PE101 MOVEMENT COMPETENCY TRAINING

1. Legal Basis
The legal basis for physical education and fitness programs depends on your country, but I’ll
give a Philippines-based example since many academic curricula follow it:

Philippines Legal Framework:

1. Article 1 of the International Charter of Physical Education and Sports, UNESCO, Paris,
1978 and Recommendation 1, Interdisciplinary Regional Meeting of Experts on Physical
Education, UNESCO, Brisbane Australia 1982. States that:
2. “The practice of Physical Education and Sports is a fundamental right for all.”
3. “And this right should not be treated as different in principle from the right to
adequate food, shelter, and medical care.”
4. Article XIV, section 19,1987 Constitution of the Republic of the Philippines-
5. “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.”
6. “All educational institutions shall undertake regular sports activities throughout
the country and in cooperation with athletic club and other sectors.”
7. Republic Act No. 5708 (1969) – The School Physical Education and Sports
Development Act
o Declares PE as an essential part of the basic education curriculum.
8. Republic Act No. 6847 (1990) – Creation of the Philippine Sports Commission
o Promotes sports development programs nationwide.
9. DepEd Orders & Curriculum Guides
o Set learning competencies and standards for PE from elementary to senior high
school.

2. Physical Education (PE)

Definition:
Physical Education is a planned, structured program of activities designed to develop students’
physical competence, health-related fitness, and understanding of physical activity for lifelong
well-being. It focuses on both learning about movement and learning through movement.

Key Points:

 Involves sports, games, exercises, dance, and fitness activities.

 Develops motor skills, coordination, teamwork, and self-discipline.
 Encourages an active lifestyle and awareness of health benefits.
 Often taught as a subject in schools with set learning goals.

Main objective of physical education is “FITNESS”

 - It is the ability to live a healthy, satisfying and useful life. This kind of life is what the
educational philosophers and thinkers term as the “GOOD LIFE.”

MAIN GOAL of physical education is the “GOOD LIFE”

- To live a “Good Life” means an individual satisfies his basic need as physical well-being,
love, affection, security and self-respect.

Lesson 3: Historical Terms of Physical Education

 Gymnastics

- referred to exercises or activities that took place in a gymnasium, rather the

activities that today are a part of a particular sport.
- from the Greek words “gumnos” or sometimes “gymnos”, naked
 Hygiene

- Another popular term of the 19th century.

- Referred to the science to the science of preserving people’s health
- keeping yourself and your surrounding clean to stay healthy and avoid diseases.
 Physical Culture
 - The way people taking care of their bodies through exercise, sports, healthy habits and an
active lifestyle.

3. Physical Fitness
Definition:
Physical fitness refers to the body’s ability to function efficiently and effectively in work and
leisure activities, resist diseases, and cope with emergency situations.

A. Health-Related Components
These are directly related to your overall health and daily function.

1. Cardiovascular Endurance
o Definition: The ability of the heart, lungs, and blood vessels to supply oxygen to
working muscles for prolonged activity.
o Example Activity: Running, swimming, cycling.
o Why It Matters: Improves stamina, reduces fatigue, lowers risk of heart disease.
2. Muscular Strength
o Definition: The maximum amount of force a muscle or group of muscles can
produce in a single effort.
o Example Activity: Lifting heavy weights, push-ups.
o Why It Matters: Supports lifting, carrying, and protection against injury.
3. Muscular Endurance
o Definition: The ability of a muscle to continue performing without fatigue.
o Example Activity: Planking, sit-ups, long sets of light weightlifting.
o Why It Matters: Helps with everyday activities like walking long distances or
maintaining posture.
4. Flexibility
o Definition: The range of motion available at a joint.
o Example Activity: Stretching, yoga.
o Why It Matters: Reduces risk of injury, improves movement efficiency.
5. Body Composition
o Definition: The ratio of body fat to lean mass (muscles, bones, organs).
o Example Activity: Combination of cardio, strength training, and healthy eating.
o Why It Matters: Healthy composition supports overall physical performance and
reduces health risks.

B. Skill-Related Components
These relate to athletic performance and motor skills, but also help in daily coordination and
reflexes.

1. Agility – Ability to change direction quickly and accurately (e.g., in basketball or

soccer).
2. Balance – Ability to maintain stability whether still or moving (e.g., gymnastics, standing
on one foot).
3. Coordination – Ability to use body parts together efficiently (e.g., dribbling a ball while
running).
4. Speed – Ability to move quickly from one point to another (e.g., sprinting).
5. Power – Ability to exert maximum force quickly (e.g., jumping high, shot put).
6. Reaction Time – How quickly you respond to a stimulus (e.g., starting a race when the
gun fires).
Purpose:

 Improves overall health, energy, and mood

 Reduces risk of chronic diseases
 Supports better quality of life

1. Fitness Concept

Definition:
The fitness concept refers to the understanding that physical fitness is a state of health and well-
being that can be achieved and maintained through regular physical activity, proper nutrition,
and a healthy lifestyle.

Key Ideas:

 Fitness is multidimensional (health-related, skill-related, and lifestyle habits).

 It’s individualized — what’s “fit” for one person might be different for another.
 It is maintained over time, not just a one-time achievement.

Purpose:

 Promote overall health

 Reduce risk of chronic diseases
 Improve daily function and quality of life

4. Fitness and Physical Activity Assessment

Definition:
A fitness assessment is a set of tests that measure different components of physical fitness to
determine a person’s current fitness level.

TEST ITEMS OBJECTIVE

 Cardiovascular Endurance Test (5 minute To measure physical fitness for muscular work and
step test) the ability to recover from work.

 Stork Stand To measure the static balance of the performer

while supported on the ball of the foot of the
dominant leg.
 Modified Set-Ups (bent knees) To measure the endurance of the abdominal
muscles.
 Modified Sit & Reach To measure the flexibility of the hamstring.

 Push-up (boys); Modified Push-Up (girls) To measure the endurance of the arms and the
shoulder girdle.
 Illinois Agility Run To measure one’s agility and coordination

 50 meter dash To measure speed

 Sergeant Chalk Jump To measure the power of the legs by jumping

vertically upward.
IMPORTANCE OF PHYSICAL FITNESS

Physical fitness helps the individual:

 In the proper growth of young bones and muscles;

 Improve the ability to avoid and recover from illness and accidents;
 Improve posture and appearance by strengthening muscles that support the body;
 Minimize stress response;
 Maintain proper body weight;
 Prevent heart ailment;
 Improve organic functions;
 Delay the aging process;
 Feel good and younger as a human being, and
 Experience joy of participation in any recreational or sport activities.

PHYSICAL BATTERY TEST FITNESS

Safety guidelines

 Review medical consideration. The PE teacher should identify students who need medical care.
Students should not take the test if not feeling well or suffering from infection.
 Warm-up 5-10 minutes before Physical Fitness Test.
 Students should not take heavy meals for two hours before test.
 Students should wear physical education attire for the test.
 Before taking the test, students must count their pulse rate (at rest). Their initial pulse rate must not
be more than 120 beats per minute. The teacher should teach the students to count pulse rate to
monitor intensity of activity.

OBJECTIVE
TEST ITEMS
 Cardiovascular Endurance Test (5 minute To measure physical fitness for muscular work and
step test) the ability to recover from work.

 Stork Stand To measure the static balance of the performer

while supported on the ball of the foot of the
dominant leg.
 Modified Set-Ups (bent knees) To measure the endurance of the abdominal
muscles.
 Modified Sit & Reach To measure the flexibility of the hamstring.

 Push-up (boys); Modified Push-Up (girls) To measure the endurance of the arms and the
shoulder girdle.
 Illinois Agility Run To measure one’s agility and coordination

 50 meter dash To measure speed

 Sergeant Chalk Jump To measure the power of the legs by jumping

vertically upward.

HOW TO DETERMINE YOUR TRAINING HEART RATE

1. RESTING HEART RATE

Take your pulse rate for 6 seconds and multiply by 10. Most people will get a 60, 70, 80, or 90. Take your
pulse again and this time notice whether you are between counts on the sixth second. If you are, then your
pulse will be 65, 75, 85, or 95. You should take your pulse several times during the day to determine your
average.

2. MAXIMUM HEART RATE

220 minus your age= Maximum Heart Rate. This is the fastest your heart can beat for your age. DO NOT
EXERCISE AT THIS RATE!!!

3. TRAINING HEART RATE

Maximum heart rate minus your resting heart rate= Training Heart Rate.

PHYSICAL FITNESS TEST

A. 3-MINUTE STEP TEST

i. Performance Objectives:

1. To measure the cardiovascular endurance of

the individual.
2. To measure physical fitness for muscular
strength.

ii. Materials needed:

1. Stopwatch or watch with a second hand, stable bench of platform 35 cm. to 40 cm.

iii. Methodology:

1. Stand before the bench

2. On the signal by the tester, start the stepping up and down onto the bench for 3 minutes
without rest.
3. As soon as you stop (even before 3 minutes) stand still and pause for five seconds and
then count your pulse six seconds then add zero to the results.

iv. Rules of the 3-minute step test:

1. The prescribed cadence of stepping up and down should be maintained.

2. The pulse count should start with a zero.

B. STORK STAND

i. Performance Objective:

 To measure the static balance of the performer while supported on the ball of
the foot of the dominant leg.

ii. Materials needed:

 Stopwatch or watch with a second hand.

 iii. Methodology:

From a stand on the foot of the dominant leg, place the other foot on the inside of the supporting knee and
place the hands on the hips. Upon a given signal, raise the heel from the floor and maintain the balance as
long as possible without moving the ball of the foot from its initial position or letting the heel touch the floor.

C. MODIFIED SIT-UPS (BENT-KNEES)

i. Performance Objective:

 To measure the endurance of the abdominal muscles.

ii. Materials needed:

 Mat
 Yardstick

iii. Methodology:

From a lying position on the back, the performer flexes his knees over the yardstick while sliding his heels as
close to his seat as possible. The yardstick should be held tightly under the knees until the performer is
instructed to slowly slide his feet forward. At the point where the yardstick drops to the mat, the tester marks
the heel line and seat line to indicate how far the feet should remain from the seat during the bent-knee sit-up
exercise. The performer should place the hands of crossed arms at the shoulders. The exercise should be
repeated as many times as possible.

iv. Rules:

1. The total number of repetitions is recorded to the score. However, repetitions should
not be counted when body will not touch the mat when going down.
2. The feet should rest flat on the floor and may be separated a few inches.
3. The back of the hands should touch the mat each time before curling to the sit-up
position.
4. Taping the yardstick to the floor for the seat line helps the performer to maintain
proper distance between seat and feet.

D. MODIFIED SIT AND REACH

i. Performance Objective:

1. To measure flexibility on the hamstring.

ii. Materials needed:

To perform this test, simply place a yardstick on top of a box with the number 15 in line with the edge of the
box, near the respondent with the height of the box.

iii. Methodology:

The participant should be properly warmed up prior to the first trial. All participants should remove their
shoes for the test. Have the subject sit on the floor with the hips, back, and head against a wall; the legs fully
extended; and the bottom of the feet against the sit-and-reach box.

Place the hands one on top of the other, and have him/her reach forward as far as possible without letting the
head and back come off the wall (the shoulders may be rounded as much as possible, but neither the head nor
back should come off the wall). Slide the reach on the yardstick along the top of the box until the end of the
middle finger touches the number on the meter stick.

The participants head and back can now come off the wall. He/she should then gradually reach forward three
times, the third time stretching forward as far as possible on the meter stick and holding the final position for
at least two seconds. Be sure that during the test the backs of the knees are kept flat against the floor. Record
the final number of inches reached to the nearest one-half inch.

iv. Rules:

1. The person is allowed two trials and an average of the two scores is used as the final
test score.

E. PUSH-UP TEST (BOYS)

i. Performance Objective:

1. To measure the endurance of the arms and shoulder girdle.

ii. Materials needed:

1. Mat

iii. Methodology:

From a straight arm front leaning rest position, the performer lowers the body until the chest touches the mat
and then pushes upward to the straight arm support. The exercise is continued for as many repetitions as
possible without rest. The body must not sag or pike upward but maintain a straight line throughout the
exercise.

iv. Rules:

1. Score is the number of correct push-ups executed.

2. The score is terminated if the performer stops to rest.
3. If the chest does not touch or if the arms are not completely extended on an
execution, the trial does not count.
4. In order to rigidly supervise the correct execution of the test, the tester or an assistant
should lie on the right side of the performer and place his right hand, palm upward,
under the performer’s elbow. In this manner the tester can easily determine if the
chest was lowered enough and if the arms reached complete extension.

F. MODIFIED PUSH-UP (GIRLS)

i. Performance Objective:

1. To measure the endurance of the arms and shoulder girdle.

ii. Materials needed:

1. Mat

iii. Methodology:

With knees bent at right angles and the hands on the floor (directly under the shoulder), the performer lowers
her body to the floor until the chest touches, and then she pushes back to the starting position. The exercise is
continued for as many repetitions as possible without rest. The body must not sag but maintain a straight line
throughout the trial.

iv. Rules:

1. Score is the number of correct push-ups executed.

2. The score is terminated if the performer stops to rest.
3. If the chest does not touch or if the arms are not completely extended on an
execution, the trial does not count.

G. ILLINOIS AGILITY RUN

i. Performance Objective: To measure one’s agility and coordination

ii. Materials/Resources:

H. Flat surface- 30 feet running area

I. 4 chairs
J. Stopwatch

iii. Methodology:

An agility course using four chairs ten feet apart, and a thirty-foot running area will be set up as depicted in
this illustration

1. Lie prone with your hands by your shoulders and your head at the starting line. On the signal
to begin, run the course as fast as possible, weaving in and out of the chairs.

(Note: Never touch the chair during the weaving in and out while running.)

2. Your score is the time required to complete the course

Agility Rating Scale:

MEN WOMEN
CLASSIFICATION
Excellent 15.8 or faster 17.4 or faster

Very Good 16.7-15.9 18.6-17.5

Fair 18.6-16.8 22.3-18.7

Poor 18.8-18.7 23.4-22.4

Very Poor 18.9 or slower 23.5 or slower

H. 50-METER DASH

i. Performance Objective:

K. To measure the speed.

ii. Materials needed:

L. 2 Stopwatches
 M. 50 meter running area plus addition for stopping

iii. Methodology:

It is advised that two subjects run at the same time. Both start from the standing position. The commands
“Ready!” “Go!” are given. At the command to go, the starter drops his arm so that the timer at the finish line
can start the timing. The subjects run as fast as possible across the finish line.

iv. Rules:

1. The elapsed time from the starting signal until the runner crosses the finish line is
measured to the nearest tenth of a second.

I. SAGENT CHALK JUMP (VERTICAL JUMP)

ii. Performance Objective:

1. To measure the power of the legs in jumping vertically upward.

iii. Materials needed:

1. Yardstick
2. Chalk
3. Smooth wall surface of at least 12 feet from the floor

iv. Methodology:

The performer should stand with one side toward a wall, heels together, and hold an inch piece of chalk in the
hand nearest to the wall. Keeping the heels on the floor, he/she should reach upward as high as possiuble and
make a mark on the wall. The performer then jumps as high as possible and makes another mark at the height
of his jump.

v. Rules:

1. The number of inches between the reach and the jump marks measure to the
nearest half inch is the score.
2. Three trials are allowed and the best trial is recorded as the score.
3. A double jump or a “crow hop” should not be permitted upon take-off.
4. The chalk should not be extended any further than necessary beyond the
fingertips to make the standing and jumping marks.
5. The reliability and validity of the test can be slightly improve if the
performer practices the jump until it is correctly executed before being
tested.
6. Body weight may be included to the score in terms of foot-pounds.

FITNESS TEST STANDARDS

1. SIT-UP TEST

FITNESS CATEGORY
AGE
YEARS SUPERIO EXCELLE VERY GOOD AVERAG POOR VERY
R NT GOOD E POOR
Male

15-29 55+ 51-55 48-50 42-47 36-41 17-35 0-17

30-39 48+ 44-47 39-43 33-38 27-32 13-26 0-13

Female

17-29 47+ 43-47 36-42 33-35 29-32 14-28 0-14

30-39 45+ 41-45 35-40 29-34 23-28 11-22 0-11

2. PUSH-UP TEST

FITNESS CATEGORY
AGE
YEARS SUPERIO EXCELLE VERY GOOD AVERAG POOR VERY
R NT GOOD E POOR
Male

15-29 54+ 51-54 45-50 35-44 25-34 20-24 15-19

30-39 44+ 41-44 35-40 25-34 20-24 15-19 8-14

Female

17-29 48+ 46-48 34-45 17-33 10-16 6-9 0-5

30-39 38+ 33-37 25-33 12-24 8-11 3-5 0-3

3. VERTICAL JUMP TEST

FITNESS CATEGORY
DIFFERENCE BETWEEN PRE-JUMP AND POST-
JUMP TOUCH MARKS
7 inches Very Poor

10 inches Poor

16 inches Average

18 inches Good

20 inches Very Good

22 inches Excellent

4. SIT AND REACH TEST

FITNESS CATEGORY
SCORE
11 or less Very Poor

12-13 Poor

14-16 Fair

17-19 Good
 20-21 Very Good

22-23 Excellent

24 or more Superior

5. Exercise Prescription
Definition:
An exercise prescription is a personalized plan that outlines the type, frequency, intensity, and
duration of physical activity needed to achieve specific fitness goals.
Principles of an Effective Exercise Prescription:
 Individualized — based on assessment results, goals, health status, and preferences.
 Progressive — gradually increases intensity or volume to avoid injury.
 Balanced — includes cardiovascular, strength, flexibility, and skill training.
Typical Elements:
 Warm-up → Main workout → Cool-down
 Variation to prevent boredom and overtraining

4. MFIT Principles
MFIT stands for Mode, Frequency, Intensity, Time — the core variables to consider when
designing an exercise program.
1. Mode
o Type of exercise (e.g., running, swimming, weightlifting, yoga)

o Should match your goals and physical ability.

2. Frequency
o How often you exercise per week.

o Example: 3–5 times for cardio, 2–3 times for strength training.

3. Intensity
o How hard you exercise.

o Measured by heart rate, perceived exertion, or weight load.

4. Time
o Duration of each session.

o Example: 30–60 minutes of moderate activity, or shorter sessions for high-

intensity work.

TRAINING PRINCIPLE
1. Principle of Specificity
 Meaning: Your body adapts to the specific type of training you do.
 Example: If you want to improve leg strength, you should focus on exercises that target
your legs (e.g., squats, lunges).
 Key Point: Train for your goal — strength, endurance, speed, or flexibility.

1. Principle of Overload
 Meaning: To improve fitness, you must challenge your body more than it is used to.
 Example: Increasing the weight you lift or running slightly farther than usual.
 Key Point: Small, gradual increases lead to progress without overtraining.

2. Principle of Progression
 Meaning: The intensity, duration, or frequency of exercise should increase gradually
over time.
 Example: Adding 5 minutes to your run each week.
 Key Point: Too much too soon can cause injury; too little won’t lead to improvement.

3. Principle of Reversibility
 Meaning: Fitness gains are lost when training stops.
 Example: After weeks of inactivity, you may lose muscle tone and endurance.
 Key Point: “Use it or lose it” — consistency is essential.

4. Principle of Variation
 Meaning: Change workouts to avoid plateaus and boredom.
 Example: Switch between swimming, cycling, and running.
 Key Point: Keeps motivation high and improves different muscle groups.

5. Principle of Recovery
 Meaning: Rest and recovery are necessary for the body to repair and strengthen itself.
 Example: Taking rest days between intense workouts.
 Key Point: Overtraining can cause fatigue and injury.

6. Principle of Individuality
 Meaning: Every person responds differently to the same training program.
 Example: A beginner may see faster results than an advanced athlete with the same
workout.
 Key Point: Tailor training to personal needs, abilities, and goals.