Health Optimizing

Physical Education 1
The Healthiest and Fittest ME
 HEALTH IS WEALTH

The saying “Health is Wealth” means that health is

the biggest wealth anybody can have. Anything
can be achieved if we have good health. It is not
enough to have money alone we can make good
use of wealth only if we have good health.
QUESTIONS:
1. Are you free from illness?
2. Do you engage to physical activities or sports?
3. Do you have extra energy after doing physical
activities or sports?
 Agility Coordination Cardiovascular Muscular Endurance
Muscular Strength Power Reaction Time

WELCOME TO THE LAND OF THE PHYSICALLY FIT PEOPLE

HEALTH-RELATED FITNESS SKILL-RELATED FITNESS
Cardiovascular Agility
Muscular Strength Speed
Coordination
Flexibility
Power
Muscular Endurance
Balance
Body Composition
Reaction Time

TREK TO PHYSICAL FITNESS

 PHYSICAL FITNESS
is a combination of health fitness and body fitness.

 Health Fitness
refers to your body’s ability to fight off diseases.
 Body Fitness
refers to the ability to do strenuous physical or
sports activities without getting tired easily.
Health Related Fitness (HRF)
 This is primarily associated with disease prevention
and functional health. Participating in regular health-
related fitness helps you control your weight,
prevents diseases and illness, improves mood,
boosts energy and promotes better sleep.
HEALTH RELATED FITNESS COMPONENTS
 Body Composition – the combination of all the
tissues that make up the body such as bones,
muscles, organs and body fat.
 Cardiovascular Endurance – the ability of the
heart, lungs, blood vessels, and blood to work
efficiently and to supply the body with oxygen.
HEALTH RELATED FITNESS COMPONENTS
 Flexibility – the ability to use your joints fully
through a wide range of motion.
 Muscular Endurance – the ability to use muscles
for a long period of time without tiring.
 Muscular Strength – the ability of the muscles to
lift a heavy weight or exert a lot of force one time.
SKILLS RELATED FITNESS COMPONENTS
 Agility – the ability to change body positions
quickly and keep the body under control when
moving.
 Balance – the ability to keep the body in a steady
position while standing and moving.
 Coordination – the ability of the body parts to
work together when you perform an activity.
SKILLS RELATED FITNESS COMPONENTS
 Power – the ability to combine strength with
speed while moving.
 Reaction Time – the ability to move quickly once
a signal to start moving is received.
 Speed – the ability to move all or a part of the
body quickly.
 PHYSICAL ACTIVITY AND EXERCISE
 Physical Activity - Activities done by the skeletal
muscles that utilize energy.
FOUR (4) DOMAINS OF PHYSICAL ACTIVITIES

1. Occupational
2. Domestic
3. Transportation
4. Leisure Time
FOUR (4) DOMAINS OF PHYSICAL ACTIVITIES
• Occupational – These are the activities you do at
your work place. Lifting computers and books, going
your friend’s desk or preparing lunch at the pantry.
• Domestic – These are the activities you do at home.
Washing clothes and dishes, gardening, carpentry,
baking or cleaning the house.
FOUR (4) DOMAINS OF PHYSICAL ACTIVITIES
• Transportation – These are the activities that
involves travelling. Riding a jeepney, tricycle,
motorcycle, or bikes.
• Leisure Time – These are the activities you do during
recreational activities. Playing, swimming, hiking or
craft making.
Exercise - is the “planned, structured, repetitive
bodily movements that someone engages in for
the purpose of improving or maintaining physical
fitness or health. (Buckworth and Dishman)
THREE (3) KINDS OF EXERCISE

1. Aerobic
2. Muscle-Strengthening Activity
3. Bone-Strengthening Activity
THREE (3) KINDS OF EXERCISE
• Aerobic - aerobic activities, also called
endurance activities, are physical activities in
which people move their large muscles in a
rhythmic manner for a sustained period.
THREE (3) KINDS OF EXERCISE
• Muscle-Strengthening Activity - This kind of
activity, which includes resistance training and
lifting weights, causes the body’s muscles to
work or hold against an applied force or weight.
THREE (3) KINDS OF EXERCISE
• Bone-Strengthening Activity - This kind of
activity (sometimes called weight-bearing or
weight-loading activity) produces a force on the
bones that promotes bone growth and strength.
Barriers That Hinder Us To Do Physical Activities
1. Lack of time
2. Social Support
3. Lack of Energy
4. Lack of Motivation
5. Fear of Injury
6. Lack of Skill
7. High Costs and Lack of Facilities
8. Weather Conditions
EATING HABITS
The term eating habits (or food habits) refers to why
and how people eat, which foods they eat, and with
whom they eat, as well as the ways people obtain,
store, use, and discard food. Individual, social, cultural,
religious, economic, environmental, and political
factors all influence people's eating habits.
 INFLUENCES ON FOOD CHOICES
There are many factors that determine what foods a person eats.
• Individual Preferences
• Cultural Influences
• Social Influences
• Religious Influences
• Economic Influences
• Environmental Influences
• Political Influences
INFLUENCES ON FOOD CHOICES
• Individual Preferences. Every individual has unique likes
and dislikes concerning foods. These preferences develop
over time, and are influenced by personal experiences such
as encouragement to eat, exposure to a food, family
customs and rituals, advertising, and personal values.
• Cultural Influences. A cultural group provides guidelines
regarding acceptable foods, food combinations, eating
patterns, and eating behaviors. Compliance with these
guidelines creates a sense of identity and belonging for the
individual.
INFLUENCES ON FOOD CHOICES
• Social Influences. Members of a social group depend on
each other, share a common culture, and influence each
other's behaviors and values. A person's membership in
particular peer, work, or community groups impacts food
behaviors.
• Religious Influences. Religious proscriptions range from a
few to many, from relaxed to highly restrictive. This will
affect a follower's food choices and behaviors.
INFLUENCES ON FOOD CHOICES
• Economic Influences. Money, values, and consumer skills
all affect what a person purchases. The price of a food,
however, is not an indicator of its nutritional value. Cost is
a complex combination of a food's availability, status, and
demand.
• Environmental Influences. The influence of the
environment on food habits derives from a composite of
ecological and social factors. Foods that are commonly and
easily grown within a specific region frequently become a
part of the local cuisine.
INFLUENCES ON FOOD CHOICES
• Political Influences. Political factors also influence food
availability and trends. Food laws and trade agreements
affect what is available within and across countries, and
also affect food prices. Food labeling laws determine what
consumers know about the food they purchase.
IMPROVING YOUR EATING HABITS
• REFLECT
on all of your specific eating habits, both bad and good;
and, your common triggers for unhealthy eating.
• REPLACE
your unhealthy eating habits with healthier ones.
• REINFORCE
your new, healthier eating habits.
HOW TO GET YOUR BODY MASS INDEX (BMI)
Body Mass Index (BMI)
Formula for Computing Body Mass Index
Weight (in kilogram)
Height (in meters)2

Example: 30 = 30 = 20.83 (Normal)

(1.20)2 1.44
 Classification
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – Above Obese
 Zipper Test
Purpose: To test the flexibility of the shoulder girdle
Equipment: Ruler
Procedure:
 For the Tester
1. Stand erect.
2. Raise your right arm, bend your elbow, and reach your back as far as possible, to test
the right shoulder; extend your left arm down and behind your back, bend your elbow
up across your back, and try to reach/across your fingers over those of your right hand
as if to pull a zipper or scratch between the shoulder blades.
3. To test the left shoulder, repeat the procedures a and b with left hand over the
shoulder.
 For the Partner
1. Observe whether the finger touched or overlapped each other, if not, measure the
gap between the middle fingers of both hands.
2. Record distance in centimeter
 SCORING TABLE
Scoring – record zipper test to the nearest 0.1 centimeter
Score Standard Interpretation
5 Fingers overlapped by 6 cm. and above Excellent
4 Fingers overlapped by 4 – 5.9 cm Very good
3 Finger overlapped by 2- 3.9 Good
2 Fingers overlapped by 0.1 – 1.9 cm Fair
1 Just touched the fingers Needs Improvement
0 Gap of 0.1 or wider Poor
 3-Minute Step Test
Purpose: To measure cardiovascular endurance
Equipment: Stopwatch, 12”height step
Procedure:
 For the Tester
1. Stand at least one foot away from the step or bench with trunk erect and eyes looking
straight ahead.
2. The first step of the sequence should be alternate. At the signal “GO”, step up and
down the step/bench for 3 minutes at a rate of 96 beats per minute. One step consists
or 4 beats – up with the left foot (ct.1), up with the right foot (ct. 2), down with the
left foot (ct. 3), down with the right foot (ct. 4) for the first sequence. Then up with the
right foot (ct. 1), up with the left foot (ct. 2), then down with the right foot (ct. 3),
down with the left foot (ct. 4) for the second sequence. Observe proper breathing
(inhale through the nose, exhale through the mouth).
3. Immediately after the exercise, stand and locate your pulse and in five (5) seconds, or at
a signal, start to get the heart rate.
4. Don’t talk while taking the pulse rate.
5. Count the pulse beat for 10 seconds and multiply it by 6.
 For the Partner
1. As the student assumes the position in front of the step, signal, “Ready” and “Go”,
start the stopwatch for the 3-minute step test.
2. After the test, allow performer to locate his/her pulse in 5 seconds.
3. Give the signal to count the pulse beat.
4. Let the performer count his/her pulse beat for 10 seconds and multiple it by 6.
 Push Ups
Purpose: To measure strength of the upper extremities
Equipment: Exercise mats or any clean mat
Procedure:
 For the Tester
1. Lie down on the mat; face down in standard push-up position: palms on the mat
about shoulder width, fingers pointing forward, and legs straight, parallel, and slightly
apart, with the toes supporting the feet.
2. FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower the
arms until there is a 90-degree at the elbows (upper arms are parallel to the floor).
FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping the
back straight, then lowers the arms until there is a 90-degree angle at the elbows
(upper arms are parallel to the floor).
3. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per
minute. (2 seconds going down and 1 sec going up).
4. A maximum of 5o push-ups for boys and 25 push-ups for girls.
 For the Partner
1. As the tester assumes the position of push-ups, start counting as the tester lower
his/her body until he/she reaches 90-degree at the elbow. The partner should stand in
front of the tester and his/her eyes should be close to elbow level to accurately judge
the 90-degree bend.
2. Make sure that the performer executes the push-ups in the correct form.
3. The test is terminated when the performer can no longer execute the push-ups in the
correct form, is in pain, voluntarily stops, or cadence is broken.
 SCORING TABLE
Scoring – record the number of push-ups made.
Score Standard Interpretation
5 33 and above Excellent
4 25-32 Very good
3 17-24 Good
2 9-16 Fair
1 1-8 Needs Improvement
0 Cannot Execute Poor
 40-Meter Sprint
Purpose: To measure running speed
Equipment: Stopwatch
Procedure:
 For the Tester
1. At the signal “Ready”, stand behind the take-off line, the tips of the shoes should not
go beyond the line and assumes a crouch position.
2. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both hands
on the starting line.
3. At the signal “GO”, run to the finish line as fast as you can.
 For the Partner
1. Set the stopwatch to zero (0) point.
2. At the signal “GO”, start the watch and stop it as the performer crossed the finish line.
3. Record time in the nearest 0:00:01 second
 SCORING TABLE
Scoring – record the time in nearest minutes and seconds.
Standard Norms in Seconds
Category Boys Girls
Ages 15-16 17 and above 15-16 17 and above
Excellent <4.5 sec. <4.0 sec. <5.4 sec. <4.5 sec.
Very Good 4.6 – 5.4 sec. 4.1 – 5.4 sec. 5.6 – 6.1 sec. 4,6 – 5.9 sec.
Good 5.5 – 7.0 sec. 5.5 – 6.5 sec. 6.2 – 7.2 sec. 6.0 – 7.0 sec.
Fair 7.1 – 8.1 sec. 6.6 – 7.5 sec. 7.3 – 8.5 sec. 7.1 – 8. 1 sec.
Needs >8.2 sec. >7.6 sec. >8.6 sec. >8.2 sec.
Improvement
 Standing Long Jump
Purpose: To measure the explosive strength and power of the leg muscles.
Equipment: Tape measure/meter stick / any measuring device
Procedure:
 For the Tester
1. Stand behind the take-off line with feet parallel to each other, the tips of the shoes
should not go beyond the line.
2. Bend knees and swing arms backward once, then swing arms forward as you jump
landing on both feet. Try to jump as far as you can.
3. Do not control the momentum of the jump (continuously move forward).
4. Must land on both feet.
5. Perform the test twice in succession.
 For the Partner
1. Place zero (0) point of the tape measure and the take-off line.
2. After the jump, spot the mark where the back of the heel or either feet of the tester
has landed nearest to the take line.
3. Record the distance of the two trials.

SCORING TABLE
Score Standard Interpretation
5 201 cm and above Excellent
4 151 cm – 200 cm Very good
3 126 cm-150 cm Good
2 101 cm – 125 cm Fair
1 55 cm – 100 cm Needs Improvement
 Hexagon Agility Test
Purpose: To measure the ability of the body to move in different directions 15 quickly.
Equipment: Stopwatch, Chalk or masking tape
Procedure:
 For the Tester
1. Stand both feet together inside the hexagon facing the marked side.
2. At the signal “GO”, using the ball of the feet with arms bent in front, jump clockwise
over the line, then back over the same line inside the hexagon. Continue the pattern
with all the sides of the hexagon.
3. Rest for one (1) minute d. Repeat the test counterclockwise
 For the Partner
1. Start the time at the signal go and stop once the performer reached the side before
the side where he/she started.
2. Record the time of each revolution.
3. Restart the test if the performer jumps on the wrong side or steps on the line.
 SCORING TABLE
Scoring – Add the time of the two revolutions and divide by 2 to get the average. Record the
time in the nearest minutes and seconds.

Score Standard Interpretation

5 5 seconds and below Excellent
4 6-10 second Very good
3 11-15 seconds Good
2 16-20 seconds Fair
1 21-25 seconds Needs Improvement
0 Over 25 seconds Poor
 Stork Balance Stand Test
Purpose: To asses one’s ability to maintain equilibrium.
Equipment: Stopwatch
Procedure:
 For the Tester
1. Remove the shoes and place hand on the hips.
2. Position the right foot on the side of the knee of the left foot.
3. Raise the hell to balance on the ball of the foot.
4. Do the same procedure with the opposite foot.
 For the Partner
1. Start the time as the hell of the performer is raised off the floor.
2. Stop the time if any of the following occurs: The hand/s come off the hips; The
supporting foot swivels or moves (hops) in any direction; The non-supporting foot
loses contact with the knee; The heel of the supporting foot touches the floor.
3. There shall be three (3) trials
 SCORING TABLE
Scoring – Record the time taken on both feet in nearest seconds and divide the score to two (2)
to get the average percentage score.
Score / Ages 15-16 17 and above Interpretation
5 121-150 sec. 161-180 sec. Excellent
4 91-120 sec 121-160 sec Very Good
3 61-90 sec 81-120 sec Good
2 31-60 sec 41-80 sec Fair
1 1-20 sec 1-40 sec Needs Improvement