
Regular physical activity, regardless of intensity, makes you healthier and
can help protect you from many chronic diseases. However, exercising at low
intensities does little to improve physical fitness. Although you get many of the
health benefits of exercise by simply being more active, you obtain even more
benefits when you are physically fit. In addition to long-term health benefits,
fitness also significantly contributes to quality of life. Fitness can give you freedom
– freedom to move your body the way you want. Fit people have more energy and
better body control. They can enjoy a more active lifestyle – cycling, hiking,
swimming, so on than their more sedentary counterparts. Even if you don’t like
sports, you need physical energy and stamina in your daily life and for many non-
sport leisure activities – teaching, gardening, and so on.
Most experts agree that some physical activity is better than none, but that
more- as long as it does not result in injury – is probably better than some.
Choose to be active whenever you can. For even better health and well-being,
participate in a structured exercise program that develops physical fitness. Any
increase in physical activity will contribute to your health and well-being, now and
in the future.

Frequency –refers to how many times a week a person do a cardio and strength
training workouts. It is one component of the basic F.I.T.T principles
that guides us in creating and changing workout programs.
Intensity – refers to how much energy is expended when exercising.
Perceived intensity varies with each person. It has been found that
intensity has an effect on what fuel the body uses and what kind of
adaptations the body makes after exercise. Intensity is the amount of

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 physical power (expressed as a percentage of the maximal oxygen
consumption) that the body uses when performing an activity. For
example, exercise intensity defines how hard the body has to work to
walk a mile in 20 mins.
Time – exercising at low intensities does little to improve physical fitness.
Although you get many of the health benefits of exercise by simply being
more active, you obtain even more benefits when you are physically fit. In
addition to long-term health benefits, fitness also significantly contributes
to quality of life.
SAMPLE DUMBBELL EXERCISES
1. CONCENTRATION CURL 11. DUMBBELL SWING

2. ALTERNATE CURL 12. ONE ARM DUMBBELL ROW

3. PREACHER CURL (ONE ARM) 13. WIDE GRIP BICEPS CURL

4. REVERSE CURL (STANDING) 14.BOW EXTENSION

5. WRIST CURL 15. REVERSE D-CHOP

6. SEATED ONE-ARM PALMS UP WRIST CURL 16. DUMBBELL FRONT RAISE

7. SEATED TRICEP EXTENSION 17. DUMBBELL LATERAL RAISE

8. TRICEP KICKBACK 18. CHESS PRESS

9. BENCH PRESS 19. ONE ARM ROW

10. STRAIGHT-ARM PULL OVER 20. DUMBBELL FLY

SAMPLE BARBELL EXERCISES

1. GOOD MORNING 6. BENT OVER BARBELL ROW

2. FRONT SQUAT 7. UPRIGHT BARBELL ROW

3. INCLINE BENCH PRESS 8. CLOSE GRIP BENCH PRESS

4. DECLINE BENCH PRESS 9. LUNGE

5. FLAT BENCH PRESS 10. STEP UPS INSTRUCTIONS

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 Concentration Curls
• Type: Strength
• Main Muscle Worked: Biceps
• Equipment: Dumbbell
• Level: Beginner

Instructions:

1. Sit down on a flat bench with one dumbbell in front of

you between your legs. Your legs should be spread
with your knees bent and feet on the floor.
2. Use your right arm to pick the dumbbell up. Place the
back of your right upper arm on the top of your inner
right thigh. Rotate the palm of your hand until it is facing forward away from
your thigh. (Tip: Your arm should be extended and the
dumbbell should be above the floor. This will be your
starting position.)
3. While holding the upper arm stationary, curl the
weights forward while contracting the biceps as you
breathe out. Only the forearms should move. Continue the movement until
your biceps are fully contracted and the dumbbells are at shoulder level.
(Tip: At the top of the movement make sure that the
little finger of your arm is higher than your thumb. This
guarantees a good contraction. Hold the contracted
position for a second as you squeeze the biceps.)
4. Slowly begin to bring the dumbbells back to starting
position as you breathe in. (Caution: Avoid swinging
motions at any time.)
5. Repeat for the recommended amount of repetitions. Then repeat the
movement with the left arm.

Variations: This exercise can be performed standing with the torso bent forward
and the arm in front of you. In this case, no leg support is used for the back of
your arm so you will need to make extra effort to ensure no movement of the
upper arm. This is a more challenging version of the exercise and is not
recommended for people with lower back issues.

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Dumbbell Alternate Bicep Curl
• Type: Strength
• Main Muscle Worked: Biceps
• Equipment: Dumbbell
• Level: Beginner

Also known as Alternating Dumbbell Curl.

Instructions:

1. Stand (torso upright) with a dumbbell in each hand

held at arm’s length. The elbows should be close to
the torso and the palms of your hand should be
facing your thighs.
2. While holding the upper arm stationary, curl the
right weight as you rotate the palm of the hands
until they are facing forward. At this point continue
contracting the biceps as you breathe out until your
biceps is fully contracted and the dumbbells are at
shoulder level. Hold the contracted position for a
second as you squeeze the biceps. (Tip: Only the
forearms should move.)
3. Slowly begin to bring the dumbbell back to the
starting position as you breathe in. (Tip:
Remember to twist the palms back to the starting
position (facing your thighs) as you come down.)
4. Repeat the movement with the left hand.
5. This equals one repetition.
6. Continue alternating in this manner for the recommended amount of
repetitions.

Variations:

• There are many possible variations for this movement. For instance, you can
perform the exercise sitting down on a bench with or without back support and you
can also perform it using both arms at the same time. Additionally, you may
perform it with a starting position in which both palms are facing forward. In this
case, you may alternate the arms as well, or perform at the same time.
• You can also do the exercise starting with both palms of the hands facing the
torso and then rotating forward as the movement is performed. At the top of the
movement the palms should face forward and the small finger should be higher
than the thumb for a peak contraction.

Just like the Dumbbell Biceps Curl except you alternate each hand, curling one dumbbell
at a time.

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 Dumbbell Preacher Curl
(One Arm)

• Type: Strength
• Main Muscle Worked: Biceps
• Equipment: Dumbbell
• Level: Beginner

Also known as One-Arm Preacher Curl, Single Arm Preacher Curl, and Single-
Arm Preacher Curl.

Instructions:

1. Grab a dumbbell with the right arm and place the upper arm on top of the
preacher bench or the incline bench. The dumbbell should be held at
shoulder length. This will be your starting position.
2. As you breathe in, slowly lower the dumbbell until your upper arm is
extended and the biceps is fully stretched.
3. As you exhale, use the biceps to curl the weight up until your biceps is fully
contracted and the dumbbell is at shoulder height. Again, remember that to
ensure full contraction you need to bring that small finger higher than the
thumb.
4. Squeeze the biceps hard for a second at the contracted position and repeat
for the recommended amount of repetitions.
5. Switch arms and repeat the movement.

Variations: You can perform this exercise using a low pulley instead of a
dumbbell. In this case you will need to position the bench in front of the pulley.

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 Dumbbell Reverse Curl
(Standing)

• Type: Strength
• Main Muscle Worked: Biceps
• Equipment: Dumbbell
• Level: Intermediate

Instructions:

1. To begin, stand straight with a

dumbbell in each hand using a
pronated grip (palms facing down).
Your arms should be fully extended
while your feet are shoulder width
apart from each other. This is the
starting position.
2. While holding the upper arms
stationary, curl the weights while
contracting the biceps as you breathe
out. Only the forearms should move. Continue the movement until your
biceps are fully contracted and the dumbbells are at shoulder level. Hold
the contracted position for a second as you squeeze the muscle.
3. Slowly begin to bring the dumbbells back to starting position as your
breathe in.
4. Repeat for the recommended amount of repetitions.

Variations: You can also perform this movement using a straight bar or an E-Z
attachment hooked to a low pulley. This variation seems to really
provide a good contraction at the top of the movement.

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 Dumbbell Wrist Curls
Level: Beginner
Exercise Position(s): Seated, Kneeling
Exercise Variations: Wrist Curls (Barbell)
Considered An Exercise In The Following
Categories: Forearm Exercises

Instructions:

1. Sit on a flat bench, and lean forward.

2. Grasp a dumbbell with an underhand grip
(i.e. palm up) and rest your forearm on either
the bench or your knee.
3. Using your wrist alone (i.e. wrist motion
alone), curl the weight upward, exhaling throughout the movement.
4. Slowly lower the weight as low as is comfortable, inhaling throughout the
movement.
5. Repeat steps 3-4 for as many repetitions as are desired, and then repeat
with your opposite arm.

Further Clarification:
Note that although the movement of this exercise is slight, the difficultly and burn
can be substantial. Take care not to hyperextend the wrists. To help avoid
hyperextension, keep some tension present at the bottom of the movement. In
other words, do not let the wrists completely relax.

Although dumbbells can be used for this exercise, it is recommended that one first
tries this exercise with a barbell because dumbbells are awkward and generally
less effective. Advanced lifters may choose to use dumbbells if their wrists are
already quite strong and/or they would like the ability to self-spot (if one performs
this exercise a single arm at a time).

Things To Look Out For:

Proper stretching should be performed prior to performing this exercise. Forearm
exercises, in general, pose a high risk for wrist strains/sprains and other related
problems. To help avoid problems of this sort be sure to practice strict form and
use lighter weights at least until a strong comfort level is achieved. Forearms are
like calves in that they can perform a rather high amount of repetitions and still
acquire the desired result, whether it be overall strength or mass.

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Seated One-Arm Dumbbell Palms-Up
Wrist Curl
• Type: Strength
• Main Muscle Worked: Forearms
• Equipment: Dumbbell
• Level: Beginner

Instructions:

1. Sit on a flat bench with a dumbbell in

your right hand.
2. Place your feet flat on the floor, at a
distance that is slightly wider than
shoulder width apart.
3. Lean forward and place your right
forearm on top of your upper right thigh
with your palm up. Tip: Make sure that
the front of the wrist lies on top of your
knees. This will be your starting position.
4. Lower the dumbbell as far as possible as you keep a tight grip on the
dumbbell. Inhale as you perform this movement.
5. Now curl the dumbbell as high as possible as you contract the forearms
and as you exhale. Keep the contraction for a second before you lower
again. Tip: The only movement should happen at the wrist.
6. Perform for the recommended amount of repetitions, switch arms and
repeat the movement.

Variations: You can also do this movement with two arms at a time, one on each
knee, or using a barbell.

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Seated Dumbbell Tricep Extension
• Main Muscle Group: Triceps
• Exercise Type: Strength
• Equipment Required: Dumbbell
• Mechanics: Isolation
• Force Type: Push (Bilateral)
• Experience Level: Beginner
• Secondary Muscle(s): None

Instructions:

1. Select the desired weight from the rack and

position an adjustable bench at 90 degrees.
2. To get into position, sit in an upright position and
lift the dumbbell to the top of your shoulder.
Take a deep breath, overlap your hands around the dumbbell, then press it
into position overhead.
3. Maintain an overlapping grip and slowly lower the dumbbell behind your
head by unlocking your elbows.
4. Once your forearms reach parallel or just below, drive the dumbbell back to
the starting point by extending the elbows and flexing the triceps.
5. Repeat for the desired number of repetitions.

Seated Dumbbell Tricep Extension Tips:

1. Don’t overextend through the lumbar spine, keep your ribcage down by
maintaining tension through the abs and glutes.
2. Using a slow eccentric (lowering portion) of the exercise can help to
improve tension and mind muscle connection.
3. Keep the head in a fairly neutral position, don’t allow the neck to jut forward
as this may place excessive pressure on the cervical spine.

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 Seated Triceps Press or
Overhead Triceps extension
• Type: Strength
• Main Muscle Worked: Triceps
• Equipment: Dumbbell
• Level: Beginner

Instructions:

1. Sit down on a bench with back support and

grasp a dumbbell with both hands and hold it
overhead at arm's length. (Tip: a better way is to
have somebody hand it to you especially if it is
very heavy. The resistance should be resting in
the palms of your hands with your thumbs around it. The palm of the hand
should be facing inward. This will be your starting position.)
2. Keeping your upper arms close to your head (elbows in) and perpendicular
to the floor, lower the resistance in a semi-circular motion behind your head
until your forearms touch your biceps. (Tip: The upper arms should remain
stationary and only the forearms should move. Breathe in as you perform
this step.)
3. Go back to the starting position by using the triceps to raise the dumbbell.
Breathe out as you perform this step.
4. Repeat for the recommended amount of repetitions.

Variations:

• You can perform this exercise standing as well but this puts strain on your
back especially if you are using heavy dumbbells like 95 lbs or so.
• Another variation is to use an EZ or straight bar instead in which case you
will be holding the bar from the inside (around 5 inches between both
hands) with the palms facing forward (pronated grip).
• There is also a bar that has parallel bars inside (often referred to as a
triceps blaster) and this can also be used for this exercise.
• Finally, a low pulley cable with a rope attachment or bar (straight or EZ)
attachment at the end
can be used for variety
purposes as well.

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 Triceps Dumbbell Kickback
• Type: Strength
• Main Muscle Worked: Triceps
• Equipment: Dumbbell
• Level: Beginner

Also known as Triceps Kickbacks, Tricep Kickbacks, and

Dumbbell Kickbacks.

Instructions:

1. Start with a dumbbell in each hand and your

palms facing your torso. Keep your back straight
with a slight bend in the knees and bend forward
at the waist. Your torso should be almost parallel
to the floor. Make sure to keep your head up. Your upper arms should be
close to your torso and parallel to the floor. Your forearms should be
pointed towards the floor as you hold the weights. There should be a 90-
degree angle formed between your forearm and upper arm. This is your
starting position.
2. Now, while keeping your upper arms stationary, exhale and use your
triceps to lift the weights until the arm is fully extended. Focus on moving
the forearm.
3. After a brief pause at the top contraction, inhale and slowly lower the
dumbbells back down to the starting position.
4. Repeat the movement for the prescribed amount of repetitions.

Variations: This exercise can be executed also one arm at a time much like the
one arm rows are performed.

Also, if you like the one arm variety, you can use a low pulley handle instead of a
dumbbell for better peak contraction. In this case, the palms should be facing up
(supinated grip) as opposed to the torso (neutral grip).

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 Dumbbell Bench Press
• Type: Strength
• Main Muscle Worked: Chest
• Equipment: Dumbbell
• Level: Beginner

Instructions:
1. Lie down on a flat bench with a dumbbell in each
hand resting on top of your thighs. The palms of your
hands will be facing each other.
2. Then, using your thighs to help raise the dumbbells
up, lift the dumbbells one at a time so that you can
hold them in front of you at shoulder width.
3. Once at shoulder width, rotate your wrists forward so
that the palms of your hands are facing away from
you. The dumbbells should be just to the sides of
your chest, with your upper arm and forearm
creating a 90 degree angle. Be sure to maintain full
control of the dumbbells at all times. This will be your
starting position.
4. Then, as you breathe out, use your chest to push the
dumbbells up. Lock your arms at the top of the lift
and squeeze your chest, hold for a second and then
begin coming down slowly. Tip: Ideally, lowering the
weight should take about twice as long as raising it.
5. Repeat the movement for the prescribed amount of
repetitions of your training program.

Caution:
When you are done, do not drop the dumbbells next to you as this is dangerous to
your rotator cuff in your shoulders and others working out around you. Just lift
your legs from the floor bending at the knees, twist your wrists so that the palms of
your hands are facing each other and place the dumbbells on top of your thighs.
When both dumbbells are touching your thighs simultaneously push your upper
torso up (while pressing the dumbbells on your thighs) and also perform a slight
kick forward with your legs (keeping the dumbbells on top of the thighs). By doing
this combined movement, momentum will help you get back to a sitting position
with both dumbbells still on top of your thighs. At this moment you can place the
dumbbells on the floor.

Variations: Another variation of this exercise is to perform it with the palms of the
hands facing each other. Also, you can perform the exercise with the palms facing
each other and then twisting the wrist as you lift the dumbbells so that at the top of
the movement the palms are facing away from the body. I personally do not use
this variation very often as it seems to be hard on my shoulders.

82
 Straight-Arm Dumbbell
Pullover
• Type: Strength
• Main Muscle Worked: Chest
• Equipment: Dumbbell
• Level: Intermediate

Instructions:

1. Place a dumbbell standing up on a flat bench.

2. Ensuring that the dumbbell stays securely placed at
the top of the bench, lie perpendicular to the bench
(torso across it as in forming a cross) with only your
shoulders lying on the surface. Hips should be below
the bench and legs bent with feet firmly on the floor.
The head will be off the bench as well.
3. Grasp the dumbbell with both hands and hold it
straight over your chest at arm’s length. Both palms
should be pressing against the underside one of the
sides of the dumbbell. This will be your starting
position. (Caution: Always ensure that the dumbbell
used for this exercise is secure. Using a dumbbell
with loose plates can result in the dumbbell falling
apart and falling on your face.)
4. While keeping your arms straight, lower the weight
slowly in an arc behind your head while breathing in
until you feel a stretch on the chest.
5. At that point, bring the dumbbell back to the starting
position using the arc through which the weight was
lowered and exhale as you perform this movement.
6. Hold the weight on the initial position for a second
and repeat the motion for the prescribed number of
repetitions.

Caution: If you are new to this movement, have a spotter hand you the weight
instead. If not, please ensure that the dumbbell does not fall on you as you
arrange your torso to perform the exercise on the bench. Also, as I already
mentioned, ensure that the dumbbell used is in perfect working condition. Old
dumbbells in need of welding should never be used to perform this exercise.

Variations:

• You can perform this exercise using a barbell or an e-z bar instead of
dumbbells.
• Also, if using dumbbells like Power blocks, just use a dumbbell on each
hand with the palms of your hands facing each other.

83
 Dumbbell Swing
Primary Muscle: Abdominals
Secondary Muscles: Core, Anterior Deltoids
Equipment Needed: Dumbbells
Mechanics Type: Compound

Instructions:

• Stand with your legs slightly wider than

hip-distance apart and toes pointed
slightly outward, holding your weight in
both hands. Come into a squat, bringing
the dumbbell between your legs and
keeping your spine straight. Keep your
chest open with shoulder blades sliding
down your back.
• Exhale, pulling abs in as you forcefully straighten your knees and bring
your pelvis over your feet, squeezing your glutes as you stand. Your arms
will naturally swing forward to around chest height; think of them like a
pendulum riding the momentum of your straightening legs.
• Inhale and allow the weight to fall between your legs, returning to the squat.
This completes one rep.

84
 One-Arm Dumbbell Row
• Type: Strength
• Main Muscle Worked: Middle Back
• Equipment: Dumbbell
• Level: Beginner

Also known as Dumbbell Row, Chest-supported Row,

Single Arm Row, Single-Arm Row, and One Arm Dumbbell
Row.

Instructions:

1. Choose a flat bench and place a dumbbell on each

side of it.
2. Place the right leg on top of the end of the bench,
bend your torso forward from the waist until your
upper body is parallel to the floor, and place your
right hand on the other end of the bench for support.
3. Use the left hand to pick up the dumbbell on the floor
and hold the weight while keeping your lower back
straight. The palm of the hand should be facing your
torso. This will be your starting position.
4. Pull the resistance straight up to the side of your chest, keeping your upper
arm close to your side and keeping the torso stationary. Breathe out as you
perform this step. Tip: Concentrate on squeezing the
back muscles once you reach the full contracted
position. Also, make sure that the force is performed
with the back muscles and not the arms. Finally, the
upper torso should remain stationary and only the
arms should move. The forearms should do no other
work except for holding the dumbbell; therefore do
not try to pull the dumbbell up using the forearms.
5. Lower the resistance straight down to the starting
position. Breathe in as you perform this step.
6. Repeat the movement for the specified amount of
repetitions.
7. Switch sides and
repeat again with the
other arm.

Variations: One-arm
rows can also be
performed using a high
pulley or a low pulley
instead of a dumbbell.

85
Wide Grip Biceps Curl
Definition:

-allow to use more weight and stress the

short(inner) head of the biceps more.

Mechanics:

1. Stand with your feet about shoulder width-

apart, knees slightly bent, abs and your
shoulders in neutral.

2. Grab the barbell with your hands a couple

inches wider than your shoulders with your
elbows tucked snugly against your waist.

3. Now slowly curl up until you achieve

maximum contraction, squeeze for a second,
and resist the weight as you slowly let it return
to the starting position.

Muscle/s involved:

Triceps, quadriceps, dorsal

Bow extension
Definition:

It is a must for any bull worker. It is

for toning and isotonic exercises.

Mechanics:

A. Hold a dumbbell is both hands

above your right shoulder and point
your left foot out to the side.

B. Draw your elbows down to lower

the weight as you bend your left knee
toward your chest.

Muscle/s involved:

Femoral, Abdominal, shoulder

muscles, leg muscles

86
 Reverse Dumbbell Chop
Definition:
To build real-world strength and power.
Mechanics:

A. Bend your knees, rotate your torso, and hold a

dumbbell in both hands outside your left thigh.

B. Keeping your arms straight, swing the weight above

your right shoulder as you straighten your legs.

Muscle/s involved:

Abs, shoulders, back and hips

Dumbbell Front Raise

Definition: It is an isolation exercise for
the shoulders, more specifically the
front deltoid.

Mechanics:

A. Start with a dumbbell in each hand at

thigh level.

B. You raise the dumbbells parallel to

the floor and then return to the
starting position to complete one
exercise repetition.

Muscle/s involved:

Deltoids and pectorals

87
Dumbbell Lateral Raise
Definition:

An isolation exercise that strengthens the

entire shoulder.

Mechanics:

A. Stand with your feet hip-width apart and

slightly bend your hips and knees.

B. Tighten your core and raise the

dumbbells to the side until your upper

arms are no higher than shoulder height.

C. Lower the dumbbells with control to

return to the starting position.

Muscle/s involved: Deltoids muscles

De

Chess Press
Definition:

An exercise performed by pressing a bar or

lever away from the chest while seated.

Mechanics:

A. Start on your back with the dumbbells over

the center of your chest and your back pressed
firmly against the bench.

B. Lower the dumbbells down to the sides of

your chest.

C. Press them back up to the starting position.

Muscle/s involved:

Pectoralis major supporting chest, arm, and shoulder muscles.

88
One Arm Row
Definition:

It is an upper body exercise that uses

dumbbells to strengthen the upper back

and shoulder.

Mechanics:

A. Stand in split stance with your right foot forward and the dumbbell in left arm.
Slightly hinge over from your hip flexors keeping your abdominals engaged to
protect your low back.
B. Pull the elbow straight back past your hip (keep arms close to the body- don’t
let your elbow wing out.) Engage and squeeze your back muscles then lower the
dumbbell back to start position with control. Perform desired of reps and repeat on
the other side.
Muscle/s involved:

Latissimus dorsi (back, arms and shoulders)

89
Dumbbell Fly
Definition:

It works the fronts and tops of the shoulders as well as the large, fanlike pectoral
muscle of the chest.\

Mechanics:

A. Lie down on a flat bench with dumbbell on each hand resting on top of your
thighs… then using your thighs to help raise the dumbbell, lift the dumbbell one at
a time so you can hold them in front of you at shoulder width with the palms of
your hands facing each other.

B. Your pectorals start in the middle of your chest and run out toward your
shoulder and upper arm, when you are doing a dumbbell fly, you work both of
your chest muscles; the largest pectoralis major and the smaller pectoralis minor.

Muscle/s involved:

Pectoralis Major Muscles

90
Good Morning Exercise

Rack the bar across the rear of your shoulders as you would a power squat, not
on top of your shoulders. Keep your back tight, shoulder blades pinched together,
and your knees slightly bent. Step back from the rack. Begin by bending at the
hips, moving them back as you bend over to near parallel.

Mechanics:
Stand with your feet shoulder-width apart, resting a light barbell across the back of
your shoulders, not your neck. Hold the bar in place with your hands and stand
upright, core braced and shoulders retracted. Take a breath and hinge forwards
from your hips, not your waist, allowing a slight bend in your knees but keeping
your back flat. Lean forward until you feel a slight stretch in your hamstrings (but
don’t go beyond horizontal), then, as you exhale, reverse the move to stand up
straight.

1. Start by racking a barbell on your back, specifically the upper traps, as you
would for a back squat. Stand straight with feet hip-distance apart.
2. Hinge forward from hips. Push hips back, knees slightly bent, as if closing a
door with your butt. Lower torso until your spine is almost parallel to floor,
maintaining a slight arch in lower back.
3. Keeping your core engaged, lift torso to return to starting position.
4. Keeping your core engaged, lift torso to return to starting position.

91
Front Squat
The barbell front squat is a multi-joint exercise that strengthens the legs. The
upright position of the torso during the exercise also builds strength in the core.
By loading the weight on the front of your body instead of your back, you're able
to activate more muscle in your quads using less weight.
• Places the barbell in the front rack position, which forces the lifter to
maintain upright, rigid torso and involves greater amounts of upper back
and quadriceps strength.
• Primary squat style for most Olympic weightlifters, functional fitness
athletes, and general fitness geared towards quadriceps hypertrophy and
positional squat strength directly applicable to the clean and jerk.

92
 Incline Bench Press

The incline barbell bench press is an upper body strength exercise that
targets the chest, shoulder, and triceps. Performing this move on
an incline allows for targeted emphasis on the upper portion of the chest. ... Grab
a barbell with an overhand grip that's shoulder-width apart and hold it above your
chest.
1. Load the bar to an appropriate weight for your training.
2. Lay on the bench with your feet flat on the ground, driving through to your hips.
Your back should be arched, and your shoulder blades retracted.
3. Take a medium, pronated grip covering the rings on the bar. Remove the bar from
the rack, holding the weight above your chest with your arms extended. This will
be your starting position.
4. Lower the bar to the sternum by flexing the elbows. Maintain control and do not
bounce the bar off of your chest. Your lats should stay tight and elbows slightly
drawn in.
5. After touching your torso with the bar, extend the elbows to return the bar to the
starting position.

WWW
WWW.WeightTraining.guide
IG:@weighttrainingguide

93
 Decline Barbell Bench Press

• Secure your legs at the end of the decline bench and slowly lay down on the
bench.

• Using a medium width grip (a grip that creates a 90-degree angle in the middle of
the movement between the forearms and the upper arms), lift the bar from the
rack and hold it straight over you with your arms locked. The arms should be
perpendicular to the floor. This will be your starting position. Tip: In order to
protect your rotator cuff, it is best if you have a spotter help you lift the barbell off
the rack.

• As you breathe in, come down slowly until you feel the bar on your lower chest.

• After a second pause, bring the bar back to the starting position as you breathe
out and push the bar using your chest muscles. Lock your arms and squeeze your
chest in the contracted position, hold for a second and then start coming down
slowly again. Tip: It should take at least twice as long to go down than to come
up).

• Repeat the movement for the prescribed amount of repetitions.

• When you are done, place the bar back in the rack.

Caution:

• If you are new at this exercise, it is advised that you use a spotter. If no
spotter is available, then be conservative with the amount of weight used.
• Also, beware of letting the bar drift too far forward. You want the bar to
touch your lower chest and nowhere else.
• Don't bounce the weight off your chest. You should be in full control of the
barbell at all times.
• Variations: You can also use dumbbells or exercise bands to perform this
exercise.

94
 Flat Bench Press
The bench press is one of the most important upper-body exercises in your
movement toolkit. Not only is it crucial for upper-body muscular development, but
it's an exceptional strength builder. Many people think the bench press is just a
chest exercise, but I'm here to tell you that your triceps, shoulders, back, and even
your glutes are involved. It's a complex movement that can be disastrous if you
get it wrong.
HOW TO BENCH PRESS
SET YOUR FEET
Although your foot placement isn't as crucial on the bench as it is for the dead lift
or squat, it's still important. Your feet are the start of a strong base and are where
you'll draw your power from.

Try to keep your feet back toward your butt as far as you can while still keeping
them flat on the ground. Depending on your height and body type, this is going to
look a little different for everyone. The point, though, is to plant your feet firmly so
you can generate power from the ground through your entire body.

POSITION YOURSELF UNDER THE BAR

Like your foot placement, your back position is going to look unique to you based
on your build and mechanics. Essentially, though, you should set up far enough
under the bar that it's easy to un-rack, but not so far under it that you hit the pegs
on the way up. Squeeze your shoulder blades together to stay tight and protect
your shoulders. Imagine trying to crush a grape between your shoulder blades,
and push your upper back into the bench.

ARCH YOUR BACK

This is a little bit of a controversial topic, especially among bodybuilders. Many

bodybuilders think that arching your back is just a power lifting move, but arching
your lower back will actually help you maintain a neutral spine and keep your back
tight and protected as you press.

95
If you're not into power lifting, your back arch doesn't need to be that exaggerated.
However, always keep a slight arch in your lower back. If you're a power lifter,
arch your back as much as you can to minimize the distance the bar has to travel.

SET YOUR GRIP

Grab the bar tightly and with authority. Grip the heck out of it! Hold the bar as far
down your palm as possible. If the bar is too high in your hand, or even in your
fingers, your wrist will bend backward. A straight wrist provides optimal force.

Your grip width will depend on your body type and goals. People with longer arms
will need to grip wider, as will those who are looking to push maximum weight,
such as in competitive power lifting. Those with shorter arms will need a narrower
grip, and if you're lifting primarily in hypertrophy rep ranges, this may be a better
position for the majority of your lifting.

However, I don't like exaggerated grips in either direction. Most people will grip
around the barbell rings or just inside them. I don't recommend a false grip
because it can be dangerous. Wrap your thumb.

BRACE AND UNRACK

Take in a deep breath, un-rack the bar, then let the breath out. Don't waste energy
lifting the bar off the rack, especially if it's loaded with a lot of weight. If you don't
have a partner to help you, drive your back into the bench so hard the bar just
pops off.

BREATHE IN AND LOWER THE BAR

Before you move the bar downward, take another deep breath. Hold that breath
and use it to brace your abdominal wall. As you do this, think about bending the
bar into a U-shape with your hands. Bending the bar will allow you to tuck your
elbows naturally to engage your lats and protect your shoulders.

96
Hold your breath until you get past the concentric sticking point of your press, then
breathe out forcefully as you push.

TOUCH YOUR CHEST

Where you touch the bar on your body will depend on how long your arms are and
where you grip the bar. Whatever the case, your forearms should be at 90
degrees from the ground in this bottom position. If it's more or less, you may lose
force.

If you have long arms and a narrow grip, you'll touch farther down on your body. If
you have short arms and a wide grip, the bar will touch higher on your chest. Most
people will hit anywhere between their top ab and their nipple line. Wherever the
bar hits you, try to hit the same spot every rep.

PUSH WITH LEG DRIVE

Once the bar has made contact with your torso, initiate the upward movement by
tightening your glutes and driving your legs into the ground. No, that's not
cheating. Using leg drive will allow you to stay tight and bench more weight.

Remember, breathe out forcefully through the sticking point. As you press up,
think about throwing the bar back. The bar should move in a slight arch or
"reverse J" pattern.

97
 Deadlift

This important lift is one of the best for building total-body strength, size, and
athleticism. Learn to own the deadlift right here.

Start With The Hip Hinge

The standard deadlift is a heavily loaded version of the hip hinge, which is
a basic human movement pattern. The hip hinge is exactly what it sounds like:
hinging at the hips. It's not sitting down, but more like sitting back. This is one of
the main things that makes it different from a squat. The movement comes from
your hips, not your knees. It's like a horizontal thrust: your butt goes back as you
sit back, then you fire your glutes forward as you stand up.

Your feet should be spaced hip-width apart with your grip just outside your
legs.

• Use an overhand grip.

• Your back should be flat—neutral spine—from start to finish.
• Your shoulders should be back and down.
• The bar should remain in contact with your legs for the entire range of motion.
• Your hips and knees should move together to transfer the bar from the ground to
an upper-thigh, locked position.3
If you can't keep a flat back when setting up to deadlift from the floor, don't
lift from the floor! There's no rule that says you have to.
Elevate the bar on squat-rack pins or jerk boxes to a position in which you
can flatten your spine. This great deadlift variation is called a "rack pull," and it's
especially good for those with mobility issues that limit their range of motion.
Since many beginners have mobility issues, like tight hamstrings, I
recommend you start with the rack pull and gradually progress to the full-range
pull.

98
 Bent-Over Barbell Row

Instructions
1. Holding a barbell with a pronated grip (palms facing
down), bend your knees slightly and bring your torso
forward, by bending at the waist, while keeping the back
straight until it is almost parallel to the floor. Tip: Make
sure that you keep the head up. The barbell should hang
directly in front of you as your arms hang perpendicular
to the floor and your torso. This is your starting position.
2. Now, while keeping the torso stationary, breathe out and
lift the barbell to you. Keep the elbows close to the body
and only use the forearms to hold the weight. At the top
contracted position, squeeze the back muscles and hold
for a brief pause.
3. Then inhale and slowly lower the barbell back to the starting position.
4. Repeat for the recommended amount of repetitions.
Caution: This exercise is not recommended for people with back problems. A
Low Pulley Row is a better choice for people with back issues.
Also, just like with the bent knee dead-lift, if you have a healthy back, ensure
perfect form and never slouch the back forward as this can cause back injury.
Be cautious as well with the weight used; in case of doubt, use less weight rather
than more.

99
 Upright Barbell Row

Instructions

1. Grasp a barbell with an overhand grip that is slightly

less than shoulder width. The bar should be resting on
the top of your thighs with your arms extended and a
slight bend in your elbows. Your back should also be
straight. This will be your starting position.
2. Now exhale and use the sides of your shoulders to lift
the bar, raising your elbows up and to the side. Keep
the bar close to your body as you raise it. Continue to
lift the bar until it nearly touches your chin. Tip: Your
elbows should drive the motion, and should always be
higher than your forearms. Remember to keep your
torso stationary and pause for a second at the top of the movement.
3. Lower the bar back down slowly to the starting position. Inhale as you perform this
portion of the movement.
4. Repeat for the recommended amount of repetitions.

Variations: This exercise can also be performed using a straight bar attached to a
low pulley and it can also be performed using dumbbells, though this later
exercise should be reserved by people that are well familiarized with correct
execution.

100
 Close-Grip Barbell Bench Press

Instructions
1. Lie back on a flat bench. Using a close grip
(around shoulder width), lift the bar from the rack
and hold it straight over you with your arms locked.
This will be your starting position.
2. As you breathe in, come down slowly until you feel
the bar on your middle chest. Tip: Make sure that -
as opposed to a regular bench press - you keep
the elbows close to the torso at all times in order to
maximize triceps involvement.

3. After a second pause, bring the bar back to the

starting position as you breathe out and push the bar using your triceps muscles.
Lock your arms in the contracted position, hold for a second and then start coming
down slowly again. Tip: It should take at least twice as long to go down than to
come up.
4. Repeat the movement for the prescribed amount of repetitions.
5. When you are done, place the bar back in the rack.

Caution: If you are new at this exercise, it is advised that you use a spotter. If no
spotter is available, then be conservative with the amount of weight used. Also,
beware of letting the bar drift too far forward. You want the bar to fall on your
middle chest and nowhere else.

101
 LUNGE
The dumbbell lunge is a single-leg strength exercise that increases strength in the
quads, hamstrings, and glutes. The exercise also improves core stability and
develops lower body speed.

Instructions

• Stand with the barbell across your shoulders. Keep feet close together and your
back straight.
• With one leg, step forward, then lower the leg left behind until the knee almost
touches the ground, as shown in the picture.
• Push off the heel of your front leg to return to the starting position.
• Repeat with the other leg forward.

102
 Barbell Step Ups Instructions

1. Stand up straight while holding a barbell placed on the back of your shoulders
(slightly below the neck) and stand upright behind an elevated platform (such as
the one used for spotting behind a flat bench). This is your starting position.

2. Place the right foot on the elevated platform. Step on the platform by extending
the hip and the knee of your right leg. Use the heel mainly to lift the rest of your
body up and place the foot of the left leg on the platform as well. Breathe out as
you execute the force required to come up.

3. Step down with the left leg by flexing the hip and knee of the right leg as you
inhale. Return to the original standing position by placing the right foot of to next to
the left foot on the initial position.

4. Repeat with the right leg for the recommended amount of repetitions and then
perform with the left leg.

Note: This is a great exercise for people with lower back problems that are unable
to do stiff legged dead lifts.

Variations: Just like lunges, this exercise can also be performed by alternating
between the right and the left leg every time until all repetitions have been
performed for both legs. Also, dumbbells can be used. Beginners can start with
only the bodyweight, especially if they have balance issues.

Reminders:
• If no resources available, students can improvise or make their own
weight training apparatus.
• Select only 5 exercises for actual demonstration using video cam/web cam.

103
Summary:

Body building is a regimen of exercises designed to enhance the human

body’s muscular development and promote general health and fitness. As a
competitive activity, bodybuilding aims to display in artistic fashion pronounced
muscle mass, symmetry, and definition for overall aesthetic effect.

LET’S DO THIS!
Activity 5

Daily Physical Activity Log

Prepare an activity log for each day of the week. The activities listed on the
table are performed from the time you wake up to the time you sleep. Record the
number of minutes of hours spent sitting down, standing, walking leisurely, and
exercising/playing in moderate to vigorous intensity. Compute the estimated total
energy expenditure from physical activities using the formula below.

Time Spent/Calories Burned on Physical Activities

Activity Mon Tue Wed Thu Fri Sat Sun
Sitting
Standing
Walking
Moderate Activity
Vigorous Activity

Estimated Kilocalories Per Minute

Sitting: Calories burned = 0.0175 x Weight in Kilograms

Standing: Calories burned = 0.0210 x Weight in Kilograms

Walking Leisurely: Calories burned = 0.0525 x Weight in Kilograms

Moderate Intensity Exercise: Calories burned = 0.1400 x Weight in Kilograms

Vigorous Intensity Exercise: Calories burned = 0.2100 x Weight in Kilograms

Evaluate your current activity patterns and the estimated calories spent on
various physical activities. Identify the days that you are most active by checking
the number of calories burned. Write some goals that can increase the total
calories burned each day by at least 10%.

104
 Activity Average Duration Estimated Calories Goals
Sitting
Standing
Walking
Moderate Activity
Vigorous Activity
Total

Activity 6.

Physical Activity Questionnaire

The term “physical activity” in the following statements refers to all kinds of
activities, including sports, formal exercises, and informal activities. Check your
answers first, then read the directions for scoring at the end of the questionnaire.

1. I should exercise regularly for my own good health and physical fitness.
Strongly Agree Agree Undecided Disagree Strongly Disagree Score

2. One of the main reasons I do regular physical activity is because it is fun.

Strongly Agree Agree Undecided Disagree Strongly Disagree Score

3. I enjoy taking part in physical activity because it helps me to relax and get away
from the pressures of daily living.
Strongly Agree Agree Undecided Disagree Strongly Disagree Score

4. The challenge of physical training is one reasons why I participate in physical

activity
Strongly Agree Agree Undecided Disagree Strongly Disagree Score

5. One of the things I like about physical activity is the participation with other
people.
Strongly Agree Agree Undecided Disagree Strongly Disagree Score

6. Regular exercise helps me look my best.

Strongly Agree Agree Undecided Disagree Strongly Disagree Score

7. Competition is a good way to keep a game from being fun.

Strongly Agree Agree Undecided Disagree Strongly Disagree Score

8. Doing regular physical activity can be as harmful to health as it is helpful.

Strongly Agree Agree Undecided Disagree Strongly Disagree Score

9. Doing exercise and playing sports is boring.

Strongly Agree Agree Undecided Disagree Strongly Disagree Score

10. Participating in physical activities makes me tense and nervous.

Strongly Agree Agree Undecided Disagree Strongly Disagree Score

105
11. Most sports and physical activities are too difficult for me to enjoy.
Strongly Agree Agree Undecided Disagree Strongly Disagree Score

12. I do not enjoy physical activities that require the participation of other people.
Strongly Agree Agree Undecided Disagree Strongly Disagree Score

13. Doing regular physical activity does little to make me more physically
attractive.
Strongly Agree Agree Undecided Disagree Strongly Disagree Score

14. Competing against others in physical activities makes them enjoyable.

Strongly Agree Agree Undecided Disagree Strongly Disagree Score

TOTAL SCORES

Scoring Direction:

1. For items 1 through 7 give 5 points for strongly agree, 4 for agree, 3
for undecided, 2 for disagree, and 1 for strongly disagree.
2. For items 8 through 14 give 1 point for strongly agree, 2 for agree, 3
for undecided, 4 for disagree, and 5 for strongly disagree

Scoring Guideline:

Classification Score
Excellent 60 - 70
Good 49 – 59
Fair 38 – 48
Poor 27 – 37
Very poor 26 and below

Sources:

Tudge S. (2010) Get Fit for Free & Ditch the Gym Total Fitness, New York,
NY/Montreal/Sydney.

Fahey, T. and Insel, P. (2010) Fit & Well 5th Ed. Core Concepts and Labs in
Physical Fitness and Wellness,

Fahey, T. and Insel, P. (2003) FIT & WELL 3rd Ed. Higher Education.

Jimena, E. (1999) Making Fitness Your Own, Manila: Rex Book Store,

Bodybuilding.com

Legacyldnmuscle.com

106
 EXERCISE GLOSSARY

Abdominals: the muscles down the front of the abdomen that create the
converted six-pack.

Adductor Longus: is a skeletal muscle located in the thigh. One of the adductor
muscles of the hip, its main function is to adduct the thigh and it is
innervated by the obturator nerve.

Adductor Magnus: is a large triangular muscle of the lower limb, with its apex
situated on the hip bone, and its base on the line aspera of the
femur. It is situated both in the posterior and medial fascial
compartments of the thigh.

ADP composed of adenosine and two phosphate groups that is formed in

living cells as an intermediate between ATP and AMP and that is
reversibly converted to ATP for the storing of energy by the addition
of a high-energy phosphate group (adenosine diphosphate).

Active recovery: this is when you use a group of muscles during one set then
perform a different exercise using a different group of muscles. This
allows the first group to rest while the second group is working. This
means you never take a full rest, thus saving time and keeping the
heart high, e.g. performing a set of squats followed by push-ups.
This allows the lower body to rest while the upper body is working
without taking a "full" rest.

Adduction: movement of a limb or other part toward the midline of the body or
toward another part.

Aerobics: it literally means “with oxygen”. A system of exercises intended to

develop the body’s ability to take in and use oxygen

Aerobic Capacity: ability of the cardio respiratory system to transport oxygen and
other nutrients to the muscles for prolonged period

Aerobic Exercise: exercise that involves rhythmic movements using large muscle
and is sustained for a long time

Aerobic System: method of creating ATP with oxygen

AMP composed of adenosine and one phosphate group that is reversibly

convertible to ADP and ATP in metabolic reactions adenosine
monophosphate, adenylic acid).

Anaerobic System: method of creating ATP without oxygen

Anxiety: nervousness or agitation, often about something that is going to

happen (feeling of worry).

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Arthritis: a medical condition affecting a joint or joints, causing pain, swelling
and stiffness.

ATP supplies energy for many biochemical cellular processes by

undergoing enzymatic hydrolysis specially to ADP (adenosine
triphosphate).

Ballistic Stretching: a technique in which muscles are stretched by the force

generated as the body part is repeatedly bounced, swung, or jerked.

Biceps: the muscles at the front of the upper arm.

Biomechanics: the angles and movements of the joints and bones.

Bodybuilding: the practice of developing the muscles of the body through weight-
lifting and diet.

Body Composition: relative amount of fat and lean tissue in the body

BPM: beats per minute

Brachioradialis: the muscle in the forearm that helps to create flexion of the
elbow.

Calcaneus: also called the heel bone, is a large bone that forms the foundation
of the rear part of the foot. It connects with the talus and cuboid
bones.

Calcaneal (Achilles) Tendon: is a tendon at the back of the lower leg, and is the
thickest in the human body. It serves to attach the plantaris,
gastrocnemius (calf) and soleus muscles to the calcaneus (heel)
bone.

Cardiac Arrest: sudden impairment in the ability of the heart to generate force to
circulate blood to the brain and other parts of the body

Cardio Respiratory Endurance: the ability of the body to perform prolonged,

large muscle, dynamic exercise at moderate-to-high levels of
intensity.

Carotid Artery: a large artery on each side of the neck that supplies blood to the
head.

Circuit: a training session that consist of a chain of exercises (usually > 6)

using different body parts with every little rest between sets.

Compound exercise: an exercise that involves movement through two or more

joints, e.g. a squat involves moving through the hips knees, and
ankles.

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Concentric Muscle Contraction: an isotonic contraction in which the muscle
gets shorter as it contracts.

Core: includes any muscles located between your rib cage and pelvis.

Cramps: painful involuntary and uncontrolled contraction of the muscles

Crouch: to squat down on the balls of the feet with knees bent & body
hunched over.

Cycle: a sequence of events that is repeated again and again; specially a

casual sequence.

Daze: a state of confusion and unclear thinking, often the result of a blow
or shock.

Deltoid: the rounded part of the shoulder muscle.

Dehydration: a dangerous lack of water in the body resulting from inadequate

intake of fluids or excessive loss through sweating, vomiting, or
diarrhea.

Diabetes: medical disorder, especially diabetes mellitus, that causes the body
to produce an excessive amount of urine.

Dynamic (Isotonic) Exercise: exercise involving a muscle contraction with a

change in the length of the muscle.

Electrolytes: any ion in cells, blood, or other organic material. Help to control
fluid levels in the body, maintain normal pH levels, and ensure the
correct electric potential between nerve cells that enables the
transmission of nerve signals.

Erector: a muscle that is capable of raising or holding up a body part.

Exercise: planned, structured, repetitive movement of the body designed to

improve or maintain physical fitness. Physical activity done for the
purpose of getting physically fit.

Extension: Increasing the angle in a joint, e.g. taking your elbow from a bent
position to a straight position.

Extensor Digitorum: a muscle of the posterior forearm present in humans and

other animals. It extends the medial four digits of the hand.

Extensor Digitorum Longus: is a long, thin muscle that runs down the front of
the shin, across the ankle joint, and into the toes.

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Extensor Carpi Ulnaris: is a skeletal muscle located on the ulnar side of the
forearm. It acts to extend and adduct at the carpus/wrist from
anatomical position.

Flexion: decreasing the angle in a joint, e.g. taking your elbow from a straight
position to a bent position.

Flexor Carpi Ulnaris: a muscle of the human forearm that acts to flex and adduct
(medial deviation) the hand.

Full Range: the maximum movement that a joint or muscle can move through.

Gastrocnemius: muscle in the back of the lower leg, lying on top of the soleus.

Gluteus Maximus: is the main extensor muscle of the hip. It is the largest and
outermost of the three gluteal muscles and makes up a large part of
the shape and appearance of each side of the hips. Its thick fleshy
mass, in a quadrilateral shape, forms the prominence of the
buttocks.

Gluteus Medius: is a broad, thick, radiating muscle. It is situated on the outer

surface of the pelvis. Its posterior third is covered by the gluteus
maximus.

Gracilis: one of the muscles found in the groins. It starts at the external point
of the ischiopubic ramus (on the public bone) and extends down to
the upper medial (middle) shaft of the tibia, or shinbone.

Hamstrings: the group of muscles found at the back of the upper leg.

Health: is an optimal well – being that contributes to quality of life. It is more

than freedom from the disease and illness, though freedom from
disease is important to good health.

Health Related Fitness: physical capacities that contribute to health: cardio

respiratory endurance, muscular strength, muscular endurance,
flexibility, and body composition.

Heave: to pull, push, lift, or throw something heavy by exerting great

physical effort, especially in a concentrated or concerted burst.

Humid: with a relatively high level of moisture in the air.

Hunch: a curved posture of the body with the head down and shoulders
forward.

Hygiene: the system of practice of principles or rules designed for promotion

and maintenance of health and cleanliness.

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Inert: not moving or not able to move.

Intensity: the strength, power, force, or concentration of something.

Intermittent: occurring at irregular intervals.

Isolation exercise: where only one joint moves during the exercise, e.g. the bicep
curl only moves through the elbow.

Isometric contraction: where the muscle is contracting but not changing length
so no movement occurs, e.g. plank position puts the abdominals into
a contracted state but the body remains still.

Lactic acid: this is a buy product of exercise and is known for causing cramp.
The harder the exercise the more lactic acid produced.

Lateral: meaning "side,"e.g. lateral raises involves raising the weight out to
the side of the body-to perform this movement you use the lateral
part of the deltoid.

Latissimus dorsi: large muscles at the side of the back.

Menstruation: the monthly process of discharging blood and other matter from
the womb that occurs between puberty and menopause in women.

Metabolism: the sum of all the vital processes by which food energy and
nutrients are made available to and used by the body.

Myth: a widely held but mistaken belief.

Nausea: sickness of stomach. The unsetting feeling in the stomach that

accompanies the urge to vomit.

Nerve: a bundle of fibers forming a network that transmits messages in the

form of impulses between the brain or spinal cord and the body’s
organs.

Neuromuscular: relating to or affecting both nerve and muscle tissue.

Nitrogen: a nonmetallic element that occurs as a colorless odorless almost

inert gas and makes up four fifths of the earth’s atmosphere by
volume.

Oblique: muscles to the side of the abdomen, made up of the internal

and external oblique’s

Overload: to put too large or heavy load on somebody something or in

something.

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Over Training: a condition caused by training too much or too intensely,
characterized by lack of energy, decreased physical performance,
fatigue, depression, aching muscles and joints, and susceptibility to
injury.

Pectoral: made up of the pectoralis major and minor, together they form
the chest muscles.

Periodization: the dividing of history/parts into distinct and identifiable periods.

Peroneus Longus: is a superficial muscle in the lateral compartment of the leg,

and acts to evert and plantarflex the ankle.

Perpetuated: to make something or somebody be remembered.

pH: a measure of acidity or alkalinity in which the pH of pure water is 7,

with lower numbers indicating acidity and higher numbers indicating
alkalinity.
Physical Activity: any body movement carried out by the skeletal muscles
and requiring energy.

Physical Education: is an integral part of the educational program designed to

promote the optimum development of the individual physically,
mentally, socially, and emotionally through total body movement on
the performance of properly selected physical activities.

Physical Training: the performance of different types of activities that cause

the body to adapt and improve its level of fitness.

Poundage: the weight of somebody or something expressed in pounds.

Progressive Overload: the training principle that placing increasing amounts of

stress on the body causes adaptations that improve fitness.

Plyometrics: rapid stretching of a muscle group that is undergoing eccentric

stress (the muscle Is exerting force while it lengthens), followed by a
rapid concentric contraction.

Quadriceps: a group of four muscles in the front of the thigh.

Range of Motion: the full motion possible in a joint.

Repetition: the number of times an exercise is performed during one set.

Resistance Training: is a form of exercise that improves muscular strength and

endurance. During a resistance training workout, you move your
limbs against resistance provided by your body weight, gravity,
bands, weighted bars or dumbbells.

Rhomboids: muscles formed of the rhomboid minor and rhomboid major, which

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 Connects the shoulder blade to the spine. They are located
underneath the trapezius.

Sartorius: a muscle that crosses the front of the thigh obliquely, assists in
rotating the leg to the cross-legged position in which the knees are
spread wide apart, and in humans is the longest muscles.

Self-Testing Activities: the act of performing an activity by an individual to

assess his physical capacity.

Semitendinosus: one of the three muscles that make up the hamstrings muscle
group, and it is located at the posterior and medial aspect of the
thigh.
Set : a group of repetitions followed by a rest period.

Skill – Related Fitness: physical capacities that contribute to performance in

a sport or activity: speed, power, agility, balance, coordination, and
reaction time.
Soleus: muscle in the back of the lower leg lying underneath the
gastrocnemius.

Specificity: the training principle that the body adapts to the particular type and
amount of stress placed on it.

Spotter: a person who assists with a weight training exercise done with
free weights.

Static (Isometric) Exercise: exercise involving a muscle contraction without a

change in the length of the muscle.

Stiff: rigid, inflexible, or hard to move.

Synovial fluid: the fluid found in the cavities of many joints. Its purpose is to
lubricate the joint.

Target Heart Rate Zone: the range of heart rates that should be reached and
maintained during cardio respiratory endurance exercise to obtain
training effects.

Testosterone: the principal male hormone, responsible for the development

of the secondary sex characteristics and important in increasing
muscle size.

Tibialis Anterior: is a muscle in humans that originates in the upper two-thirds of

the lateral (outside) surface of the tibia and inserts into the medial
cuneiform and first metatarsal bones of the foot. It acts to dorsiflex
and invert the foot.
Throb: to beat or pulsate in a rapid forceful way.

Trapezius: the trapezoid-shaped muscles on the upper back.

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Triceps: the muscles at the back of the upper arm.

Wellness: optimal health and vitality, encompassing physical, emotional,

intellectual, spiritual, interpersonal and social, and environmental
well-being.

BASIC ANATOMY OF MUSCULAR SYSTEM

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ANATOMY OF HUMAN MUSCLE
Back View

115
 PERSONAL FITNESS FORM

PRE-TESTING
NAME: BIRTHDAY: AGE: HEIGHT:
SUBJECT: GENDER: WEIGHT:
DATE OF TESTING: RPR BEFORE: RPR AFTER: BP:
TRICEP & BICEP: CHEST: ABS: BUTTOCKS:
STA. STA. STA. STA. STA. STA. STA. STA. STA. STA. X STA.
I II III IV V VI VII VIII IX XI
CVE M. FLEXIBILITY STRENGTH BODY SPEED POWER AGILITY COORDI BALANCE REACTION
ENDURANCE C: NATION TIME

POST TESTING
DATE OF TESTING: RPR BEFORE: RPR AFTER: BP:
TRICEP & BICEP: CHEST: ABS: BUTTOCKS: WEIGHT:
STA. STA. STA. STA. STA. STA. STA. STA. STA. STA. X STA.
I II III IV V VI VII VIII IX XI
CVE M. FLEXIBILITY STRENGTH BODY SPEED POWER AGILITY COORDI BALANCE REACTION
ENDURANCE C: NATION TIME

____________________________________
Signature

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References:
Tudge, S. (2010) Get Fit For Free & Ditch the Gym Total Fitness, New York,
NY/Montreal/Sydney.

Fahey, T. and Insel, P. (2010) Fit & Well 5th Ed. Core Concepts and Labs in
Physical Fitness and Wellness.

Tulio, D. and Sarmiento, E. Physical Fitness & Self-Testing Activities,

Mandaluyong City: Books Atbp. Publishing Corporation. 004

Fahey, T. and Insel, P. (2003) FIT & WELL 3rd Ed. Higher Education.

Jimena, E. (1999) Making Fitness Your Own, Manila: Rex Book Store.

Andin, C. (1995) Teaching Physical Education in Philippine Schools, Quezon

City.

Electronic References:

http://www.cdc.gov/nccdphp/dnpa/physical/components/

http://www.hoptechno.com/book11.htm

U-Tube #ProblemayISAYAW #teambaklosh

Bodybuilding.com

Legacy.ldnmuscle.com

Womenshealthmag.com

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