GRADE 7

MODULE 1: Physical Fitness

LESSON 1: Fitness and its components

60 mins. / lesson ( 1 session )

OBJECTIVES:

1. Recognize and appreciate the importance of physical fitness for oneself

2. Differentiate the physical fitness components
3. Promotes the benefits of physical activity for optimal health

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Activity No. 1: CONCEPT MAP ANALYSIS

Below is a concept map of physical fitness and its components. Each of the indicated
components contributes to the development of your physical fitness. Your task is to lift a
term from the map and match it with the statement defining the term.

COODINATION

SPEED
REACTION TIME

STRENGTH
ENDURANCE PHYSICAL FITNESS

BALANCE POWER

FLEXIBILITY AGILITY

1. Ability to do a wide range of movement

2. The capacity to change position and direction quickly
3. The ability to apply of force
4. Repetitive or sustained application of force
5. Ability to stay in equilibrium
6. To respond quickly to a given stimulus
7. To move in a straightforward direction in the shortest possible time
8. The combination of speed and strength in one blow of movement
9. The smooth and accurate execution of movement as conceived in the mind and executed
by the body parts
10. The capacity to perform your daily tasks without undue fatigue and still has extra energy
for recreation and emergency.

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Physical Fitness as popularly defined, is the capacity to perform one’s daily tasks without
undue fatigue and still has extra energy for recreation and emergency. In this definition of Physical
Fitness, three important aspects that an individual should be able to meet in order to be considered
physically fit.

These include:

1. Ability to perform one’s daily tasks without undue fatigue. These daily activities include:

 Preparing for school or work

 Going to school or work
 Doing assignments
 Doing study sessions
 Attending to household chores

2. Enjoying leisure through some recreational activities. Leisure is the amount of time left
after all the daily routine activities are accomplished. It is an unobligated time where one
can enjoy through activities such as sports, academic games and other productive hobbies.
These activities are called recreation. They may be in the form of:

 Watching TV
 Making handicrafts
 Painting and other art activities
 Listening to music
 Playing games or sports

3. Meeting emergencies. Emergencies are unforeseen events with which one has to use his
energy and time to meet them. They include:

 Accidents
 Doing important errands
 Performing social obligations
 Attending to unexpected guests
 Attending to household problems

The ability to meet these three (3) main aspects of physical fitness is a manifestation that
one is a physically fit individual. The ability to meet these three demands of physical fitness
requires you to have the different components which include:

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HEALTH-RELATED COMPONENTS:

Strength - refers to the ability of the muscle to exert maximal effort in brief duration. It
may be developed through isotonic, isometric or isokinetic contractions. Isotonic
contraction is seen in calisthenics exercises wherein a body segment makes use of the
body resistance during an exercise. Push-ups, sit-ups and pull-ups are examples.
Isometric contraction on the other hand is seen in exercises in which a group of muscles is
contracted against an immovable resistance. The muscle groups are made to provide
maximum contractions but are not supposed to move. This exercise is advised to bed-
ridden patients. The third is isokinetic contraction. This is seen in exercises where muscles
are exposed to fixed machines with variable degrees of resistance. They are most often
advised by fitness trainers and are usually performed in fitness gyms.

Endurance - refers to the ability of the muscle to exert sub-maximal effort for a
prolonged period of time. Performance of strength and speed exercises in a prolonged
period of time is a demonstration of endurance. This component is improved with repetitive
training following the principles of fitness. As one develops endurance, he also develops his
muscle performance including the performance of lungs and heart.

Flexibility - the ability of the muscles and joints to go through a full range of motion. It
reduces the risk of injuries, enhances muscle performance and prevents muscle soreness.
It is achieved through stretching designed to lengthen or elongate shortened soft tissue
structures and thereby increases the range of motion. Always remember that flexibility is
highly influenced by the kind of joint a certain body part has. Specific joints require specific
flexibility exercises and movements.

Organic vigor/Body composition - refers to proportion of lean body mass to fat body
mass. It stresses one’s relative fatness or leanness in relation to height. Body composition
is classified into three which is known as somatotype. They are ectomorph, endomorph
and mesomorph. Ectomorph is a body type characterized as lean and small body built with
greater surface area to mass ratio. Bone size is relatively small with slender limbs and low
muscle mass. Endomorph is a body type with predominance of soft roundness and
enlarged abdominal section. Mesomorph is characterized by broad shoulders and
muscular predominance. Bone structures are relatively large coupled with massive limbs
contributing to greater weight than ectomorphic body type.

Somatotypes are closely related to fitness activities of an individual. They somewhat dictate
what particular activities are applicable to such body type.

SKILL/PERFORMANCE-RELATED COMPONENTS:

Speed - the ability to perform a task or move from one point to another in shortest
possible time. It is influenced by reaction time. It is the time elapsed when the “go” signal
has been made by an official to the first motor response.

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Agility - the ability of an individual to quickly shift or change direction of the body from
one point to the other.

Power - ability to perform one maximum effort in the shortest possible time. It is the
product of both strength and speed.

Balance - the ability to stay in equilibrium in relation to changes in body position. It may
be static or dynamic. Static balance is the kind of balance demonstrated in stationary
position. Dynamic balance is demonstrated while the body is moving.

Coordination - is the harmonious working relationship between the skeletal muscles

and nerves in one aspect of movement. Hand-eye relationship in sports or hand-foot
relationship in walking is an activity where you can see coordination.

All of these components are already present within us. It’s just that, each individual has a
different level of fitness from the other. Individuals with low level of fitness need to
determine their weaknesses and do some activities which may help elevate their fitness
while those with a high level of fitness need not take for granted their condition.
Enhancement activities are suggested for them to maintain if not improve their present level
of fitness.

My Body Mass Index (BMI)

The Body Mass Index (BMI) is the proportion of one’s height to his weight. It is computed
using the formula BMI = W/H 2. Weight shall be in kilogram and height in meters. Supposed
your weight is 50 kilograms and height is 1.6 meters; here’s your BMI:

BMI = 50 __
(1.6)2
= _50__
2.56
= 19.53

Why BMI? You need to know your personal BMI to determine whether your weight,
in relation to your height, is underweight, normal, overweight or obese. How do you know if
you’re underweight, normal, overweight or obese? Refer to the table below:

BODY MASS INDEX RANGE CLASSIFICATION

Below 18.5 Underweight
18.5 – 24.9 Normal
25 – 29.9 Overweight
30 Above Obese

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 EXPLORE
Your Understanding

Activity No. 2: FIT OR NOT?

The following are statements related to Physical Fitness. Write FIT, if the statement relates
to the characteristics and indications of a physically fit individual and NOT, if the statement
is the opposite.

1. Can perform daily activities without undue fatigue

2. Is sickly and weak
3. Has reserved energy for emergencies
4. Maximizes leisure for recreation
5. Is always stressed and has no leisure
6. Has awkward posture
7. Is overweight and can’t efficiently move
8. Has normal BMI (Body Mass Index)
9. Has pale skin complexion and can’t easily sleep at night
10. Is confident and cheerful in the performance of physical activities

Activity No. 3: MATCH, MATCH, MATCH!

The images below illustrate physical activities that display the different components of
Physical Fitness. Select the appropriate component of Physical Fitness from the box and
match it with the given image showing a physical fitness activity. Write your answers in your
notebook.

Components of physical fitness

Strength Speed Cardio-Respiratory Endurance Power Coordination

Agility Balance Reaction Time Body Composition Flexibility

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1.) 2.) 3.) 4.)

5.) 6.) 7.) 8.)

9.) 10.)

Points to Ponder:

Physical fitness is the ability to carry out daily tasks with vigor and
alertness, without undue fatigue and with ample energy to enjoy leisure time pursuits and
to meet unforeseen emergencies.
There are 8 components in physical fitness: coordination, speed, strength,
power, agility, flexibility, balance, endurance and reaction time.

GRADE 7

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MODULE 1: Physical Fitness

LESSON 2: Physical Fitness test

60 mins. / lesson (Good for 3 sessions)

OBJECTIVES:

1. Perform the physical fitness test that will assess one’s fitness level
2. Interprets physical fitness test result.
3. Appreciate the importance of knowing one’s fitness level

Activity No. 1: BMI Computation

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Do the following in your notebook:

1. Now, it’s your turn. If you do not have any height and weight measuring devices, find one
in your clinic. Find your weight in kilogram and height in meters. Compute your own BMI
and determine your classification. In case the unit of measurement is not the same with
what is required, you may do some conversions before proceeding with the computation.
2. Are you done? I guess so! Now think of three (3) ways on how you can improve or
maintain your BMI. Don’t forget to consider your capabilities and limitations. Write your
answers in your notebook.

RUBRIC TO BE USED FOR THE Q & A ACTIVITIES

 
Needs Approaching
Good Excellent
  improvement standards
3 pts 4 pts
1 pts 2 pts
Ideas and Content  Needs Approaching Good Excellent
improvement standards
What you are What you are
There is no clear or You put thought into writing about is writing about is
specific explanation this, but there is no clear. You answered clear and well-
in answer to the real evidence of the question. Some expressed, including
question. learning. More support may be specific examples to
specific information lacking, or your demonstrate what
is needed or you sentences may be a you learned. Well
need to follow the bit awkward. done! 
directions more Overall, a decent
closely.  job. 

Scale Equivalent grade in percent (%) Interpretation

- You demonstrate an excellent
4 93%-100% performance.
- Congratulation; I’m very proud of
you.
- You did a very good performance
3 85%-92% although you committed minimal
errors. Try to work on it. Keep it up!
- You did a good performance. Try to
2 75%-84% exert more effort in getting a higher
next performance. Good luck.
- Your grade though passing shows
1 Below 75% that you did not exert so much effort.
Try to exert more effort in getting a
higher next performance. Good luck.

CONDUCT OF THE PHYSICAL FITNESS TESTS

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After determining your BMI, you now proceed with the physical fitness test. In this reading,
you will learn how the physical fitness test is conducted. The following are the tests to be
undertaken:

Standing Long Jump

Push-Up
Curl-up
Shuttle Run
50m Sprint
Sit and Reach
1000m Run

How To Do:

Standing Long Jump

In any flat surface on the ground, measure a distance of

100cm. Put a mark on the starting line and another on the
other end. Measure another 100cm by tens. Put a mark
on each following 10 cm. From the starting line, jump
(spring on both feet and land on both feet) as powerful as
you can. Measure the distance based on your heels. Try
two more times. Measure. The highest score shall be
recorded.

Rules:

a. Two successive trials are allowed.

Fault:

Stepping on the take-off lines as the jump is made.

Scoring:

Record in centimeters the area covered from the take-off line to the edge of the heel
nearest the take off line.

Push-Up

Position yourself and be sure your hands are flat on the floor and directly under your
shoulders. Boys: 90 degree pushup Girls: In four-base support, arms and knees. With the
arms carrying the body weight, decrease the angle of your elbows to about 90degrees.
Extend arms while moving upward. Repeat the whole
sequence as many times as you can.
Curl-Up

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In supine lying position, knees bent, both palms slightly touching the knees, elevate the
upper body (trunk upwards) at about 90 0 on the waist. Move the upper body down to its
starting position. Repeat as many times as you can. Record your score.

Rules:

a. Only one trial is allowed.

b. No resting is allowed between curl-ups.
c. Knees must remain at 90 degrees or right angle.
d. The curl-ups shall be counted only if the arms remain crossed on the chest, the arms
touch the knees and the body returns to starting position as the upper back touches
the floor and does not bounce when the person curls up again.

Scoring:

Only correctly executed curp-ups shall be counted.

3-Minute Step Test

Get your pulse within 10 seconds. Multiply it by 6. For 3 minutes do the step-up-and-down
motion continuously on stairs with one foot after the other. After 3 minutes, get your pulse
for 10 seconds, multiply by 6. Record the result. 10

Rules:
a.Straight body
b. Arms on the side only
C.Moderate run only
d. no resting, should be continuous.

Scoring:
Record the result properly

Shuttle Run

In an open ground, measure a distance of 9 meters. Draw a semi-circle on both ends. Put
two (2) small wooden blocks with about 1” x 2” x 4” or stones a little smaller than the given
size for the wooden blocks on one end. Stay on the other end. Set your stop watch at zero.
As you start to run and bring one block/stone after the other, press “start” in your stop
watch. After bringing the second block/stone to other end, press “stop”. Record your time.

Rules:

1. Never throw the wooden block across the line.

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 2. Two trials are allowed.

Scoring:

Record the score which is nearest to the tenth of a second.

50 m Sprint

In an open ground, measure a distance of 50 m.

From the starting line, press “start” in your stop
watch, then run as fast as you can through the finish
line. Press “stop” to measure your speed. Record
your time.

a. Assume a crouch-starting position behind the starting line.

b. Run at the sound of a clapper or a whistle.
c. Leg action should land on the balls of the feet.
d. Gather the burst to the finish line. Don’t slow down.
e. Re-test if runner falls to the ground.

Fault:

a. Stepping on the starting line

b. Running before the sound of the clapper or whistle is made.

Scoring:

Record the result in seconds.

Sit and Reach

Look for a tape measure or any measuring device not shorter than 100 cm.. Find a space
where you can be in stride sitting position with your back against the wall. Put one end of
the tape measure under your groin, extend it vertically forward. With palms together, extend
both arms fully upward, breath-in, bend forward and reach as far as you can. Do it for two
more times. The highest record shall be noted.

Rules:

1. Trunk flexion should be done slowly and gradually.

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 2. Knees must be kept straight.
3. Adding length by jerking forward is not allowed.
4. Fingertips should be placed evenly on the meter stick.

Scoring:

Record the farthest distance in centimeters.

Suggested Format of Your Output in this Activity:

Name:______________________________________ Age: _________________

BMI:___________________________ Classification:______________________

PHYSICAL FITNESS RESULT AT/BT

Standing Long jump
Curl-up
50 m Sprint
3min Step test
Chair Push-up
Shuttle run
Sit and reach
1000 m Run

PERFORMANCE TARGETS FOR BOYS

Age Standing Curl- 50m. 3min. Chai Shttle Sit and 1000m.
Long jump up Sprint Step test Push- Run Reach Run
(cm.) (sec.) upr (sec.) (min.)
9 155 23 9.2 122 15 12.0 37 4.57
10 164 25 8.8 121 16 11.8 39 4.40
11 172 26 8.6 119 17 11.5 41 4.27
12 179 28 8.3 117 18 11.4 43 4.25
13 191 32 8.0 115 19 11.2 45 4.19
14 198 36 7.8 110 20 11.0 50 4.18
15 205 38 7.5 107 21 10.9 55 4.14
16 215 42 7.3 105 22 10.8 56 4.10
17 222 45 7.0 102 23 10.7 64 4.00
18 230 47 6.8 99 24 10.4 69 3.55
19 235 49 6.6 98 25 10.2 70 3.45
20 240 51 6.5 96 26 10.0 72 3.35
21 250 55 6.4 95 27 9.8 72 3.30

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 PERFORMANCE TARGETS FOR GIRLS

9 134 20 9.5 119 7 13.5 43 5.30

10 146 21 9.5 117 7 13.2 45 5.00
11 150 21 9.0 115 8 12.9 47 4.55
12 155 22 8.8 113 9 12.8 49 5.5.
13 163 22 8.7 111 10 12.6 52 4.47
14 167 23 8.5 108 11 12.5 54 4.38
15 170 23 8.5 103 12 12.0 58 4.30
16 172 24 8.5 101 13 11.8 63 4.25
17 175 25 8.2 100 14 11.5 68 4.17
18 180 26 8.2 98 14 11.3 72 4.10
19 184 27 8.2 96 15 11.0 74 4.05
20 187 30 8.0 95 15 10.8 75 3.37

Activity No. 2: Your UNDERSTANDING

Answer the following questions in your notebook:

1. How significant for you is undergoing a physical fitness test?

2. Why it is important for you to do warm-up and flexibility exercises before proceeding
immediately with the strength and endurance training?
3. Do you always have to consider nutrition in your personal physical fitness? Why?
4. How can you develop your personal physical fitness?

GRADE 7

MODULE 1: Physical fitness

Lesson 3: Personal fitness program

Points to Ponder:

Physical fitness routine exercises like flexibility and cardiovascular

activities help improve general health and aerobic capacity of the body.
These routine strength and flexibility exercises provide broad coverage by
including each of the following areas: arm-shoulder girdle, trunk, abdomen, legs,
and cardiovascular system, and flexibility

60 mins. / lesson ( 2 sessions )

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Objectives:

1. Identify the phases of fitness program.

2. Be able to perform each phase
3. Show positive trait while participating in the fitness program

Personal Fitness Program

There are at least four (4) phases of the fitness exercise program, namely:
 Warm-Up Exercises

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  Flexibility Exercises
 Strength and Endurance Exercises
 Cool Down Exercises

Warm-Up Phase

From the word warm alone, you already know what this phase of the fitness exercise
program means. It is to elevate the body’s temperature to prepare the muscles to any
succeeding strenuous activity.. By warming up the muscles are provided with sufficient
amount of blood and oxygen supply so that they will contract more efficiently. Without
warming up, you may have greater risk of physical injuries as you proceed immediately with
vigorous activities.

Flexibility Exercises

This phase of exercise follows immediately after warm-up. It is done by doing gradual
stretching activities from upper to lower extremities. There are different ways to stretch your
muscles: ballistic, passive and static stretching. The most recommended type is static
stretching. It allows muscles and connective tissues surrounding the joint to stretch far
enough to its full range. This is generally proven to decrease tendencies of injuries as you
go on with the exercise program you have designed.

Strength and Endurance Exercises

As mentioned earlier, there are at least three (3) types of muscle contractions that are
currently used to develop your muscle strength and endurance. These are isotonic,
isometric and isokinetic contractions. Though each of these contractions has its own
advantages, we will focus only with isotonic strength exercises.
The strengthening exercises include both calisthenic exercises and weight training.
Calisthenic exercises using the body weight are practical and inexpensive to perform
especially if there are no weight training equipment in the school or if there are no fitness
gym near you. In addition, only minimal space is needed to perform the activity.

Weight training is another effective way in developing your muscle strength and
endurance. Unlike calisthenic exercises, this training program uses fixed machines of
varying degrees of weight as resistance. Both calisthenic and weight training exercises, if
you are to maximize the effectiveness of any of them, shall be guided by the principles of
exercise. These principles include specificity, overload, reversibility and individuality.

Cool Down exercises

These exercises serve to gradually lower blood pressure and muscle stress caused by the
strenuous strength and endurance training. Cooling down relaxes your muscles and
smoothens the flow of blood around the body to prevent you from experiencing some form
of dizziness caused by inadequate blood and oxygen supply to the brain. Cool down
exercises are somewhat the same with that of warm-up and stretching part of the training
and as important as them, too. An indication that you have cooled down is when your
profuse sweating and heart rate drops down to less than 100 beats per minute.

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 GRADE 7

MODULE 1: Physical fitness

Lesson 4: Principles of Fitness Training and Nutrition

Points to Ponder:

There are atleast four (4) phases of the fitness exercise program,
namely: Warm-up exercises. Flexibility exercises, strength and endurance
Exercises and cool down exercises

Objectives:

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 1. Determine other important factors to consider during fitness training
2. Understand the underlying principles of fitness training.
3. Realize the role of nutrition in developing a healthy lifestyle.

PRINCIPLES OF FITNESS TRAINING

Specificity

This principle states that there are specific exercises for specific muscles. A certain body
segment or muscles is developed by a certain exercise.

Overload

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This principle dictates that there must be a gradual increase in work load given to the
muscle. The process involves gradual adaptation of the muscle to the work load and later,
progressively increased as the muscle adapts to it.

Reversibility

This simply states that if regular training of a particular segment of the body stops; the
strength of the body segment returns to its initial strength level.
Individuality

Because an individual has different fitness attributes, lifestyle, social environment and
nutritional practices, response to training differs from one person to another. Thus, even if
the above principles are taken into consideration during training, physiological benefits that
may be derived from it will vary from individual to individual.

VARIABLES TO BE CONSIDERED DURING FITNESS TRAINING

Frequency - How frequent will the exercise be performed? Will it be

twice or trice in a week, or every other day, or every day?

Intensity - How hard, intense and stressful will the exercise be?

Time - How long will the exercise be performed? This refers to the
duration of the performance of the exercise.

Type - What type of activity will you perform?

Nutrition

One of the most important factors to be considered in fitness planning is nutrition. What
comes into your mind when we talk about nutrition? Food! There are six (6) basic types of
food nutrients. These are carbohydrates, protein, fat, vitamins, minerals and water. These
building blocks needed for growth, repair, reproduction, maintenance and repair of body
tissues.

Carbohydrates

They are the primary source of energy for the muscles during exercise. They also help
control the breakdown of protein and protect the body against toxins. Sources of
carbohydrates include rice, corn, bread, noodles, pasta, potatoes, crackers and cereals.

Protein

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This nutrient is responsible in building and repairing muscle tissues, red blood cells (RBC),
hair and other tissues and synthesizing hormones. About 15% of our calorie intake comes
from proteins. Sources of proteins include pork, beef, chicken, fish, egg, milk and beans.

Fats

Fats are sources of stored energy (calories) that we burn primarily during low level activity
such as sitting, lying down, walking, etc. They are important for growth and repair of tissues.
They are our body insulators that help maintain body temperature. Though dietary fats are
necessary, we need to consider its saturation. Unsaturated fats do not produce as much
blood cholesterol as saturated fats. Cholesterol is a complex waxy substance that is an
essential component of the walls of the body cells. Our body has the ability to produce
cholesterol through the liver. Too much cholesterol-rich food intake may cause danger to
our health and may even amplify the risk of having coronary heart disease.

Vitamins

These are chemical substances needed by the body to process other nutrients. They help
regulate functioning of body systems especially nervous system. Since our body doesn’t
have the capacity to produce its own vitamins, we need to obtain them from food we eat.
Eating a balanced diet may help us gain the necessary vitamins that our body needs.

Minerals

They are inorganic substances that the body needs for forming bones, teeth, blood cells, for
assisting chemical reaction of cells and for regulating body fluids. Essential minerals include
calcium, iron, sodium, zinc, phosphorous and magnesium.

Water

This is an essential substance that makes up to 50-50% of the total body weight. It functions
to stabilize body temperature, carries food nutrients to and waste away from cells, and is
needed by the cell to function. Water is not a source of energy like vitamins and minerals
but is equally essential in regulating bodily functions.

CALORIE CONTENT OF NUTRIENTS

1 gram of carbohydrates = 4 calories
1 gram of protein = 4 calories
1 gram of fats = 9 calories
vitamins = 0calories minerals = 0 calories
water = 0 calories

Activity

Answer the following in your notebook:

1. What do you think will happen if calorie intake exceeds your calorie consumption?
2. What happens if your calorie consumption exceeds your calorie intake?

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3. How significant is nutrition in physical fitness training?

RUBRIC TO BE USED FOR THE Q & A ACTIVITIES

 
Needs Approaching
Good Excellent
  improvement standards
3 pts 4 pts
1 pts 2 pts
Ideas and Content  Needs Approaching Good Excellent
improvement standards
What you are writing What you are writing
There is no clear or You put thought into about is clear. You about is clear and
specific explanation this, but there is no answered the well-expressed,
in answer to the real evidence of question. Some including specific
question. learning. More support may be examples to
specific information lacking, or your demonstrate what
is needed or you sentences may be a you learned. Well
need to follow the bit awkward. done! 
directions more Overall, a decent
closely.  job. 

SCALE EQUIVALENT AND INTERPRETATION.

Scale Equivalent grade in percent (%) Interpretation

- You demonstrate an excellent
4 93%-100% performance.
- Congratulation; I’m very proud of
you.
- You did a very good performance
3 85%-92% although you committed minimal
errors. Try to work on it. Keep it up!
- You did a good performance. Try to
2 75%-84% exert more effort in getting a higher
next performance. Good luck.
- Your grade though passing shows
1 Below 75% that you did not exert so much effort.
Try to exert more effort in getting a
higher next performance. Good luck.

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 GRADE 7

MODULE 2: Individual Sports (Swimming)

LESSON 1: History of swimming Pool Hygiene and Safety and Equipments in Swimming

Points to Ponder:

Eating too much is not healthy. We should understand that eating is good
to sustain our daily activities but it primarily depends on what kind of food we eat.
Good nutrition means eating the right food at the right time. Healthy
foods bring strong bones and muscles and at the same time, it helps our brain
perform mental works

OBJECTIVES:

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Introduction
Swimming is an activity that burns lots of
calories, is easy on the joints, supports
your weight, builds muscular strength
and endurance, improves cardiovascular
fitness, cools you off and refreshes you in

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summer, and one that you can do safely into old age. In this article, I'll review the history of
swimming, the benefits, the strokes, how to get started, what to wear, equipment you need,
where to do it, and more

History of Swimming
The sport of swimming has been recorded since prehistoric times; the earliest recording
of swimming dates back to Stone Age paintings from around 7,000 years ago. Written
references date from 2000 BC. Some of the earliest references to swimming include the
Gilgamesh, the Iliad, the Odyssey, the Bible, Beowulf, Quran and other sagas. In 1538, Nikolas
Wynmann, a German professor of languages, wrote the first swimming book, The Swimmer or
A Dialogue on the Art of Swimming (Der Schwimmer oder ein Zweigespräch über die
Schwimmkunst).
Swimming emerged as a competitive sport in the 1830s in England. In 1828, the first
indoor swimming pool, St George's Baths was opened to the public. By 1837, the National
Swimming Society was holding regular swimming competitions in six artificial swimming pools,
built around London. The sport grew in popularity and by 1880, when the first national
governing body, the Amateur Swimming Association, was formed, there were already over 300
regional clubs in operation across the country.
In 1844 two Native American participants at a swimming competition in London
introduced the front crawl to a Western audience. Sir John Arthur Trudgen picked up the hand-
over stroke from some South American natives and successfully debuted the new stroke in
1873m, winning a local competition in England. His stroke is still regarded as the most powerful
to use today.
Captain Matthew Webb was the first man to swim the English Channel (between
England and France), in 1875. He used breaststroke, swimming 21.26 miles (34.21 km) in 21
hours and 45 minutes. His feat was not replicated or surpassed for the next 36 years, until T.W.
Burgess made the crossing in 1911.
Other European countries also established swimming federations; Germany in 1882,
France in 1890 and Hungary in 1896. The first European amateur swimming competitions were
in 1889 in Vienna. The world's first women's swimming championship was held in Scotland in
1892.
Swimming became part of the first modern Olympic Games in 1896 in Athens. In 1902,
the Australian Richmond Cavil introduced the front crawl to the Western world. In 1908, the
world swimming association, Federation International de Notation (FINA), was formed.
Butterfly was developed in the 1930s and was at first a variant of breaststroke, until it was
accepted as a separate style in 1952.

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POOL HYGIENE AND SAFETY
If not used correctly, a swimming pool can become a dangerous place. It is essential to observe
the safety regulation.

1. Pool staff
Become acquainted with the pool staff who will keep an eye on your while you are in
the pool.
2. Movement Around the Pool
All movements around the pool should be at a walking pace. The pool side tends to get
wet and slippery and can be a cause for accidents. If you do not know how to swim do
not walk by the edge of the pool especially in the deep area.
3. Pool Depths
On your first visit to a pool you should always check out the layout of the pool.
4. Long Nails and Jewellery
When learning how to swim ones does not have full control of one’s movement in the
water. It is advisable to keep shorts nails and avoid wearing jewellery in the pool. A lot
of accidents have been known to take place resulting in injury.
5. Eating in the Pool
This should be avoided. Chewing gum or sweets could easily get washed to the back of
the throat and get stuck leading to a spurt of coughing, water swallowing and may be a
panic situation.
6. Eating before a Swim
Avoid eating a meal at least two hours before a swim. A full stomach could lead to
nausea due to exertion while swimming or more seriously cause stomach cramps which
at times prove fatal.
7. Spectacles
If you have weak eyesight and are not comfortable without glasses, you should wear
them, but tie them up with a elastic band so that they do not slip off.
8. Life saving Apparatus
It is essential to learn how to use all life saving apparatus so that you are no helpless in
case of an emergency.
9. Noise Level
Try not to make too much noise in the swimming pool. Noise could muffle a genuine call
for help. Life guards always react instantly to a sound in a pool just in case somebody is
yelling for help, but there is to too much noise they may not hear a cry for help.
10. Entering and Leaving the Water

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 Every pool has entry and exit points either in the form of steps or ladders which tend to
get wet and slippery. Be very cautious while entering or leaving the pool.
11. Life Guards
Life guards are an important part of the swimming pool. In fact it is always advisable to
swim only when a life guard is present. You should never swim alone in a pool for there
would be no one to help you if the need arises.
12. Pushing
Pushing someone into the pool seems like fun but can be dangerous or even fatal for a
person who does not know how to swim.
13. Costumes
Get into your swimming costume just before a swim. If you have to swim in the
evening after work, do not wear your costume under your cloths in the morning before
going to work because it would collect a lot of sweat throughout the day and when you
enter the pool in the evening you would be taking the day’s sweat with you into the
pool.
The pool contains chlorine and other chemicals. Rinse out your costume
thoroughly after a swim to free it from chemicals as well as give the costume a longer
life.
Smilarly people using rubber caps should dry them properly and put powder in
them to keep them from getting stuck or spoit. Do not forget to wash out the powder
before the next day’s use.
Bathing caps should be worn by men and women with long hair. This reduces the risk
of accident caused by long hair obstructing vision.
14. Skin diseases
Most swimming pool s ask for a medical certificate before you join up, but if you are
suffering from any skin infection or skin disease do not enter the swimming pool for this
could aggravate your problem and could also lead to other people getting infected.
15. Cuts and Open Wounds
Do not enter the pool if you have a cut or open wound anywhere on the body. Water
may cause it to become worse.
16. Athletes Foot
This is caused by bacteria. The skin between the toes and on the bottom of the feet
h=gets white and sodden when wet and scales easily when dry.
17. Oil and Make-up
Do not oil your body before going into the swimming pool. Women should take care to
wash away their make-up before entering the pool otherwise it would make the water
dirty. It is possible that someone using the pool could be allergic.
18. Blowing the Nose

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 You should blow your nose well before you enter the swimming pool, especially if you
have a cold and cough. This would reduce the unpleasantness of doing so in the pool.
19. Showers and Footbaths
Use showers and footbaths to wash away grime and sweat from the body before
entering a pool.
20. Drying after a Swim
Drying off well after a swim is absolutely necessary especially between the toes, under
the arms, and between the legs, because these are places which if allowed remaining
damp could become breeding grounds for bacteria.
21. Menstruation
It is normal physiological process and is in no way harmful. You can carry on with your
normal swimming activities.

What equipment do I need for swimming?

o Swimsuit
You'll need a swimsuit unless you plan on skinny-dipping! Like many other things, technology
has entered the swimsuit arena as well. Fabrics are designed for minimal resistance through the
water, they tend to last a long time, and they resist fading even when used repeatedly in
chlorinated pools. Of course, not all of us would be comfortable in the skimpy racing suits that
you see Olympians wear, but the good news is that you can find more modest suits at sporting
goods and department stores as well as through a number of online vendors (see the resources
section). The bottom line to a swimsuit is to select one that's comfortable. You're less likely to
swim if you're uncomfortable in your suit.

o Goggles
Goggles protect your eyes from chlorine (and anything else that may be in the water), and they
help you keep your eyes open while you swim so that you can see where you're going. You can
even get prescription swim goggles if you wear glasses (check with your optician for
availability). To find the right pair of goggles, do the following:
• Put the goggles over your eyes without slinging the strap over your head.
• Press the goggles into your eye sockets and let go.
• The goggles should stay in place.
• Experiment until you find the pair that fits your eyes best.

o Bathing caps
Bathing caps can serve several purposes. Some pool managers will require individuals with long
hair to wear caps to keep hair from getting into the pool, and some people just like to protect

27 | P a g e
their hair from the chlorine in the water. You may also decide to wear a bathing cap to cut
down on resistance in the water. This really works, and so if you're looking to increase your
time a bit, a bathing cap might help. Many caps are made of latex, although you can find
silicone, neoprene (keeps you warm), and Lycra as well. Choose the one that fits your head and
is most comfortable.

o Kickboards
Kickboards are devices made of foam or other materials that float, and they come in a variety of
shapes and sizes. The main purpose is for you to hold on and stay afloat while your legs do all
the work. It's good exercise for coordinating your kicking, and it gives your arms a rest. One
technique that I suggest to swimmers who want to keep swimming continuously without a
break is to leave a kickboard at the end of the pool, and when they get tired, grab the kickboard
and do a lap or two with it until they get their arm strength back, and then drop the kickboard
off at the end of the pool and swim again until they need the kickboard again. Many pools have
kickboards available to try out.

o Pull buoys
Like kickboards, pull buoys are flotation devices that come in a variety of shapes and sizes, but
unlike a kickboard, which gives the upper body a rest, pull buoys are placed between the legs to
keep the legs afloat without kicking so that you can work your upper body. Pull buoys are
excellent training devices for building upper-body strength, endurance, and cardio respiratory
fitness. They can also help you work on your form because you can swim slowly and
deliberately without sinking.

o Fins
Fins fit on your feet and add propulsion to your kicks (think of a duck's webfoot). They are great
training for your legs and will help you swim faster. They come in long fins for beginners who
want to work on their stroke and build up leg strength and ankle flexibility and short fins to help
you go faster without overworking your legs. Fins should fit snugly but not so tight that they cut
into your foot or cut off circulation. Wear socks with your fins if that feels more comfortable.
o Hand paddles
Hand paddles attach to your hands and add propulsion to your arm stroke because they move
more water. They can be a lot of work for the arms and shoulders because of the resistance in
the water, and for this reason, they are used in water aerobic classes to mimic the resistance
exercises that you do on land with dumbbells (for example, biceps curls). Hand paddles make a
water workout difficult, and so you should warm up in the water without them first, and then
build up slowly like you would with any resistance exercise workout so that you don't overwork
your arms and shoulder joints.

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 I. Marching type: Match column A with Column B. (10pts).
A B
1. Nikolas Wynmann a. German professor of languages
2. the first indoor swimming pool
3. the National Swimming Society was holding b. 1828
regular swimming competitions in six artificial
c. 1837
swimming pools, built around London.
4. the first man to swim the English Channel d. Captain Matthew Webb
(between England and France).
5. Germany e. 1882
6. France
f. 1890
7. Vienna
8. Hungary g. 1889
9. Australian Richmond Cavil introduced the front
crawl to the Western world. h. 1896
10. Federation International de Notation
i. 1902

II. Enumeration: Pool Safety and Hygiene (10 pts). Different equipments in swimming.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6.
7.
8.
9.
10.

GRADE 7

MODULE 2: Individual Sports (Swimming)

LESSON 2: Stretching exercises and Bubbling exercises

OBJECTIVES:

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 Stretching Exercises

Most students use a combination of controlled movement exercises and specific joint/muscle
stretching to improve performance potential. The proposed benefits of pre-training (or
competition) stretching activities include:
• Increased blood flow to the active muscles, heart-rate is increased during the warm-up
activity.
• Decreased "stiffness" due to increased stretch tolerance of the nerve receptors in the muscle.
This allows for a increased range of motion.

30 | P a g e
• Decrease in reflex inhibition of opposing muscles or muscle groups (once again -- this
improves range of motion).
• A combination of the above affects that may reduce the risk of muscle or joint injury when
more vigorous physical activity begins.

General Guidelines

Active warm-up exercises are most beneficial when performed prior to more specific
muscle/joint stretching exercises. Movements should always start in a slow and controlled
pattern, but may progress to more rapid and vigorous activities. Exercises are performed as a
series of repetitions; each exercise may last 30 seconds to several minutes. Rest between
exercises is usually kept to a minimum (only a few seconds). Alternating exercises that focus on
different body parts (i.e. an arm exercise followed by a leg exercise) will help to stimulate blood
flow and increase body temperature. After several minutes of warm-up exercises (the total time
will depend upon the individual and his/her capabilities) the athlete should progress to specific
stretching exercises and finally to the full sporting activity (i.e. swimming, running, etc.).

STRETCHING

UPPER TRAPEZIUS STRETCH

Gently grasp the side of the head with one hand and tilt the head in that direction – without
putting any pressure on the neck – then try to press the shoulder down.

LOWER BACK STRETCH

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Stand upright with feet close together about 1m from a wall. Place both hands against the wall
and -- keep the lower-back flat while gently pushing down the upper-back.

BRACHIAL PLEXUS STRETCH

Place one hand on a wall with fingers pointed down, the elbow is slightly flexed. Move the head
away from the wall and straighten the elbow until the stretch is felt down the arm.
This is a nerve stretch and should be very gentle.

LOWER BACK AND HAMSTRING STRETCH

Sit with legs extended and ankles dorsi-flexed

so the toes point up. Bend forward from the
waist and reach past the feet with both hands.
Note the difference in the curvature of the
spine between the two subjects. This reflects
the relative flexibility of the hamstring muscles
and the muscles of the lower-back.

TERES STRETCH

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Raise one arm to shoulder height and flex the arm across the body (hand past the opposite
shoulder). Grasp the elbow and gently pull the arm across the body.

SHOULDER EXTERNAL ROTATION

Stand with one-arm reaching across the back. Grasp

the elbow with the other hand and pull toward the
midline of the back.

SHOULDER INTERNAL ROTATION

Stand with one-arm reaching behind the back (elbow

pointing up). Reach back with the other hand and lock
your fingers together. Pull the bottom-hand up and pull
the top-hand down.

BACK EXTENSION

From a prone position push the trunk up with both

QUADRICEPTS STRETCH

From a standing position lift one foot up toward the

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TRICEPS STRETCH

Raise one arm and bend the

elbow (placing the palm of the
hand in the middle of the back).
Place the other hand on top of
the bent elbow and gently pull
toward the midline of the body.

LATISSIMUS STRETCH

Raise one arm and reach across with the other to grasp
around the elbow joint. Gently pull the extended arm
toward the midline of the body.

FAMILIARIZATION OF THE POOL

Students are to be oriented with the features, facilities and equipments of the area, of
which they will be conducting their swimming class. This also includes the swimming pool rules
and regulation of the said area.

BUBBLING
Knowing how to blow bubbles is the first step in teaching students different strokes in
swimming. But it's a scary step for many children and if you don't teach them correctly, you can
traumatize your students, scaring them away from learning different strokes in swimming.

34 | P a g e
Instructions

1. Get students into the water and let them splash around a little bit so they're
comfortable in the water. If they're not comfortable or are scared in the water, wait a
little longer before teaching them to blow bubbles.

2. Students hold their finger up in front of their face.

3. Make students blow onto their finger, as if they're blowing out a birthday candle or a
dandelion. Feel free to be as silly as students needs during this step.

4. Encourage students to put their mouth into the water and have them blow again. Laugh,
applaud, and point out the silly bubbles students are making.

5. Have students put their mouth and nose into the water and have them blow again, if
they're comfortable with this step.

6. Persuade students to put their entire face into the pool, if they're comfortable doing
this. Have them blow bubbles again. Once students has put their face into the pool,
encourage them to put their whole head under water and blow bubbles.

I. Practical Activity
- Proper stretching
- Bubbling

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 Rate the performance of the students whether it is, excellent, very good, good, need to
improve and fair.
(5) Excellent (4) Very (3) Good (2) Need to (1) Poor
good improve
1. Demonstrate the
proper stretching and
bubbling techniques
very well.

SCALE EQUIVALENT AND INTERPRETATION.

Scale Equivalent grade in percent (%) Interpretation

- You demonstrate an excellent
5 95%-100% performance.
- Congratulation; I’m very proud of
you.
- You did a very good performance
4 89%-94% although you committed minimal
errors. Try to work on it. Keep it up!
81%-88% - You did a good performance. Try to
3 exert more effort in getting a higher
next performance. Good luck.
75%-80% - Your grade though passing shows
2 that you did not exert so much effort.
Try to exert more effort in getting a
higher next performance. Good luck.
Below 75% - You got a failing grade in this activity.
1 I’m sure this is not what you are
aiming for. Please see me during our
consultation period.

GRADE 7

MODULE 2: Individual Sports (Swimming)

LESSON 3: Floating and gliding

Preparation for the swimming, ( 10min.s ) before and after class

36 | P a g e
 Warm-up exercise (5 mins.)

Review of the past lesson ( 2-5 mins. )

OBJECTIVES:

FLOATING
The ability to stay on or just below the water surface with certain parts of the body above the
water line is called floating.
There are two floating position which are commonly used in swimming (1) The prone float, (2)
The Supine float. We will discuss both these floating positions.

37 | P a g e
 It is a fact that females are better floaters than male because of their anatomical
characteristics. Children are also good floaters but once they grow older the body weight
increases and the bones become heavier reducing the ability to float.

1. The Prone Float

It resembles the lying down position on a
bed, flat on your stomach, with hands
and legs stretch and face placed
downwards. The only difference is that
when floating on water, the position of
the legs would be slightly lower than the
chest, head and hands. The body should
always be relaxed and not rigid.

2. The supine float or the Back Float

This is just the opposite of the prone float position though the feet remain slightly lower
than the rest of the body. This is a favorite floating position and a comfortable
recreational stroke with a little bit of sculling of the hands and legs.

II. Practical Activity

- Perform the different kinds of floating

RUBRIC ON PRACTICAL ACTIVITIES

Rate the performance of the students whether it is, excellent, very good, good, need to
improve and fair.
(5) (4) Very (3) Good (2) Need to (1) Poor
Excellent good improve
1. Perform the proper floating
(prone and supine).

SCALE EQUIVALENT AND INTERPRETATION.

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 Scale Equivalent grade in percent (%) Interpretation
- You demonstrate an excellent
5 95%-100% performance.
- Congratulation; I’m very proud of
you.
- You did a very good performance
4 89%-94% although you committed minimal
errors. Try to work on it. Keep it up!
81%-88% - You did a good performance. Try to
3 exert more effort in getting a higher
next performance. Good luck.
75%-80% - Your grade though passing shows
2 that you did not exert so much effort.
Try to exert more effort in getting a
higher next performance. Good luck.
Below 75% - You got a failing grade in this activity.
1 I’m sure this is not what you are
aiming for. Please see me during our
consultation period.

GLIDING
Description
Face in water, arms drop down and extend in front. Strong push into legs extended. Glide.
If able to demonstrate a good Push and Glide without floats, work on getting a strong push
from the wall, maintaining a streamline position and see how long they can hold the glide for

Teaching Points

 Long stretched body, face in the water

 Push hard from the wall
 Feet together
 No kicking Don't move on to having fewer floats until they demonstrate a good Push
and Glide at the level before

39 | P a g e
III.Practical Activity

- Gliding Activity

RUBRIC ON PRACTICAL ACTIVITIES

Rate the performance of the students whether it is, excellent, very good, good, need to
improve and fair.

(5) Excellent (4) Very (3) Good (2) Need to (1) Poor
good improve
1 Demonstrate the
proper gliding.

SCALE EQUIVALENT AND INTERPRETATION.

Scale Equivalent grade in percent (%) Interpretation

- You demonstrate an excellent
5 95%-100% performance.
- Congratulation; I’m very proud of
you.
- You did a very good performance
4 89%-94% although you committed minimal
errors. Try to work on it. Keep it up!
81%-88% - You did a good performance. Try to
3 exert more effort in getting a higher
next performance. Good luck.
75%-80% - Your grade though passing shows
2 that you did not exert so much effort.
Try to exert more effort in getting a
higher next performance. Good luck.
Below 75% - You got a failing grade in this activity.
1 I’m sure this is not what you are
aiming for. Please see me during our
consultation period.

40 | P a g e
 GRADE 7

MODULE 2: Individual Sports (Swimming)

LESSON 4: Free style ( prone gliding with arm movements & arm movements with breathing )

Preparation for the swimming, ( 10mins. ) before and after class

Warm-up exercise (5 mins.)

Review of the past lesson ( 2-5 mins. )

This topic is good for 2 session or classes

OBJECTIVES:

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Freestyle
This is the most popular stroke and the
easiest for beginners to learn. It is a simple
flutter kick and windmill arm motion, like
the backstroke, only on your belly. The
most difficult part is coordinating the
breathing since your face is in the water
most of the time.

The leg kick:

• It's a flutter kick where the legs kick in an alternating order.
• Bend the knees slightly.
• Relax the feet and ankles (they should be almost floppy).
• Emphasize the down-kick for propulsion.

The arm stroke:

• Move the arms in an alternating windmill motion.
• Pull each arm through the water with equal strength and arm reach to ensure
that you swim straight
• Pull arms underwater in an "S" pattern.
• Cup the hands but keep the wrist and hand relaxed during recovery.

The breathing:
• Raise one arm to begin the stroke. As the shoulder rises, turn the head to catch
a breath.
• Turn the head only enough to leave the water to breathe. Do not lift the head
because it will slow you down
• Take as many breaths as necessary and then exhale through the nose and
mouth when the head returns to the water.
• Repeat the head turn to the other side in coordination with the beginning of the
opposite arm stroke

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Practical activity I.

Perform the prone gliding with arm movements

Practical activity II.

Perform the arm movements with breathing

RUBRIC ON PRACTICAL ACTIVITIES

Rate the performance of the students whether it is, excellent, very good, good, need to
improve and fair.

Name: ____________________________

Marks

(5) Excellent (4) Very (3) Good (2) Need to (1) Poor
good improve
Objectives

Demonstrates  Almost never  Attempts to  Able to  Performs  Always

attempts to demonstrat somewhat the performs the
the proper demonstrate. e but does perform the freestyle freestyle stroke
freestyle not know proper stroke and breathing
swimming what the technique. properly, technique
proper breathing properly.
and breathing technique technique
technique is. could use
some
improveme
nt.

Demonstrates  Almost never  Attempts to  Able to  Always able  Always able to

attempts to demonstrat somewhat to use the use the
the proper demonstrate. e but does perform the backstroke backstroke
backstroke not know backstroke technique technique
technique what the technique. almost. properly.
proper
technique
is.

Demonstrates  Almost never  Rarely  Able to  Mostly able  Always able to

attempts to demonstrat somewhat to use the use the
the proper demonstrate. es the perform the kick/pull kick/pull
kick/pull proper kick/pull technique. technique.
technique technique. technique.

Total marks

43 | P a g e
 GRADE 7

MODULE 2: Individual Sports (Swimming)

LESSON 5: Backstroke ( reverse flatter kick with supine gliding and supine gliding with arm movements )

Preparation for the swimming, ( 10min.s ) before and after cless

Warm-up exercise (5 mins.)

Review of the past lesson ( 2-5 mins. )

This topic is good for 2 session or classes

OBJECTIVES:

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Backstroke
The backstroke is easier than the
butterfly or breaststroke and similar to
the crawl in that you use an alternate
windmill arm stroke and flutter kick.
Two keys to a proper backstroke are
that your arms move with equal
strength, otherwise you will swim off to
one side, and that your body rolls from
side to side so that your arms catch
enough water to propel you forward.

The leg kick:

• It's a flutter kick where
the legs kick in an alternating order.
• Bend the knees slightly.
• Relax the feet and ankles (they should be almost floppy).
• Emphasize the up-kick for propulsion.
The arm stroke:
• Move the arms in an alternating, windmill pattern as they rotate and pass your
face.
• Cup the hands, and the thumb leaves the water first.
• Move the hands in an "S" pattern when they are pushing the water
The breathing:
• Keep your head back and eyes toward the ceiling.
You can find your own breathing pattern with the backstroke because the breathing is less
coordinated with the arms and kick than other strokes since your head should always be out of
the water.

Practical activity I.

Perform the reverse flatter kick with supine gliding

Practical activity II.

Perform the supine gliding with arm movements

45 | P a g e
 RUBRIC ON PRACTICAL ACTIVITIES
Rate the performance of the students whether it is, excellent, very good, good, need to
improve and fair.

Name: ____________________________

Marks

(5) Excellent (4) Very (3) Good (2) Need to (1) Poor
good improve
Objectives

Demonstrates  Almost never  Attempts to  Able to  Performs  Always

attempts to demonstrat somewhat the performs the
the proper demonstrate. e but does perform the freestyle freestyle stroke
freestyle not know proper stroke and breathing
swimming what the technique. properly, technique
proper breathing properly.
and breathing technique technique
technique is. could use
some
improveme
nt.

Demonstrates  Almost never  Attempts to  Able to  Always able  Always able to

attempts to demonstrat somewhat to use the use the
the proper demonstrate. e but does perform the backstroke backstroke
backstroke not know backstroke technique technique
technique what the technique. almost. properly.
proper
technique
is.

Demonstrates  Almost never  Rarely  Able to  Mostly able  Always able to

attempts to demonstrat somewhat to use the use the
the proper demonstrate. es the perform the kick/pull kick/pull
kick/pull proper kick/pull technique. technique.
technique technique. technique.

Total marks

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