A Module

in
Physical Education 1
(Self-Testing Activities)

Compiled by:
Dr. ARIEL A. MONTOYA
MARILA A. SALAZAR
FELIDEL S. PEÑAFLORIDA
GEORGE A. PRADO
JERLENE G. DELGADO
ABEGAIL G. SAGANA

The compilers do not own any of the content of this module. Due credits and
acknowledgement are given to the authors, internet sources, and researchers listed on the
reference page. Such as sources are reserved to further explain concepts and cannot be
credited to the compilers and the school. All diagrams, charts, and images are used for
educational purposes only. The sole objective of this instructional material is to facilitate
independent learning and not for monetary gains because this is NOT FOR SALE.
2021 REVISION

APPROVAL SHEET
This Instructional Material entitled SELF-TESTING ACTIVITIES (PHYSICAL
 EDUCATION 1), compiled by ARIEL A. MONTOYA, MARILA A. SALAZAR,
FELIDEL S. PEÑAFLORIDA, GEORGE A. PRADO, and JERLENE G. DELGADO
(A.Y. 2021-2022), is recommended for production and utilization by the students and faculty
members of the Occidental Mindoro State College.

PANEL OF EVALUATORS

Local Evaluation Committee

GEORGE A. PRADO MARILA A. SALAZAR Member Member

VERONICA C. FERRER, EdD

Chairperson

Overall Instructional Materials Development Committee

VENESSA S. CASANOVA, PhD Ma. IMELDA C. RAYTON, MA Member Member

Recommending Approval:

JESSIE S. BAROLO, Jr., MAEd

Chairperson

Approved:

ELBERT C. EDANIOL, EdD

Vice President for Academic Affairs
Republic of the Philippines
OCCIDENTAL MINDORO
STATE COLLEGE
Website: [Link] Email
address: omsc_9747@[Link]
Tele/Fax: (043) 491-1460
OMSC VISION

A premier higher education institution that develops globally competitive, locally responsive, innovative profess
learners.

OMSC MISSION

OMSC is committed to produce intellectual and human capital by developing excellent graduates through outcome
relevant research, responsive technical advisory services, community engagement, and sustainable production.

COURSE TITLE: Physical Education 1 Self – Testing Activities

COURSE DESCRIPTION:
The course concerns with the basic concepts of physical education, health and fitness, lifestyle choices and hea
screening and physical fitness testing. It deals also with the different training principles and methods for the develo
of cardiovascular and musculoskeletal health and fitness, as well as speed and power.

COURSE CODE: PEO1

CREDIT UNITS: 2

PREREQUISITES: None

COURSE OUTCOMES:
a. Acquire knowledge in health and its importance to enhance cognitive development, affective development an
through motor skill development actively participating in different physical education activities to improve the quali
b. Demonstrate proficiency and efficiency in all movement forms;
c. Apply movement concepts and principles to the learning and development of physical/ motor activities; d. Demon
leadership, and managerial capabilities in all activities and programs for both normal and differently abled individua
e. Exhibit and promote active and healthy lifestyle, value of fitness and experience and lifelong activity; f. Execute m
and identify body parts in relation to movements and applying the qualities of time, force and space; and g. Analyze
locomotor movements and understand the relationship of the body parts while moving.

COURSE OUTLINE

Week Desired Course Content Textbooks/ Teaching/Learni Resource

Learning References ng Activities Materials
Outcomes

1 1. Lesson 1: ▪ Favila, S. A. et al. ▪ Blended Learning ▪ Module

Analyze/interp Physical Fitness (2007).Physical Approach ▪ Electronic
r ete the Towards Sports Education and (synchronous and equipme
meaning of and Fitness Health. Manila: asynchronous) nt
physical Philippine ▪ Modular Approach /gadget
education • Physical Normal ▪ Social
2. Identify the Education University Press. media
common • Health platform
models of • Dimensions ▪ 5 dimensions
health. of Health [Link]
3. Differentiate
• Lifestyle
controllable
and
uncontrollable
disease

2-3 1. Implement the Lesson 2: ▪ Favila, S. A. et al. ▪ Blended Learning ▪ Module

value of Physical Fitness (2007).Physical Approach ▪ Electronic
having Education and (synchronous and equipme
healthy • Lifestyle Health. Manila: asynchronous) nt
lifestyle • Physical Philippine ▪ Modular Approach /gadget
2. Differentiate Fitness Normal ▪ Social
Physical • Components University Press. media
Activity from of Physical platform
Physical Fitness ▪ Stanmore, T.
Exercise. (2010). Pilates
3. Perform Back Book.
different London. A
physical Division of
fitness test Octopus
Publishing Group
Ltd.
 [Link]
u es [Link]/

wholehealth/lev
el2 /
lecpages/sp03.
hm

4-7 4. Perform Lesson 3: • Dimapilis, N. J. ▪ Blended Learning ▪ Module

aerobics Aerobics (2009). Physical Approach ▪ Electronic
Education 1 (synchronous and equipme
5. Internalize the • Aerobic Physical Fitness asynchronous) nt
importance of Excercise and gymnastics. ▪ Modular Approach /gadget
aerobics • Types of Manila: Books ▪ Social
Atbp. Publishing media
Aerobics
Corp. platform
• Favila, S. A. et al.
(2007). Physical
Education and
Health. Manila:
Philippine
Normal
University Press.

• Tulio, D. D.
(2008). Physical
Education 1 for
College.
Mandaluyong
City: National
Book Store
8-9 1. Recognize Lesson 4: ▪ Favila, S. A. et al. ▪ Blended Learning ▪ Module
from where Gymnastics (2007).Physical Approach ▪ Electronic
gymnastic had Education and (synchronous and equipme
started and its • Introduction Health. Manila: asynchronous) nt
contribution to to Philippine ▪ Modular Approach /gadget
education and Gymnastics Normal ▪ Social
sports •Gymnastic University Press. media
development. Activities; platform
Educational,
2. Differentiate Therapeutic,
gymnastics Competitive
as •Types of
Educational, gymnastics
Therapeutic,
and
Competitive.

10-11 1. Perform the Lesson 5: • Favila, S. A. et al. ▪ Blended Learning ▪ Module

different types Movements (2007).Physical Approach ▪ Electronic
of movements Education and (synchronous and equipme
(locomotor, •Movement Health. Manila: asynchronous) nt
non-locomotor) • Safety Philippine ▪ Modular Approach /gadget
Suggestions Normal ▪ Social
2. Identify the University Press. media
safety before platform
and during the
gymnastic
activities.

12-16 1. Practice a Lesson 6: ▪ Favila, S. A. et al. ▪ Blended Learning ▪ Module

good posture. Basic Positions (2007).Physical Approach ▪ Electronic
2. Execute the in Gymnastics Education and (synchronous and equipme
basic positions Health. Manila: asynchronous) nt
properly with •Good Posture Philippine ▪ Modular Approach /gadget
a proper •Health and Normal ▪ Social
posture. Lifestyle University Press. media
•Gymnastics platform
Positions
 SUGGESTED LEARNING RESOURCES:
▪ Domingo, J. R. (2008). Physical Education 1 Introduction to Gymnastics. Manila: Mutya Publication House. In
Indon, V. J.(2005). Rhythm and Dance [Link]: Far Eastern University Publications.
▪ Diana, R. A.(2004). Rhythmic Activities and Dance. Pampanga: CFLF Publication.
▪ Oya, E. D.(2001). Physical fitness for college Freshmen. Manila: Rex Bookstore.
▪ Flordeliza, R. F etal. (2015). Physical Fitness in the Challenging Word. Quezon City: Fatima Educational Publicati
D. Electronic References
▪ Wikipedia, the free Encyclopedia
▪ [Link]
▪ [Link]
▪ [Link]
▪ [Link]
▪ [Link]

Leaflets from the Seminars

COURSE REQUIREMENTS
▪ Individual Reports
▪ Practical examination
▪ Output (Documentation)

GRADING SYSTEM Class Standing = 60%

Midterm/Final Practical Exam = 40%

COURSE POLICIES Incomplete Grade:

1. Students who were not able to take the midterm/final practical examination
incomplete grade.
2. Incomplete grade should be complied within one year.

Prepared by: Approved:

________________________
__ Faculty ELBERT C. ED
Vice President for A

PREFACE
Physical Education is a curriculum in the college wherein the student should learn different activities since in the
basic education, Physical Education must develop the four aspect: physically, mentally, emotionally and socially in
performing physical activities.

It helps to develop physical fitness to allow students improve strength, endurance and flexibility. Students must be
able to analyze the three domains of learning when it comes to the optimum development of students physically,
emotionally, socially and mentally through total body movement in the performance of properly selected physical
education activities.

This module encompasses the six (6) major components such as (1) Physical Fitness towards Sports and Fitness,
(2) Physical Fitness, (3) Aerobics, (4) Gymnastics, (5) Movements and (6) Basic Position in Gymnastics.

Students should perform the locomotor and non-locomotor movement properly as well as the light apparatuses
exercise properly.

The Compilers

TABLE OF CONTENTS

Lesson 1: Physical Fitness Towards Sports and Fitness 1 • Physical Education 1 • Health 2 • Dimensions of
Health 4

Lesson 2: Physical Fitness 8 • Lifestyle 9 • Physical Fitness 10 • Components of Physical Fitness 13

Lesson 3: Aerobics 21 • Aerobics 21 • Types of Aerobics 22

Lesson 4: Gymnastics 25 • Introduction to Gymnastics 25 • Gymnastics Activities: Educational, Therapeutic,

Competitive 27 • Types of Gymnastics 28

Lesson 5: Movements 35 • Movements 35 • Safety Suggestions 39

Lesson 6: Basic Positions in Gymnastics 41 • Good Posture • Gymnastic Positions

Lesson 7: Health and Lifestyle 4

LESSON 1 P.E. 1

Physical Education Towards Health and Fitness

TOPICS
1. Physical Education
2. Health
3. Dimensions of Health
4. Lifestyle

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. analyze the meaning of physical education
2. identify the common models of health.
3. differentiate controllable and uncontrollable disease

TOPIC 1:
Physical Education

Physical Education- is an integral part

of educational program designed to
promote the optimum development of
individual
\
Physically, emotionally,
mentally, socially and spiritually
through total body movements in
performance of properly selected
physical education activities.

Page | 1
 P.E. 1

TOPIC 2: Health

Traditionally, people define health in

different ways:

An Athlete might that good health

entails exercising
Regularly and eating the prescribe
diet in order to
maintain his/her normal weight for
his sports.

A Doctor may consider good health

as the absence
of a disease.

For Students like you it

could probably mean being fit for

school work at the same time do
some household chores after classes
or
even having fun time with your friends during your leisure time.

The World Health Organization

defines health as “a state of
complete physical, mental, and social well-being and not merely
the absence of disease or infirmity.
 Three Common Models
used to define Health

1. The Environmental

Model 2. The Medical Model

3. The Holistic/Wellness Model

Page | 2

Environmental Model

P.E. 1

➢ This model is brought about by the modern analysis of the ecosystems and environmental risks
to human health.
➢ in this model, health is defined in terms of the quality of the person’s
adaptation to the environment as conditions change.
➢ it includes the effect of socio- economic status, education, and all
environment factors on human health.

Medical Model
➢ emerges from the gathered data on the prevalence and incidence of diseases. ➢ it does not deal
with the social problems that affect health and has difficulty in integrating mental and emotional
problems that are not derived from the diseased organs.
➢ in this model the focus is on biological processes. Therefore, health is restored by curing the
disease or restoring the function of the damaged part of the body.

Holistic/Wellness Model
➢ defines health in terms of the whole person, not in terms of the diseased parts of the body. ➢
it encompasses the physiological, mental, emotional, social spiritual and environmental aspect of
individuals and communities.
➢ it focuses on the optimal health, prevention of diseases, and positive mental and emotional
states.
 TOPIC 3:
Dimensions of Health

1. Physical Health
➢ could be viewed as the
various states of good and ill
physical
health in a continuum.
➢ in order to attain optimum physical, one must be able to take
positive steps away from illness by regularly taking nutritious
foods, exercise, keeping away from vices and substance abuse,
risky behavior that could lead to accident and to watch out for
the early signs of sickness for consultation with medical
doctors.

Page | 3

P.E. 1

2. Emotional
Health
 ➢ pertains to understanding of our emotions and knowing how to
cope with everyday problems and stress
Two Types of Stress
1. Eustress- a positive form of stress
having a beneficial effect on
health, motivation, performance,
and emotional well- being such as
a promotion, or vacation, feel-
good chemical called endorphins
are released.
2. Distress- unhappiness or pain:
suffering that affects the mind or
body. - a very difficult situation in
which you do not have enough
money, food, etc.

3. Intellectual

Health

➢ Intellect is a part of the mind which contributes to a sound decision

making
➢ It plays a vital role in our overall health and well-being. Although
intellectual capacity varies among individuals, all people are able to
learn how to acquire and evaluate information, choose between
alternatives
➢ and make decisions about different type of issues

4. Social Health
o refers to the ability to interact effectively with other people and
the social environment to develop satisfying interpersonal
relationship and to fulfill social roles. Social roles would mean
being a father, mother, son, daughter, spouse, friend, neighbor
or a citizen. Each role entails different responsibilities and risks.
It may require give and take of effective communication,
participating in the community, living in harmony with fellow
beings and the natural environment and developing positive
interdependence relationship with others.

Page | 4

P.E. 1

5. Spiritual Health
 ➢ does not mean being religious or belonging to a religious
group. In essence, this final dimension of health pertains
to individual’s beliefs on the value of his life and its basic
purpose of existence. It may include a sense of wonder at
nature’s beauty and majesty, a sense of inner peace with
regards to one’s life.
➢ it is also concerned with giving and forgiving and respect
for people and environment.

The dimensions of health are influenced by two types of

factors:

1. Controllable factors- are observable ones. These

include the availability of competent medical care, sound
health education, and the environment. The environment
pertains to safety of homes and neighborhoods, available
public services, clean soil, water, air, and away from
noise pollution.

2. Uncontrollable factors- are the hereditary factors

which are driven by genes. Genes are inherited “code”
chemicals found in every cell of the human body. They
control many aspects on an individual’s development and
functioning from gender to tendencies towards certain
diseases. CONTROLLABLE
FACTORS

UNCONTROL
LABLE FACTORS

Page | 5

Assessment:
.E. 1
Learning Activity 1.1:

In your own words, explain why do we need physical activities in our day to day living. Write
your answer in the space provided below.

“
Learning Activity 1.2:
Differentiate the Three Common Models of Health; Medical, Environmental, and Holistic.
Make a graphic organizer about it and make it artistic. Paste it on a box provided below.
 Page | 6

P.E. 1

Learning Activity 1.3:

a. Do you think you are healthy? Why? Explain your answer in a form of poem or song.
Make sure you will make it more artistic and creative. Paste your output below.

Learning Activity 1.4:

Identify the statements/words on box if is controllable factor or uncontrollable factor. Write
the words/statements on its designated column where they are belong.

Heart Disease Intellectual Dwarfism Nose Bleed

Cancer Rashes High Blood Sun burn
Asthma Pimples Eye color COVID
Cough Body Odor Anemia Fever
Colds Measles Leukemia Flu
 Page | 7

P.E. 1

Controllable Uncontrollable

Learning Activity 1.5:

Make an online interview/video call of at least 3 of your friends on their activities to
maintain health and safety during pandemic. Write a summary of this interview on the
space provided below. Take a screen shots and then paste it on the box provided below.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 Page | 8

LESSON 2 Physical Fitness P.E. 1

TOPICS
1. Lifestyle
2. Physical Fitness
3. Components of Physical Fitness

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. implement the value of having healthy lifestyle
2. differentiate Physical Activity from Physical Exercise.
3. perform different physical fitness test
Topic 1: LifestyleLifestyle – refers to overall way of living- attitudes, habits, and behavior of a person
in daily life. According to studies, lifestyle
contributes greatly to
the leading causes of mortality and morbidity in
the
Philippines. People who smoke cigarettes and
drink
alcoholic beverages for example are likely to
develop a
wide range of diseases. It includes the way in
which
people carry out major parts of their lives such
as
working, playing, eating, coping, and so on and
so forth.

So below are the ways to know what lifestyle is suitable

for you.

Page | 9

P.E. 1
Active lifestyle

If you are a hyperactive, outgoing, or a person who loves to always become busy or
productive, this lifestyle is for you. An active lifestyle consists of having exercises daily,
socializing with people, join groups or clubs in your neighborhood, and an active and healthy
body and mind.

Having an active lifestyle doesn’t mean you should overuse your body or mind — keep in
mind your body or mind, don’t drain your energy.

Healthy lifestyle

A healthy lifestyle is close and fitting with an active lifestyle. In order to have a healthy
lifestyle, you should choose your food, avoid junk foods, saturated fats, and sugar. Eat
healthily. Have a diet and don’t overeat since it is not and never healthy plus it makes your
kidney tired, which is not healthy too. Have a daily exercise like yoga, just simple exercises to
keep your body and mind active and fit. Avoid bad habits and be a responsible person for
your own body.

Bohemian lifestyle

If you are an artistic, spiritual, musical person, this lifestyle fits you. To have a bohemian
 lifestyle you will tend to travel a lot,seek adventures, make time for you spiritual culture,
artistic performances, and musical desires. You unleash the beast and go party, be an outsider,
put in some boho outfits, and make a lot of friends.

Nomadic lifestyle

A nomad constantly moves from one place to another, a person who doesn’t want to have any
permanent place to be in. A lot of people don’t fit this lifestyle since most of us need stability,
security, and just can’t leave the place we were born or a place where we fell in love. A
nomad feels comfortable and spends most of their time with some other people from time to
time, but nomads avoid attachments since it might restrain them from leaving a certain place.

Solo lifestyle

For people who want to live solo or incapable of not having anyone to be with them, mostly
the very independent people. In solo lifestyle you will learn a lot like how to be much more
responsible, you’ll learn to entertain yourself, you can do anything you want with no one
judging you or controlling you, and you discipline yourself. Having a solo lifestyle is not
lonely, you can still have friends of course, and who knows one day you might move on, on
having a solo lifestyle if you meet the right person for you.

Rural lifestyle

If you love to grow crops, animals, and love nature and rural areas, then the rural lifestyle is
for you. You grow your own food, you put up a farm and grow fruits and veggies and maybe
animals. A rural lifestyle could be enjoyed by just sitting on your front porch, looking at the
field, enjoying your cup of coffee or tea and just enjoy the fresh breeze. Having a rural
lifestyle
Page | 10

P.E. 1
doesn’t mean it’s just you, your family, your plants and animals, you also have that active
community, which has a lot of festivities to gather the community having a consistently happy
community.

Topic 2:
Physical Fitness

Physical Fitness
- Is basically the ability of the body system to work together efficiently with the
least amount of effort. A person who is fits is able to carry out the typical daily
activities and still has enough energy or vigor to respond to emergency
situation and to enjoy leisure time activities as well.

Physical Activity climbing stairs, or gardening. It may also be a

specific job to enjoy recreation, or to improve
is a general term that includes sport, dance, and other physical fitness.
activities done at work or at home such walking, Physical Exercise
is defined as planned, structured, repetitive activities important to set aside time for regular physical
designed to improve or maintain one’s effort but it is exercise to ensure substantial physical benefits.
 Look at these
pictures!

Doing household
chores.

Page | 11

P.E. 1

Doing household
chores because you
want to lose weight
and firming your
muscles.

The PICTURE 1 shows physical

activity because you are just doing a desired task or activity without any goal while the
PICTURE 2 shows physical exercise because you are doing an activity with a desired goal or
plan to target.
Health and Wellness Benefits
 1. Looking Good- Experts agree that regular physical activity is one healthy lifestyle that
can help you look your best. Of course, other are proper nutrition, good posture, and
good body mechanics.
2. Feeling Good – People who do regular physical activity fell better. If you are active and
therefore more physical fit, you can resist fatigue, you are less likely to injured and you
are capable of working more efficiently.
3. Enjoying Life- Like most people, enjoyment of life is probably important to your
personal wellness. But what if you are too tired most of the days to participate in
activity you really enjoy? Regular physical activity results to physical fitness which is
the key to being able to do more of the things you want to do.
4. Meeting Emergencies- health and wellness allow you to be fit enough to meet
emergencies and day- to- day demanding situations.
5. Being Physical Fit- Being physically active can build physical fitness which in turn
provides you with many health and wellness benefits.

Page | 12

Topic 3: Components of Physical Fitness

P.E. 1
 In

developing and maintaining your

physical health, regular exercise is
important. Research findings show
evidences of reduction of the risk of
contracting diseases, prevention and
control of high blood pressure,
osteoporosis and even cancer if one is
physically healthy.

1. Health Related Components: Those factors that are related to how well the system of
the body work.
A. Cardiovascular Fitness- the ability of the
circulatory
system (heart, lungs and blood vessels)
to supply oxygen
to working muscles during exercise. It is
also the ability
to exercise your entire body for long period
time.

B. Body composition- The relative percentage of

the body fat
compared to lean body mass (non- fat
tissue of muscles,
bones, ligaments and tendons).

C. Flexibility- The range of Movement

possible at various
joints. It is the ability to use you joints
 fully through a wide
range of motion.

D. Muscular Endurance- The ability of the

muscle group to
continue muscle movement over a length of time.

Page | 13

P.E. 1
E. Muscular Strength- refers to the amount of force
a muscle can
produce with a single maximal effort. The size
of
your muscle fibers and the ability of nerves to activate
muscle fibers are related to muscle strength. It is measured
during muscular contraction.

2. Skill Related Components: Those aspects of

fitness which form the
basis for successful sports
participation
A. Speed- the ability to
move quickly from one
place to another.

B. Agility- the ability of

the body
to change direction quickly.

C. Coordination- integration with

hands and/ or foot
movement with the input of the senses.
 D. Balance- the ability to maintain an
upright posture
while standing still or
moving.

E. Reaction Time- the amount of

time it takes
to get moving.

F. Power- the ability to do strength work

at an explosive pace.

Page | 14

Assessment:
.E. 1
Learning Activity 2.1:

Make two narrative essays about your lifestyle. The first one will be your own lifestyle
and the second one will be your dream lifestyle to have. Make a catchy title of your
essay. Write in the space provided below.

Own Lifestyle: _____________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________
Dream Lifestyle: _______________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________

Learning Activity 2.2:

We have our own lifestyle; everyone has its own way of living. Do you have a healthy life
style or not? If yes, what are important things did you do to achieve healthy living? If no,
what are the things you have to make to have a healthy living and to value your lifestyle?
Explain your answer on a space provided below.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Page | 15

P.E. 1
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________

Learning Activity 2.3:

Tell whether the statement is Physical Activity or Physical Exercise. If it is Physical
Activity write PA and if it is Physical Exercise write PE. Write it on a space provided
before each number.

____________________ 1. Washing dishes every after meal

____________________ 2. Cleaning your room every week
____________________ 3. Walking from home to school every day to make you physically
fit ____________________ 4. Cycling every 6:00 PM at the beach.
____________________ 5. Going to gym
____________________ 6. Jogging
____________________ 7. Jogging to lose weight
____________________ 8. Jumping using jumping rope for past time.
____________________ 9. Watering the plants every day.
____________________ 10. Dancing every week to gain muscles.

Learning Activity 2.4:

Do the following physical fitness test? Guidelines and rules are stated on how to do it.
Record the pre-test and post-test of the activity.
a. Submit individual result of test online.
b. Make a video presentation of your actual performance then submit to your instructor
online.

STANDING LONG JUMP

Rules:
➢ Allow two successive fair trials within the testing period.
➢ The measurement is made from the take-off line to the heel of the foot closer to the
take off board or line.
➢ Attempt where the performance loses his balance and falls back backward is not
counted.

Page | 16

P.E. 1
➢ Taking beyond the take-off line is considered foul.
Common faults:
➢ The performer takes more than one swing of the
arms.
➢ The performer does not keep both of his feet behind
the front edge
of the take-off board or line at the start of the jump.
➢ The performer bounced and took several steps before
jumping.
➢ Both feet of performer are not parallel at the take-off.

BENT-KNEE CURLS-UP
Rules:
➢ Only one trial shall be allowed.
➢ No resting between curl-up is permitted.
➢ The knee must remain bent at right angle
 for the
duration of the exercise.
➢ The curl- up shall be counted only if the performer:
-keeps the crossed arms close to his chest; and
-returns to starting position with the upper back
touching the mat or floor before curling up again.

Common faults:
➢ Curling up and uncurling are not performed slowly. Performer bounces off the floor
when executing the curl-ups.

50-METER SPRINT

Test suggestions:
➢ Runner should be instructed not to slow down
before the
finish line.
➢ For motivation, schedule two runners at a
time
PUSH-UP

Common faults:
➢ When the body is not kept straight line from
heels and for
females the body is not kept straight
from hamstring.
➢ When the elbows are not fully bent.

Page | 17

P.E. 1
SHUTTLE RUN

Rules:
➢ Do not allow the performer to throw the
wooden
block across the line.
➢ Allow two trials and record the faster time.

Suggestions for the tester:

➢ To eliminate the necessity of returning the
blocks
after each trial, start the runners on alternate sides.
 ➢ If the testers have stopwatches, it is practicable to
have two or more students running at the same time.

SIT AND REACH

Common Faults:
➢ Trunk flexion movements are not slow and
gradual.
➢ Fast jerky motions are made.
➢ Knees are not kept straight.
➢ Finger tips on tape measure are not even, with
one
hand pushed farther than the other.

1000- METER RUN

Rules:
➢ One trial is given.
➢ The performer should run or walk at a pace he can sustain for
the duration of the test.
➢ If a performer takes a rest or stops, no score is given.

THREE- MINUTE STEP TEST

Note: The rate of 96 steps per minute for the boys and 88
steps per
minute for the girls for the duration of 3 minutes

Scoring: Physical Efficiency Index (PEI)

PEI= Duration of the Exercise in Second x 100

5.5 x pulse count for 90 seconds after exercise

Page | 18

P.E. 1
ACTIVITIES Component Pre-test Post-Test
Being Tested

Standing Long Jump Leg Power

Bent Knee Curl-Ups Strength

50-Meters Sprint Speed

 Shuttle Run Agility

Push up Arm Strength

Sit and Reach Flexibility

1000 Meters Run Speed

3 minutes steps test Cardio-

Respiratory
Endurance

Note: This activity will be assessed by the use of rubrics below

Criteria Excellent Very Satisfacto Needs Poor
Satisfactory Improveme
5 4 ry 3 nt 2 1

1. Mastery of the physical Showed very Almost showed Showed Showed little Performed
fitness test high-level of mastery of the average mastery of poorly the
mastery of fitness test but mastery of the fitness fitness test.
fitness test. some errors the fitness test Executed fitness
were evident. test. test incorrectly

2. Proper execution Showed Executed the Executed Executed the Executed

excellent fitness test the basic fitness test incorrectly
fitness test. almost positions with little
accurately but with accuracy.
some errors average
were evident. accurately.

3. Good form Showed very Showed very Showed Showed very Failed to show
high level high level of average little level of concentration in
balance and balance and level of balance and performing the
poise in poise in balance, poise in fitness test.
performing the performing flexibility performing
fitness test. fitness test. and poise in the fitness
performing test.
fitness test.

4. Enthusiasm Showed very Showed high Showed Showed little Failed to perform
high interest in interest in average interest in the fitness test
executing the executing the interest in executing the enthusiastically.
fitness test. fitness test. executing fitness test.
the fitness
test.

Total

Page | 19

Scale Equivalent and Interpretation

P.E. 1

Scale Equivalent Interpretation

5 94% - 98 % You showed excellent performance!
Congratulations! I’m very proud of you.

4 87% - 93% You did a very good performance although you

committed minimal errors. Try to work on it.

3 81% - 86% You did a good performance. Try to exert more

effort in getting a higher grades next
performance. Good luck!

2 75% - 80% Your grade although passing showed that you

did not exert so much effort. Try to exert more
effort in getting a higher grade next
performance. Good luck!

1 Below 75% You got a failing grade in this activity. I am sure

this is not what you are aiming for. Please see
me during our consultation period.

Learning Activity 2.5:

Make a documentation of your Learning Activity 2.4 and make a simple photo collage. Paste
the album on the box below.
 Page | 20

P.E. 1

LESSON 3
Aerobics

TOPICS
1. Aerobic Exercise
2. Types of Aerobics

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. perform aerobics
2. internalize the importance of aerobics

Aerobic Exercise refers to exercise which is of moderate intensity,

undertaken for a long duration. Aerobic means “with oxygen” and
refers to the use of oxygen in a muscle’s energy- generating
process. Many types of exercise are aerobic, and by definition are
performed at moderate levels of intensity for extended periods of
time.

• Aerobic exercise is sometimes known as "cardio" -- exercise that requires pumping of

oxygenated blood by the heart to deliver oxygen to working muscles.
• Aerobic exercise stimulates the heart rate and breathing rate to increase in a way that
can be sustained for the exercise session. In contrast, anaerobic ("without oxygen")
exercise is activity that causes you to be quickly out of breath, like sprinting or lifting a
heavy weight.
• Examples of aerobic exercises include cardio machines, spinning, running, swimming,
walking, hiking, and aerobics classes, dancing, cross country skiing, and kickboxing.
There are many other types.
• Aerobic exercises can become anaerobic exercises if performed at a level of intensity
that is too high.
• Aerobic exercise not only improves fitness; it also has known benefits for both physical
and emotional health.
• Aerobic exercise can help prevent or reduce the chance of developing some cancers,
diabetes, depression, cardiovascular disease, and osteoporosis.
 Page | 21

P.E. 1

• An aerobic exercise plan should be simple, practical, and realistic. Specific equipment
(such as cardio machines) may be used but is not necessary for successful aerobic
exercise.

Aerobic exercises you can do at home:

1. Skipping - Stand with your feet shoulder-width apart and hold the jump rope’s handles
firmly. Swing the rope atop your head and jump quickly as the rope nears the front of
your feet. It might need a little practice to get going at a faster rate, which comes with
regular practice.

2. Jumping jacks - Stand straight with your feet together and hands alongside your thighs.
Now, jump with your feet spread sideways and arms above your head simultaneously.
Jump back to the normal position. 30 minutes of jumping jacks can help you shed 200
calories. However, doing it continuously could be a challenge and monotonous. Thus,
break them into three sessions of 10 minutes each and get a 5-minutes rest in between.

3. Stair training - This aerobic exercise primarily targets your calves, hamstrings, glutes,
and quads. Apart from toning your lower body, it boosts the stamina of your
cardiovascular system. Walk up and down the stairs for 15–20 minutes at a steady
pace. Gradually increase the time to 30 minutes and your speed to a faster rate.

4. Butt Kicks - This exercise works on your hamstrings and glutes. Stand with your feet
shoulder-width apart and bend your arms towards the sides. Bend your right knee like
you are jogging and touch your butt with the right ankle. Repeat with the other leg.
Keep the pace slow until you have perfected it. Complete 2 or 3, 30 second to 1-
minute sets.

5. Mountain Climber - The primary muscles this exercise works upon are the abs, glutes,
hips, and legs. Get into a high plank position with your core tight. Now, bring your
right knee up towards the center of your stomach and quickly switch to the left leg.
Begin with a slower pace and increase it gradually. Do 1–2 sets of 8–10 repetitions. It
is necessary to align your body properly during this exercise.

6. Bear Crawls - This exercise strengthens your whole body and increases muscle power.
It boosts your metabolism and improves cardiovascular health. Get down on your legs
and hands, with knees slightly bent, but with your back flat. Walk in this position with
your right foot and left hand forward, followed by the left foot and right hand forward.
This completes one repetition. Practice 2–3 sets of 15–20 repetitions each.

7. Burpees - Burpees are intense full-body exercises which increase your blood
circulation, heart rate, strength, and flexibility. Stand with your feet shoulder-width
apart and get into a squat position. Bend forward to place your palms in front of your
feet and stretch your feet behind to get into a plank position. Immediately, return to the
squat position and jump. Practice 3–5 sets of 8–15 repetitions each.
8. Squat Jacks - This exercise works great on your lower body and improves posture and
stability. Stand with your feet together and hands alongside your thighs. Jump up and
 Page | 22

P.E. 1
spread your feet while you settle into a squat position. Push through the heels and jump
back up and return to the starting position. Do 1–2 sets of 8–15 repetitions each.

9. Inch worm - This exercise gives a complete warm-up to your body. It strengthens your
arms, chest, upper and lower back, and abs. Stand with your feet shoulder-width apart.
Bend at your waist and let your hands touch the floor. Walk your hands forward to
attain a plank position. Once you are in the plank position, walk your feet towards
your hand and stand. Practice 2–3 sets of 10–15 repetitions each.

10. High Knees - Stand straight with your feet shoulder-width apart. Lift your knees up to
the waist level and drop your feet slowly down. Repeat with the other leg. This
completes one cycle. Practicing high knees burns more calories and increases the
metabolism. Practicing sets of 30 seconds each as long as you can comfortably manage
helps.

11. Box Jumps - You would need a bench or a sturdy box to do this exercise. Choose a
box with the height equivalent to your mid-calf, if you are doing it for the first time.
Stand with your feet shoulder-width apart, facing the box. Now, bend your knees,
swing your arms, and land on the box lightly. To return, just step back one foot at a
time.

12. Jumping Lunges - You would need a bench or a sturdy box to do this exercise.
Choose a box with the height equivalent to your mid-calf, if you are doing it for the
first time. Stand with your feet shoulder-width apart, facing the box. Now, bend your
knees, swing your arms, and land on the box lightly. To return, just step back one foot
at a time.

Assessme
nt

Learning Activity 3.1:

Make your own Aerobic Exercise. Take 1 minute or 1-and-a-half-minute video exercise.
Send it to your subject teacher through messenger or email.
 Page | 23

P.E. 1

Learning Activity 3.2:

Follow the weekly activity that will be given below. After one week doing it write your
own reflection. Continue to do until two weeks and write another reflection.

• Monday: Take a 20-minute brisk walk at 7 a.m. around the block four times. •
Tuesday: Do the same as on Monday.
• Wednesday: Take a 20-minute walk at 6:30 p.m. (right before dinner) around the block. •
Thursday: Take the day off.
• Friday: Take a 20-minute walk at 7 a.m. around the block.
• Saturday: Walk with your family at 10 a.m. for 45 minutes in park. • Sunday: Bike ride with your
spouse for 60 minutes in park at noon. Mom will baby-sit.

After one week…

After two weeks

Page | 24
 P.E. 1
Learning Activity 3.3:
After doing all the other aerobic activities, site some importance of aerobics in your life as a
student. What is the help of it this Pandemic disease which is known as Corona Virus Disease
or COVID?

Learning Activity 3.4:

Make a short Aerobic Dance Exercise, Make a video and send it to your teacher through
his/her email or messenger. Make sure that it is our original choreography.

Page | 25
LESSON 4 P.E. 1

INTROD
UCTION TO GYMNASTICS

TOPICS
1. Introduction to Gymnastics
2. Gymnastic Activities; Educational, Therapeutic and Competitive
3. Types of Gymnastic

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. recognize from where gymnastic had started and its contribution to education
and sports development.
2. differentiate gymnastics as Educational, Therapeutic, and Competitive.

TOPIC 1: Introduction to GymnasticsGymnastics is a sport basic to all sport and is recognized for
its vital role in the development of the total fitness of the individual. It is an artistic expression of ideas,
a graceful yet demanding and difficult movement process that aimed either for fitness or competition
purposes or both.
The record shows that during the ancient time, the Chinese and Egyptians were the first
to practice various gymnastics routines for fitness and entertainment. The Chinese developed
Kung Fu or medical gymnastic. They do lots of body exercises to prepare and condition the
body against sickness, for they do believe more on disease prevention rather than treatment.
On the other hand, the Egyptians used gymnastics simply for entertainment.
The Greeks were the first to develop the competitive aspects of gymnastics which
originally meant all forms of athletics. It was first practice at ancient Olympic Games at
Mount Olympus.
The early Greeks (Spartans) emphasized the feat for strength, while the later Greeks
(Athenians) developed the scientific system of exercises that combined the elements of skills,
grace and strength. All these sprang from their belief in the ideals of a sound mind in a body.
 Page | 26

P.E. 1
The word gymnastics was defined by historian as a naked art derived from the Greek
word Gymnos which mean naked, as the word gymnazien means to practice naked. This is
why women were excluded from the ancient Games, both as competitors and spectators.
Like the Spartans, the Romans used gymnastics exercises for military training. They
use wooden horse to develop their prowess in horse riding during the battle or fight for
victory.
The Hindu have another form of gymnastics exercises, performed in time with their
prayers or meditation. This approach in exercising known as Yoga is quiet, smooth, and slow
for they believe that the body is the home of spirit so sacred that it should be kept perfectly
healthy.
Modern gymnastics were developed by German educators in devising exercises using
pieces of stationary apparatus to develop physical strength and discipline. The Swedish system
emphasized rhythm and coordination through movements borrowed from dance in the process
of exercising different parts of the body thus developing the aesthetic
expressiveness and gracefulness.
The following educators were instrumental in the development in
gymnastics:

Johann Bernhard
Basedow
(German, 1723-1970)
Introduced gymnastics in
the school
curriculum

Johann Guts Muths

(German, 1759-1839)
Known as the great grandfather of gymnastics. He invented the outdoor
apparatuses like the seesaw, horizontal ladder, the oblique wooden ladder,
climbing rope, balance beam and rope ladder. He write the book entitled
Gymnastics for the Youth.
 Page | 27

P.E. 1

Friedrich Ludwig Jahn

(German, 1778-1852)
Considered as
the Father of
Modern
Gymnastics. He
started the
Turnverein
Movement (tumbling clubs)
generally for young men in Germany.

Pehr Henrik Ling

(Swedish, 1776-1839)
Introduce gymnastics in European schools. He
invented the stall bars and vaulting box or Swedish
box.

Adolf Spiess
(Swiss)
Introduce fancy marching and freehand
exercise performed with music.

TOPIC 2:
Gymnastic Activities: Educational, Therapeutic and Competitive

Educational Gymnastics Competitive Gymnastics

• is program that challenge you to master tactics
involving strength, rhythm, balance, flexibilty, and
agility.
Therapeutic or Remedial Gymnastics
• is a series of selected exercises that help you to relieve • consist of prescribed sets of events for men and women
physical discomfort or restore function to disabled each of which is scored separately in order to
people. determinme winner

Page | 28

TOPIC 3: Types of Gymnastics P.E. 1

1. Women's Artistic Gymnastics

Women's artistic gymnastics (often shortened to just "women's gymnastics") attracts the most
participants and is generally the most well-known type of gymnastics. It's also one of the first
tickets to sell out at the Olympic Games.

The events: In women’s artistic gymnastics, athletes compete on four apparatus (vault,
uneven bars, balance beam and floor exercise).

Competition: The Olympic competition consists of:

• Team: Five athletes are on a team. (In the future, that will change to just four.) In
preliminaries, four athletes compete on each event and three scores count. In finals,
three athletes compete on each event and every score counts towards the team total.
• Individual all-around: An athlete competes in all four events and the total score is added
up.
• Individual events: An event champion is named on each apparatus.
 Watch it:

The 2014 U.S. nationals

for women' artistic gymnastics.

Link:
[Link]

Page | 29

P.E. 1
2. Men’s Artistic Gymnastics

This is the second most popular type of

gymnastics in
the United States and the oldest form of
gymnastics.

The events: Men compete on six apparatus:

floor
exercise, pommel horse, still rings, vault,
parallel bars
and horizontal bar (usually called high bar).

Competition: Olympic competition is held in the

same format as women’s artistic gymnastics, with a
team, all-around and individual events competition.
The only difference is that the men compete in their six events, whereas the women compete
across their four events.

Watch it: The 2014 US nationals in men's artistic gymnastics

Link: [Link]

3. Rhythmic Gymnastics
In rhythmic gymnastics,
gymnasts
perform jumps, tosses, leaps
and
other moves with different
types of
apparatus. This is currently
a
female-only sport in the
Olympics.

The events: Athletes

compete
with five different types of
apparatus: rope, hoop, ball, clubs,
and ribbon. Floor exercise is also an
event in the lower levels of
competition.

Competition: At the Olympics, rhythmic gymnasts compete in:

• Individual all-around: An athlete competes on four of the five events (every two years,
one apparatus is rotated out) and the total score is added.
• Individual events: A gymnast is named the champion on each of the four apparatus
currently in rotation.
• Group competition: Five gymnasts compete in two different routines. In one routine, all
of the athletes use the same apparatus. In the second routine, the gymnasts use two
different pieces of equipment (for example, three gymnasts will use the ball and two
gymnasts will use the hoop).

Page | 30

P.E. 1
Watch it: The 2014 world championships, the rhythmic all-around competition

Link: [Link]

4. Trampoline

In trampoline gymnastics,
gymnasts
perform high-flying flips and
twists
on every bounce. This
became an
Olympic discipline for the
2000
Olympics.
To add trampolinists to the quota
allotted for gymnastics, artistic teams
were reduced from seven team
members to six.

The events: A compulsory and a

voluntary routine are performed in the Olympic competitions. Each consists of ten skills and is
done on the same type of trampoline.

Double mini (gymnasts use a smaller, two-level trampoline) and synchronized (two athletes
perform at the same time on different trampolines) are competitive events in the U.S., but not
in the Olympics.

Competition: Trampoline gymnastics includes an individual event for women and for men.
There is a qualifying event to reach the medal round but the scores do not carry over.

Watch it: The 2004 men's Olympic trampoline

champion, Yuri Nikitin (audio is not in English)Link:
[Link]

5. Tumbling

Power tumbling is performed on a spring runway much

bouncier
than the floor exercise mat used in artistic gymnastics.
Because
of its spring, athletes are able to perform very
complicated flips
and twists in succession.

The events: All tumbling is done on the same strip. The gymnast
performs two passes in each stage of the competition, with eight
elements in each pass.

Page | 31

P.E. 1
Competition: Tumbling is not an Olympic event, but is part of the Junior Olympic program in
the United States and is competed internationally as well.

Watch it: Power tumbling at the Canadian nationals

Link: [Link]

6. Acrobatic Gymnastics
 In acrobatic
gymnastics,
the athletes are the
equipment.
A two- to four-gymnast
team
performs all types of
handstands, holds and
balances on each other,
while
members of the team
throw and
catch their teammates.

The events: Acrobatics

is
always performed on the same
floor exercise mat.

The events competed are men’s

pairs, women’s pairs, mixed pairs, women’s groups (three gymnasts) and men’s groups (four
gymnasts).

Competition: Acrobatic gymnastics is not an Olympic event, but it is also part of the U.S.
Junior Olympic program and is competed internationally.

Watch it: A montage of Acro gymnastics and the acrobatic gymnastics world competition in
2016

Link: [Link]

Page | 32

P.E. 1
7. Group Gymnastics Group gymnastics in
the United States is usually performed
competitively under the name TeamGym. In
TeamGym, athletes compete together in a
group of six to 16 gymnasts. The group may
be all-female, all-male or mixed.

The events: In the U.S., participants in

TeamGym compete in the group jump event
(performances in tumbling, vault, and mini
trampoline) and the group floor exercise.

Competition: TeamGym is not an Olympic

event, but is competed in the United States and
abroad in invitational meets, as well as local,
regional, national and international competitions.

Watch it: The Hawth gymnastics team

Link: [Link]

Assessment
Learning Activity 4.1:
Gymnastics has many interpretations depending on a people who will define it. For you what is gymnastics and its
significant in your life as a student. Expound your answer depending on your own ideas. Write it down in a space
provided below.

Page | 33

Learning Activity 4.2:

P.E. 1
 Chinese, Egyptians, Greeks, Romans, Hindu, and German developed gymnastics. Choose two
among the given race and tell why did you chose it. Write your answer below.

Learning Activity 4.3:

Differentiate the three (3): Educational, Therapeutic, and Competitive Gymnastics. Elaborate
your answer on a space provided below.

Gymnastic
s

Education Therapeu
al tic
 Competiti Gymnasti
ve cs

Page | 34

P.E. 1

Learning Activity 4.4:

Read the statement below. Fill in the blanks with the correct answer to complete the
statement.

1. I introduced ____________ in _________ curriculum. I am from

Germany.
2. I am from Switzerland and introduce ________________ and
________________. I am ___________.
3. Sweden is my nationality. I invented the _____________ and the
_____________. I also introduce gymnastic in schools in whole
Europe. I am ___________________.
4. Germany is my nationality and I am a German obviously. I am
Johann ________________ known as the Great Grandfather of
gymnastics.
_____________,___________,____________,_____________,
____________,____________ are the apparatuses that I invented
during my time. I wrote a book entitled “__________”.
5. I am Friedrich Ludwig Jahn, a ____________ who is considered a
_____________.

Learning Activity 4.5:

Watch the different types of gymnastics. Open the links that were given. Write your reaction
on every type of gymnastic. Write it on your preferred paper, put designs to come up with a
creative reaction paper and paste it on the box provided below.

Paste Here

Page | 35

P.E. 1

LESSON 5

MOVEMEN
TS

TOPICS
1. Movement
3. Safety Suggestions

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. perform the different types of movements (locomotor, non-locomotor)
2. identify the safety before and during the gymnastic activities.

TOPIC 1:
Movements
Movement
A movement is a change of position in space. Whenever there is no change of
position, there is no movement. Learning how to move is the most basic element of learning
experience in physical education.

LOCOMOTOR MOVEMENT SKILLS

Locomotor Movement Skills are used to move the body from one place to another.
They form the foundation of gross motor coordination and involve large muscle
movements.

• Walking – is the regular pacing of the feet; a simple transferring of body

weight from one foot to the other on the ground. (A transfer of one
foot to the other foot is called a step.) Scientifically, it is a process of
losing balance and recovering it while moving forward upright
position, the body displaying a little up and down or side to side
movement.

Page | 36

P.E. 1
• Running – is an increased speed in walking by lifting the foot off the
contact ground. Each leg in a mature running pattern goes through a
support phase and a recovery phase and full sequence produces two
periods of non-support. It is done with a slight body lean and knees are
flexed and lifted.

• Hopping – is a springing action from one foot and landing on the same
foot in any direction. It involves propelling the body up and down on
the same foot. The knee seldom straightens fully. It can be produced in
place or as a locomotor movement.

• Leaping – is an extension of a run, where the greater force is used to

produce a higher dimension than a run. The springing from one foot
propels the body upward and landing on the opposite foot, actually, it is
an elongated step to cover a distance or move over a low obstacle.

• Sliding – is when the lead step is quickly followed by the free foot
closing to replace the supporting foot. It involves gliding sole of one
foot along the floor. The lead foot quickly springs from the floor into a
direction of intended travel. The same foot always leads in a slide
producing an uneven rhythm: slide-close, slide-close, slide-close.

• Galloping – is a combination of a step (full transfer of weight on one

foot) and a cut by the transfer of weight on the other foot. A cut is a
displacement of one foot with the other foot. It is an exaggerated slide
 in forward direction. The lead leg lifts and bends and then thrusts
forward to support the weight. The rear foot quickly closes to replace
the supporting leg as the lead springs up into its lifted and bent
position.

• Skipping – is a combination of a step and a hop, first on one foot and

then on the other foot on a faster tempo. It is done on the balls of the
feet.

• Jumping- is a locomotor pattern in which the body propels itself off the
floor or apparatus into a momentary period of flight. It can be done in
place or as a locomotor activity to cover the ground. The fundamental
jumping pattern consists of five basic variations (Graham, 2011):

Page | 37

P.E. 1
NON-LOCOMOTOR MOVEMENT SKILLS

Non-locomotor movement skills are performed without appreciable movement

from place to place.

• Bending is contracting or shortening of body part from a joint.

• Stretching is extending or straightening a body part from a joint.

Rocking occurs when the center of gravity is fluidly transferred from

one body part to another.

• Swaying is moving the body or body parts from joint side to side.

• Stretching is extending or straightening a body part from a joint.

• Pushing is an act of shoving an object away from the body.

• Pulling is an act of lugging or towing an object towards or with the body.

• Turning is rotation around a long axis of the body.

• Twisting is turning the body or body parts to one side.

• Circling is moving the body or body part forming a circle.

•

Swinging is moving the body or body parts from a joint resembling a

pendulum.

Page | 38

P.E. 1
Directions of
Movements

SIDEWARD

UPWAR D
DOWNWAR
D

Counterclockwise

Clockw
ise

Page | 39

P.E. 1
 Knowledge of safety techniques in gymnastics activities is a very important teaching
prerequisite. To prevent injuries while learning gymnastics, the class is divided into three
periods.
1. Pre-Workout Period. This includes all activities
and procedures that prepares the individual for actual
instruction and practice of all gymnastic skills.
a. Check-up of uniforms
b. Warm Up

2. Workout Period. (Actual Practice) In every plan,

safety instructions should be incorporated when
reviewing and demonstrating the skills; the class should
be aware of the maximum safety precautions while it is
performing the exercises and skills.

SAFETY SUGGESTIONS FOR ALL

a. Full attention is needed when a new skill is discussed and demonstrated
b. When in doubt, ask questions.
c. When doing a skill for the first time, have a ready spotter.
d. Master the fundamentals before doing the skill.
e. Stop when instructions are given to stop.
f. Foolish acts have no place in the class
g. Learn to relax and fall to prevent injuries.

3. Post-workout period
a. Relaxation exercises
b. Keeping of equipment used in their proper place

Page | 40

Assessment:
.E. 1
Learning Activity 5.1:
 Direction: In this activity, you are going to take a video of yourself while doing the
movements. The procedure of the movements is listed below for you to follow. The video will
be passed to your instructor using his/her email or Facebook account. The video will not be
less than one minute and not more than one and a half minutes.

Movement procedure:
a. Hands down at the sides. Execute 4 walking steps forward and 4 walking steps
backward.
b. Arms upward, palms facing each other. Hop on right foot, left leg in front hop on right
again, left leg raised in rear, bend trunk forward, arms at the back, palm facing each
other
c. Execute 4 leaping steps sideward right and 4 leaping steps sideward left. d. Execute hip
rotation to the right place, legs opened slightly sideward, right arm at your waist.

Learning Activity 5.2:

In this activity you are going to interview your past P.E. teacher when you are in High School
or Elementary. Using any video chatting application, ask them the questions that is given
below. Take a screenshot of your video interview and summarize their answers. Write the
answers and paste the picture below.

Questions:
a. How do they start every Physical Education instructions?
b. What kind/s of preparatory work out they provide to their students before the activity? c.
Do they have rules while doing an activity? If yes, please specify those. d. Do warm-up
and cooling down activities are important in every Physical Education activities?
e. How important are rules before, during and after the P.E. activities?

Page | 41

LESSON 6 P.E. 1
 Basic
Position in Gymnastics

TOPICS
1. Good Posture
2. Health and Lifestyle
3. Gymnastics Positions

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. practice a good posture.
2. execute the basic positions properly with a proper posture.

TOPIC 1: Good Posture Good Posture

Good posture is about more than standing up straight

so you can look your best. It is an important part of your
long-term health. Making sure that you hold your body
the right way, whether you are moving or still, can
prevent pain, injuries, and other health problems.
 How to have
a good
posture?

Page | 42

P.E. 1

What is posture?
Posture is how you hold your body. There are two types:

• Dynamic posture is how you hold yourself when you are moving, like when you are walking,
running, or bending over to pick up something.
• Static posture is how you hold yourself when you are not moving, like when you are sitting,
standing, or sleeping.
It is important to make sure that you have good dynamic and static posture.

The key to good posture is the position of your spine. Your spine has three natural
curves - at your neck, mid back, and low back. Correct posture should maintain these curves,
but not increase them. Your head should be above your shoulders, and the top of your shoulder
should be over the hips.
 How can posture affect your health?
• Misalign your musculoskeletal system
• Wear away at your spine, making it more fragile and prone to injury
• Cause neck, shoulder, and back pain
• Decrease your flexibility
• Affect how well your joints move
• Affectyour balance and increase your risk of falling
• Make it harder to digest your food
• Make it harder to breathe

Page | 43

P.E. 1

How can I improve my posture in general?

• Be mindful of your posture during everyday activities, like watching television, washing dishes,
or walking
• Stay active. Any kind of exercise may help improve your posture, but certain types of exercises
can be especially helpful. They include yoga, tai chi, and other classes that focuses on body
awareness. It is also a good idea to do exercises that strengthen your core (muscles around
your back, abdomen, and pelvis).
• Maintain a healthy weight. Extra weight can weaken your abdominal muscles, cause problems
for your pelvis and spine, and contribute to low back pain. All of these can hurt your posture. •
Wear comfortable, low-heeled shoes. High heels, for example, can throw off your balance and
force you to walk differently. This puts more stress on your muscles and harms your posture. •
Make sure work surfaces are at a comfortable height for you, whether you're sitting in front of a
computer, making dinner, or eating a meal.

Topic 2:
Health and Lifestyle

"Healthy living" to most people means both physical and mental health are in balance
or functioning well together in a person. In many instances, physical and mental health are
closely linked, so that a change (good or bad) in one directly affects the other. Consequently,
some of the tips will include suggestions for emotional and mental "healthy living."
All humans have to eat food for growth and maintenance of a healthy body, but we
humans have different nutrition requirements as infants, children (kids), teenagers, young
adults, adults, and seniors. For example, infants may require feeding every 4 hours until they
gradually age and begin to take in more solid foods. Eventually they develop into the more
normal pattern of eating three times per day as young kids. However, as most parents know,
kids, teenagers, and young adults often snack between meals. Snacking is often not limited to
these age groups because adults and seniors often do the same.

Here are the TIPS!

Eat three healthy meals a day (breakfast, lunch, and dinner); it is important to
remember that dinner does not have to be the largest meal.

The bulk of food consumption should consist of healthy foods, such as fruits,
vegetables, whole grains, and fat-free or low-fat milk products.

Incorporate lean meats, poultry, fish, beans, eggs, and nuts (with emphasis on
beans and nuts) into a healthy diet.

Page | 44

P.E. 1

Choose foods that are low in saturated fats, trans fats, cholesterol, salt
(sodium), and added sugars; look at the labels because the first listed items on
the labels comprise the highest concentrations of ingredients.

Control portion sizes; eat the smallest portion that can satisfy hunger and then
stop eating.

Healthy snacks are OK in moderation and should consist of items like fruit,
whole grains, or nuts to satisfy hunger and not cause excessive weight gain.

Choose foods that are low in saturated fats, trans fats, cholesterol, salt
(sodium), and added sugars; look at the labels because the first listed items on
the labels comprise the highest concentrations of ingredients.
 Control portion sizes; eat the smallest portion that can satisfy hunger and then
stop eating.

Healthy snacks are OK in moderation and should consist of items like fruit,
whole grains, or nuts to satisfy hunger and not cause excessive weight gain.

If a person is angry or depressed, eating will not solve these situations and
may make the underlying problems worse.

Avoid rewarding children with sugary snacks; such a pattern may become a
lifelong habit for people.

Avoid heavy meals in the summer months, especially during hot days.

Physical activity and exercise is a major contributor to a healthy lifestyle; people are
made to use their bodies, and disuse leads to unhealthy living. Unhealthy living may manifest
itself in obesity, weakness, lack of endurance, and overall poor health that may foster disease
development.

Here are the TIPS!

• Regular exercise can prevent and reverse age-related decreases in muscle mass and
strength, improve balance, flexibility, and endurance, and decrease the risk of falls in
the elderly. Regular exercise can help prevent coronary heart disease, stroke, diabetes,
obesity, and high blood pressure. Regular, weight-bearing exercise can also help
prevent osteoporosis by building bone strength.

Page | 45

P.E. 1
• Regular fitness can help chronic arthritis sufferers improve their capacity to perform
daily activities such as driving, climbing stairs, and opening jars.
• Regular exercise can help increase self-esteem and self-confidence, decrease stress and
anxiety, enhance mood, and improve general mental health. • Regular exercise can help
control body weight and in some people cause loss of fat. • Thirty minutes of modest
exercise (walking is OK) at least 3 to 5 days a week is recommended, but the greatest
health benefits come from exercising most days of the week.
• Exercise can be broken up into smaller 10-minute sessions.
• Start slowly and progress gradually to avoid injury or excessive soreness or fatigue. Over
time, build up to 30 to 60 minutes of moderate to vigorous exercise every day. • People are
never too old to start exercising. Even frail, elderly individuals (70-90 years of age) can
improve their strength and balance with exercise.
• Almost any type of exercise (resistance, water aerobics, walking, swimming, weights,
yoga, and many others) is helpful for everybody.
• Children need exercise; play outside of the home is a good beginning. • Sports for
 children may provide excellent opportunities for exercise, but care must be taken not to
overdo certain exercises (for example, throwing too many pitches in baseball may harm a
joint like the elbow or shoulder).
• Exertion during strenuous exercise may make a person tired and sore, but if pain occurs,
stop the exercise until the pain source is discovered; the person may need to seek
medical help and advice about continuation of such exercise.

Topic 3: Basic Gymnastics Positions Basic Gymnastic

Positions
A. Standing Positions

Stride Position
The feet are apart about 12
Feet together or Feet inches wide. The stride may be Lunge Position
Parallel made wider than 12 inches. The Bend one knee, the other leg
The feet are about one (1) inch weight of the body is on both feet straight. Weight on both feet. Hands
apart, toes pointing forward. and the trunks is at the center. Arms on hips.
Arms at the sides. at sides.

Page | 46

P.E. 1
 Half-knee Bend B. Sitting Position
Feet together, bend knees to about 45 degree angle; Full knees Bend or Squat Position
feet flat on floor, body erect; hands on hips. The knees are fully bent, sit on the heels of the feet.
The weight of the body is on the balls of the feet.

Long Sitting Position Hook sitting Position Long Sitting Rest Position
Sitting with legs extended forward, Sit on buttocks, bend knees close to Legs and toes are extended
toes pointed, trunks erect and hands the body. Trunk erect, hands on forward; hands at the rear in the
on hips. shin of the legs. floor. Elbow and body straight.

Tuck Sitting Position Stride Sitting Position

Sit on buttocks, bend knees close to body; round back Sitting on buttocks, spread legs apart, trunk erect,
so that the forehead and the knees are in contact; hold hands on thighs.
shin of legs.

Page | 47
 Hurdl
Side
e Sitting Position
Sitting Position Sitting on buttocks, bend right leg
Sitting on buttocks, bend right or Heel
at the back about 90 degree angle,
left leg in front; other leg extended the other leg extended diagonally Sit
sideward. Hands on knees. forward. From kneeling position, sit on the
heels of the feet, toes pointed.
Hands on hips.
P.E. 1

Cross Sitting Position Frog Sitting or Tailor Sitting

C. Kneeling Positions

Kneeling Position Stride Kneeling Position

Kneel on both knees, knees close together, body erect, Kneeling on both knees, with knees apart.
hands on hips.
Page | 48

P.E. 1
 Half- kneeling Position Right and Left D. Lying Positions
Kneeling on right, left in half kneeling position in Kneeling Position One Leg
front. Hands on hips.
Kneeling on one leg, the other extended sideward,
forward or [Link]

Back or Supine Lying Positions Front or Prone Lying Position

Lying on the back, the body us well extended, arms Body is well extended and in front of the body in
overhead, toes pointed. contact with the floor. Toes pointed, arms forward.

Page | 49

Lying Position pointed.

With the body well extended, the
side of the body is in contact with
the floor, one hand on the floor
Side overhead and the other hand bent
close to chest palms on floor. Toes
 P.E. 1

Hook

Lying Position
In a back lying position, bend Tuck
knees, with the feet close to Lying Position
buttocks, feet flat on the floor.
Arms overhead. Lying on the back, pull the knees
close to the forehead, hold shin of
legs.

E. Arm Support Positions

Supine or Back Arm straight line. and in one straight line.

Support Prone or Front Arm
From a long lying position, lift the Support
body with straight arms support. From a front lying position. Lift Side Arm Support
Body, legs the body to front arms support; The body is supported with the
and toes well extended and one body, legs and toes well extended right or left arm; the body is well
extended.

F. Four-Base Positions

Dog Stand Positions Bridge Stand

From a kneeling position, place the hands on the Positions

floor, elbows straight, toes pointed, From a hook sitting lift the trunk; legs and arms in
the knees and hands are the base of support. right angle with the trunk.

Page | 50

G. Hand Positions
 Hands
Hands Hands
on Shoulder
on Waist on Chest Bend arms from the elbow, finger
Place hands on waist, fingers Palms facing down, thums tips touching shoulder, elbow in
pointing front, thumbs pointing touching the chest, elbows in line line with the shoulders, rib cage
backward. with the shoulders lifted.

P.E. 1

Hands on Neck H. Arm Positions

Bend arms from the elbow, place hands behind the neck,
finger tips meeting each other, elbows in line with Hands on Hips
shoulders. Place hands on hips, fingers pointing front, thumbs
pointing backward

Arms Forward Arms Sideward

Raise arm forward with palms facing each [Link] Raise arms sideward, palm facing down, finger tips in
in line with shoulders, elbows slightly extended. line with the shoulder.

Page | 51
Arms Oblique Positions rms Upward
Raise arms upward, palms
facing each other, elbows
touchingthe ears, tghe whole
arm in line with the body
A
P.E. 1

Forward downward Backward Downward

Sideward
 downward Sideward Upward

Page | 52

Arms in T- Position

P.E. 1

T- Position Reverse T-Position

Assessme
nt

Learning Activity 6.1:

Posture! Posture! Posture!

Take a picture of yourself with a proper posture while sitting and standing. Print and Paste it
below.
 Paste Here

Page | 53

P.E. 1

Learning Activity 6.2

 Posture! Posture!
Posture!
While practicing a good
posture, what do you
think is the benefit you
can get with it? Explain

your answer.

Make your own dietary plan every week. Write your food you eat every meal (breakfast,

lunch, dinner) including the time. Make your own kind of art. Paste it on a box provided
below.

Paste Here

Page | 54

P.E. 1

Learning Activity 6.4:

 What exercises you make at home every day. Site all the benefits you can get in this
exercise. Write it below on a sheet of paper.

Learning Activity 6.5:

Time to Pick a Pic!

Take a photo of yourself of every Basic Positions in Gymnastic and make an artistic photo album
of it. Make a pocket on the next page that will hold your photo album. It will be assessed using the

rubrics below.
(Cross out the corresponding box of student’s performance rating.
 Page | 55

P.E. 1
Criteria Excellent Very Satisfactory Needs Poor
Satisfactory 4 Improvement
5 3 2 1

a. Mastery of Showed very Almost showed Showed Showed little Performed

the basic high-level of mastery of the average mastery of the poorly the
positions in mastery of basic positions mastery of the basic positions. basic
gymnastics routine. but some errors basic positions.
were evident. positions.

b. Proper Showed Executed the basic Executed the Executed the Executed the
execution excellent positions almost basic positions basic positions basic positions
performance. accurately but with average with little incorrectly
some errors were accurately. accuracy.
evident.

c. Good form Showed very Showed very high Showed Showed very Failed to show
high level level of balance average level little level of concentration
balance and and poise in of balance, balance and in performing
poise in performing basic flexibility and poise in the basic
performing the positions. poise in performing the positions.
positions. performing basic positions.
basic positions.

3. Enthusiasm Showed very Showed high Showed Showed little Failed to

high interest in interest in average interest in perform the
executing the executing the interest in executing the basic positions
basic positions. basic positions. executing the basic positions. enthusiasticall
basic y.
positions.

Total

Average

Page | 56

P.E. 1
 Learning Activity 6.6:
Using all the basic positions in gymnastics, create a simple dance movement that will show
your gymnastic ability. You can use your PE uniform on the performance or gymnastic
costume if you have it at home. You will choose your own music to accompany to your
dance. Make a 1-3 minutes video and send it to your subject teacher through email or
messenger.

Page | 57

P.E. 1

REFERENCES
Diana, R.A. (2004). Rhythmic Activities and Dance. Pampanga: CFLF Publication.
Domingo, J. R., etc. (2008) Physical Education 1: Introduction to Gymnastics. Malabon City:
Mutya Publishing House, Inc.
Flordeliza, R. F. etal. (2015). Physical Fitness in the Challenging Word. Quezon City: Fatima
Educational Publications
Indon, V. J. (2005). Rhythm and Dance [Link]: Far Eastern University Publications.
▪
Oya, E. D. (2001). Physical fitness for college freshmen. Manila: Rex Bookstore. Tulio, D. D.
(2008). Physical Education 1 for College. Mandaluyong City: National Book Store
[Link]
[Link]

[Link]

[Link]

[Link]

[Link]

Page | 58