CAVITE STATE UNIVERSITY – Main Campus

COLLEGE OF SPORTS, PHYSICAL EDUCATION AND

RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE| 1

 Week 1
Orientation & Discussion:
- Rules and regulation of the school and class.
- Policy of the instructor.
- Other matter to be discuss by the instructor.

 Week 2
Introduction to Movement Enhancement

Overview of Physical Education

For about a century, many people have been confused about the term physical
education, and are not exactly sure about the term and what physical education teachers do.
Even college students, who have chosen physical education as their major field shared this
confusion. Despite this confusion, physical education has been accepted as part of the
curriculum in all schools. What is important is that physical education is one subject that is well
–taught and well-accepted. Within the past decades, dramatic changes have occurred in the
field of physical education and sport. Contemporary physical education and sport has expanded
to include persons of all ages and abilities. Involvement in carefully designed programs can
enhance the health and quality of life of the participant.

The Legality of Physical Education

Article 1, International Charter of Physical Education and Sports, UNESCO, Paris, 1978 and
Recommendation 1, International Disciplinary Regional Meeting of Experts on Physical
Education, UNESCO, Brisbane, 1982 –
“The practice of physical education and sport is a fundamental right of all…”
“And this right should not be treated as different in principle from the right to adequate food,
shelter, and medical care.”

Article XIV, Section 19, 1986 Constitution of the Republic of the Philippines –
“The state shall promote physical education and encourage sports programs, league
competitions and amateur sports including training for international competition to foster self-
discipline, teamwork, and excellence for the development of a healthy and alert citizenry.”
“All educational institutions shall undertake regular sports activities throughout the country and
in cooperation with athletic clubs and other sectors.”

The Definition of Physical Education

Many definitions of physical education have been given by authors and scholars in the field.
1. With new understanding of the nature of human beings in which wholeness of the
individual is the outstanding fact, physical education becomes according to Jesse Feiring
Williams (1977) “education through the physical”.

Department of Service Physical Education

CAVITE STATE UNIVERSITY – Main Campus
COLLEGE OF SPORTS, PHYSICAL EDUCATION AND
RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE| 2

2. Stressing the total educational experience, John E. Nixon and Ann E. Jewett, as restated
by William Freeman (1977) defined physical education as “that phase of total process
of education which is concerned with the development and utilization of the
individual’s movement potential and related responses, and with the stable
behavior modifications in the individual which results from these responses”.
3. According to Robert P. Pangrazi (1998), “physical education is that phase of general
educational program that contributes to the total growth and development of each
child through movement experiences”.
4. Deborah Wuest and Charles Bucher (1999) defined physical education as “an
educational process that uses physical activity as a means to help individuals
acquire skills, fitness, knowledge, and attitudes that contribute to their optimal
development and well-being”

Objectives of Physical Education

The objectives of physical education pertain to all educational levels, although there could
be delineation of goals for each level:
1. Physical Fitness Development Objective. The development of the various organic
system of the body is necessary for an individual to have the ability to sustain adaptive
efforts, to recover and to resist fatigue
2. Motor Skill Development Objective. This objective is concerned with developing
body awareness, making purposeful physical movement with a little expenditure of
energy as possible, and being proficient, graceful, and aesthetic in this movement.
3. Cognitive Development Objectives. The cognitive development objective involves
the accumulation of knowledge and the ability to think and interpret this knowledge.
4. Social-Emotional-Affective Development Objective. This is concerned with
assisting an individual in making personal and group adjustments as well as
adjustments as a member of society.

PHYSICAL FITNESS
 Fitness
 The ability to carry out daily tasks efficiently with enough physical capacity to
cope with the physical needs of life.
 States that it is the ability to carry out daily tasks efficiently with enough energy
left over to enjoy leisure time pursuits and to meet unforeseen emergencies.
 Physical Fitness
 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.
 Physical fitness at any age depends upon eating the correct foods, having
sufficient rest, taking adequate daily exercise, and maintaining a strong mental
attitude.
 Aspects of Fitness

Department of Service Physical Education

CAVITE STATE UNIVERSITY – Main Campus
COLLEGE OF SPORTS, PHYSICAL EDUCATION AND
RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE| 3

1. Physical fitness - refers to the ability of an individual to perform his daily tasks
efficiently without undue fatigue and has some extra “reserves” in case of
emergency.
2. Social fitness – is the ability to mingle with different types of people and interest
and concern for others.
3. Emotional fitness – refers to the ability of an individual to control his emotions or
feelings.
4. Mental fitness – is the ability to cope with common problems of everyday living.
 Total fitness. It refers to the fitness of the whole person including physical, mental,
social and emotional fitness
 Components of Physical fitness
Here follows the ten components of physical fitness and its respective indicators;
 Health-Related Fitness Components
1. Cardio respiratory Endurance – the ability of the lungs and heart to take in and
transport adequate amounts of oxygen to the working muscles.
2. Muscular Endurance – the ability of the muscles to apply a sub maximal force
repeatedly or to sustain a muscular contraction for a certain period of time.
3. Muscular strength – the maximal one effort force that ca be exerted against a
resistance.
4. Flexibility - the functional capacity of a joint to move through a full range of motion.
5. Body Composition – the ratio of lean body tissue (muscle and bone) to body fat
tissue.
 Skill-Related Fitness Components
1. Agility - quickness of movement
2. Speed - the ability of the individual to make a successive movement of the same
kind in the shortest time
3. Balance – the state of equilibrium.
4. Power – refers to muscular power which is the ability to release maximum force in
the shortest period of time; the ability of the muscle to exert effort.
5. Reaction Time – the amount of time it takes to start a movement once your senses
signal the need to move.
6. Coordination – the ability to use the senses together with body parts in performing
tasks smoothly and accurately.

 Week 3 – 5
Assessing Physical Health & Fitness
 Assessing student health through PAR-Q.
- See the attached form of PAR-Q.
 Assessing student physical fitness.

PHYSICAL FITNESS TEST

 Physical fitness testing

Department of Service Physical Education

CAVITE STATE UNIVERSITY – Main Campus
COLLEGE OF SPORTS, PHYSICAL EDUCATION AND
RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE| 4

 Provides information on the status of your overall physical fitness.
 Serves as basis in determining what P.E activities you need to perform in order
to improve a particular component of physical fitness.
 For school administrators, results of physical fitness test may also be used as a
basis in evaluating the activities of the PE program.

Safety Guidelines that must be considered before and during the conduct of PFT:
1. Take into consideration the medical condition.
2. Condition your body before the test.
3. Do not perform strenuous activities.
4. Check your pulse rate before the test.
5. Wear proper attire.
6. If at any point during the test, you will feel dizzy or unwell; do not hesitate
to inform you’re professor.
7. Do not do the physical fitness test unsupervised.
 The following physical fitness test are monitored and provided by your instructor,
also the procedure and norms of your performance. Not all the provided physical
fitness tests will be performed this semester due to the limitation of the space
and provided equipment in some reason that not everyone can access and
performed outside due to the pandemic.
 For other informations see the attached paper related to this topic.

 Week 6 - 8
Discussion of the subject content
 Healthy Eating Habits
EATING DISORDER AND FOUR TYPES OF EATING

Eating disorders are a range of psychological conditions that cause unhealthy eating
habits to develop. They might start with an obsession with food, body weight, or body shape.

In severe cases, eating disorders can cause serious health consequences and may
even result in death if left untreated.

Those with eating disorders can have a variety of symptoms. However, most include the
severe restriction of food, food binges, or purging behaviors like vomiting or over-exercising.

Why there is Eating Disorders

1. Genetic. Some genes identified in the contribution to eating disorders have been shown
to be associated with specific personality traits. They are believed to be highly heritable
and often exist prior to the onset of the eating disorder. These traits are: Obsessive
thinking, Perfectionistic tendencies, Sensitivity to reward and punishment, Emotional
instability, Hypersensitivity, Impulsivity, Strictness.

Department of Service Physical Education

CAVITE STATE UNIVERSITY – Main Campus
COLLEGE OF SPORTS, PHYSICAL EDUCATION AND
RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE| 5

2. Biochemical. Individuals with eating disorders may have abnormal levels of certain
chemicals that regulate such processes as appetite, mood, sleep and stress. For
instance, both people with bulimia and anorexia have higher levels of the stress
hormone cortisol. Some research also suggests that individuals with anorexia have too
much serotonin, which keeps them in a constant state of stress.
3. Psychological. Various psychological factors can contribute to eating disorders. In fact,
eating disorders are common in individuals who struggle with clinical depression, anxiety
disorders and obsessive-compulsive disorder. Other factors include: (1) Low self-
esteem; (2) Feelings of hopelessness and inadequacy; (3) Trouble coping with emotions
or expressing your emotions; (4) Perfectionism; and (5) Impulsivity.
4. Cultural. Dieting, body dissatisfaction and wanting to be thin are all factors that increase
the risk for an eating disorder. Unfortunately, our society encourages all three. You can’t
walk by a cash register without seeing a magazine that encourages rapid weight loss,
calorie counting or feeling guilty after a meal. Here are some aspects of our culture that
contribute to eating disorders: (1) An over-emphasis on appearance, at the expense of
more meaningful attributes; (2) Societal beauty standards that promote an unrealistically
thin body shape; (3) Associating thinness with positive qualities like attractiveness,
health, success and love; (4) Media’s focus on dieting and striving for a slim and toned
silhouette; and (5) Messages that perpetuate a fear of fat and food; viewing fat as
undesirable or foods as “good,” “bad” or “sinful”.
5. Environmental. Your environment can also play a major role in developing an eating
disorder. These factors include: (1) Family or other relationship problems; (2) Difficult or
turbulent childhood; (3) History of physical or sexual abuse; (4) Activities that encourage
thinness or focus on weight, such as gymnastics, dancing, running, wrestling and
modeling; (5) Peer pressure; and (5) Being bullied because of weight or appearance in
general.

Common Types of Eating Disorder

1. Anorexia nervosa 
It generally develops during adolescence or young adulthood and tends to affect
more women than men.
People with anorexia generally view themselves as overweight, even if they’re
dangerously underweight. They tend to constantly monitor their weight, avoid eating
certain types of foods, and severely restrict their calories. Common symptoms of
anorexia nervosa include: (1) being considerably underweight compared with people
of similar age and height; (2) very restricted eating patterns; (3) an intense fear of
gaining weight or persistent behaviors to avoid gaining weight, despite being
underweight; (4) a relentless pursuit of thinness and unwillingness to maintain a
healthy weight; (4) a heavy influence of body weight or perceived body shape on
self-esteem; and (5) a distorted body image, including denial of being seriously
underweight.

Department of Service Physical Education

CAVITE STATE UNIVERSITY – Main Campus
COLLEGE OF SPORTS, PHYSICAL EDUCATION AND
RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE| 6

2. Bulimia nervosa 
Like anorexia, bulimia tends to develop during adolescence and early adulthood
and appears to be less common among men than women. People with bulimia
frequently eat unusually large amounts of food in a specific period of time. Binges
can happen with any type of food but most commonly occur with foods the individual
would normally avoid.
Individuals with bulimia then attempt to purge to compensate for the calories
consumed and relieve gut discomfort. Common purging behaviors include forced
vomiting, fasting, laxatives, diuretics, enemas, and excessive exercise. Symptoms
may appear very similar to those of the binge eating or purging subtypes of anorexia
nervosa. However, individuals with bulimia usually maintain a relatively normal
weight, rather than becoming underweight. Common symptoms of bulimia nervosa
include: (1) recurrent episodes of binge eating with a feeling of lack of control; (2)
recurrent episodes of inappropriate purging behaviors to prevent weight gain; (3) a
self-esteem overly influenced by body shape and weight; and (4) a fear of gaining
weight, despite having a normal weight.
Side effects of bulimia may include an inflamed and sore throat, swollen salivary
glands, worn tooth enamel, tooth decay, acid reflux, irritation of the gut, severe
dehydration, and hormonal disturbances.
In severe cases, bulimia can also create an imbalance in levels of electrolytes,
such as sodium, potassium, and calcium. This can cause a stroke or heart attack.

3. Binge eating disorder

It typically begins during adolescence and early adulthood, although it can
develop later on. Individuals with this disorder have symptoms similar to those of
bulimia or the binge eating subtype of anorexia.
For instance, they typically eat unusually large amounts of food in relatively short
periods of time and feel a lack of control during binges.
People with binge eating disorder do not restrict calories or use purging
behaviors, such as vomiting or excessive exercise, to compensate for their binges.
Common symptoms of binge eating disorder include: (1) eating large amounts of
foods rapidly, in secret and until uncomfortably full, despite not feeling hungry; (2)
feeling a lack of control during episodes of binge eating; (3) feelings of distress, such
as shame, disgust, or guilt, when thinking about the binge eating behavior; (4) no use
of purging behaviors, such as calorie restriction, vomiting, excessive exercise, or
laxative or diuretic use, to compensate for the binging; and (5) People with binge
eating disorder often have overweight or obesity. This may increase their risk of
medical complications linked to excess weight, such as heart disease, stroke, and
type 2 diabetes.

4. Avoidant/restrictive food intake disorder (ARFID) 

Department of Service Physical Education

CAVITE STATE UNIVERSITY – Main Campus
COLLEGE OF SPORTS, PHYSICAL EDUCATION AND
RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE| 7

The term replaces what was known as a "feeding disorder of infancy and early
childhood," a diagnosis previously reserved for children under 7 years old. Although
ARFID generally develops during infancy or early childhood, it can persist into
adulthood. What's more, it’s equally common among men and women.
Individuals with this disorder experience disturbed eating either due to a lack of
interest in eating or distaste for certain smells, tastes, colors, textures, or
temperatures. Common symptoms of ARFID include: (1) avoidance or restriction of
food intake that prevents the person from eating sufficient calories or nutrients; (2)
eating habits that interfere with normal social functions, such as eating with others;
(3) weight loss or poor development for age and height; and (4) nutrient deficiencies
or dependence on supplements or tube feeding.
It's important to note that ARFID goes beyond normal behaviors, such as picky
eating in toddlers or lower food intake in older adults.
Moreover, it does not include the avoidance or restriction of foods due to lack of
availability or religious or cultural practices.

“Eating disorders are illnesses, not character flaws or choices. Individuals don’t choose
to have an eating disorder. You also can’t tell whether a person has an eating disorder just by
looking at their appearance. People with eating disorders can be underweight, normal weight or
overweight. It’s impossible to diagnose anyone just by looking at them.” – The Author

Four Types of Eating You Should Know Fuelling For Performance

Nutrition is critical for both academic and sports performance. Student- athletes need to
fuel early and often in order to meet their daily energy needs. Fuelling before exercise has been
shown to improve performance over exercising in the fasted state. Consuming 30 to 60 grams
of carbohydrate each hour during prolonged exercise will prevent the under- fuelling trap. It’s
just a matter of timing, wrong timing/ timing of intake definitely cause imbalance nutrition.
Because the body is needed to reach the level of optimum efficiency. People should have ‘food
strategies and time management’. To ensure the timing of food and fluids before, during or after
exercise and especially to those who are non- athletes.

1. Fuel eating. When we engage in fuel eating, we know that we are eating to provide
nutrition to our bodies. Fuel foods are nutrient dense and include foods like fruits,
vegetables, lean meats, complex carbohydrates and healthy fats. Fuel eating should
occur 90% of the time.

2. Joy Eating. This is when you eat food simply because it tastes good. It just tastes
good in your mouth. The secret to joy eating is that you must enjoy it. Examples
include cup cakes, cookies, candy and anything else that tastes delightful but provide

Department of Service Physical Education

CAVITE STATE UNIVERSITY – Main Campus
COLLEGE OF SPORTS, PHYSICAL EDUCATION AND
RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE| 8

little or no nourishment for our bodies. Chocolate cupcakes from A Piece of
Cake are my joy food. Eating for joy 10% of the time is a healthy balance.

3. Fog Eating. This is when you eat and are not conscious of it. It could be eating a
bag of chips while watching our favorite program on television and not realizing how
much until the bag of chips is empty. It is eating when you are not hungry or eating
when you are distracted. You should NEVER fog eat if you can recognize it.

4. Storm Eating. This is eating when you are not hungry, however you realize it but
feel that you can’t stop even though you may want to. This is similar to binge eating.
Storm eating can happen when you have been on a diet and deprived yourself of a
particular food. Storm eating can also happen when you feel a great sense of
emotion and feel out of control. After a storm eat it is important to wait until you’re
hungry and eat your fuel food again.

 Categorizing you’re eating helps to understand when you are eating for reasons
other than nourishment and gives you a guideline on what you need to do to lose
weight or maintain a healthy lifestyle.

 Some tips: 1. Know your limitations 2. Eat fruits and vegetables 3. Control
yourself

 Exercise prescription: Warm & cool down

 Directional Terms
o Supination - body facing upward/ palm facing up
o Pronation - body facing downward/ palm facing down
o Plantar flexion - pointing down
o Dorsi flexion - pointing up
o Extension - opposite of flexion
o Hyperextension - next movement after extension
o Rotation - act of turning part of the body
o Circumduction - cone movement
o Abduction - act of moving away the midline
o Adduction - moving back to anatomical position
o Elevation - moving up
o Depression - moving down
o Opposition - thumb and little finger move together
o Reposition - thumb and little finger going back to its anatomical position

 Week 9
Midterm Examination

 Week 10 – 16

Department of Service Physical Education

CAVITE STATE UNIVERSITY – Main Campus
COLLEGE OF SPORTS, PHYSICAL EDUCATION AND
RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE| 9

Execution of the Locomotor and Non-locomotor Movement
 The following are the cues provided for the better understanding of the
movement.
 For further information see the attached picture and provided videos by your
instructor related to this topic.

 Non - Locomotor
 Breathing and bracing
 Dead bug Series
o Level 1 Single leg raise (Left and Right)
o Level 2 Contra lateral arm and leg (Left and Right)
o Level 3 Single leg raise elevation (Left and Right)
o Level 4 Contra lateral arm and leg elevation (Left and Right)
 Rolling
o Step 1 Left arm extend on top of head, Right arm across then roll
o Step 2 Right arm across then roll
o Step 3 Roll back
o Step 4 Do steps 1 to 3 to the other side
 Push-Up
o Push-up plank - Elbow push-up to Full push-up
 Modified Push-Up
Step 1 Cobra push-up
Step 2 Knee push-up
Step 3 Full push-up
Step 4 Reverse from 3 to 1
 Planking Series
Level 1 Elbow plank
Level 2 Full plank
Level 3 Left arm raise
Level 4 Right arm raise
Level 5 Left leg raise
Level 6 Right leg raise
Level 7 Contra lateral L arm &R leg raise
Level 8 Contra lateral R arm &L leg raise
 Bird dog Series
 Dog stand
Step 1 arm raise L & R
Step 2 leg raise L & R
Step 3 Contra lateral L arm &R leg raise
Contra lateral R arm &L leg raise
Step 4 Knee to elbow (L to R, R to L)

Department of Service Physical Education

CAVITE STATE UNIVERSITY – Main Campus
COLLEGE OF SPORTS, PHYSICAL EDUCATION AND
RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE|

10
 Bridge Exercise
Step 1 Bend both legs to the ground
Step 2 Hips elevation
Step 3 Hips and L, R foot elevation
 Squat Sequence
Step 1 Low plank (elbow plank)
Step 2 High plank (full plank)
Step 3 L foot close to L hand
Step 4 R foot close to R hand
Step 5 Pray position
Step 6 Extend arms upward, squeeze back
Step 7 Stand up
Step 8 Reverse from 7 to 1

 Locomotor
 Crawling
o Army crawl
o Baby crawl
o Bear crawl
o Spiderman crawl
o Gorilla crawl
o Lateral crawl
 Exercise for balance
o One leg
o One leg (close eyes)
o Toe touches
o Superman
o airplane
 Jumping and Landing
o Squat
o Jump
o Land (soft & quiet)
o Absorb
o Step off
o Absorb
 Running
o Arm action (arm swing)
o Leg kick (wall mountain climbers)
o Elastic band (Running)
 Week 18

Department of Service Physical Education

CAVITE STATE UNIVERSITY – Main Campus
COLLEGE OF SPORTS, PHYSICAL EDUCATION AND
RECREATION (CSPEAR)

FITT 1 (MOVEMENT ENHANCEMENT) HANDOUT PAGE|

11
Final Examination

Department of Service Physical Education