Physical Education and Health

body composition

body’s relative amount of fat to fat-free mass

formula for Body Mass Index (BMI)

weight (kg) / height (m)²

1. underweight

2. normal

3. overweight

4. obese

classifications of bmi

below 18.5

underweight

18.5 - 24.9

normal

25.0 - 29.9

overweight

30.0 and above

obese

weight

heaviness or lightness of a person

weighing or bathroom scale

equipment for weight

1. light clothing

2. evenly distributed; center

For the Tester - weight

1. Wear _____ before weighing

2. on bare feet, stand erect and still with weight _____ on the _____ of the scale

1. zero point

2. score; kilograms

For the Partner - Weight

1. before the start of weighing, adjust the scale to ____

2. record the _____ in _____

nearest 0.5 kilograms

scoring for weight

height

distance between the feet on the floor to the top of the head in standing position

1. tape measure laid flat to a concrete wall where zero point starts on the floor

2. L-square

3. even and firm floor and flat wall

equipment for height

heels, buttocks, shoulder

For the Tester - Height

1. stand erect on bare feet with ___, ____, and _____ pressed against the wall where the tape measure is attached

1. L-square; straight and parallel

2. meters

For the Partner - Height

1. place the _____ against the wall with the base at the top of the head of the person being tested. Make sure that the L-square when placed on the head of the student, is _____ and _____to the floor

2. record the score in ____

record standing heigh to the nearest 0.1 centimeter

• 1 meter = 100 centimeter

scoring for height

flexibility

ability of the joints and muscles to move through its full range of motion

zipper test

to test the flexibility of the shoulder girdle

ruler

equipment for zipper test

1. erect

2. right arm; zipper; shoulder blades

3. over

For the Tester - zipper test

1. stand _____

2. raise your ____, bend your elbow, and reach down across 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/cross your fingers over those of your right hand as if to pull a ____ or scratch between the _____

3. to test the left shoulder, repeat procedures a and b with the left hand ____ the left shoulder

1. overlapped; middle fingers

2. distance; centimeters

For the Partner - zipper test

1. observe whether the fingers touched or _____ each other, if not, measure the gap between the _____ of both hands

2. record the ____ in _____

record to the nearest 0.1 centimeter

scoring for zipper test

6; excellent

fingers overlapped ___ cm and above

4; very good

fingers overlapped by ___ cm to 5.9 cm

3.9; good

fingers overlapped by 2 to ____ cm

0.1; fair

fingers overlapped by ___ cm to 1.9 cm

needs improvement

just touched the fingers

poor

gap of 0.1 or wider

sit and reach

to test the flexibility of the lower extremities (particularly the trunk)

tape measure or meter stick

equipment for sit and reach

1. 12 inches apart

2. thumbs; elbows

3. middle fingers; sliding

4. jerking

5. twice

For the Tester - sit and reach

1. sit on the floor with back, head, and shoulders flat on the wall. feet are ______.

2. interlock _____ and position the tip of the fingers on the floor without bending the _____

3. after the partner has positioned the zero point of the tape measure/meter stick (at the top of the _____), the tester starts the test by _____ the hands slowly forward without jerking, trying to reach the farthest distance possible without bending the knees

4. bouncing or ____ movement is not allowed

5. do it ____

1. zero point

2. knees

3. centimeters

For the Partner - sit and reach

1. as the tester assumes the (2) position, position the ____of the tape measure at the tip of the middle fingers of the tester

2. see to it that the ____ are not bent as the performer slides the farthest distance that he could

3. record the farthest distance reached in _____

61; excellent

___cm and above

60.9; very good

46 to ____ cm

31; good

____ to 45.9 cm

16; fair

____ to 30.9 cm

15.9; needs improvement

0 to____ cm

cardiovascular endurance

ability of the heart, lungs, and blood vessels to deliver oxygen to working muscles and tissues, as well as the ability of those muscles and tissues to utilize oxygen

endurance

may refer to the ability of the muscle to do repeated work without fatigue

3-Minute Step Test

to measure cardiovascular endurance

1. step

2. stopwatch

3. drum, clapper, clicker, metronome with speaker or any similar device

equipment for step test

8 inches

elementary height of step

12 inches

secondary height of step

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 signa; “Go” step up and down the step/bench for 3 minutes at a rate of 96 beats per minute. One step consists of 4 beats - up with the left foot, up with the right foot, down with the left foot, down with the right foot for the first sequence. Then up with the right foot, up with the left foot, down with the right foot, down with the left foot for the second sequence. Observe proper breathing (inhale - nose, exhale - mouth)

3. immediately after the exercise, stand and locate your pulse and in 5 seconds, or at a signal, start to get the heart rate

4. don’t talk while taking the pulse beat

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 multiply it by 6

procedure for 3 minute step test

record the 60-second heart rate after the activity

scoring for 3 minute step test

strength

ability of the muscle to generate force against physical objects

push-up

to measure strength of upper extremities

exercise mats or any clean mat

equipment for push-up

1. shoulder width; parallel

2. straight

3. in contact

4. 20

5. 50; 25

For the Tester - Push-up

1. lie down on the mat; face down in standard push-up position: palms on the mat about _____, fingers pointing forward, and legs straight, _____, and slightly apart, with toes supporting the feet

2. FOR BOYS: Straighten the arms, keeping the back and knees _____, then lower the arms until there is a 90-degree angle at the elbows

3. FOR GIRLS: With knees ______ with the floor, straighten the arms, keeping the back straight, then lower the arms until there is a 90-degree angle at the elbows

4. perform as many repetitions as possible, maintaining a cadence of _____ push-ups per minute (2 seconds going down and 1 second going up

5. a maximum of ____ push-ups for the boys and ____ push-ups for the girls

1. counting

2. correct

3. terminated

For the Partner - Push-up

1. as the tester assumes the position of push-up, start ____ as the tester lowers his/her body until he/she reaches 90-degree angle at the elbow. The partner should stand in front of the tester and his/her eyes should be close to the elbow to accurately judge the 90 degrees bend

2. make sure that the performer executes the push-ups in the ____ form

3. the test is _____ when the performer can no longer execute the push-ups in the correct form, is in pain, voluntarily stops, or cadence is broken

push up - boys elementary

push up - boys secondary

push up - girls elementary

push up - girls secondary

basic plank

to measure strength/stability of the core muscles

• exercise mats/any clean mat

• stopwatch/time piece

equipment for basic plank

1. push-up; aligned

2. legs

3. back; straight

4. abdominals

For the Tester - Plank

1. assume a _____ position. Rest body on forearms with palms and finger flat on the floor. Elbows are ____with the shoulders

2. ____ are straight with ankles, knees, and thighs touching together

3. support weight on forearms and toes; make sure that your ____ is flat. Head, neck and spine are in ____ line

4. Keep ____ engaged/contracted; do not let stomach drop or allow hips to rise

1. mat/smooth

2. start/go

3. head, neck, spine, ankles

4. 2

5. 90; unnecessary

For the Partner - Plank

1. ensure the availability of a _____ flooring or anything that can protect the forearms

2. give the signal ____ and start the time piece

3. make sure that the back of the ___, ____, ____, and ____are in a straight line

4. give___ warnings

5. stop the time when the performer can no longer hold the required position, or, when the performer has held the position for at least 90 seconds. Holding the plank position beyond ____ seconds is considered ____

scoring for basic plank

1. shoulder-width

2. 2; hamstring

3. 1

4. fatigued

For the Tester - Squats

1. stand, feet _____ apart

2. squat down (__ seconds) and make your ____ parallel to the ground

3. immediately stand back up (__ second)

4. repeat this until you are ____

5. record the number of squats completed

1. repetitions

2. parallel

3. toes; knees

4. flat

For the Partner - Squats

1. count the number of _____

2. make sure that the hamstrings are _____ to the ground when going down

3. make sure that the direction of the _____ is similar to the direction of the _____ when lowering the body

4. make sure that the feet are planted ____ on the floor during the entire squat execution

scoring for squat

1. Frequency

2. Intensity

3. Type

4. Time

FITT Principle

frequency

basic configuration of training and resting days

intensity

intensity of the exercise based on physiological indicators

type

type of exercise, could be bone and muscle strengthening (resistance training) or Aerobic training

time

duration of training and intervals based on training-to-rest ratio

1. Specificity

2. Progressive Overload

3. Reversibility

4. Rest & Recovery

5. Variability

6. Individualization

7. Adaptation

SPORRVIA Training Principle

specificity

specific training targets a specific goal

progressive overload

gradual increase in training intensity should be implemented for continuous improvement

reversibility

acquired level of fitness can regress if training stops

rest & recovery

there should be an allowance body to recover or repair itslef

variability

patterns of routine and types of exercise must be altered to maintain an individual’s enjoyment and motivation

individualization

people are different in terms of their fitness level and fitness needs

[HRR X (% Effort) +RHR]

• % Effort = % of MHR

• RHR = Resting Heart Rate

• MHR = 220BPM - AGE

• HRR = Heart Rate Reserve = MHR - RHR

formula for Target Training Heart Rate (TTHR)

50%

zone 0: lower your heart rate from ____ the better

100%

zone 5: the closer you are to ___ of your MHR the better

middle

zone 1-4: the closer you are to the ___ of the given ranges the better

energy systems overview

functional fitness

health related fitness

athletic ability

skill related fitness

circuit training

type of training that alternates the use of muscle groups in short bursts or intensity

stress

body’s response to changing stimuli or stressors

stressors

challenges/demands

eustress

• positive reaction

• energizes and motivates us to make a change

distress

stress that negatively affects you

acute stress

• results from body’s reaction to a new or challenging situation

• short term

• ex.: approaching deadline, narrowly avoid being hit by a car, ride on a roller coaster

episodic acute stress

• acute stress that happens on a frequent basis

• causes: repeatedly tight work deadlines, frequent high-stress situations

chronic stress

• result of stressors that continue for a long-period of time

• feels never-ending

• difficulty to improve or change the situation that causes this

• adrenaline

• cortisol

both chemicals suppress non-essential body functions for surviving, everything needed for fight-or-flight

adrenaline

acute effect

cortisol

prolonged systemic effect

dopamine

• movement, motivation, reward

• reinforcer of action

endorphins

• feel good chemical

• natural painkiller

oxytocin

love or bonding hormone

serotonin

regulating chemical

1. warm up

2. stretching

3. physical activity/training/exercise

4. cooldown

5. stretching

best progression before engaging in physical activities

hyperthermia

abnormally high body temperature

hypothermia

abnormally low body temperature