INTRODUCTION OF PHYSICAL EDUCATION

Physical Education’s Contribution – “Quality of life.” Happiness (freedom from oppression), wellness, health
(absence of any disease), fitness and fun (leisure time).

What is Physical Education?

 Physical Education is an integral part of an educational program, designed to promote the optimum
development of an individual physically, mentally, emotionally and socially through total body movements in
the performance of properly selected physical activities.

AIMS, PURPOSE AND OBJECTIVES OF PHYSICAL EDUCATION

Aims / goal – “Physical Education should aim to provide skilled leadership and adequate facilities which will
afford an opportunity for the individual or group to act in situation which are physically wholesome, mentally
stimulating and satisfying, and socially sound.” (Jesse Williams 1964).

Purpose – Optimizing one’s quality of life through a long term commitment, to an enjoyable personal exercise
program that will meet varied needs in a changing world.

Objectives of Physical Education

Since 1930’s Physical Education has demonstrated that its alignment with Benjamin Bloom’s
Taxonomy of cognitive, affective and psychomotor objectives.

1. Cognitive Objectives – focuses on the acquisition, comprehension, analysis, synthesis, application and
evaluation of knowledge. It also emphasize learning sports rules, strategies and skills, safety principles and
proper etiquette.
2. Affective Objectives – is on the development of attitudes, appreciations and values and contains both social
and emotional dimensions.

Social Dimensions – learning self-confidence, courtesy, fair play, sportsmanship, and how to make and value
judgments.
Emotional Dimensions – discipline, fun, how to win and how to lose, how to release tension, self control and
self-expressions are learned.

3. Psychomotor Objectives – developing and improving fundamental movement skills and game skills.

COGNITIVE PSYCHOMOTOR
AFFECTIVE
(Knowledge and ( Basic movement skills
( Social and Emotional)
Understanding) and Physical Fitness)

Self-confidence, affiliation, Basic movement patterns,

Body functioning, health, value judgements, character locomotor skills,
growth and development development, manipulative skills,
process, motor learning communication skills, fundamental game skills,
courtsey, fair play perceptual-motor skills.

Self-control, self-discipline,
Cardiovascular Endurance,
Game rules, skills, fun, tension release, self
Muscular strength and
strategies, safety, etiquette expression, learning how to
endurance, flexibility.
win and how to lose.

LEGAL BASES OF PHYSICAL EDUCATION AND SPORTS IN THE PHILIPPINES

Proclamation no. 406, Section (19), Article XIV of the 1987 constitution provides that: (1) The state shall
promote physical education and encourage sports programs, league competitions, and amateur sports
including training for international competitions, to foster self-discipline, teamwork, and excellence for the
development of a healthy and alert citizenry.
 (2) All educational institutions shall undertake regular sports activities throughout the country in cooperation
of athletic clubs and other sectors.

PSYCHOLOGICAL FOUNDATION OF PHYSICAL EDUCATION

I. Learning – implies a change in a person – a change in his method of performing skills, practicing a habit,
gaining ability in performance, or changing an attitude toward a particular thing. It implies a progressive
change in the behavior of an individual.

Learning situation

Need for a certain elements:

a. Motivated human being.

b. A felt need that provide incentive for learning.
c. Absence of skills.
d. Knowledge
e. Efforts

II. Motor Learning – learning in which bodily movements play a major part. This movements are patterns of
response to
STIMULI

Visual Kinesthetic Auditory

III. Theories of Learning – the function of any theory is to provide a framework to explain under what
conditions learning occurs, how knowledge and skills are retained. In case of performing motor skills, how
one can achieve the best performance possible.

A. Stimulus Response Theory (Associative Theory) – it was developed by Edward Thorndike, suggests
that learning takes place by conditioning a response to a stimulus.
 This theory emphasizes that when an individual is stimulated to perform an act or response and this
act or response is accompanied by pleasure or satisfaction, he will remember and repeat the act.
B. Cognitive Theory of Learning (Field Theory) – developed by Gestalt, it also focuses on the individual.
 An individual learns a task as a meaningful whole rather than a series of related parts.
C. Basic Principles of Learning
1. Each learner is a unique individual.
 The way in which an individual learns is not exactly like that of any other individual.
2. The learner learns as a whole individual.
 The whole of a man is an entity; he functions effectively as a total individual.
3. Learning is an active process.
 The learning of a motor skills demands actual performance and practice of the skills. He must make
this part of his learning experiences, the discovery of better ways of performance and the relevance in
the solution of a problem.
4. The child learns in terms of his maturity, his experience, background and his own purpose.
 The child cannot learn what he is not ready to learn. The child learns based on his needs, readiness for
learning and experiential background.

Theories of Play
SURPLUS-ENERYGY or SPENCER-SCHILLER THEORY
 Friedrich Schiller expressed the idea of play as “the aimless expenditure of exuberant energy”. These
theory points out that human being have developed many powers that cannot all act at one.
 This theory endorses the concept that a man plays an outlet for his creative imagination sculpture and
drawing.
REACTION THEORY
 Guts Muths, the father of physical training in Germany, emphasized the re-creative values of play in his
book Games for the Exercise and Recreation of Body and Mind.
  This theory has revealed the idea that the human body needs some form of play as a means of
revitalization.
INHERITANCE OF RECAPITULATION THEORY
 G. Stanley Hall developed the recapitulation theory.
 This theory maintains that the past is the key to play. Play has been passed down from generation to
generation from earliest times.

INSTINCT THEORY
 Rousseau Instinctive theory. The instinct theory declares that the human being have an instinctive
tendency to be active at various stage of their lifetime.
 Play is something that just naturally happens.
SOCIAL CONTACT THEORY
 Human beings are born of parents. The parents are member of a certain group, culture and society.
 The human activity takes his activities from his surroundings.
SELF EXPRESSION THEORY
 Bernard S. Mason expresses a modern theory of play. He points out that man is an active creature, that his
physiological and anatomical structure places limits on his activity, that his degree of physical fitness at
anytime effects the kind of activity in which he engages, and that psychological inclinations that are the
results of physiological needs and learned responses, habits, or attitudes propel him into certain types of
play activities.
RELAXATION THEORY
 Lazarus Patrick, Play is seen as a mode of dissipating the inhibitions built up from-fatigue due to tasks that
are relatively new to the organism.

RECREATION THEORY
 Mitchell and Mason, Play as a way to recuperate from fatigue experienced from hard work. Play restores
energy and provides more benefit to the body than idleness.
PRE-EXERCISE THEORY
 Play is the necessary practice for behaviors that are essential to later survival.
 The playful fighting of animals or the rough and tumble play of children are essentially the practice of skills
that will later aid their survival.
GROWTH THEORY
 Appleton. Play is a response to a generalized drive for growth In the organism.
 Play serves to facilitate the mastery of skills necessary to the function of adult behaviors.
EGO EXPANDING THEORIES
 Play is nature's way of completing the ego an expressive exercising of the ego and the rest of the
personality; an exercising that develops cognitive skills and aids in the emergence of additional skills.

CURRENT THEORIES OR ADDITIONAL THEORIES

Infantile Dynamics
 According to Lewin, play occurs because the cognitive life space of the child is still unstructured, resulting
in failure to discriminate between real and unreal.
 Infantile Dynamics according to him, the child plays because he is a child and because his cognitive
dynamics do not allow for any other way of behaving.
 Play is an expression of the child's uncoordinated approach to the environment.
Cathartic Theory
 (Freud) Play represents an attempt to partially satisfy drives or to resolve conflicts when the child really
doesn’t have the means to do so. When a child works through a drive through play he has at least
temporarily resolved it.
Psychoanalytic Theory (Buhler and Anna Freud)
 Play represents not merely wish-fulfilling tendencies but also mastery -- an attempt through repetition to
cope with overwhelming anxiety-provoking situations. Play is defensive as well as adaptive in dealing with
anxiety'.
Cognitive Theory (Piaget)
 Play is derived from the child's working out of two fundamental characteristics of his mode of experience
and development. These are accommodation and assimilation -- the attempts to integrate new
experiences into the relatively limited number of motor and cognitive skills available at each age.
Piaget’s Theory (3 Stages of Children’s Development)
SENSORY MOTOR - The child at this stage uses senses and motor abilities to figure out the world. Through repetitive
play, the young child learns how to keep in mind what's out of sight and how to cause a reaction.
PRE-OPERATIONAL - The child acquires the ability to use symbols but still requires physical props and concrete
situations to solve problems.
CONCRETE OPERATIONS - From physical experience, the school- age child learns to conceptualize. Student relies on
experiment and discovery to hotwire the brain

Mildred B. Parten (1932) - developed a system for classifying participation in play. This organization is still considered
one of the best descriptions of how play develops in children
PARTEN’s Classification of Play
Unoccupied Play - Not actually “playing” watches anything that will catch his interest may play with his own body,
move around or follow a teacher
Onlooker Behavior - This stage is termed “behavior” instead of play because this child is content in watching other
children.
Independent Play - Children prefer to play by themselves and are not comfortable interacting with other children.
Parallel Play - This stage is also known as adjacent play or social coaction. Children occupy space near others, but
seldom share toys or materials.
Associate Play - “Every child for himself.” At this stage, the children are beginning to engage in close personal contact,
however, they still consider their own viewpoint as most important.

Cooperative Play - Highest form of children working and playing together. They share, take turns, and allow some
children to serve as leaders for the group.

METHODS AND STRATEGIES IN TEACHING MAPEH

The relationship of strategies to learning
Learning strategies made learning exciting and motivating. Strategy is any activity or experience that teacher
used to interpret, illustrate or facilitate learning.
Criteria in the selection of strategies:
a. Select strategies that contribute to the total learning.
b. The more complex the concept, the more activities are needed to develop the concept.
c. Selected strategies should begin with the simple and move to a more complex.
d. Audio visual aids should be include whenever it is possible.
Four steps in teaching new skill:
1. Instructing
2. Demonstrating
3. Applying
4. Confirming
Types of Practice
a. Fixed Practice – sometimes also known as drills and involves repeatedly practicing a whole skill in order to
strengthen the motor programme. This type of practice is best with discrete, closed skills.
b. Massed Practice – This is a continuous form of practice which is best for simple skills. This causes fatigue and
therefore stimulates the late stages of a game.
c. Variable Practice – This is used best for open skills and involves repeating a skill in varying situations.
d. Distributed Practice – Attempts at the skill are divided up with intervals in between to allow for rest and mental
rehearsal. This is best used in difficult, dangerous or fatiguing skills and with young or lowly motivated individuals.
Methods of Practice
Whole Method – The skill is first demonstrated and then practiced as a whole, from start to finish. It helps a learner to
get a feel for the skill, timings and end product. It is best used for fast skills which cannot easily be separated into sub-
parts, such as javelin throw.
Part Method – The parts of the skill are practiced in isolation which is useful for complicated and serial skills and is good
for maintaining motivation and focusing on specific elements of the skill.
Whole-Part-Whole Method – The whole skill is first demonstrated and practiced, before being broken down into the
constituent parts to practice the individual elements and improve on these, before putting the whole skill back
together.
Progressive Part Method – This is also known as the chaining method, as the parts of a skill are practiced individually, in
order, before being linked together and expanded.

Methods in Health Education

A. Verbal and Discussion – Oriented Strategies
 Brainstorming – it can be used to improve making skills by having students generate more possible ideas
concerning the issues.
  Cooperative Learning – an excellent strategy in the classroom making student work together to solve or
identify problem and work toward some common goal.
 Critical Essay – It is an excellent way to help students determined their feelings how they will react on a
certain issues. It allows the students to express their own personal learning experience.
 Lecture, Group and Panel discussion – discussion is the most common technique used in education.
Lecture discussion is usually thought of as a lecture delivered by the teacher; however this should not be
limited to one-way communication. It can be from teacher to student or student to student.
B. Action – Oriented Strategies/Technique
 Role Playing or Socio drama – is a technique whereby act out roles identified by you or them. It is done by
few minutes rehearsal or none at all and should last for one to three minutes. It is always followed by
discussion.
 Puppet Show – a motivator for health behavior and attitude development. Puppet can be used for plays,
skit or role playing.
 Demonstration and Experiments – helps makes verbal explanation more meaningful to students because
they involve other sense of the body.
 Games – it can stimulate interest while providing a review concept learned through other strategies.
Game Sense approach
A game sense approach is a style of teaching that focuses on providing students with the skills and attitudes
needed for physical education. It is a student centred approach and aims to assist students in the development of their
skills and understanding, while keeping them actively involved in the game. (Curriculum Support, 2015).

Other Techniques and Strategies that can be useful in Teaching Art and Music:
1. Computer assisted instructions
2. Television, videotape and videodisk
3. Overhead transparencies
4. Audio tapes
5. Conceptual understanding
6. Multisensory learning
7. Creative expression
8. Project making
9. Mastery learning
10. Cognitive learning.

RESEARCH AND CASE STUDY IN MAPEH

Research - refers to the studious inquiry or examination aimed at the discovery and interpretation of new knowledge
and the collection of information about a particular subject.
- It is also the process of discovering, inventing or generating knowledge into a specific discipline.
- In higher education institution, it is an addition to instruction (dissemination of knowledge), extension
(application of knowledge) and productivity (production of employable individuals)
- It involves the process of problem solving.
Methods of research
1. Historical Method – tells “what was”. It involves investigating, analyzing and interpreting the events of the past for
the purpose of discovering generalizations that are helpful in recalling the past, understanding the present and to
limited extend anticipating the future.
2. Experimental research – describes “what will be” when certain variables are carefully controlled or manipulated.
It involves the following:
a. taking action
b. observing the consequences of the action
With the following characteristics:
a. an independent variables is manipulated
b. all other variables except the dependent are held constant.
c. the effect of manipulation of the independent variables is observed and measured.
3. Descriptive Method – describes “what is”. It involves description, recording, analysis, and interpretation. It
sometimes describe to be “fact-finding” research with adequate interpretation usually beyond just fact-finding. It can
be an information about an institution, a community, a class of event. Other approaches include comparative study,
assessment, evaluation and analytical study.
SURVEYS – involve the gathering of relatively limited data from large number cases. This approach involves determining
information about variables rather than about individuals.
Classification:
Educational survey
School survey
 Developmental studies
Public Opinion survey
Follow-up Studies
CASE STUDY – refers to detailed study of person or any unit over a considerable period of time. It is a profound study
about a person, family, group, institution or a community.
Data gathering combinations:
Observation about physical characteristics, social qualities or behavior.
Interviews with the people who may be in position to provide information.
Questionnaires, inventories, psychological tests or records.
Record data from newspaper, clinics and hospitals, school records and court records.

SPECIAL EDUCATION IN MAPEH

The Education Act of 1982 states that special education is “the education of persons who are physically
mentally, emotionally, socially and culturally different from the so called “normal individuals” and that it
requires modification or school practices/services to develop the students to their maximum capacity.
Special categories of children needing special needs:
 Visually impaired children – require materials in large print or Braille.
 Hearing impaired children – require hearing aid, auditory training and lip reading.
 Orthopedically handicapped children – may require wheel chairs and removal of architectural barriers.
 Mentally retarded children may need skill training.
Teaching skills for specific needs of students:
 Practical skills – children’s learning and behavior and awareness both individually and in groups.
 Appreciation of the educational needs of children with difficulties in physical, sensory and emotional behavior.
 Understanding – an ability to adopt the attitude for particular difficulties.
 Literacy skills – reading, writing, spelling, study skills and speaking (communication)
 Personal development skills – moral behavior, basic life issues.
Teaching competencies:
 Ability t solve problem – to be able to informally assess the skills a student needs.
 Ability to take advantage of children’s interest for developing needed skills.
 Ability to design classroom activities that all students can bring to class.
 Ability to provide daily success for all students.
Other approaches and techniques:
 Knowing variety of instructional strategies and how to use them effectively.
 Working as a team with parents and special education teachers.
 Flexibility and a high tolerance for ambiguity.

Terminologies
 Self contained or special class – a separate class for only one type of exceptionality that serves moderate to
severe types of disabilities.
 Itinerant teaching – another program wherein the SPED teacher travels to reach out children with special
needs in schools or even at home.
 Resource room – a designated place where the child with special needs enrolled in the regular school system.
 Special child – includes the gifted children or the fast learner; with physical abnormalities; mental retardation;
behavioral or emotional problems.
 Distance education – being offered to children with physical disabilities who cannot come to school.
 Residential education – being offered to children with mental and physical disabilities; those who are being
confined in the hospital for long period of time.
 Educational Act of 1982 – The state shall promote the right of every individual to relevant quality education
regardless of sex, age, breed, socio economic status, physical and mental condition, social or ethic origin,
political and other affiliation. The state shall therefore promote and maintain equality of access to education
as well as the enjoyment of benefits of education by all its citizen.

COACHING
Aims
 To understand coaching styles.
 To understand the factors affecting coaching styles.
 To understand the different coaching philosophies.
 How to improve ones philosophy
 To understand the rules in coaching
Definitions
 Coaching:  The organized provision of assistance to an individual athlete/group of athletes to help them develop and
improve the performance of their chosen sport. (Kent, 2005)
 Philosophy:  The pursuit of wisdom helping to answer fundamental questions about what, why and how. (Martens,
2004). Describes a process or method (Hardman & Jones, 2008)
 Coaching philosophy:  A coaches belief and guide to become the best coach possible (Clarke, 2008). Basic beliefs
that guide every day behaviour (Vealey, 2005).
Coaching
 Participation coach:  Is considered to be a coach that focuses on the “taking part” rather than the preparation of a
specific sport.
 Performance coach:  Is a coach that focuses on long-term goals preparing athletes for sporting competitions. Cross
& Lyle, 2003
Coaching Participation Performance Goals Clark, 2008
Coaching Style
 Coaching style is defined as a descriptive categorization of the individuals aggregated coaching behaviour  Can also
be described as a leadership style
 Could be a useful mechanism for describing and analysing coaching practice or it may be a superficial way of
caricaturing the most obvious elements of the coaches behaviour (Cross & Lyle, 2003)
 It reflects the coaches value framework
 It is an analytical tool Lyle, 2006
Factors affecting coaching styles
 Kuklinski (1990), Douge and Hastie (1993) stated that factors affecting coaching styles were:  Gender,
team/individual sports, age and type of sport  The athletes aspirations
 Abraham and Collins (1998) provided a review of literature of factors affecting coaching styles and similar findings
were seen Cross & Lyle, 2003
 Rogers (2007) did a report on coaches behaviour and found several factors that could influence behaviour: 
Competitive experience as an athlete  Hours of coaching per week  Individual/team sports
 Nevertheless, a better understanding in the relationship between coaches and athletes is needed.
 A coach can change their style at will, however, there is little evidence supporting this statement.
Coaches behavior study
 Research into coaches behaviour and athletes self-talk was studied.  243 subjects had to take the athletes‟ positive
and negative self-talk scale, to asses how much they use self-talk (positive or negative)  Coaches positive and negative
statement scale and Coaching Behaviour Questionnaire.
 Results state that a coaches behaviour and statements have a direct impact on athletes self-confidence.
Balancing the triad Optimal Optimal development performance Optimal experience
Coaching Philosophy
 Autocratic coaching style
 Democratic coaching style
 Humanistic approach
Autocratic style of coaching
 Autocratic:  Coaching behaviour involving independent decision making and stresses the personal authority of the
coach but not the athlete. Lyle, 2006
The Intense style

Advantages Disadvantages
 Performers put of by the demands
 Coach supports hard demands work
 Emotional outburst from coach
 Coach works hard coach Prepared for any type of competition

 The less motivated competition performers

are overlooked Lyle, 2006
Democratic style of coaching
 Democratic:  Coaching behavior allowing high levels of participation by the athlete in decision making, goals,
practice, game tactics and strategies. Cross & Lyle, 2003
The Nice-Guy style
Advantages Disadvantages
 Cohesive team  Coach may be seen as weak
 Relaxed atmosphere  Socially inhibited athletes overlooked Lyle, 2006
Autocratic vs. Democratic
 Coach makes all decisions  Athletes are able to participate in decision-
 Directive and dominating making approach to interpersonal-  behavior There is an inter-active
communication process
 The exchange of knowledge, teaching and Athletes
values learning assumed to be incorporated into goals
and one way evaluation
 The coach determines in rules, rewards, standards
and applications  Coach involves teaching-learning process
 Flexibility, empathy and
 Lack of personal empathy support in personal relationships Lyle, 2006
 Is an „authoritarian‟ or „democratic‟ style established by experience and a psychological nature or is it a
learned capacity (perhaps through coach education)?
Humanistic approach
 Are the beliefs and values focusing predominantly on the athlete’s personal growth through an active engagement in
the coaching experience (Cross & Lyle, 2003).
 Is a person-centered philosophy or ideology that emphasizes the empowerment of the individual towards achieve
personal goals within a facilitative interpersonal relationship (Lyle, 2006).
 It is significant as it is inclined to be used as an indicator for the evaluation of coaching behavior (Coakley, 1993).
 The potential of the humanistic approach is to provide a set of principles to guide coaching practice (Cross & Lyle,
2003)
 The whole process is used to aid individual athletes growth and development in a positive way.
 Hogg (1995) stated that the relationship between the athlete and coach should start as a more directive relationship,
gradually sharing relationship and eventually, independence for the athlete.
 This increase provides opportunities for personal growth and development.
Hogg‟s model in the evolving relationship between coach and athlete Authoritarian Power sharing Humanistic
approach 16-17 18 years & 12 years & 13-15 years over under
• early experience
• developing and
• empowerment
• coach collaborating
• athlete independence
•Athlete/coach dependence
Humanistic approach  Cross (1990) describes the humanistic approach as „collaborative‟ and „non- manipulative‟.
 Cross (1991) characterizes suitable behavior as producing an „open‟ and „no- blame‟ culture using five specific
features:  Understand the athletes  Adapt to the athletes needs  Communicate well  Be a motivator  Be consistent
How to improve own philosophy
 Know strengths and weaknesses
 Recognize values and beliefs
 These two aspect will help the coach to adapt to their own style
How to improve own philosophy Confidence in oneself Help others develop High self-worth Martens, 2004
Coaching and ethics
 Rules are set to provide a logical framework for coach behavior.
 This framework influence the „how‟ of coaching and some elements in a „code of ethics‟ are related to coaching
philosophies.
 The sense of right and wrong Cross & Lyle (2003)
 Athletes and coaches have to recognize that codes of ethics are socially determined and reflects on a particular
ideology, in addition to legal concerns and matters of human and civil rights. (Cross & Lyle, 2003)
Conclusion
 To develop a successful philosophy two main factors are needed:  Major objectives  Your beliefs or principles  Get
to know ones strengths and weaknesses
 Understand coaching context better
 Get to know athletes better therefore the coach can tailor the training to the athletes needs.
 On the whole, all coaches have some kind of philosophy whether it is natural instinct or formally documented.
 Coaching is all about helping the athlete to achieve their dreams.

PHYSICAL FITNESS
What is the importance of physical fitness?
 Improve respiration
 Improve cardiac output
 Improve vascular system
  Increased bone density
 Muscular strength and endurance
 flexibility
 regular bowel movement
 high function of different senses
 socialization
 compatibility
Common reasons not to exercise
 Money
 Time
 Don’t know how
 Don’t want to sweat
 Feeling awkward
 Love to eat
 Muscle pain

Physical Fitness – ability to perform daily task without undue fatigue.

Health related
Cardiovascular Fitness - Refers to the ability and efficiency of your heart, lungs, and vascular system to process and
transport oxygen to your muscles
Muscular strength - Is the ability to do some work that produces some result.
Muscular Endurance - Is the ability to continue to perform that “ work “ overtime.
Flexibility - Is the ability to move a joint throughout its range of motion.
Body composition – the amount of fat cells composed with lean cells in the body mass.
BODY WEIGHT – is the force experienced by a body as a result of the earth’s gravity and includes all bodily tissues,
organs and fluids.
Ways to measure body fat
• Skinfold Caliper – indirectly measures the thickness of subcutaneous adipose tissue
• BODY MASS INDEX
Used to identify individuals at risks for disease.
FORMULA:
Kg W
m² H
• WHR - Is the ratio of the circumference of the waist to that of the hips.
SKILL RELATED
• Power - the ability to exert maximum muscular contraction instantly in an explosive burst of movements.
• Speed - is a measure of the ability to move all or part of the body as quickly as possible.
• Agility - is the ability to rapidly and accurately change the direction of the body at speed. It necessitates a
combination of speed, balance, power and coordination.
• Balance - is the ability to maintain equilibrium when stationary or moving.

• Coordination - is the ability to carry out a series of movements or motor tasks smoothly & efficiently.

• Reaction Time - is the ability to respond to a stimuli quickly.

4 basic movement:
Flexion – bending of body segment
Extension – straightening of body segment
Abduction – moving a limb away from the body
Adduction moving a limb toward the body

Types of stretching:
Passive assisted stretching – involves relaxing a body parts and allow the partner to move limb of the stretch and gain
new range of movement.
Static Stretching – slowly stretching a segment of the body to the farthest point and holding that position for a certain
period of time.
Ballistic Stretching – involves a sudden, bouncing rhythmic movement of a specific part of the body.

MAJOR CATEGORIES OF STRENGTH TRAINING

Dynamic Strength Training – it involves muscles that change in length during an exercise.
Two types of DST
  Isotonic Contraction – it involves alternate shortening (concentric) and lengthening (eccentric) of muscles. The
muscle contracts against a resistance while the load remains constant.
 Isokinetic Contraction – also similar to isotonic contraction but the muscles are exposed to fixed machine with
varying degrees of resistance.

Static Strength Training – involves muscle that does not change in length during contraction.
Example: Isometric Contraction – it provides maximum contraction of muscles but no movement nor change in length
of muscle or joint.
Cool Down Exercises – serve to gradually relax the body from the stress of exercise.
THE BASIC PRINCIPLE OF EXERCISES
 The principle of progression
 The principle of overload
 The F.I.T.T Principle
 Principle of specificity
HEART RATE
Maximum Heart Rate (220 – AGE)
Resting Heart Rate
Ambient Heart Rate
Working Heart Rate
Training Heart Rate

Different Artery or Pulse in PE:

 Temporal
 Carotid
 Brachial
 Radial
 Femoral
 Apical

ANATOMICAL, MECHANICAL AND PHYSIOLOGICAL BASES OF MOVEMENT

 Skeletal System - Function: To give the body support and structure. Protects major organs from damage
Organs: Bones and cartilage
 Muscular System - Function: Works with the skeletal system to allow movement of the body.
Organs: Heart, arm and leg muscles, etc.
 Integumentary System - Function: To protect the interior of the body. Keeps good stuff (water and organs) in
and bad stuff (viruses) out
Organs: Skin, hair and nails
 Cardiovascular System - Function: Pumps blood throughout the body
Organs: Heart, arteries, veins, capillaries
 Respiratory System - Function: To take in oxygen and remove waste gases
Organs: Lungs, diaphragm, trachea, bronchi
 Digestive System - Function: To break down the food we eat and absorb the nutrients from it
Organs: Stomach, intestines (large and small), esophagus, liver, gall bladder
 Urinary System - Function: To filter the blood and remove liquid waste from the body
Organs: Kidneys, urinary bladder
 Nervous System - Function: Keep you in touch with the world around you. Sensory system (hearing, seeing,
tasting, touching, smelling)
Organs: Brain, spinal cord, eyes, ears, nose, taste buds
 Reproductive System - Function: To make more people and pass along genetic information
Organs: Ovaries (female), testes (male)
 Endocrine System - Function: To create chemical messengers (hormones) to be sent throughout the body
Organs: Pancreas, Pituitary gland, Thyroid gland, Adrenal glands
 Lymphatic System - Function: Helps with fluid movement throughout the body and fights disease
Organs: Spleen, Tonsils, Lymph Nodes and vessels

HISTORICAL FOUNDATION AND DEVELOPMENT OF PHYSICAL EDUCATION

Early Cultural and Primitive Society

 Primitive man moved in order to satisfy a felt need or a necessity.

 Beginning-6000 B.C. (Physical Education for Survival )
 • Aims of Physical Education : To increase the chances of group survival, the tribe encouraged youths to
develop the strength, endurance, agility, and skills needed to withstand the danger of outdoor life, to
obtain the necessities of life.
• Promotion of P.E. : Parents, medicine men or shamans, and other tribal leaders informally acquainted
youths with the skills and knowledge they would need as adults.
• Program of P. E. : Physical activities were not organized. Games of war, games of chase, and tag,
dancing and other forms of rhythmic activity generally related to religious beliefs, play and physical
activities related to self-preservation skills.
• Methods of P.E. : Imitation, indoctrination, and trial and error methods were the basic means of
educating children.

 2 main activity of the primitive man: hunting and fishing.

Egyptians

 They believed in living a full life. (A life full of physical activities.).

 Physical Education in Egypt (3000-1100B.C.)

• Aims of P.E. : The vocational, recreational, and religious objectives of p.e than in military or health
objectives.
• Promotion of P.E. : Apprenticeship was the mode of education in Egypt.
• Program of P.E. : Swimming was one of the popular sports even among women, dance, archery, lion
hunting, fishing, stick fighting, acrobatics, ball games, wrestling etc.
• Methods of P.E. : Under the apprenticeship system, youngsters learned by imitating the movement of
their parents or tutors.

 Young boys were instructed use the various weapons of war:

 Bow and arrow
 Lance
 Shield
 Battleaxe
 Mace
 Young boys were required to participate in exercises and activities designed to make the body supple,
strong and capable of great endurance and stamina.

Indians

 Their religious belief stressed reincarnation of the soul before being united finally with Brahma, the
supreme god.
 Physical Education in India

• Aims of P.E. : No aims in Physical Education because they believe solely on the spiritual rather than
physical needs.

• Promotion of P.E. : They had to refrain from catering to physical body and must not enjoy worldly
things.
• Program of P.E. : Hindu Dance – as their oldest organized dance; Yoga – great contribution of India
which is composed of exercise in posture and regulated breathing.
• Methods of P.E. : Aside from Hindu dance and yoga, they have different activities such as: throwing
balls, dice, tumbling, chariot races, marbles, riding elephant, plowing contest, horse riding, wrestling,
swordsmanship and boxing.
Ancient China
 At that time they were also into sedentary living because of memorizing the teaching of Confucius.
 Ancestor worshipping was the characteristics of their religious belief.
 Physical Education in China (1700-800 B.C.)

 Aims of P.E. : In the earlier times (before Taoism, Buddhism and Confucianism) bodily conditioning
played a more important role in Chinese society than later times.
 Promotion of P.E. : Some authorities believe that more than four thousand t-years ago the Chinese
not only originated schools but also had state education officers and a system of national education
examinations.
  Program of P.E. : Wrestling boxing, football, archery (military purposes), polo, hunting, fishing,
swimming, flying kites, light exercises( ex. Cong Fu) etc.
 Methods of P. E. : Little is known how they taught motor skills probably learned by doing and by
following the example of their elders.

 Activities: Music, dancing, archery, wrestling, polo, tug0of-war, kite flying. water games.
 Different skill dances: split and whole feather dance, battle dance, humanity dance.
 Kung fu = was found as early as 2698 BC and also called as the earliest exercise recorded in history.

Homeric Greeks

 This era was named after the Greek poet HOMER. He wrote the Iliad and Odyssey which included the
earliest records of athletic competitions.
 Physical Education of the Homeric Greeks

 Aims of P.E. : The overall aim of p.e. was to develop the man of action. Every citizen was a soldier and
physical fitness was a necessity.
 Promotion of P.E. : During the Homeric age there were no formal educational institutions. The
agencies of education were the family or clan.
 Program of P.E. : ( Iliad and the Odyssey- Funeral-chariot race-boxing-wrestling-foot race-javelin
throw). Dancing was another activity the Greeks participated from the earliest times. Some sport
activities were reserved for the aristocrats, particularly chariot racing, boxing, wrestling and running.
 Methods of P.E.: Children acquired their education by imitating the adults, pay attention to the feast
or funeral games, listening to the exciting tales of the gods, memorizing the great epics, and
absorbing the wisdom of the council meetings.

 Homeric era developed the Greek Ideal

“Man of action” “Man of wisdom”

 Arete = all around mental, moral and physical excellence.

Spartan Greeks
 Their objective is to contribute to a strong and powerful army.
 Physical education of the Spartans

 Aims of P.E. : Spartan’s Physical Education, was designed to develop a man of action who possessed
brute strength, physical endurance, unflinching courage and military skill.
 Promotion of P.E. : Only the healthy and strong children were allowed to live by a council of elders.

 Until the age of seven the mother was responsible for the training of the child.
 The more formal education system, called ‘‘agoge'' was supervised by the superintendent (paidonomus).
 Stage in education:
 Birth – examined by the elders if weak or healthy. (If weak, throw in Mt.
Taygetus and let die; if not it will be trained.)
 3 – 4 years old – taight to value their role as obedient soldiers, girls learned
about their responsibility to bear healthy children. Girls participate in state of
the art Gymnastics and other activities like: horseback riding, wrestling and
swimming.
 7 years old – began their military training in barracks with jumping and running
for body conditioning. Other activities: swimming, hunting, wrestling, boxing,
playing ball, horseback riding, discuss and javelin throw.
 20 years old – engaged in intensive military training and actual warfare.
 30 years old – qualified for citizenship and were expected to marry. They
trained youth in the public barracks.

 After 18 concentrated on military exercises. Spartan would remain in military services until he was at least
50.
 The youths were grouped into companies of 64 with a selected leader. Four of these companies were
combined into a troop.
 At the age of 30, a man gained full citizenships. Expected to marry and take a seating the council but still
live in public barracks.
 The education of Spartan women was similar to that of men. Divided into different classes and
participated in same exercise but live in only home.
 Great success in Ancient Olympics between 720 B.C. and 576 B.C.

 Program of P.E. : The Spartan curriculum consisted almost entirely of a military training. Gymnastic
exercises were the main means of education for beginning youths. They engaged in running, fighting,
leaping, swimming, hunting, wrestling, hiking, boxing, playing ball, throwing discus, and javelin, and
competing in arena.
 Methods of P.E. : Periodic testing by the state officials (ephors) was administered to evaluate the
boy's physical capacity and citizenship. Praise and punishment used. Flogging was the universal
penalty.
 Pancratium – a combination of wrestling and boxing.

Athens Greeks

 They focus on intellect and educational system rather than power.

 They believe in music as “soul” and gymnastics as “body”.

 Aims of P.E. : In Athens, physical education was an integral part of national life not only in the need to
prepare citizens for war, but also in the Greek ideals of beauty and harmony (Aesthetic). Moral and
spirit training using sports.
 Promotion of P.E. : Much less regulated than in Sparta.

 The state gave no financial support to formal education.

 Government concerned with safeguarding the morals of the youths than with prescribing age, courses,
methods or supervision.
 Father determined the child's physical fitness-free education for children whose fathers killed in fighting's
for Athens.
 Girls remained at home until they married. No physical or intellectual education only household arts.
 They did not participate in social and political life with men.

 They have two kinds of private elementary schools- palaestra ( wrestling) for p.e. and didascaleum (music)
for literature, music, and arithmetic.
 Paidotribes – first physical education teacher in palaestra.
 Gymnasiarch – chief official at the gymnasium.
 4 Special festivals in name for 4 Gods:
1. Olympia – in honor of Zeus, the supreme God. Held in western Peloponnesus district.
2. Pythia – in honor of Apollo, the God of light and truth. Held in north of the Corinthian Gulf.
3. Nemea – in honor of Zeus, held at Argolis near Cleonae.
4. Isthmia – in honor of Poseidon, the God of the sea. Held at Isthmus of Corith.
 Olive branches – are awarded for the victor/winner of the event.

Roman Republic (500 BC to 27 BC)

 They focused singularly on serving the state.

 Physical Education in Roman Republic

 Aims of P.E. : Roman Republic’s Physical Education, was designed to develop a good and obedient
soldiers.
 Promotion of P.E. : All sons were taught to become citizen – soldiers including in their education a
mental and physical readiness for war, respect for the law and reverence for Gods.
 Program of P.E. : They developed courage, strength and obedience to all citizens

 17 years old – men were drafted for active duty until the age of 47 years old (if needed).
 Daughters were educated to assume vital role in raising children. They were more highly respected and
socially active than Athenian women.
 Religious festivals for honoring the Gods held as prominent a place in the roman society.
 Romans did not participate in athletic contest and dance; rather they offered sacrifices to their Gods and
then a spectator.
 This festival provides leisure – time relief from strenuous training but served no educational purpose.

Roman Empire (27 BC to 476 AD)

 Under Augustus Caesar, a hardy peasant who have gained land in exchange for military services.
 200 days per year were public holidays.
 Colosseum became the favorite site for gladiatorial contests.
 Animal fights: elephant, bulls, tigers, lions, panthers.
 Gladiators armed with shield and sword, buckle and dagger, or net and spears fought each other for
freedom and for money.
 Roman men participated in health gymnastics or ball games to overcome indolent lifestyle.
 In 476 AD, Roman Empire came to an ignoble end.
The Olympics (776BC to 400AD)
 Started 776 BC in the Homeric period, led to establishment of regular celebration
 Warrior athletes were expected to perfect their skills.

 Pan-Hellenic Festivals
a. Choral and musical events
b. Aquatic displays

 The games were solely for men.

 Held every four years in Olympia, in honor of Zeus.

STAGES:

1. Sacrifices to Zeus
2. Feasting
3. Athletic contests
 Lasted 5 days in month of August.

REQUIREMENTS TO BE ELIGIBLE IN OLYMPICS:

1. Athletes should be greek-born.

2. Had to train for 10 months before the contests (the last month should be in Olympia and under the
guidance of the judges.).
3. Athletes were required to take an oath of fair play.
 Open to men from all social classes.
4. Victors received a simple wreath of olive branches to symbolize their highly respected victory.

 The games were all scheduled in an open space.

 Later were the construction of stadium for foot races and hippodrome for horse and chariot races.

Herean Games – Maiden competing in a foot race.

Stade Race – a foot race, and the only event in the first Olympic games.

Hand to hand combat events: boxing, wrestling and pancratium.

Chariot race – two wheeled vehicles pulled by four horses.
Pentathlon – constitute of discuss throw, javelin throw, long jump, stade race and wrestling.
 The winner in the pentathlon was recognized as the best-all-around athlete.

ANCIENT OLYMPIC GAMES

Chronology
776 BC Stade Race
724 BC Added the two stade race
720 BC Added the long distance race
708 BC Added pentathlon and wrestling
688 BC Added boxing
 680 BC Added chariot race
648 BC Added pancratium and horse race
632 BC Added boy’s events
580 BC Added the race in armor
472 BC Festival set as a 5-day event and the sequence of events set as follows:

First Day
Inauguration of festival
Oath-taking ceremony
Contests for heralds and trumpeters
Contests for boys
Sacrifices, prayers, singing of hymns, and other religious observances

Second Day
Chariot race
Horse race
Pentathlon (discus, javelin, long jump, stade race and wrestling)

Third Day
Main sacrifices to Zeus
Footraces

Fourth Day
Wrestling
Boxing
Pancratium
Race in armor

Fifth Day
Prize giving ceremony
Service of thanksgiving to Zeus
 Officially ended by Roman decree around 400 AD.

Medieval Europe (500AD to 1500 AD)

Dark Ages – 500 years following the fall of the Roman Empire, represented a low point physically and
intellectually.

- this period was anything but dark in the physical rejuvenation brought about by Teutonic
Barbarians overrunning the Roman Empire.

Teutonic Barbarians – nomadic people who lived in outdoor on simple fare.

Types of life led by Romans:

1. Dissolution of marriage and family through divorce.

2. “blood-sports” games
3. Suicides
4. Extravagance
5. Doles
6. Slave labor
7. Misuse of public funds

 The catholic church regarded the body and anything that benefitted it as sinful.
 The only schools that existed during this time were at the monasteries.
 Survival rather than education highlighted this era.
 European society in the eleventh to the sixteenth centuries has been described as FEUDALISTIC.

* Physical education during age of Feudalism – as a result of decentralization of government during dark ages.
FEUDALISM – was a system of land tenure based on allegiance and service to the nobleman or lord.

 The economic, political and social aspects of life centered around ownership of land and the military
power to maintain or expand territory.

MONARCH
king divided territory among nobles who
unable to rule diverse property successfully
promised military service.

NOBLES
they likewise divide their holdings among
Vassals of the king
lesser vassals

SERFS/PEASANTS
their labors were meagerly rewarded with
who toiled in the fields
protection by landowners.
 These landowners, who were knights, were the only ones in the feudal society to value physical training,
although the peasants engaged in various recreational pursuits.

STAGES OF LANDOWNERS:
a. 7 years of age (Page) – the son’s of nobles left their homes to go to manors of other knights.
b. 14 years of age (Squires) – learned the art of archery, climbing, dancing, fencing, riding, swimming,
and wrestling. He was also assigned to a knight.
c. If the Squire proved his fitness, he became a knight at the age of 21.

ACCOLADE – a ceremony marked the conferring of a knight.

ACTIVITIES:

1. Took a bath of purification.

2. Dressed in white
3. Spent an entire night in meditation and prayer.
4. In the morning, the Lord placed his sword on the knight’s shoulder.

JOUSTS and TOURNAMENTS – were two special events in which all knights engaged in several times during
their lives and that were tests of their fitness. Bothe serves amusement and training for battle.

 In the isolation of manorial system of the Middle Ages, few opportunities existed for social interaction and
entertainment, so tournaments grew in popularity to fill this void.
 Because war served as an adventurous solution to boredom and because service to God was required of
the knights, many willingly volunteered for the eight Crusades between 1096 and 1270.
 The emergence of a strong merchant class in these towns started the transition to a period of intellectual,
cultural, and social reawakening.

The Renaissance and the Reformation (1450 to 1650)

Renaissance – a transitional period in history between the dark years of the medieval period and the beginning
of modern times. An age of great progress of humankind.

Changes:

1. Rebirth of learning.
2. Belief in the dignity of human beings.
3. Renewed spirit of Nationalism.
4. An increase of trade among countries.
5. A period of exploration.
6. Scientific research was used to solve problems.
7. Books were printed and made available to people.
8. Renewed interests were showed in the classics.

Impact in Physical Education:

 Asceticism lost its hold on the masses.

 They believe that body and soul were inseparable, that one is necessary for the optimum functioning of
the other.

 Believe that learning could be promoted through good physical health.

Outstanding leaders during Renaissance and Reformation:

I. The Age of Enlightenment (1700’s)

a. John Locke – He said that character, especially valued for upper class boys, “requiring a sound
mind and a sound body” developed best through moral and physical discipline.
b. Jean – Jacques Rousseau – a French philosopher who led the rebellion against the devaluation of
the individual. He explained that each child possesses a unique readiness to learn in a natural
developmental process that should dictate when a child is exposed to various types of
knowledge.

2. Naturalism (1770 to 1830)

a. Johann Basedow – a German teacher who established a school called Philanthropinum

in 1774, he implement naturalistic principles that focused on meeting individual needs
and stressed the principle of a readiness to learn.
b. Johann Christoph Friedrich Guts Muths – father of modern gymnastics. He influenced many
people with two significant books: Gymnastics for the young (1793) and Games (1796).
3. Nationalism (1800’s)
a. Friedrich Ludwig Jahn – a German educator and an ardent patriot, he sought to
develop fitness and strength in German youth for the eventual unification of all
German people. He’s name was associated with Turnverein, an association of gymnasts
that has been in evidence ever since.
b. Adolph Spiess – the father of school gymnastics in Germany. Approval of his program
in the increasing number of public schools hinged on his defense of gymnastics as a
subject equal to all others, one that had progressions for various ages, for boys and
girls, and for all ability levels, and one that required trained teachers and equipped
indoor and outdoor facilities.
c. Franz Nachtegall – he established a private gymnasium in Copenhagen, the first of its kind. He
was the first director of training school for teachers of Gymnastics.
d. Per Henrik Ling – he established the Royal Central Institute of Gymnastics at Stockholm. He also
initiated therapeutic, or medical gymnastics to restore health through exercises.
e. Hjalmar Ling – began teaching at the Royal Gymnastics Central Institute, he initiated the
development of Swedish school gymnastics.
Greek Philosophers:
Herodotus – physical education as an aid to medicine.
Hippocrates - proclaimed the law of use and disuse of the body parts.
Aristotle - prescribes progression of exercises and recognized the interrelationship of body
and soul.
Socrates - gave emphasis on the importance of physical education in attaining health in order
to achieve one’s purpose in life.
Plato - considered gymnastics and music as the two most important subjects in the
curriculum.
Galen - stated that physical education is part of hygiene and subordinate to medicine.
Physical Education and sport in United States

- The growth of Physical Education and sport in the United States was influenced by European ideals,
systems of gymnastics (exercises), and philosophies.
Colonial Period (1607 to 1783)
- Native Americans hunted, fished, canoed, ran from place to place, and engaged in a multitude of physical
activities as they sought food, built shelters, and communicated with other tribes.
- Various form of physical activity was included within their rituals (i.e., burial services, fertility-based
ceremonies, and medicine rites), which were performed in an effort to influence the religious forces they
believed directed their lives.
- Sport, dance, and dramatic enactments were incorporated into Native American festive celebrations and
engaged in as forms of relaxation.
- Games and sport played important roles in the lives of Native American; they promoted group identity,
served as an outlet for creativity, and offered opportunities for individual recognition.
- Physical prowess, cunning, skillfulness, speed, and endurance were valued.
- Education during this period was limited. Children attended academies that focused their efforts on
helping students attain some degree of proficiency in the basic subjects of reading, writing, and
arithmetic.

National Period (1784 -1861)

- Interest in education grew, and more schools were established for both females and males.
- During 1800’s free public education began to slowly become available for girls and boys.
- 1820’s and 1830’s, physical education began to be incorporated into school curriculum.
- During 1820’s German Gymnastics were introduced to the United States by German immigrants.
- Catherine Beecher (1800 – 1878) she developed and implemented program of physical education within
the educational curriculum of the schools since she was the director of the Hartford Female Seminary for
Women in Connecticut. The program consisted of calisthenics performed to music.
- Sports participation grew as settlers became more established and religious prohibitions relaxed.
- Baseball was invented in 1839.
Civil War Period until 1900
- Physical Education was increasingly included in schools, and sports grew in popularity.
- In 1860, Dioclesian Lewis (1823 to 1886) developed the Lewis system of “light” gymnastics and introduced
his system to men, women, and children living in Boston. Lewis’s program of gymnastics was directed at
improving the health and well-being of his participants.
- Exercises to improve the cardiovascular system were performed to music.
- Edward Hitchcock (1828 to 1911) and Dudley Sargent (1849 to 1924), both of whom were physicians, were
central figures in the development of college physical education programs.
- Physical Education classes consisted of developmental exercises performed using horizontal bars, rings,
ropes, ladders, Indian clubs, vaulting horses, and weights.
- During the 1880’s , the complete Swedish system of gymnastics was introduced in the United States and
become popular in eastern section of the country.
- The late 1880’s were marked by considerable debate among physical educators regarding which system of
gymnastics should serve as the curriculum in American schools.
- Another stimulus to the growth of Physical education during this time was the Young Men’s Christian
Association (YMCA), the first YMCA opened in the United States in 1851.
- At the close of the century, there was greater recognition of the value of physical education to the
educational progress.
- A significant step in the development of physical education was the founding, in 1885, of the Association
for the Advancement of Physical Education (AAPE). They change the name to the American Association for
the Advancement of Physical Education (AAAPE) in 1886. This organization was the forerunner of today’s
American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD).
- Tennis was introduce in 1874
- Golf was played in the United States in the late 1880’s
- Opportunities for blacks to participate in sports were also limited by societal constraints. After slaves were
freed following the Civil War, they engage in variety of sports, with baseball, boxing, and horseracing
being the most popular.
Early Twentieth Century
- The early twentieth century marked a significant period of growth and development for both physical
education and sport.
- Physical Education change its focused from the narrow emphasis on system of gymnastics, exercise
regimes, and calisthenics to a broader focus that encompassed games, sports, aquatics, dance and
outdoor activities.
- Sports became increasingly organized during this time and grew tremendously in popularity.
- Physical Education began to change in scope. At the forefront of this change was Thomas Dennison Wood,
MD (1864 to 1951), who advocates the development of a new program of physical education that would
enhance the development of a whole individual through participation in play, games, sports, and outdoor
activities.
World War I (1916 to 1919)
- It started in 1914, and the United States’ entry in 1918, had a critical impact on the nation and education.
- The Selective Service Act of 1917 called to service all men between the ages of 18 and 25 years.
- Social forces were also at work during this period.
- Women also began to show interest in sport and physical education, as well as in other fields formerly
considered to be “off limits”.
- The Commission on Training Camp Activities of the War Department was created, and Raymond Fosdick
was named the head of this program.
Golden Twenties (1920 to 1929)
- Many advances in physical education occurred during this time that had a profound influence on physical
education for decades to come
- The “New Physical Education” began to take shape during this period, influenced by the leading
progressive education theorists of the time including John Dewey.
- In 1922 Hetherington wrote School Programs in Physical Education, setting forth his beliefs about the
content and conduct of physical education.
- There was a considerable debate among professionals regarding the philosophical direction of the field
that continued for many decades. “The education through the physical” position emphasized a broad
approach to physical education, with advocates claiming that students’ participation in carefully selected
physical activities would enhance not only their health and fitness, but contribute to the building of
character and intellectual development.
- “The education of the physical” proponents stressed a more narrow approach to physical education.
Advocates of this approach pointed out the unique contribution of physical education to the physical
development of the individual, and believe that programs should be structured to promote fitness, skills
and health outcomes.

- During this period the intramural athletic programs increased in colleges and universities.
Depression Years (1930 to 1939)
- The 1929 stock market crash ushered in the great depression, which affected education.
- Unemployment and poverty reigned.
- Health and physical education had a difficult time surviving in many communities.
- Many gains achieved by physical education in the schools of the nation were lost.
- Between 1932 and 1934, an estimated 40% of the physical education programs were dropped completely.
- Another development during the depression years was that physical educators became more involved in
recreation programs in the agencies and projects concerned with unemployed persons.
- Interscholastic athletic programs continued to grow and in some situations dominated physical education
programs and created many educational problems.
Mid-Twentieth Century (1940 to 1970)
- Physical education received an impetus as physical training programs.
- The country was jolted from depression by world war II.
- School and colleges were urged to help develop physical fitness in the youth of the nation. A return to
more formalized conditioning programs resulted.
- The war years had their impact on programs of physical education in the nation’s schools and colleges.
- The program of activities took on a more formal nature with the purpose of physically conditioning the
children and youth of the United States for the national emergency that existed.
Significant Recent development (1970 onwards)
- Physical education, exercise science, and sports currently is in one of its most exciting eras.
- They include the disciplinary movement, the quest for identity, the emergence of the sub disciplines, new
directions in professional preparation, and increase career opportunities in this dynamic field.

Development of Physical Education in the Philippines

Pre-American Philippines
- The Filipino is a blending of several racial types of people namely: Pygmies, Indonesian A and B, and
Malays. Their stature ranges from 5 feet or under to 5 feet 7 inches.
- The pygmies constitute 10% of the present population, Indonesian 33% and the Malays 37% and 20%
were merchants and traders during the Christian era to present day. (Chinese 10%, Hindus 5%, Arab-
Persian 2% and European-American 3%).
- Ancient Filipinos activity has something to do with their living such as planting, fishing, hunting, tree-
climbing, making tools and weapons, and building shelters and boats.
- Skill in the use of weapons; agility in running, jumping, and climbing; strength and endurance in throwing
and carrying heavy burdens were physical attributes necessary for survival and which all primitive peoples
had to develop to a high degree of perfection.
- Music associated with dance of a primitive pantomime occupied the life of the early Filipinos. They sang
while planting and rowing; and they sang and danced during the sacrifice offered to their gods, in their
festivals and in funerals.

Pre-Spanish Period

- There were 3 main racial types of peoples, namely, the Pygmies, the Indonesians, and the Malays. Later
immigrants from Asia were the Chinese, the Hindus and the Arabs.

PYGMIES
- Our first ancestors, the pygmies began to come from the South.
- There were two types of Pygmies: Australoid-Negrito and the Australoid-Sakai type.
- The Pygmies were great hunters and they used the blowpipe and the bow and arrow for weapons.
- The Negritos are black and short (height seldom exceeding in five feet); they have flat nose, kinky hair and
large brown eyes. They are a nomadic or wandering people.
- Evidently it was the custom among Negritos to select their chiefs on the basis of their physical prowess as
recounted in the Maragtas, an ancient manuscript found in Panay and written about 1212 AD.
- Dancing among Negritos was mostly pantomimic in nature to depict events of their daily lives. Some their
primitive dances were the ati-ati and sinulog
- As in the days of Marikudo, the bow and arrow is the chief hunting weapon of the Negritos and from their
earliest infancy the boys are taught by their mothers to become expert archers. The bow and arrow is also
used in fishing by shooting from the bank of a stream with an arrow to which a string is attached so that
they may pull out the fish without going to into water, because they do not know how to swim.

INDONESIANS
- Some 5,000 to 6,000 years ago, the Pygmies were followed by the sea-faring Indonesians who came from
the mainland of Asia in two waves.
- Indonesian A “ were slender built, light colored , with a sharp thin face, an aquiline, thin lips and deep-set
eyes”. Indonesian B “ were stocky with dark complexion, a rectangular face, thick nose and lips, and a
large round eyes.
- The first group of Indonesian came on plank-built boats; wooden pegs and rattan lashings were used to
hold parts of the boat together. Later immigrants came in dug out boats. These were made by hollowing
out the trunk of large trees using stone tools with wooden frames. This required not only skill, but
strength and endurance as well.
- They built grass-covered houses with wooden frames.
- They lived chiefly by hunting and trapping and their weapon was blowpipe which was used with poisoned
darts.
- Planting occupied much of their time; in the beginning they only raised root crops, but it seems probable
that later immigrants introduced irrigated rice culture, and built the first rice terraces.
- For centuries, the Ifugaos (Malay descent) by constructing terraces and irrigation ditches were able to
cultivate the precipitous mountain sides of Northern Luzon.

MALAYS
- About 300-200 BC, the last of the prehistoric peoples, the Malays, began to enter the Philippines from the
South (Java and Sumatra). They came in three waves.
- They were more advanced in culture than Pygmies and Indonesians.
- They settled along the coasts and drove the earlier immigrants to the interior..
- They built bamboo and wooden houses on elevated platforms, raised high above the water or the earth.

* Most of the historical accounts of the life of the early settlers are based on tradition and old songs which has
been handed down from father to son.
* Being naturally musical, they sang to the time of their rowing when they went to sea, and while engaged in
their work;; they also sang and danced during the sacrifices offered to their gods, in their festivals and
funerals.
*Among these early settlers, dancing was considered a religious. The people offered sacrifices to their gods for
most of their personal needs, such as the recovery of a sick person, a prosperous voyage, a good harvest, a
victorious war, a successful delivery in childbirth, or a happy married life.
* Cockfighting was a popular pastime of the early inhabitants. It is probable that this sport was introduced in
the island by Malays. As early as 1212 AD during the time of Datu Sumakwel, ruler of the Bornean colony in the
island of Panay, the favorite sport of the people was cockfighting.
* Practically all early Spanish chronicles and later historians’ mention bathing and swimming as an important
part in the life of the ancient Filipinos.
* There was some kind of formal education among the early Filipinos. In the island of Panay, as part of the
marriage ceremony, the priest congratulated the newlyweds and wished them to have children who are
athletic, brave, intelligent and happy. In order to achieve these objectives, the children attended school
(teacher’s house) where they were taught reading, writing, arithmetic, religion and incantation, and native
fencing for self defense.
* The upright and graceful carriage of some of our present day Filipino women may be attributed to the
custom sight in the provinces and suburbs of Manila.
Spanish Period 1521-1898

- In the conquest of the Philippines the sword and the cross stood side by side, the sword to conquer and
subjugate the cross to Christianize. Hardly had the Spaniards settled in the islands they began converting
the people to their faith.
- The missionaries of the Roman Catholic Church founded schools wherever mission posts were established.
These parish schools stressed religious instruction.
- Ateneo Municipal de Manila, founded by the Fathers of the Society of Jesus, was one of the best known
and most progressive colleges of the time. The Jesuits did not neglect the physical development of their
pupils and included in their curriculum classes the gymnastics.
- Colleges for women were also established, the aim of which was to prepare them either to be efficient
housewives or for a religious life.
- In 1863 a royal decree was issued establishing a normal school for men in the City of Manila and a system
of primary instruction throughout the Philippines. Physical Education was not included in the curriculum
of the normal school for men or in the primary grades.
- Although physical education was not a required subject on the primary grades, there was health
inspection (cleanliness of body and clothing) of the children once in the morning and once in the
afternoon when they came in to class.
- In 1893 the normal school for men was granted permission to train teachers not only for the elementary
but for secondary schools as well, and its name was changed to Superior Normal School for Men Teachers.
Gymnastics was one of the subjects required of all candidates for the elementary teacher’s certificate. The
class in gymnastics was one hour everyday for three terms. In the budget of 1893-94, provision was made
for one gymnastic teacher with a salary of P400.00 a year.
- The value of physical education to the youth was not unknown to the Filipino leaders, especially among
those who had travelled or studied abroad. Dr. Jose Rizal, one of the foremost leaders of the Filipino
people, and a fencer of no mean ability had planned to establish in Hongkong a Colegio Moderno in which
gymnastics and sports were to be a part of the daily program. The physical education activities which Dr.
Jose Rizal proposed to adopt at his Colegio Moderno reveals his grasp of a well balanced physical
education program that covers a wide range of activities in various fields. This included Swedish
gymnastics, swimming, fencing, equestrian sports and dancing.
- Leisure time of Filipinos:
 Cockfighting
 Bathing and swimming
 Strolling in Luneta park
- Other occasions were baptisms, weddings, and feast-days and were celebrated with drinking, singing and
dancing.
- Their different recreational activities and old music and songs were as follows:
o Comintang is the oldest and most popular song, which better than any other expresses the history,
character and tradition of the people. It is a dance and song at the same time.
o Pampango – is another dance which is characterized by the movements of the loins accompanied by
clapping of the hands.
o Bagay – a music and song danced in Visayas which are languorous and melancholy like comintang.
o Juego de anillo – the object of this game was for the young men riding on horses and holding a long
stick in one hand to get the ring as they rode through the arch where the rings were suspended.
 o Fiesta – relatives and friends gathered for a good time –eating, drinking, singing and dancing.
o Juego de prenda – a game of forefeits.
o Duplo – a poetic joust on the existing conditions in government and society in which the winner is
awarded a prize.
o Sta Cruz de Mayo – the most colorful celebrations held in the month of May. The celebration, which
was held everyday for nine days, consisted of praying, followed by a procession, then bitin and a party
at the house of hermano mayor.
o Bitin – consisted of a square bamboo trellis from which hang fresh fruits, biscuits and other valuable
things.
o Moro-moro – which consisted principally of combats between the Christians and the moros or
mohammedans and which invariably ended in the triumph of the former over the latter.
o Zarzuelas – musical comedies were introduced; they were written in the vernacular and men and
women took part in these performance.
o Manila Jockey Club – was founded in 1867 to supervise the holding of races in what is now R. Hidalgo
street.
o Girls played : sungka, siklot, sintak, piko, luksong tinik, and hide and seek.
o Boys played: patintero, sipa and kite flying.

- The reader should not, however, get the impression that life in the Philippines was all play and no work. In
the rural areas, the people engaged primarily in agriculture, hunting and fishing. There was also a division of
labor among the family members: besides the ordinary duties of the house, the women pounded the rice for
family consumption, raised fowls and swine, and helped in the planting and harvesting of crops; the men
cleared the field for cultivation, plowed the soil, built houses, and went fishing or hunting; the children and old
persons carried water and firewood and helped women in the household chores.

- While the Spanish-American war was in progress and the revolutionary government was established under
General Emilio Aguinaldo, several decrees were issued by the President, one of which contained the official
primary school curriculum in which education was one of the required subjects.

The American Period

The following dates mark the significant events:
 1901 – physical exercise was one of the subjects that was introduced in public school and a regular
program of athletics was developed.
 1905 – baseball and track and field were introduced and taught.
 1909 – emphasis in playing western sports and coaching of tennis.
 1910 – basketball was first introduced as a game for girls but was discontinued later because it was
too strenuous.
 1911 – Athletic book was published. The first part contains simple group games and second part
contains rules for baseball and basketball for girls. Volleyball, indoor basketball, track-and-field and
lawn tennis.
 1919 – “Physical Education: An Manual for Teachers” was first published. It was submitted by a
special committee of superintendents, edited by Frederick O. England and Playground Director of the
City of Manila.
 1920 – Physical Education was made a curriculum subject in the secondary school curriculum. Grading
system was based on the following: attendance, proficiency in skills, attitude, daily performance,
reports and sportsmanship.
 1938 – Summer school for physical education was open by the Bureau of Education under the
direction of Mr. Serafin Aquino. This was held at the rizal Memorial Stadium.
 1942 – Under Japanese Military Administration, the “RADIO TAISO or CALISTHENICS ON THE AIR” was
made obligatory.
 1947 – National College of Physical Education got its name, and held at the Rizal Memorial Field.
 Department Order No. 15 series 1967 entitled “Physical Education and Sports Development Program”
was launched by Secretary of Education Hon. Carlos P. Romulo. This was considered as the greatest
push forward ever made.
 Republic Act No. 5708 known as “ The School Physical Education and Sports Development Act of
1969” was approved by congress on June 21, 1969.

 1970 – Revised elementary education program issued by secretary of education and culture that:
Health and Science as subject area of Physical education with Music.
 1972 – “Physical Fitness Testing Program” was launched.
  1973 – Revised Secondary Education Program ( RSEC) was introduced with new course: Youth
Development Training (YDT) and Citizen Army Training (CAT).
 YDT Four subjects: Physical Education, Scouting, Health Education and Music.
 1981 – World congress was held in Philippines International Convention Center (PICC) by the
International Council on Health, Physical Education and Recreation (ICHPER). Aside from this. The
Southeast Asian Games was also held in Manila.
 1982 – Bureau of sports development was created, with Dr. Aparecio Mequi as its first director. The
gintong alay foundation project was also implemented in this year. Gintong alay is the national sports
training program of the country which has the task of recruiting, selecting and training of athletes.
 1984-1985 – scouting became a co-curricular activity, leaving only 3 components of YDT with their
respective schedule: P.E. – 2 days a week, Health Educ – 2 days a week and Music – once a week.
WHAT IS GYMNASTICS?
Gymnastics combines physical skills such as body control, coordination, flexibility, gracefulness, and strength with
tumbling and acrobatic skills all performed in an artistic manner.
The word gymnastics is derived from the ancient Greek word for disciplinary exercises. This activity is performed by
both men and woman at all levels, from local clubs and universities to elite competitions such as the Opympics.
THE BEGINNING
Gymnastics was introduced by the Greek civilization for the purpose of facilitating bodily development through physical
activity such as running, jumping, swimming, throwing, wrestling, and even weight lifting. Many people actually used to
practiced the developing sport in some form even before the Greek introduced their gymnazein which literally
translates “to exercise naked”, which is exactly what they did.
ROUGH START
After conquering Greece, the Romans turned their form of exercise into a more formal sport with the ideal purpose of
their routines preparing participants for warfare. Although, when the threat of war was no longer so threatening, the
popularity of the sport dwindled and tumbling stuck around only as a form of entertainment.
COMPETITION
Gymnastics has existed for more than 2,000 years, but its development as a competitive sport began just a little more
than 100 years ago. Men's gymnastics was first scheduled for the Olympic games in 1896, but Olympic gymnastic
competitions for women did not start until 1936. The competition for women only included an all-around competition;
female competitors had to wait until 1952 to compete in separate events.

For a long period of time, the sport of gymnastics was considered a strength sport for men and a grace sport for
women. However, in 1972, that double standard changed when a Olga Korbut burst onto the gymnastic routine no one
would have expected to see at the time. She was the first woman to combine strength and power with the grace
changing the way people evaluated the competitors of gymnastics forever.

GYMNAST UNIFORMS
The purpose of gymnastic uniforms have drastically changed. Women's leotards were originally intended to cover up as
much of their body as possible, and as one can see in the picture above, men used to perform in pants! In today’s
modern gymnastic competition, both men and women wear leotards. The uniforms in today’s gymnastics are meant to
improve aerodynamics as well as bend with the competitor’s body as they move.
SCORING
Gymnastic competitions are judged and scored on both individual and team performances. Each competitor must
perform and execute a specific set of moves on each piece of equipment. Judges use a 0-10 scale. There are usually four
judges and the highest and lowest scores are always dropped to provide a more objective evaluation.
NADIA COMANECI
Nadia was the first female gymnast to be awarded with a perfect score of 10 in an Olympic gymnastics event. She also
won two gold medals in the 1980 Summer Olympics.

In the late 18th and early 19th century : - Johann Friedrich GutsMuths and Friedrich Ludwig Jahn – created exercises
for boys and young men on apparatus they had designed that ultimately led to what is considered modern gymnastics.
–
Don Francisco Amorós y Ondeano – introduce educative gymnastic in France. Jahn promoted the use of parallel bars,
rings and high bar in international competition.
History of Gymnastics
• 1881 - The Federation of International Gymnastics (FIG) was founded in Liege. By the end of the nineteenth century,
men's gymnastics competition was popular enough to be included in the first "modern" Olympic Games in 1896. History
of Gymnastics
• The Fédération Internationale de Gymnastique (FIG) or International Federation of Gymnastics (IFG) is the governing
body of competitive gymnastics. Its headquarters is in Lausanne, Switzerland. It was founded on July 23, 1881 in Liège,
Belgium, making it the worlds oldest existing international sport organization. Originally called the European Federation
of Gymnastics, it had three member countries – Belgium, France and the Netherlands – until 1921, when non-European
countries were admitted, and it was renamed to its current name.
• From then on until the early 1950s, both national and international competitions involved a changing variety of
exercises gathered under the rubric, gymnastics, that would seem strange to today's audiences and that included for
example, synchronized team floor calisthenics, rope climbing, high jumping, running, and horizontal ladder History of
Gymnastics

• During the 1920s, women organized and participated in gymnastics events. The first women's Olympic competition
was primitive, only involving synchronized calisthenics and track and field. These games were held in 1928, in
Amsterdam History of Gymnastics
• By 1954, Olympic Games apparatus and events for both men and women had been standardized in modern format,
and uniform grading structures (including a point system from 1 to 15) had been agreed upon. - Nadia Comăneci
received the first perfect score, at the 1976 Summer Olympics held in Montreal, Canada. She was coached in Romania
by coach, (Hungarian ethnicity), Béla Károlyi. History of Gymnastics.
• In 2006, a new points system for Artistic gymnastics was put into play. With an A Score (or D score) being the difficulty
score, which as of 2009 is based on the top 8 high scoring elements in a routine (excluding Vault). The B Score (or E
Score), is the score for execution, and is given for how well the skills are performed History of Gymnastics
Equipment for Gymnastics
Still rings - Two parallel rings 50cm apart, suspended from a cable and straps and held, one in each hand, for a series of
exercises in men's artistic gymnastics particularly requiring stillness of the body; also called the "rings".
Uneven bars - An apparatus in women's artistic gymnastics with a top bar 2.4m above the floor and a lower bar 1.6m
high, used for a continuous series of grip changes, releases, new grasps and other complex moves.
High bar - A bar standing 2.75 metres high, used in men's artistic gymnastics; also called the "horizontal bar".
Parallel bars (Artistic) - An apparatus consisting of two wooden rails on uprights, adjustable in height and used for
swinging, vaulting and balancing exercises in men's artistic gymnastics.
Pommel horse - A solid apparatus 115 centimetres high with two handles, or pommels, on top that men in artistic
gymnastics use for a series of manoeuvres defined by complex hand placements and body positions while holding
themselves above the apparatus.
Plane - An imaginary surface where moves are performed, i.e. lateral, frontal, horizontal or diagonal.
Diagonal plane - An imaginary surface at less than a 90-degree angle to the floor, where moves are performed.
Horizontal plane - An imaginary surface, level with the ground, where moves are performed.
Lateral plane - An imaginary surface to the side of, and parallel to, the body, where moves are performed.
Safety platform - A large, thick mat that sits on the floor at each end of the trampoline to cushion the impact if anyone
falls from the apparatus.
Vault - A solid apparatus similar to the pommel horse, but lacking handles, and used in men's and women's artistic
gymnastics for a variety of handsprings from a running approach.
Beatboard - The springboard used in the men's and women's vault.
Ball - It is made of either rubber or synthetic material (pliable plastic) provided it possesses the same elasticity as
rubber. It is from 18 to 20 cm in diameter and must have a minimum weight of 400g. The ball can be of any colour and
should rest in the gymnast's hand, not the wrist.
Hoop - A hoop is an apparatus in rhythmic gymnastics and may be made of plastic or wood, provided that it retains its
shape during the routine. The interior diameter is from 51 to 90 cm, and the hoop must weigh a minimum of 300g.
Ribbon - It is made of satin or another similar material cloth of any colour and may be multi-coloured as well as have
designs on it. The ribbon itself must be at least 35g (1 oz), 4–6 cm (1.6–2.4") in width and for senior category a
minimum length of 6m (20') (5m (16.25') for juniors). It is made of satin or another similar material cloth of any colour
and may be multi-coloured as well as have designs on it. The ribbon itself must be at least 35g (1 oz), 4–6 cm (1.6–2.4")
in width and for senior catego
Clubs - The club is built along an internal rod, providing a base on which a handle made of polyolefin plastic is wrapped,
providing an airspace between it and the internal rod. This airspace provides flex, cushioning impact, making the club
softer on the hands. Foam ends and knobs further cushion the club. It is made of satin or another similar material cloth
of any colour and may be multi-coloured as well as have designs on it. The ribbon itself must be at least 35g (1 oz), 4–6
cm (1.6–2.4") in width and for senior category
Costumes for Gymnastics
Leotards are worn by acrobats, gymnasts, dancers, figure skaters, athletes, actors, and circus performers both as
practice garments and performance costumes. A leotard is a unisex skin- tight one-piece garment that covers the torso
but leaves the legs free. It was made famous by the French acrobatic performer Jules Léotard (1838–1870).
They are often worn together with ballet skirts on top and tights or sometimes bike shorts as underwear. There are
sleeveless, short-sleeved and long- sleeved leotards.
A variation is the unitard, which also covers the legs. As a casual garment, a leotard can be worn with a belt, it can also
more commonly worn under overalls or short skirts.
The sole is made of soft, composite rubber so as to provide both high traction and cushioning, and it provides excellent
protection from skin abrasion as it covers the entire bottom of the foot.
Acro shoes - They are typically laceless, slip-on shoes, with tight-fitting leather uppers that are designed to prevent the
dancer's feet from shifting inside the shoes. Because of their thin, pliable leather uppers and split soles, acro shoes have
excellent flexibility, thus enabling dancers to attain both good dance form and acrobatic control.
Flesh colored foot thongs endow the wearer with the appearance of having bare feet, while retaining some degree of
the traction, cushioning, and abrasion protection provided by acro shoes.
Foot thongs - which are slip-on, partial foot covers that protect only the ball of the foot—are sometimes preferred over
acro shoes for aesthetic reasons.
Strength & Conditioning for Gymnastics
Arch-ups are the exact opposite of hollow body. Lie on your stomach with your arms above your head and your legs
straight. Lift your arms and legs so that your stomach is the only part of your body still on the floor. Lower to the
ground and repeat.
Push-ups are the simplest way to work your triceps, shoulders, and pectorals. A good push-up requires a straight or
hollow core, with the back flat and shoulders over your hands — the precise position that you’ll need for great casts on
bars and swings on pommel horse.
V-ups - Lie flat on the floor with your arms and legs extended, and then simultaneously lift your arms and legs, touching
your toes over the midsection of your body to form a “v.” At the height of the v-up, you should be balanced on your
lower back. Extend back to the floor, and repeat.

Sit Ups - Lie down on the floor on your back with your knees bent or straight, and someone or something holding your
legs or not. Sit up to an upright position.
Basic Skills in Gymnastics
• Split - The split “shape” is everywhere in gymnastics—split leaps, jumps, switch leaps, in the middle of backwalkovers,
etc. The better you can do your splits on the ground, the better you will be able to do them in the middle of a skill. You
should be able to do a split on your left leg, your right leg and a middle split with your legs straight and all the way to
the ground.
• Cast - Casting is the most basic bar element and learning how to cast well early on will help you learn so many other
skills. Body position in the cast is a hollow body shape. The hollow body shape is similar to the shape you have in a
perfect handstand other than your back is slightly rounded with your stomach pulled towards your spine. You will
eventually be casting to handstand so the higher you can cast with a nice tight body position the better. You want your
legs to be together and straight, your stomach pulled in, your back rounded and your eyes looking at the bar.
Tap swings on bars, along with casts, are a building block of bar routines in all gymnastics levels. A tap swing is a swing
on bars, but at the back of the swing you should “regrip”. This means you should come off the bar briefly and re grab.
At the back of the bar your body should be in a hollow position, underneath the bar you should move to a slight arch
position as you “tap” your feet higher in the front of the bar. This just means that your feet will come forwards to
create a slight hollow in your body again.
• A roundoff is just as important as a backhandspring to master for tumbling on floor. The roundoff gives power just
like the backhandspring does to the tumbling pass.
The split leap is another skill that is required in every floor and beam routine levels 4-10. To have a perfect split leap
you want to be able to do your perfect split position in the air as high as you can off the ground. You want your split to
be even also–both legs should be the same distance from the ground.
A handstand is the act of supporting the body in a stable, inverted vertical position by balancing on the hands. In a
basic handstand the body is held straight with arms and legs fully extended, with hands spaced approximately shoulder-
width apart.
A cartwheel is a sideways rotary movement of the body. It is performed by bringing the hands to the floor one at a
time while the body inverts. When both hands are on the floor, the legs travel over the body and feet return to the
floor one at a time, ending with the performer standing upright.
A handspring is an acrobatic move in which a person executes a complete revolution of the body by lunging headfirst
from an upright position into a vertical position and then pushing off from the floor with the hands so as to leap back to
an upright position.
Safety Rules in Gymnatics
• Overall - Use a spotter when attempting any new routine or floor technique. This is especially important for novice
gymnasts. Perform warm-up exercises such as stretches prior to beginning a routine to prevent injury. Never attempt a
routine or floor technique that you are not trained or qualified to do.
• Trampoline - Never go under the trampoline when someone else is using it. Consistently aim toward the center of the
trampoline when landing. Keep the tarp of the trampoline free and clear of anything like clothes, shoes or other items.
Make sure there is a padded safety zone around the trampoline before using.
• Safety Aids - Use wrist straps when performing bar exercises to prevent injury and strain on the wrist joints. Wear
hand protectors when performing bar or ring routines to prevent chafing and burning of the palms. Use belts with
harnesses when working on ring and bar techniques to prevent slips and falls.
• General Rules of Competition - Gymnasts are allowed to use bandages or grips on their hands. Dismounts and final
landings should occur with feet firmly together in a standing position. Coaching during the routines is not allowed.
Gymnasts are graded on the skill level of the routine as well as how well the movements flow. Points are also awarded
or deducted for appearance, sportsmanship and posture.
• General Rules of Gymnastics - Use the equipment correctly and for its intended purpose. Wear suitable, fitted
clothing when performing gymnastic routines. Tie long hair away from the eyes. Be attentive to your surroundings to
avoid colliding with other gymnasts during routines. Listen to and follow the coach's directions closely. Be considerate
of fellow gymnasts
RHYTHMIC GYMNASTICS
• Rhythmic gymnastics is a sport that can be manipulated by different apparatus.
• It’s an individual sport, but there can be teams of 5 or more members too.
• It combines elements of ballet, gymnastics, dance, and apparatus manipulation.
• It’s women-only.
HISTORY
• Rhythmic gymnastics grew out of the ideas of Jean-Georges Noverre, François Delsarte, and and Rudolf Bode at the
end of the 19th.
• Rhythmic gymnastics started as an independent competitive sport in the early nineteen fifties by the Russians.
• Then in nineteen sixty three the first rhythmic gymnastics world championship was held in Europe. • Presently, this
sport takes part in a lot of competitions, including the Olympic Games.
RULES
• The sport is governed by the Federation Internationale de Gymnastique (FIG).
• The victor is the participant who earns the most points.
• The points are determined by a panel of judges, for leaps, balances, pirouettes, apparatus handling, and execution.
• The choreography must cover the entire floor and contain a balance of jumps, leaps, pivots, balances and flexibility
movements.
• There are 4 lines to define the play areas and if the gymnasts just reach that lines, they have a sanction.
EQUIPMENT
• In rhythmic gymnastics the gymnasts can manipulate different apparatus: clubs, hoop, ball, ribbon and rope.
• Top rhythmic gymnasts must have many qualities: balance, flexibility, coordination, and strength are some of the
most important.

• They must wear a maillot, and in case that it’s a team, the maillot must be identical in all the members.
• The gymnasts’ hair must be upsweep with a bun.
FAMOUS GYMNASTS Top 5 Best Rhythmic Gymnasts of All Time:
• Anna Bessonova  Ukraine, she won 60 medals.
• Irina Tchachina  Russia, she garnered a total of 27 Medals.
• Alina Kabaeva  Russia, she won a total of 43 Medals.
• Tamara Yerofieieva  Ukraine.
• Yevgeniya Kanayeva  Russia. Anna Bessonova 

PILATES
 Joseph Pilates
 Joseph Pilates purposely used gravity in this way to correct the imbalances that make us slouch and shrink
from being upright.
 There they ran his “Studio for Body Contrology” for 50 years
ZUMBA
 "Beto" Perez, stumbled upon the concept of Latin-inspired dance-fitness in his native Cali, Colombia in the
mid-'90s.
 traditional Latin salsa and merengue music was used.
 fuses hypnotic Latin rhythms and easy-to-follow moves
MODERN JAZZ
 Jazz dance originated from the African American vernacular dance of the late 1800s to the mid-1900s.
 Until the mid 1950s, the term "jazz dance" often referred to tap dance, because tap dancing (set to jazz music)
was the main performance dance of the era.
 Catherine Dunham, considered the grandmaster of jazz dance technique. She was a key inspiration to most
modern jazz dance legends.
 Jack Cole, considered the father of jazz dance technique. He was a key inspiration to Matt Mattox, Bob Fosse,
Jerome Robbins, Gwen Verdon, and many other choreographers.
BALLROOM DANCING
Ballroom dancing began in the 18th and 19th centuries in Europe when kings and queens were entertained by dancing
performances, but it became popular with the masses in the early 1900s.
BALLROOM DANCING - Originated from the Latin word “BALLARE” which means “TO DANCE”
 Applies to any one of several dances in which two individuals, a “leader” and a “follower”, dance with physical
contact.
 A form of social dancing whose primary purpose is for recreation and entertainment. People nowadays do ballroom
dancing as a form of exercise or personal enjoyment.
 Also known as “Partner Dancing” DANCE SPORT (or Competitive Dancing) helped revive interest in ballroom
dancing.
 19th century – Ballroom Dancing became an integral part of Physical Education in American public and in private
schools.
 A form of social dancing whose primary purpose is for recreation and entertainment. People nowadays do ballroom
dancing as a form of exercise or personal enjoyment.
TYPES OF BALLROOM DANCES
WALTZ - From the German word “WALZEN”, which means “to roll” or “to turn”. First popularized in Vienna, Austria
 Popularly known as the “WELLER” or “SPINNER”. It is performed fashionably by couples or partners in fast sliding or
gliding movements.
 It was the first time men and women were seen holding each other “so closely that their faces touched”
(Montaigne,1580)
 It is danced in CLOSED-HOLD POSITION Romantic melodies are in time. 3/ 4
 It is characterized by its graceful movements and gracious turning.
CHA CHA CHA - A Latin dance which originated in Cuba. It is a fun, flirtatious and energetic dance with lots of hip
movements and fancy foot work.
 It is actually derived from Mambo.
 Dance in 4 /4
 “slow-slow-quick-quick-slow”/ “2-3-4 and 1”
TANGO - “BAILE CON CORTE” – to dance with many dramatic or artistic poses. First performed as a solo dance by a
woman in 19th century.
 “Andalusian Tango” – use of castanets. At first, it was considered immoral.
 Originated within the lower classes of the”Barrio de la Ranas” (Buenos Aires). Popularized in New York during 1910-
1911
 RUDOLF VALENTINO – made the Tango a hit in 1921. 4 4 Dance in time. “slow-slow-quick-quick-slow”
Styles: 1. ARGENTINE TANGO – Close Embrace where the lead and follow connected chest- to-chest.
2. INTERNATIONAL TANGO – connected in upper thigh or hip area.
3. AMERICAN TANGO – combination of Argentine and International Tango
 OPEN EMBRACE: where lead and follow have space between their bodies.
JIVE - Also known in recent years as “Swing”, is a lively, energetic dance combining quick footwork and graceful arm
movements with swirls and dips.
 One evening in 1927, SHORTZ GEORGE SNOWDEN named it “LINDY HOP”. Mid-1930s, it was renamed “JITTERBUG”.
 LAURÉ HAILE 1940s, made the first documentation of the dance and named it “WESTERN SWING”
BALLET DANCE
Ballet originated in the Italian Renaissance courts and was brought to France by Catherin de’ Medici in the 16th
Century!
In 17th century, ballet popularity in France increased and started to be performed by professional dancers with great
acrobatic skills.
Romantic ballet is defined by an era during the early to mid 19th century in which ballets featured themes that
emphasized intense emotion as a source of aesthetic experience.
Classical ballet is based on traditional ballet technique and vocabulary.
Neoclassical ballet is a style that utilizes classical ballet technique and vocabulary, but deviates from classical ballet in
its use of the abstract.
Contemporary ballet is a form of dance that opens up the doors to for any style to influence a work made utilizing
ballet technique.
Ballet technique represents the foundation principles for body movement for every dancer because it gives you…
Strength Precise body movement precise body form Discipline Elegance Flexibility
Ballet is the inspiring passion that drives our way to success.
Have a look at Top 5 Ballerinas for all the time.
One of the most celebrated and influential ballerinas ever, the Russian made up for her apparent limited technique
with a unique charm. She's renowned for her creation of the role The Dying Swan, choreographed for her by Michel
Fokine.
Anna Pavlova (1881-1931)
Galina Ulanova (1910-1998) One of the greatest ballerinas of the 20th century, credited both as a wonderful actress
and dancer.
Alicia Markova (1910-2004) Hailed as the ultimate interpreter of Giselle, Alicia Markova was a catalytic modernising
force for both British and American dance.
Margot Fonteyn (1919-1991) A dancer of incomparable musicality, line and grace, Fonteyn helped make ballet more
accessible and popular in Britain than it had ever been.
Nadia Nerina (1927-2008) A brilliant leading ballerina with the Royal Ballet, whose bravura brought her admiration in
Russia. She gained immortality by having Frederick Ashton’s masterpiece La Fille mal gardée created on her.
Ballet is when your soul is moving guided by the voice you love!
CONTEMPORARY DANCE
 Around 1980s, the world "contemporary dance" referred to the movement of new dancers who did not want
to follow strict classical ballet and lyrical dance forms, but instead wanted to explore the area of revolutionary
unconventional movements that were gathered from all dance styles of the world.
 influential dance masters such as Isadora Duncan, Martha Graham and Merce Cunningham.
 Dancer who introduced and greatly popularized the contemporary dance to the worldwide audience
was Martha Graham (1894 - 1991)
 Merce Cunningham refined the work that his colleague Martha Graham formed, and expanded with this his
own improvements, choreographies and avant-garde dance techniques.
 Lester Horton was a very influential contemporary dance visionary, who trained many famous modern dancers
and managed to incorporate the styles of Native American dance and modern jazz into his dance techniques.
LATIN DANCE
 Bomba
 Salsa
 Mambo
 Rumba
 Bachata
 Samba
 Merengue
 Cha Cha Cha
 Latin dance has its roots in African dance and drum rhythms  As slaves were carried to various islands in the
Caribbean their dance styles were blended with those of the local Indian and Spanish populations.  Latin dances
developed out of the creation of new musical styles specific to the various islands and mixed cultures of its inhabitants
 Celebrated marriages and baptisms, and rebellions planned  West Africans who worked the suger plantations along
the coast of Puerto Rico
 Taino Indians were the native inhabitant of the island before Columbus landed
BOMBA Dancers took turns challenging the drums, creating a dialog with their movements that the solo drummer
answered. It is said that women bomba dancers would typically dance with their skirt raised, showing their slips, to
ridicule the attire worn by plantation ladies.
SALSA
 The closest derivative of Salsa comes from the Cuban Son music. It is a blend of Spanish music and African rhythms.
 Political deterioration because of Fidel Castro caused flight from Cuba, which brought the dance and music style to
Puerto Rico, Columbia, Miami, and New York. Each location changed the dance and music.
 New York musicians added Jazz rhythms which changed the sound and dancers added dance moves from swing dance
during periods of musical improvisation.
 Dominican interactions with African Americans and R&B gave birth to Reggaeton.
 For a more extensive history of Salsa view the following link.
A History Of Salsa
 Was first used to encompass a collection of Latin dances that were of Cuban decent  Salsa has become one dance
that encompasses many cultural influences  Click on the picture to view various styles of Salsa and Cuban Son dancing
MERENGUE
 Merengue began in the 19th century in the Dominican Republic. It first featured stringed instruments, but German
traders introduced islanders to the accordion, and that instrument's distinctive sound became synonymous with the
dance. It began in the lower classes, although a more formalized style of the dance was later developed for ballroom
dance purposes. Former dictator Rafael Trujillo named Merengue the official dance of the Dominican Republic.
 Walking steps and side steps (chasse) are the basic components of Merengue.
 Merengue dates prior to the mid-1800’s. It was imported into the New York Latin dance clubs in the early 1940’s. An
old legend says the dance got its characteristic drag of the right foot out of respect to an old war hero who returned
home with a badly wounded leg.
 The Latin musician Juan Luis Guerra is credited with popularizing the easy-to-follow 1-2-3-4, 5-6-7-8 beat.
 Merengue is a fun and easy dance made up of simple steps. Primarily a non progressive dance, it can also travel
counter clockwise around the floor. Noted for its Cuban motion, Merengue is also characterized by its “marching”
feeling.
BACHATA
 The Bachata is another dance whose history is more aptly described by the history of the music from which it takes its
name. Bachata is a style of guitar music played in the Dominican Republic. The first song in the genre was recorded in
1961 by José Manuel Calderón. It was a music of the common people and the down-and-out, which unfortunately gave
it a seedy reputation. With its frequently bitter subject matter, it has been compared to the American blues tradition.
The dance was created to accompany these tales of love and woe.
 For more in depth info on the dance and variations of the dance around the world click the word Bachata.
 Its lyrics have history.
 Bachata is a partner dance basically comprised of four steps, with a tap or pop on the fourth step
[one…two…three…tap/pop]. This intimate dance positions partners close together using a closed or open frame, and
contains natural hip movement. There is always a side-to-side motion with three simple steps taken during four beats
of music. On the fourth beat, both partners tap with a hip motion.
INTERNATIONAL FOLK DANCE
 Barbary Bell – England
 Dutch Couple Dance – Holland
 Tarantella – Italy
 Japanese Parasol Dance – Japan
 Kalvelis – Lithuania
 La Cucaracha - Mexico
 Oyda – Russia
 Swedish Clap Dance – Sweden
 O Susana – USA
 Cshebogar – Hungary
 Minuet – France
 Irish Lilt – Ireland
 Chinese Fan Dance – China
 Varsovienne – Germany
 Mazurka, Paseo – Spain
 Paso Doble – Spain
 Escotis – France
 Horra Arabi - Arabia
PHILIPPINE FOLK DANCE
Use of human body
Extends through time
Exist in space
Exist in force
Accompanied by rhythm
Serves to communicate
Has movement and style
In Bukidnon there are the hinaklaran (offering) festival and the ritual of the three datu.
In the first there is chanting and dancing around an altar. The women dance the well-known dugso while a baylan
ceremoniously chants her own invocation.
The ritual can go on for some six hours to assure the blessings of the spirits, a good harvest or good fortune. Also for
everyone’s well-being, the rite of the three Kaamulan datu (chieftain) enacts a regional unity where the datu offer
chicken of various colors, pouring their blood beside offertory water and coins.
Ethnic dance
The Aeta of Zambales stage the anituan to drive away the evil spirits that cause sickness.
The patient or patients are covered with a red cloth and are surrounded by the shaman and the patient’s relatives. They
threaten the spirits to go away with their bows and arrows, spears and sticks.
The Occupational Dances
Life in the ethnic communities is characterized by a variety of activities relating to livelihood or defense. These activities
are joyfully celebrated in mime and dance. Most common to the varied ethnic cultures of the Philippines is the
transformation of the rice cycle into dance.
Countries in the world have their own cultures made more colorful, beautiful and vibrant because of Folk Dances that
are reflection of who they are.
Carinosa - meaning the loving or affectionate one o is a Philippine dance of Hispanic origin from the Maria Clara suite of
Philippine folk dances, where the fan or handkerchief plays an instrumental role as it places the couple in romance
scenario.
Idaw - This dance sometimes has many names and different versions. Most common is this dance depicts the hunting
ritual performed before a tribal war. The tribes men would go out and look up and watch for the scared Idaw bird.
Which is said to lead the tribe to victory. Also look at the clothing, Philippines being a very hot climate, plus the use of
as little material as possible, the traditional clothing was not made to cover much of the body....
Banga - This dance displays the Igorot women on their way to the river to fetch the daily water supply for their families.
It shows the skill and strength of the women as they would carry heavy laiden clay pots (Banga) full of water. Their
grace and agility while balancing the heavy pots, sometimes stacks 5 high, is a testament of the Filipino and how
hardships become a art form and talent.
Idudu - The family is the basic structure of family life among the Itneg / Tinggian people. The caring for the Children is
shared by both the mother and father. While the men are clearing the fields, breaking the soil with bamboo and their
feet, the women watch the children. Soon as the men are done, they take care of the children while the women do
back breaking work.
Binasuan - is an entertaining dance that is usually performed at festive social occasions like weddings and birthdays.
Dancers carefully balance three half- filled glasses of rice wine on their heads and hands as they gracefully spin and roll
on the ground. The dance originated in Bayambang in the Pangasinan province.
Maglalatik - Originally performed in Biñan, Laguna as a mock-war dance that demonstrates a fight between the Moros
and the Christians over the prized latik or coconut meat during the Spanish rule. This dance is also shown to pay
tribute to the town’s patron saint, San Isidro Labrador.
It has a four-part performance such as the palipasan and the baligtaran showing the intense battle, the paseo and the
escaramusa- the reconciliation.
Moro dancers wear read trousers while the Christian dancers show up in blue. All dancers are male; with harnesses of
coconut shells attached on their chests, backs, thighs and hips Kuratsa - is described as a dance of courtship and is
often performed at weddings and other social occasions. The dance has three parts. The couple first performs a waltz.
In the second part, the music sets a faster pace as the man pursues the woman around the dance floor in a chase. To
finish, the music becomes even faster as the man wins over the woman with his mating dance.
Sayaw sa bangko - This dance is native to the barrio of Pangapisan, Lingayen, Pangasinan, and demands skill from its
performers who must dance on top of a bench roughly six inches wide.
Sakuting - A dance of the Ilokano Christians and non- Christians from the province of Abra. Sakuting was originally
performed by boys only. It portrays a mock fight using sticks to train for combat. The stacatto-inflected music suggests
a strong Chinese influence. The dance is customarily performed during Christmas at the town plaza, or from the house-
to-house.
The Visayas Region
Tinikling - is considered the national folkdance with a pair of dancers hopping between two bamboo poles held just
above the ground and struck together in time to music. Originated from Leyte Province, this dance is in fact a mimic
movement of “tikling birds” hopping over trees, grass stems or over bamboo traps set by farmers. Dancers perform this
dance with remarkable grace and speed jumping between bamboo poles.
Mazurka Boholana - is a Spanish-inspired ballroom dance from the Bohol province of the Philippines. Although the
mazurka is the Polish national dance, it was wildly popular throughout Europe in the 19th century and even in colonized
lands overseas. The Philippine dance is ordinarily performed by men and women partners.
Polkabal - shows some European influence in its steps. The dance is composed of nine different steps which include
various movements such as: fluttering, stepping heel-to-toe, a reenactment of a bull fight, and even a leisurely walk.
The Mindanao Region
Singkil - dance takes its name from the bells worn on the ankles of the Muslim princess. Perhaps one of the oldest of
truly Filipino dances, the Singkil recounts the epic legend of the "Darangan" of the Maranao people of Mindanao. This
epic, written sometime in the 14th century, tells the fateful story of Princess Gandingan, who was caught in the middle
of a forest during an earthquake caused by the diwatas, or fairies or nymph of the forest.
The rhythmic clapping of criss-crossed bamboo poles represent the trees that were falling, which she gracefully avoids.
Her slave loyally accompanies her throughout her ordeal. Finally, she is saved by the prince. Dancers wearing solemn
faces and maintaining a dignified pose being dancing at a slow pace which soon progresses to a faster tempo skillfully
manipulate, or fans which represent the winds that prove to be auspicious. The dancers weave expertly through criss-
crossed bamboos.
Kini-kini - Kini means the Royal Walk. Maranao women performed this dance with scarves. The beauty of the scarves
and the talent and grace in which it is displayed. Shows their elite social upbringing
Pangalay - native to the Badjao, sometimes known as the "Sea Gypsies." Pangalay is a dance that emphasizes the
agility of the upper body. The rhythmic bounce of the shoulder with simultaneous alternating waving of arms are the
basic movement of this dance.
The pangalay is commonly performed at weddings and other social gatherings. You will also see some parts of the
Sinkgil in this dance also. Another part of this dance is also called the Muslims four Bamboos.
Asik - This is performed by a solo maiden, adorned with fine beads and make up, long head scarf. She would dance to
win the favor of her Sultan master. Many time the girls would dance to win the hearts of her master or to make up for a
wrong she had done. She would give her whole heart and soul into this performance to soften the heart of her master
to accept her.
INDIVIDUAL, DUAL, COMBATIVE SPORTS
ATHELTICS
O The first Olympics in ancient Greece go back at least as far as the eighth or ninth century B.C.
O They included running, jumping, discus and the javelin.
O It was introduced in the school system by the Americans.
O 1906 – the first competition was held.
O IAAF – International Amateur Athletics Federation
O Philippines – PATAFA (Philippine Amateur Track and Field Association)
ATHLETICS Track and Field Athletics ……. is a collection of sports events that involve running, throwing, jumping and
walking.
The track: It is split into six to ten lanes which circle around an inner field used for throwing and jumping events.
The winner of all races conducted on the track is the first person whose torso crosses the finishing line. A runner is
disqualified from a race if they make two false starts, which are counted if they leave the starting blocks before the
starting gun is fired.
STARTING BLOCK Device made up of two adjustable pedals that allow sprinters to give themselves momentum during a
start.
RACES SHORT DISTANCE RACES 50 m., 100 m., 200m. & 400 m -600 m (Indoors). MIDDLE DISTANCE RACES 800 m &
1500 m.
SHORT DISTANCE RACES
• 100 m - The shortest running event in athletics.
• 200 m - As with the 100 m, the 200 m requires instant acceleration but it also needs stamina to maintain the speed
for the duration of the race.
• 400 m - The distance of one circuit around the track.
• 600 m (this is only included in Indoor Athletics competitions).
MIDDLE DISTANCE RACES
•800 m - This consists of two circuits around the track, requiring the athlete to demonstrate good speed combined with
endurance.
•1500 m - Also known as the metric mile, the 1500m race requires athletes to run 3.75 times around the track. It
requires endurance in order that contestants maintain speed and have enough energy to make a final push to the finish
line.
RACES LONG DISTANCE RACES 3.000 m., 5.000 m & 10.000 m. ROAD EVENTS Marathon & Racewalking, 20 km. and 50
km.
LONG DISTANCE RACES
•3000 m - A distance that is often run by runners who are comfortable at both 1500m and 5000m.
•5000 m - Requiring extreme endurance and aerobic training the 5000 m requires athletes to run 12.5 times around the
track.
•10000 m - The longest track event in athletics competition, the 10000 m requires intense training sessions in order
that the athlete can build up the stamina and mental determination necessary to run the required 25 times around the
track.
Road Events – MARATHON The marathon is a race covering the distance of 42.195 km, which was first run by a Greek
messenger in 490 BC.
RACEWALKING Racewalking is a popular event world wide but it is usually only included in the major competitions,
including the Olympics, the Commonwealth Games and the IAAF Athletics World Championships.
Others Races
RELAY 4 4 4 4 X 100 M x 200 m x 400 m x 800 m
HURDLES 110 m. & 110 m. 400 m. 3.000 m.
Field events
JUMPING EVENTS
High Jump
Long Jump
Triple Jump
Pole Vault
THROWING EVENTS
Hammer
Discus
Javelin
Shot Put
JUMPING EVENTS
1. Starting run - this is the period of time where the athlete gathers speed for the take-off.
2. Take off - this is the transition between the run and the jump with the athlete propelling their body into the air. 3.
Flight - this is the period of time when the body is airborne, sending them horizontally away from the starting point in
the long jump or triple jump and vertically over the bar in the high jump.
4. Landing - this is the point at which the athlete finishes the jump marking the distance (in the case of the long jump
and triple jump) that they have travelled through the air.
High Jump In the high jump event, athletes sprint down a runway towards a four meter long horizontal bar and jump
vertically over the bar on to a cushioned mattress
Long Jump The long jump requires athletes to sprint down a runway and jump off a raised platform into a stretch of
sand or other marked area, with the aim of landing as far from the starting point as possible.
Triple Jump Also known as ‘the hop, step and jump’ the triple jump requires the athlete to begin with speed but to
maintain energy for the take-off.
Pole Vault The pole vault requires the athlete to clear the height of a horizontal bar with the assistance of a vertical
pole, with the bar increasing in height as more athletes are eliminated from the competition.
THROWING EVENTS
There are four different throwing events included in athletics competition which require athletes to demonstrate
power, strength and accuracy..
The four events are: the hammer, the discus, the javelin and the shot put

Hammer The ‘hammer’ is an extremely heavy metal ball weighing 7.2kg which is attached to a handle by a steel wire
Discus Making use of a spinning technique to bring about speed and strength, the discus requires the athlete to throw a
disc shaped object across the field as far as possible.
Javelin The Javelin combines speed with great strength, requiring the athlete to throw a long spiked pole as far as
possible across the field.
Shot Put Requiring perhaps more strength than any other athletic event, the shot put requires the athlete to throw an
extremely heavy ball across a specified distance by transferring leg strength up through the arms.
HEPTATHLON (Female) DECATHLON (Male) MIXED EVENTS
ARCHERY
O Although archery probably dates to the Stone Age (around 20’000 BC), the earliest people known to have used
bows and arrows were the ancient Egyptians, who adopted archery at least 5000 years ago for purposes of
hunting and warfare.
O Archery first appeared in the Olympic Games in 1900, was contested again in 1904, 1908 and 1920, then again,
after an absence of 52 years, from 1972 to the present. The most decorated archer in Olympic history is
Hubert Van Innis of Belgium who competed in 1900 and 1920, winning six gold and three silver medals.
O Armguard
O A guard that, when an arrow is shot, protects the arm from being hit by the bowstring.
O Arrow
O Arrows have a maximum diameter of 9.3 millimetres, although, for faster flight and less wind drift, most are as
small as 5.5 millimetres. Each arrow must be marked with the competitor's name or initials, while archers use
distinctive colours for the nocks and vanes to distinguish their arrows.
O Bow
The bow’s draw weight is around 22 kilograms (48 pounds) for men, and over 17 kg (38 lbs.) for women. The bow
consists of a riser and two limbs
O Bowstring
O The string of a bow.Most strings are made of high-tech polyethylene fibres, which are stronger than steel.
O Chestguard
O Plastic or leather, to keep clothing out of the way and to protect against a bowstring at release from injuring
the body.
O Finger tab or shooting glove
O A flat piece of leather worn as a guard to protect the finger when the arrow releases.
O Fletching
O The real or artificial feathers at the back of an arrow designed to make it fly straight.
O Hand grip or handle
O The handle of the bow.
O Quiver
O A container for holding arrows, usually worn around the waist.
O Nock
O The attachment on the rear end of an arrow that holds it in place on the bowstring.
O Sight
O A mechanical device placed on the bow to help the archer aim; also called a "bowsight".
 O Target
O The target is 1.22 metres (48 inches) in diameter, but, to the archer, standing those 70 metres (86.4 yards)
away, it appears about the size of a thumbtack held at arm's length.
BADMINTON
Overview and History
• British military officers, 1860 British India
• Badminton is a racket sport that is played on a court divided by a net five feet high.
• The game is played with a shuttlecock (“bird”).
 Can be played as singles or doubles.
 The object of the game is to hit the shuttlecock over the net so that eventually the opponent is unable to return the
shot.
In England it was called “badmintin”.
Japan – Hanetsuki
India – Poon- town of Poona 
1893 - Badminton Association of England 
1899All England Open Badminton Championships, 
1972 – 1988 Olympic exhibition game 
1992 Barcelona Olympics badminton become a Olympic sports
Safety 1. Make sure to always have a firm grip on the racket.
2. Be careful not to hit your partner with the racket.
3. Stay on your own court.
4. Stop playing if others enter your court.
5. If your bird goes into another court, wait until their play stops. 6. Be careful and aware of your surroundings
(poles,walls, etc.)
.Techniques • • •
• Serve – long or short
• Drive – A powerfully hit forehand or backhand stroke which just clears the Forehand top of the net.. – For right
handed players: A stroke hit when the shuttle is on

• Clear – A stroke which sends the shuttle high over the opponents the right side of the body. head and drops near the
backcourt – For left handed players: A stroke boundary line. hit when the shuttle is on the left – It may be hit with and
overhand side of the body. or underhand stroke. – Can be used as offensive or Round the head – An overhead
defensive play. stroke played on the left or backhand
• Drop Shot – The shuttle is stroked side of the body. over the net so it drops very close to Smash – A hard hit overhand
stroke the net. with a fast downward path. – It is a main attacking stroke.
Scoring
• Points are scored only by the serving side.
• A point is rewarded to the serving side whenever the other side commits a fault.
Scoring continued Doubles
• There are 15 points in a doubles
• When the score is 13 all, the side that reached 13 first has the option of “setting” the game to 5.
• If the score becomes 14 all, the side that reached 14 first has the , option of “setting” the game to 3.
After the game has been “set”, 10 can “set” the score to the score is called “love all” and 2.
Singles
• There are 11 points in a game. singles game.
• When the score is 9 all, the first person to reach 9 can “set” the score to 2.
• If the score is tied at 10. the first person to reach the side that first scores 2 win the game.
General Rules
• Winners of the first game must serve first in the next game.
• Teams change sides after each game.
• Any shuttle landing on the lines are good.
• During a rally, if the shuttle touches the net and goes over it is good.
Strategy
• Put your opponent on the defensive.
• Hit the bird so that your opponents only possible return is an upward direction.
• Use the smash if possible.
• Play to your opponents weakness.
• Use a variety of shots and keep your opponent moving.
• Recover your own court position quickly.
Systems of Play (Doubles) • •
• Side by side – defensive positioning – Each player is responsible for one side of the court – Good positioning to defend
against a smash Up and back – offensive positioning – One player in front half the other in back half – This allows the
team to put pressure on the other team.
Combination – Combination of both systems – When a team hits the shuttle in the air, they assume side by side
position to defend against the smash – At other times they are in up and back
Terminology
• Alley – An extension of the width of the court by 1’6” on both sides – Used in doubles.
• Back alley – Between the doubles back service line and the singles back service line.
• Baseline – Another name for the back boundary line.
• Bird – Officially known as shuttlecock. Referred to as shuttle.
• Carry – Holding the shuttle on the racket during a stroke. Also called a “sling” or a “throw”. – This is illegal.
• Center or basic position – Position in which a player stands in relation to the court, net, opponent and shuttle.
• Clear – High, deep shot to the back boundary line.
• Double hit – hitting the shuttle twice in the same stroke – This is illegal.
• Doubles – Game of four players, two on each team.
• Drive – A hart hit horizontal flight over the net.
• Drop shot – A stroke hit with very little speed that falls very close to the net on the opponents side.
• Fault – any violation of the rules.
• Game – A game consists of 15 points in doubles and 11 points in singles.
• Home position – Ideal court spot for awaiting the opponent’s return.
• “In” side – Side having the right to serve. • • • • • • •
• Inning – Term of service.
Kill – Fast downward shot which usually cannot be returned.
Let – Play that is allowed to be re-played.
Lob – Also called a clear, high clear, or a driven clear that goes over the opponent’s head.
Love – No score, the score at the beginning of the game and after “setting” the score.
Match – Best two out of three games.
Mixed doubles – Games played with partners of the opposite sex.
“Out” side – Side receiving the serve.
• Hand down – The loss of serve in doubles.
• Serve or service – act of putting the shuttle into play.
• Set up – poor shot which makes a “kill” easy.
• Singles – game involving two players, on each side of the court.
• Smash – hard hit overhead shot which forces the shuttle sharply downward. The main attacking stroke.
TABLE TENNIS
History
• Evolved along with badminton and Lawn tennis in 1880s
• Early version of game in 1890 had cloth covered rubber ball, strung racket and wooden fences around table
• Changes started in 1900 when celluloid ball was used and name changed to ping-pong due to sound of ball
History Games became popular and was known by different names such as
• Ping Pong or
• Indoor Tennis Gossima
• Pom-Pom
• Table Tennis
• Pim-Pam
• Whiff Waff
• Royal Game
• Parlour Tennis
Equipment
1.Table Tennis Racket
2.Table
3.Balls
Equipment
• Table Tennis Racket
 A table tennis racket is made up of two distinct parts - a wooden blade which incorporates the handle and table
tennis rubbers affixed to each side of the blade using special table tennis glue
 Most rackets are actually all very similar in size - about 15cm (6 inches) across and 25cm (10 inches) long including
the handle..
• Table
 The table is 2.74 m (9 ft) long, 1.525 m (5 ft) wide, and 76 cm (30 inch) high with a Masonite (a type of hardboard) or
similarly manufactured timber, layered with a smooth, low-friction coating.[15] The table or playing surface is divided
into two halves by a 15.25 cm (6 inch) high net. An ITTF approved table surface must be in a green or blue color.
• Ball
 The international rules specify that the game is played with a light 2.7 gram, 40 mm diameter ball.
 The rules say that the ball shall bounce up 24–26 cm when dropped from a height of 30.5 cm on to a standard steel
block thereby having a coefficient of restitution of 0.89 to 0.92.
 The 40 mm ball was introduced after the 2000 Olympic Games.
Basics
• Grips – Pen Hold
• The penhold grip is so-named because one grips the racket similarly to the way one holds a writing instrument.
• The style of play among penhold players can vary greatly from player to player.
• The most popular style, usually referred to as the Chinese penhold style, involves curling the middle, ring, and fourth
finger on the back of the blade with the three fingers always remain touching one another.
Shake hand
• The shakehand grip (also called the "shakehands grip") is so-named because one grips the racket similarly to the way
one performs a handshake.
• The grip is sometimes referred to as the "tennis grip" or the "Western grip," although it has no correlation to the
Western grip used in tennis.
• The shakehand grip is traditionally popular among players originating in Western nations and South Asian nations.
• Strokes – The Drive
• Drives, a light topspin stroke that produces a low ball trajectory, are the primary offensive strokes in table tennis. •
One employs drives to force errors and to set up winners. The mastery of both the forehand and backhand drives is
important because it will give your opponent less options when using attacking strokes of his/her own.
• In executing this and all other offensive strokes, the usage of the entire body in unison is important for consistency
and power. Keep in the ready position until you are ready to execute the shot and remain relaxed but responsive (this is
very important).
Forehand Drive
• Keep the upper arm close, but not flush, to the torso. The forearm(form a rough 90 degree bend with the upper arm)
should be drawn back to the 3 oclock position, and let the waist turn naturally along with the arm(this is where relaxing
is important).
• Shift your weight toward the right foot at the same time. While shifting your weight back to your left foot, swing
forward with a slight upward motion, with the waist providing additional force in the swing.
• Use the elbow as a pivot point; it should not move so much up and down, but also should be allowed to move slightly
forward in the follow-through.
• Contact with the ball should be made slightly to the side of the body after the top of the bounce.
Forehand Drive • Make sure the paddle is somewhat closed(or facing downwards at an angle), and remains that way
throughout the stroke. Follow- through should finish when racket is parallel with the left shoulder. Immediately return
to the ready position. The left foot should be slightly in front of the right for support.
Backhand Drive
• From the ready position, the waist turns left with the racket pointing towards the 9 oclock position.
• When following through, contact with the ball is made in front of the body, slightly after the top of the bounce. Let
the elbow again act as the pivot point, and snap the forearm forward in a slightly upward direction.
• Make sure the paddle is closed. Follow-through should finish naturally (about 12~1 oclock) after contact with ball. The
left foot should be slightly ahead of the right.
The Push
• Pushes are the basic backspin shots, used to change the pace of an exchange or to return certain very low and close
shots such as backspin serves.
• A generally defensive shot, it allows placement anywhere on the table that is difficult to attack when executed
properly. All pushes should be done with the right foot stepping in.
• The ball is contacted right after the bounce with an open racket. How open the racket is depends on the intensity of
backspin on the ball. Heavier backspin requires a more open racket to return over the net. Try to keep the ball low,
varying the amount of backspin and racket angle.
Forehand Push
• Bring the racket slightly up and back, while keeping the elbow at your waist. Bend the wrist back. Swing forward with
a downward motion, and when the racket reaches the ball snap the wrist forward for extra racket speed.
• With an open racket, graze the bottom half of the ball. An ideal contact point is right after the ball bounces. Never
push a ball at the top of the bounce, because the resulting return will pop the ball high enough for the opponent to
execute a smash. Try to hit the ball in front and slightly to the right of your body. Follow through forward and slightly
down, and return to the ready position.
Backhand Push
• Bring the racket slightly up and back, close into your stomach while cocking the wrist back. This time try to contact
the ball directly in front of your body, and remember to keep the elbow still while the forearm and wrist move forward
and down. Graze the bottom of the ball and follow through.
Block
• Blocking allows a player to use the opponents force against him/her, and is done immediately after the bounce so
that maximum control and speed are retained. Adjusting the racket angle depends on the severity of topspin on the
ball; the more topspin there is, the more you should close the racket. Being essentially a cut-down drive, there is very
little backswing and follow-through.
The Smash
• The smash, or kill, is the put-away stroke of table tennis. Any ball that is high enough and close enough to the
opponents side can be smashed, although some opportunities are better than others.
• Smashing combines waist, forearm, and wrist movement to the fullest extent. A good smash is very hard to return,
but it can be done. Do not dawdle after you have executed a smash. The ball is contacted at the top of the bounce at its
highest point.
Forehand Smash Similar to the drive, the key differences include:
• A longer backswing
• Greater weight transfer during swing
• Faster, more intense snapping of the forearm when contacting ball
• Depending on ball height and position, the racket is closed more than usual to keep the ball in the court • Longer
follow-through, but don’t forget to anticipate a possible return!
Backhand Smash
• Again, use the guidelines above and apply them to the backhand drive. Be sure to snap the wrist more as you contact
the ball and finish in a long follow-through
Basic Service Techniques The following are the basic rules of service:
• The ball must be held above the table level in order for the opponent and umpire to see it.
• The ball must be held in the palm of the hand with fingers stretched, and tossed vertically at least six inches.
• The ball must be struck only on the way down.
• The ball must be struck behind the end line.
Basic Service Techniques Imparting spin on these serves should be concentrated mostly on the wrist.
• Backspin- just like pushing or chopping, a backspin serve is executed with an open racket slicing the bottom of the
ball.
• Topspin- like driving, topspin serves can be done hitting with a flat racket, or like looping, where the player grazes the
top of the ball with a closed racket for more spin.
• Sidespin- simply hit the back of the ball in a left-to-right or right- to-left motion, as desired. To make the stroke easier,
try holding the racket in front of you and brushing the bottom of the ball in a pendulum motion.
Rules
• The Table – The upper surface of the table, known as the playing surface, shall be rectangular, 2.74m long and 1.525m
wide, and shall lie in a horizontal plane 76cm above the floor. – The playing surface shall not include the vertical sides of
the tabletop. – The playing surface may be of any material and shall yield a uniform bounce of about 23cm when a
standard ball is dropped on to it from a height of 30cm. – The playing surface shall be uniformly dark coloured and
matt, but with a white side line, 2cm wide, along each 2.74m edge and a white end line, 2cm wide, along each 1.525m
edge.
The Table – The playing surface shall be divided into 2 equal courts by a vertical net running parallel with the end lines,
and shall be continuous over the whole area of each court. – For doubles, each court shall be divided into 2 equal half-
courts by a white center line, 3mm wide, running parallel with the side lines; the centre line shall be regarded as part of
each right half-court.
The Net Assembly – The net assembly shall consist of the net, its suspension and the supporting posts, including the
clamps attaching them to the table. – The net shall be suspended by a cord attached at each end to an upright post
15.25cm high, the outside limits of the post being 15.25cm outside the side line. – The top of the net, along its whole
length, shall be 15.25cm above the playing surface. – The bottom of the net, along its whole length, shall be as close as
possible to the playing surface and the ends of the net shall be as close as possible to the supporting posts.
• The Service – Service shall start with the ball resting freely on the open palm of the servers stationary free hand. – The
server shall then project the ball near vertically upwards, without imparting spin, so that it rises at least 16cm after
leaving the palm of the free hand and then falls without touching anything before being struck. – As the ball is falling
the server shall strike it so that it touches first his court and then, after passing over or around the net assembly,
touches directly the receivers court; in doubles, the ball shall touch successively the right half court of server and
receiver. – From the start of service until it is struck, the ball shall be above the level of the playing surface and behind
the servers end line, and it shall not be hidden from the receiver by the server or his doubles partner or by anything
they wear or carry.
• The Return – The ball, having been served or returned, shall be struck so that it passes over or around the net
assembly and touches the opponents court, either directly or after touching the net assembly.
• The Order of Play – In singles, the server shall first make a service, the receiver shall then make a return and
thereafter server and receiver alternately shall each make a return. – In doubles, the server shall first make a service,
the receiver shall then make a return, the partner of the server shall then make a return, the partner of the receiver
shall then make a return and thereafter each player in turn in that sequence shall make a return. – When two players
who are in wheelchairs due to a physical disability are a pair playing doubles, the server shall first make a service, the
receiver shall then make a return but thereafter either player of the disabled pair may make returns.
A Let – The rally shall be a let :
• if in service the ball, in passing over or around the net assembly, touches it, provided the service is otherwise correct
or the ball is obstructed by the receiver or his partner
• if the service is delivered when the receiving player or pair is not ready, provided that neither the receiver nor his
partner attempts to strike the ball
• if failure to make a service or a return or otherwise to comply with the Laws is due to a disturbance outside the
control of the player
A Let – The rally shall be a let : – if play is interrupted by the umpire or assistant umpire; – if the receiver is in
wheelchair owing to a physical disability and in service the ball, provided that the service is otherwise correct » after
touching the receiver’s court returns in the direction of the net » comes to rest on the receivers court » in singles leaves
the receiver’s court after touching it by either of its sidelines
A Let – Play may be interrupted
• to correct an error in the order of serving, receiving or ends
• to introduce the expedite system
• to warn or penalize a player or adviser
• because the conditions of play are disturbed in a way which could affect the outcome of the rally
A Point – Unless the rally is a let, a player shall score a point – if an opponent fails to make a correct service; – if an
opponent fails to make a correct return; – if, after he has made a service or a return, the ball touches anything other
than the net assembly before being struck by an opponent; – if the ball passes over his court or beyond his end line
without touching his court, after being struck by an opponent; – if an opponent obstructs the ball; – if an opponent
deliberately strikes the ball twice in succession
A Point – if an opponent strikes the ball with a side of the racket blade whose surface does not comply with the
requirements – if an opponent, or anything an opponent wears or carries, moves the playing surface; – if an opponent,
or anything an opponent wears or carries, touches the net assembly; – if an opponents free hand touches the playing
surface; – if a doubles opponent strikes the ball out of the sequence established by – the first server and first receiver; –
as provided under the expedite system
A Game – A game shall be won by the player or pair first scoring 11 points unless both players or pairs score 10 points,
when the game shall be won by the first player or pair subsequently gaining a lead of 2 points.
A Match – A match shall consist of the best of any odd number of games.
The Order of Serving, Receiving and End – The right to choose the initial order of serving, receiving and ends shall be
decided by lot and the winner may choose to serve or to receive first or to start at a particular end. – When one player
or pair has chosen to serve or to receive first or to start at a particular end, the other player or pair shall have the other
choice. – After each 2 points have been scored the receiving player or pair shall become the serving player or pair and
so on until the end of the game, unless both players or pairs score 10 points or the expedite system is in operation,
when the sequences of serving and receiving shall be the same but each player shall serve for only 1 point in turn. – In
each game of a doubles match, the pair having the right to serve first shall choose which of them will do so and in the
first game of a match the receiving pair shall decide which of them will receive first; in subsequent games of the match,
the first server having been chosen, the first receiver shall be the player who served to him in the preceding game
The Order of Serving, Receiving and End – In doubles, at each change of service the previous receiver shall become the
server and the partner of the previous server shall become the receiver. – The player or pair serving first in a game shall
receive first in the next game of the match and in the last possible game of a doubles match the pair due to receive next
shall change their order of receiving when first one pair scores 5 points. – The player or pair starting at one end in a
game shall start at the other end in the next game of the match and in the last possible game of a match the players or
pairs shall change ends when first one player or pair scores 5 points
Out of Order of Serving, Receiving or Ends – If a player serves or receives out of turn, play shall be interrupted by the
umpire as soon as the error is discovered and shall resume with those players serving and receiving who should be
server and receiver respectively at the score that has been reached, according to the sequence established at the
beginning of the match and, in doubles, to the order of serving chosen by the pair having the right to serve first in the
game during which the error is discovered. – If the players have not changed ends when they should have done so, play
shall be interrupted by the umpire as soon as the error is discovered and shall resume with the players at the ends at
which they should be at the score that has been reached, according to the sequence established at the beginning of the
match. – In any circumstances, all points scored before the discovery of an error shall be reckoned.
Start Your Play
• Warming up helps get your body ready for the rapid coordinated moves that make table tennis such an intensive
sport.
• There are no special or unique exercises; its just like warming up before playing any other sport
• A light jog, jump ropes, and various stretches help loosen your muscles and get you "in gear" for optimum
performance.
LAWN TENNIS
O Thomas Henry Gem, known better as Harry Gem, was born in Birmingham on 21 May 1819.
O The game was reportedly first played by Gem and Perera on the croquet lawn at Perera’s Edgbaston home in
1865.
O 11th century beginnings
O The earliest recognizable relative to tennis, as we know it, was "jeu de paume", played in 11th century France.
Played in a monastery courtyard, the game used the walls and sloping roofs as part of the court and the palm
of the hand to hit the ball.
O Balls
O They must be yellow or white, with a diameter between 6.54 and 7.3cm and a weight between 56.0 and
59.49g.
O Court
O A smooth, level playing area, covered with grass, clay or an artificial surface.
O Net
O The net is attached between two poles and divides with an equal distance the two sides of the court. The
Height of the net is in its center of 0.914m and on its two sides of 1.07m.
O Racket
O A light bat with a frame in wood, steel or graphite with a network of cord, catgut or nylon, stretched in an
essentially elliptical frame.
Scoring
A tennis match is determined through the best of 3 or 5 sets. While recreational players may agree to play any number
of sets, depending upon time.
Serve
A serve in tennis is a shot to start a point. The serve is initiated by tossing the ball into the air and hitting it into the
diagonally opposite service box without touching the net.
Forehand
For a right-handed player, the forehand is a stroke that begins on the right side of the body, continues across the body
as contact is made with the ball, and ends on the left side of the body.
Backhand
For right-handed players, the backhand is a stroke that begins on the left side of their body, continues across their body
as contact is made with the ball, and ends on the right side of their body.
Other Shots• Volley• Half Volley• Lob• Overhead Smash• Drop Shot
Officials In most professional play and some competition, there is an officiating head judge or chair umpire, who sits in
a raised chair to one side of the court.
ARNIS
O History of Arnis dates back before the colonization of the Spaniards, during those periods it was called Kali and
the techniques of the art is focused on bladed weapons fighting.
O April 27, 1521 the Portuguese navigator and warrior named Ferdinand Magellan was defeated by a native
warrior chief named Lapu-lapu this was the recorded incident which Kali was used against foreign invaders.
O Due to some cultural influence of the Spaniards the term Escrima, Estoque, Fraile, and Kaliradman were used
to regard the native fighting system.
O In 1873 the fighting system was renamed “Arnis” derived from the word Arnes which means colorful trapping
on defensive armors used on the Moro-Moro plays.
O Filipino martial arts founded by the late Remy Presas as a self-defense system.
O The term Modern Arnis was used by Remy Presas’ younger brother Ernesto Presas to describe his style of
Filipino martial arts
O Arnis is a Philippines’ national martial art or sport , After President Gloria Macapagal-Arroyo signed the
Republict Act. No. 9850 in 2009.
O The term "Sinawali" refers to the activity of ‘weaving’, and is applied to the art of Philippine martial
art Eskrima with reference to a set of two-person, two-weapon exercises.
BOWLING
A Brief HistoryA British anthropologist, Sir Flinders Petrie, discovered in the 1930’ss collection of objects in a child’s
grave in Egypt that appeared to be a crude form of bowling. If this is correct, then bowling traces its ancestry to3200
BC.A German historian, William Pehle, says bowling started in his country about 300 AD Evidence that bowling was in
vogue in England in1366(King Edward the 3 rd outlawed it)
King Edward The 3rd Outlawing Bowling
American Beginnings By the 1800’s it was prevalent in many states New York, Ohio and as far “west” as Illinois. Details
like ball weights and pin dimensions varied by region On September 9, 1895 the American bowling congress was born
Standardization was established, and major competitions could be held
Scoring 10 frames, minimum score of 0 and max of 300Each frame consists of two chances to knock 10pins down You
want to get strike sand spares No open frames (if you want to kick butt)
Strikes Strikes are when you knock all ten pins down on your first ball Strikes are worth 10, plus the value of your next
two rolls You mark strikes with a X
Spares
Spares happen when you knock all ten pins down into shots A spare is worth 10, plus the value of your next roll You
score a spare with a /
Open Frame
If, after two shots, at least one pin is still standing ,it’s called an open frame Open frames are taken at face value So you
add what you managed to knock down in two shots to your running score
Putting Everything Together Most people understand the basics but get confused when trying to add everything up.

Your total score is nothing more than the sum of each individual frame. If you treat each frame individually, it’s much
easier to comprehend the scoring system. Fortunately for this generation you have computers to do the scoring for you.
The most common types of pin bowling include:
O ten-pin,
O nine-pin,
O candlepin,
O duckpin and
O five-pin bowling,
BOXING
O boxing was prevalent in North Africa in 4000 BC.
O It is believed that In Ancient Rome, the boxing fighters were usually offenders and slaves.
O The first signs of documented records take you to the year 1681 in Britain.
O Boxing was earlier known by the name Pugilism, meaning sweet science.
O Prior to 1866, Jack Boughtonis is credited with establishing a set of rules for boxing.
O It was John Douglass who gave birth to the modern day boxing rules way back in 1865.

CHESS
O Invented in INDIA by a wise man called WISSA.
O First called as CHATURANGA.
O In Persia it was called Shatranj.
O In London it became CHESS.
O 1886 first world chess championship.
Chess board contains 64 squares of 8 rows and 8 columns.
Horizontal rows are called as Ranks in chess.
Vertical columns are called as Files.
TEAM SPORTS
Volleyball
 History On February 9, 1895, in Holyoke, Massachusetts (USA), William G. Morgan, a YMCA physical education
director, created a new game called Mintonette as a pastime to be played preferably indoors and by any
number of players.
 The Fédération Internationale de Volleyball (FIVB), was founded in 1947, and the first World Championships
were held in 1949 for men and 1952 for women. The sport was officially included in the program for the 1964
Summer Olympics.
 Beach volleyball, a variation of the game played on sand and with only two players per team, became a FIVB-
endorsed variation in 1987 and was added to the Olympic program at the 1996 Summer Olympics. Volleyball is
also a sport at the Paralympics managed by the World Organization Volleyball for Disabled.
 How to play Volleyball
A player on one of the teams begins a 'rally' by serving the ball, from behind the back boundary line of
the court, over the net, and into the receiving team's court.
The receiving team must not let the ball be grounded within their court. They may touch the ball as
many as three times.
The rally continues, with each team allowed as many as three consecutive touches
The team that wins the rally is awarded a point, and serves the ball to start the next rally.
The game continues, with the first team to score 25 points (and be two points ahead) awarded the
set. Matches are best-of-five sets and the fifth set (if necessary) is usually played to 15 points.
 The ball is usually played with the hands or arms, but players can legally strike or push (short contact)
the ball with any part of the body.
Equipment
 Ball: made of leather or synthetic leather, have a circumference of 65–67 cm, a weight of 260–280 g and an
inside pressure of 0.30–0.325 kg/cm2.
 Net: one-meter wide net placed so that the top of the net is 2.43 meters for men's competition, and 2.24
meters for women's competition.
 The court
A court 18 meters long and 9 meters wide, divided into two 9 m × 9 m halves by a net.
Attack line“3 meter line divides the court into back row and front row; areas (also back court and
front court
“ Free Zone” which is a minimum of 3 meters wide and which the players may enter and play within
after the service of the ball. If a ball comes in contact with the line, the ball is considered to be in.
An antenna is placed on each side of the net perpendicular to the sideline and is a vertical extension
of the side boundary of the court. A ball passing over the net must pass completely between the
antennae without contacting them.
Common faults
 Causing the ball to touch the ground outside the opponents' court or without first passing over the net.
 Catching and throwing the ball
 Double hit : two consecutive contacts with the ball made by the same player
 Four consecutive contacts with the ball made by the same team.
 Net foul: touching the net during play

Skills and Techniques

It is a action that we use in an activity. e.g. service, pass, set, etc
Technique It is the way in which a skill is performed e.g. Line and Cross-court Shot , Dump etc.
Skills
Competitive team master six basic skills: Serve, Pass, Set, Attack, Block, Dig.
Serve
A player stands behind the inline and serves the ball, in an attempt to drive it into the opponent's court.
Service ace when the ball lands directly into the court or travels outside the court after being touched by an opponent.
Types of serves: Underhand, Sky Ball Serve, Topspin, Jump Serve, Jump Float:
Set - It is usually the second contact. The main goal of setting is to put the ball in the air in such a way that it can be
driven by an attack into the opponent's court. The setter coordinates the offensive movements of a team. Overhand
and Bump Set.
“ Dump” When the setter tries to play it directly onto the opponent's court.
Pass “ Reception”, is usually the first contact. The main goal of passing is to prevent the ball from touching the court,
and also making it reach the position where the setter is standing quickly and precisely.
The skill of passing involves fundamentally two specific techniques:
underarm pass (bump), where the ball touches the inside part of the joined forearms or platform, at waist line.
overhand pass, where it is handled with the fingertips, like a set, above the head.
Attack “ Spike” is usually the third contact. The object of attacking is to handle the ball so that it lands on the
opponent's court and cannot be defended. Ideally the contact with the ball is made at the apex of the hitter's jump. The
hitter uses arm swing, wrist snap, and a rapid forward contraction of the entire body to drive the ball.
A 'bounce' kill.
Block
Blocking refers to the actions taken by players standing at the net to stop or alter an opponent's attack. The jump
should be timed so as to intercept the ball's trajectory prior to it crossing over the net.
Dig
Digging is the ability to prevent the ball from touching one's court after a spike or attack, particularly a ball that is nearly
touching the ground. This skill is similar to passing, or bumping arms.
Players
Setters .
They aim for second touch and their main responsibility is to place the ball in the air where the attackers can place the
ball into the opponents' court for a point. Setters need to have swift and skillful appraisal and tactical accuracy, and
must be quick at moving around the court.
Liberos are defensive players who are responsible for receiving the attack or serve. They are usually the players on the
court with the quickest reaction time and best passing skills.
Middle blockers or Middle hitters are players that can perform very fast attacks that usually take place near the setter.
They are specialized in blocking.
Outside hitters or Left side hitters attack from near the left antenna. The outside hitter is usually the most consistent
hitter on the team and gets the most sets.
Opposite hitters or Right side hitters carry the defensive workload for a volleyball team in the front row. Their primary
responsibilities are to put up a well formed block against the opponents Outside Hitters and serve as a backup setter.
BASKETBALL
 A Canadian clergyman name James Naismith
 Created on December 21, 1891
 The very first ball that was used was a soccer ball until 1840 when an actual “basketball” was invented. The
basketball was slightly smaller, about thirty inches in diameter
 The first baskets that were used were two peach baskets that were hung from the balcony of the gym
 By 1906, the peach baskets were replaced by metal baskets with holes in the bottom.
 In 1913, a hoop with a net was invented so the basketball could fall freely to the ground
 In 1897, the number of players allowed on the court was reduced to five on each team. A team consisted of a
center, two forward and two guards. At the beginning, there were allowing six, seven and even eight players
on each team.
 In the 1930’s, Kenny Sailor invented the jump shot. He realized that he could shoot over taller players if he
jumped while he was shooting.
 Also in the 1940’s, Bob Kurland use to block shots, which led to the rule of “goaltending”.
 In 1952 the foul lane was widened and the three-second rule was put into affect so centers could not station
themselves in front of the basket all the time.
 In 1954, the twenty-four second shot clock was introduced to eliminating the “stalling technique” used by
teams so that they could keep the lead in the game.
 The three-point line was introduced in 1967.
COURT
 The court is a rectangular plain, spacious flat surface and free of obstacles sizes is 26 m x 14 m measured from
the inner portion of the lines. Lines bounding the court should be 5 cm thick. Ceiling must not be less than 7
m.
The Ball
 The ball may be advanced toward the basket by being shot, passed between players, thrown, tapped, rolled or
dribbled (bouncing the ball while running). Weight is 600-650- g ;Circumference is 75-76 cm. Bounce should be
1.80 m and less than 1.20 m. The size of the basketball is also regulated. For men, the official ball is 29.5 inches
(74.9 cm) in circumference (size 7, or a 295 ball) and weighs 22 ounces (624 g). If women are playing, the
official basketball size is 28.5 inches (72.4 cm) in circumference (size 6, or a 285 ball) with a weight of
20 ounces (567 g)
The Ring
 The basket is a steel rim 18 inches (45.7 cm) in diameter with an attached net affixed to a backboard that
measures 6 feet (182.9 cm) by 3.5 feet (106.7 cm), and one basket is at each end of the court. The white
outlined box on the backboard is 18 inches (45.7 cm) high and 2 feet (61.0 cm) wide. At almost all levels of
competition, the top of the rim is exactly 10 feet (305 cm) above the court and 4 feet (121.9 cm) inside the
baseline.
Positions
 Point guard: Usually the fastest player on the team, organizes the team's offense by controlling the ball and
making sure that it gets to the right player at the right time; can also be called the “Floor General”
 Shooting guard: Creates a high volume of shots on offense; tends to guard the opponent's best perimeter
player on defense
 Small forward: Often primarily responsible for scoring points via cuts to the basket and dribble penetration; on
defense seeks rebounds and steals
 Power forward: Plays offensively often with his back to the basket; on defense, plays under the basket (in a
zone defense) or against the opposing power forward (in man-to-man defense)
 Center: Uses size to score (on offense), to protect the basket closely (on defense), or to rebound.
Skills in Basketball
PASS
1. Chest Pass Generally, one foot is ahead of the other, knees flexed slightly. Ball is held at chest level, fingers spread at
reach side of the ball. Elbows remain close to the body and the ball is sent with extended arms and proper wrist snap,
as one foot moves toward the receiver.
2. Overhead Pass - Stand in a short position, with the ball held overhead. The arms upward, throw with a forceful wrist
and finger snap. The pass should take a slight downward path to be the most effective.
3. Bounce Pass Any of the first three passes described can be adapted to make a bounce pass. The object is to get the
pass to the receiver on first bounce so that the ball comes to this out stretched hands about waist high. The ball must
be bounced a little more than halfway between the two players.
DRIBBLING Dribbling is a basic skill done by pushing the ball repeatedly to the floor. Tapping the ball is not allowed. The
fingers control the ball. This can be done different levels: high, medium, high, low and very low. It can also be done fast
and slow.
1. Control Dribble This can be used to protect the ball from an opponent who is close by.
2. Speed Dribble This can be done during a fast break situation or when no opponent is guarding the ball handler.
CATCHING Stand in a relaxed but stable and firm position. Place both hands in front with open arms ready to catch the
ball. And as the ball comes, catch it with both hands and do the receiving motion.
SHOOTING Basketball is about gaining points, it is not mere exhibition. One must be very skillful when it comes to
shooting.
TYPES OF SHOTS
1. JUMP SHOT - a shot executed with both feet taken off from the floor in a vertical jump, arms straight upward and
legs and feet slightly apart in the air.
2. DUNK SHOT OR FANCY SHOT - a shot that is commonly known as slum shot. It is executed with forceful shot above
the rim, powerful and fancied. Not recommended for beginners because of its risk to injury.
3. SET SHOT - is a shot usually done with feet flat on the ground, or a shot executed with a screen and peek from the
teammates to get an easy shot.
4. LAY-UP SHOT - a shot that involves dribbling and running skills. It is executed by dribbling the ball away from the
basket, taking off in right or left foot, stretching arms and hands, and using the board to bank the shot.
Rules in Basketball
JUMP BALL
Jump ball is done to start the game. One ach player is assigned to the jump ball, usually the center player. They face
each other inside the center circle while the other members of the team surround them.
IN-BOUND THROW The ball is thrown inward when:
1. The ball goes out of bounds.
2. There is a successful shot made.
3. There is a foul
4. There is a traveling violation.
5. The player who controls the ball steps on the end or side line.
6. There is a 3 second, 5 second, 10 second, 24 second violation
7. There was time-out.

VIOLATIONS WHILE PLAYING

1. Traveling or walking two or more steps without dribbling the ball
2. The ball goes out of bounds.
3. Failure to enter opponents’ court in ten seconds.
4. Double dribbling (resumption of dribbling after dribbling stops)
5. Stepping on the line while doing the free throws.
6. Stepping on the line or sideline by the one in control of the ball.
7. Personal foul, technical foul.
8. Unsportsmanlike behavior.
SUBSTITUTION
Substitution is done when the ball is dead as permitted by the table official. After a foul, both teams can have
substitution. When there is a request for substitution and the ball is already given by the referee to a team, the one
requesting should wait for another chance.

END OF THE GAME After 40 minutes, the game ends. However, if the score is tied, there shall be a five-minute
extension.
Rules in Basketball
TIME LIMITS Throwing the ball 5 seconds Entering the opponents’ court 10 seconds Shot clock 24/30 seconds Held ball
5 seconds Restricted area 3 seconds Free Throw 5 seconds SCORING 2 points for every conversion 1 point for every
free throw 3 points from the 15 foot area
VIOLATIONS WHILE PLAYING
1. Traveling or walking two or more steps without dribbling the ball
2. The ball goes out of bounds.
3. Failure to enter opponents’ court in ten seconds.
4. Double dribbling (resumption of dribbling after dribbling stops)
5. Stepping on the line while doing the free throws.
6. Stepping on the line or sideline by the one in control of the ball.
7. Personal foul, technical foul.
8. Unsportsmanlike behavior.
FOULS- an attempt to unfairly disadvantage an opponent through physical contact is illegal.
1. Defensive Foul- a foul committed by a defensive player on a offensive player.
2. Offensive Foul- also known as charge. It’s a foul committed by an offensive player on a defensive player.
3. Technical Foul- a foul committed by a player, coach, or any member of the coaching team staff for showing poor
sportsmanship.
BASEBALL
HOW BASEBALL BEGAN HOW BASEBALL BEGAN
 No one is exactly sure how baseball began, but it seems to have its roots in the English game called "rounders"
or "four-old-cat.".
 Rounders had many of the same features as baseball has today. The one major difference was that in rounders
the fielder put the batter out by hitting him with the ball.
 When a group in New York City got together in 1845 to regulate the rules of baseball, they decided that to get
a base runner out, an opposing player need only tag him with the ball instead of hitting him with it. From then
on, baseball was played using a hard ball, and soon the game began to be played on a much larger scale.
Baseball became an organized sport in the 1840s and 1850s. People even played it during the Civil War. In this
print you can see Union soldiers playing a baseball game in a Confederate prisoner-of-war camp in North
Carolina.
 Many early baseball teams were formed in New York CityMany early baseball teams were formed in New York
City and Brooklyn. By 1860, baseball had replaced the Britishand Brooklyn.
 By 1860, baseball had replaced the British game of cricket as America's most popular game. At thisgame of
cricket as America's most popular game.
 At this time, baseball was an amateur sport, which meant thattime, baseball was an amateur sport, which
meant that players were not paid to play. The Brooklyn Atlantics wereplayers were not paid to play. The
Brooklyn Atlantics were the leading team in early baseball, winning championships inthe leading team in early
baseball, winning championships in 1861, 1864, and 1865.
 They sent this card to teams they were1861, 1864, and 1865. They sent this card to teams they were about to
play to let their opponents know they were going upabout to play to let their opponents know they were going
up against the champions.against the champions.
 The first all-professional baseball team was the Cincinnati Red Stockings. It was considered a bold move to
decide to openly pay players to play baseball, and it can be credited to Club President Aaron B. Champion, who
came up with the idea. In 1869, the Reds' player-manager Harry Wright, known as the "Father of Professional
Baseball," and his team toured the country and won 60 games without a single loss. Although the National
Association didn't want to support the professional baseball movement, they were overruled. Major League
baseball in America had begun.
GEOGRAPHY
Baseball ‘diamond’: three bases and home plate
Infield and outfield; fair and foul territory
Nine players (location): Pitcher (mound), catcher (behind home plate), first baseman (infield right side), second
baseman (infield right-center), short stop baseman (infield right side), second baseman (infield right-center), short stop
(infield left-center), third baseman (infield left side), left fielder (outfield left side),(infield left-center), third baseman
(infield left side), right fielder (outfield right side)center fielder (outfield center), )  Four umpires (referees): Home
plate, first base, second base, third base Four umpires (referees)
Baseball Knowledge
•Baseball is a game between two teams of nine players each, played on an enclosed field.
•A RUN (or SCORE) is the score made by an offensive player who advances from batter to runner and touches first,
second, third and home bases in that order. The order of the bases is in a counter-clockwise direction around the
square from home to first, etc.
•A BATTER is an offensive player who takes his position in the batter's box and attempts to hit a ball thrown to him by
the pitcher.
PITCHER is the fielder designated to deliver the pitch to the batter. The pitcher pitches the ball to the batter and the
batter attempts to hit the pitch and become a runner. The defense attempts to catch the ball after it is hit and put the
batter and/or runners out.  A PITCH is a ball delivered to the batter by the pitcher.  Youth leagues use a 60-foot square
field.  The objective of each team is to win by scoring more runs than the opponent.
•Regulation game consists of nine INNINGS, unless extended because of a tie score, or shortened (1) because the
home team needs none of its half of the ninth inning or only a fraction of it. (Little league - 6 innings) •An INNING is that
portion of a game within which the teams alternate on offense and defense and in which there are three OUTS for each
team. Each team's time at bat is a half-inning.

A GROUND BALL is a batted ball that rolls or bounces close to the ground.
A FIELDER is any defensive player.
An INFIELDER is a fielder who occupies a position in the infield.
An OUTFIELDER is a fielder who occupies a position in the outfield, which is the area of the playing field most distant
from home base
HOW THE GAME WORKS One team bats, one team in the field  Each side gets to bat until three outs are reached, then
the roles are reversed  Each pair of batting opportunities is an inning, and there are 9 innings* in a game.  The team
with the most points (runs) at the end of 9 innings wins the game. * Unless the score is tied at the end of 9 innings, in
which case the teams play until an inning ends with one team ahead.
HOW DOES A PLAYER GET ‘OUT’?
• Batting – Strike out: Three strikes before contact or four balls – Fly out: Batted ball is caught before it hits the ground
• Running – Tag out: Fielder has ball in glove, touches runner – Force out: Fielder touches base before runner reaches it
(most common type of out)
• To score a run, a batter/base runner must touch all three bases and home plate without getting out.
• When a batter/base runner is touching the base, he cannot be tagged out.
• Batters appear in order; once all nine have
PITCHING
• Pitcher starts with the ball, throws to catcher.
• Batter can either swing or let the ball go by.
• Swinging strike: Batter swings and misses -> strike
• Called strike: Batter does not swing, but the home plate umpire determines that the pitch was in the strike zone (i.e.
that it would have been easy to hit) -> strike
• Ball: Batter does not swing, and the ball is outside the strike zone -> ball
• Foul ball: Batted ball outside of fair territory; if the batter has less than two strikes, it counts as one strike; if he has
two strikes, nothing happens.
OUTCOME
• Strikeout: Batter gets to three strikes
• Walk: Batter receives four balls before three strikes – automatic pass to first base.
• Fly ball: Hit high in the air, fielders try to catch the ball to get the batter out • Ground ball: Ball bounces off the
ground, infielders try to force the runner out at first base.
If the batter hits the ball into fair territory…
• Infielders try to force the batter out by throwing the ball to the first baseman.
• Outfielders try to limit the number of bases that a batter can cover by returning the ball to the infield as quickly as
possible.
• Base runners attempt to advance as far as possible without risking getting out. Runners are safe (cannot be called
out) when they are touching any of the bases.
• Home run: If the batter hits the ball out of the field in fair territory, he (and all runners then on base) get to circle the
bases and score runs.
• Double play: If there is a base runner on first, fielders can force the runner out before relaying the ball to first to force
out the batter.
• Stolen base: A base runner on first can attempt to run to second base while the pitcher is throwing; if he is not tagged
out before he reaches second, he has ‘stolen’ the base.
• If a fly ball is caught, all base runners must return to their original base (‘tagging up’) – after that, they may try to run
to additional bases while avoiding being tagged out.
Strategy • Teams attempt to advance one base runner per inning through ‘sacrifice’ hits (where the batter intentionally
puts himself out in order to distract the fielders’ attention. – Sacrifice fly: A batter will hit a fly ball to a deep part of the
ballpark, giving the runner time to ‘tag up’ (touch his original base) and advance before the fielders can relay the ball
and tag him out. – Sacrifice bunt: A batter will deliberately force the ball onto the infield towards first base, forcing
fielders to choose between an easy out at first or a more difficult out elsewhere. • Starting batters will be substituted
with a ‘pinch hitter’ when another player has a better probability of getting a hit.
Things to Remember
• 3 strikes=1 out;
 3 outs=1 /2 inning;
 9 innings=1 game
 • Defensive team has the ball
 • No time limit – only three outs/inning
 • Batters hit, become base runners, run counterclockwise until they are out or touch home plate.
 There's a rule preventing pitchers from spitting on the ball. They can spit anywhere else they like, apparently.
 If a batter walks with the bases loaded, he is credited with an RBI (Run Batted In). That's right: even though he
didn't hit the ball.
 The game is played on dirt and grass, but if the ball gets dirty, it is replaced with a new clean ball.
 If a batter accidentally hits the catcher when swinging, it's the catcher's fault, even if the catcher gets injured.
The batter is awarded a base. The catcher gets an apology, if he's lucky.
  The coaches and managers wear the same uniforms as the players.
 When a pitcher walks a batter, the batter jogs to first base. Incongruous, but it is a nice show of effort.
 The 7th-inning stretch makes baseball the only sport where spectators must take part in calisthenics.

 In baseball, pitching involves standing at an elevated pitching mound that has a 9-foot radius and throwing
overhand. The pitching distance is 60 feet and 6 inches. In softball, pitching is done from a flat pitching circle
that has an 8-foot radius with underhand pitching. The pitching distance is 35-43 feet.
 Size of the ball: A regulation softball is significantly larger than a regulation baseball. A softball measures
between 11.88 and 12.13 inches in circumference and weighs between 6.25 and 7.00 ounces; a baseball
measures between 9.00 and 9.25 inches in circumference and weighs between 5.00 and 5.25 ounces.
SOCCER/FOOTBALL
 a sport played between two teams of eleven players with a spherical ball.
 The game is played on a rectangular field with a goal at each end. The object of the game is to score by using
any part of the body besides the arms and hands to get the football into the opposing goal
 Each team should comprise of eleven players each.
Teams must have one goal-keeper, defenders, mid-fielders and forwards.
 Only goal-keepers could handle the ball with hand inside penalty box (save a goal or set ball for a kick).
Match is held as two halves of 45 minutes each (total duration of 90 minutes) with a break of 15 minutes half-
way through.
 The recognized international governing body of football (and associated games, such as futsal and beach
soccer) is FIFA. The FIFA headquarters are located in Zurich.
Similarities
 Both sports feature two opposing squads of 11. Soccer players form a single unit, while football players are
assigned to offense, defense or special teams. A regulation football field is 100 yards long by 53 yards wide. A
soccer field is slightly larger, ranging from 100 to 130 yards long and 50 to 100 yards wide.
Differences
 Soccer play proceeds continuously through two 45-minute halves, while football consists of pauses of as long
as 40 seconds between each play in the game, which lasts for four 15-minute quarters. In soccer, only
goalkeepers can legally use their hands to touch the ball. Outdoor league soccer played under the rules of
FIFA, the international governing body of soccer, only permits three substitutes per game, while football allows
unlimited substitutions during stoppages in play.

AQUATICS
 Drawings from the Stone Age were found in "the cave of swimmers" near Wadi Sora (or Sura) in the
southwestern part of Egypt.
 2000 B.C., including Gilgamesh, the Iliad, the Odyssey, the Bible (
 1538 Nicolas Wynman, German professor of languages, wrote the first swimming book, "Colymbetes“
 Competitive swimming in Europe started around 1800, mostly using breaststroke.
 Swimming was part of the first modern Olympic games in 1896 in Athens.
 In 1902 the trudgen was improved by Richard Cavill, using the flutter kick.
 In 1908, the world swimming association, Federation Internationale de Natation de Amateur (FINA), was
formed.
 Butterfly was first a variant of breaststroke, until it was accepted as a separate style in 1952.
 Front crawl
 Backstroke
 Breaststroke
 Butterfly
 Synchronized swimming started in the late 19th century, and the first competition was in 1891 in Berlin, a
men's-only event.
 1930 – A filipino swimmer joined the Far Eatsern Olympics in Shanghai.
Pool Size
 50 meters
 The Olympic-size swimming pool. No venue neglects to boast the fact that their pool is 50 meters in length
instead of the more common25 meters or 25 yards. At the same time, hardcore swimmers flock to the 50-
meter pools as their training length of choice.
 Length = 50 meters
 Width = 25 meters
 Depth = 1.8 meters
 No. of lanes = 8 lanes
 Width of lanes = 2.5m each with 2 spaces
SEPAK TAKRAW
 In 1935, during the Golden Jubilee Celebrations for King George V, the game of sepakraga was played on a
badminton court, in the Malaysian State of Negeri Sembilan.
 The development of the game was interrupted by the war.
 In 1945 in Penang the net was again introduced and the popularity spread to surrounding areas and then
countries.
 In 1965 Malaysia hosted the South East Asian Peninsular games (SEAP) and sepak ragawas introduced. There
were lengthy discussion between Malaysian and Singapore delegates, on the one hand, and Laos and Thai
delegates, on the other, with regard to the official name of the sport.
 An agreement was subsequently arrived at and it was decided that the sport would be known as "Sepak
Takraw". Sepak means KICK in Malay and Takraw means BALL in Thai word.
 Almost every nation that played this game knew it by a different name. In Malaysia ,Singapore and Brunei, its
called sepak raga, whereas in Thailand its commonly known as takraw. The same game goes by the name of
sipa in the Philippines, da cau in Vietnam, rago in Indonesia, and kator in Laos. Since sepak takraw was played
and enjoyed in several countries, there were a lot of inconsistencies in terms of how the game was played and
judged.

 In 1960, representatives from Malaysia, Singapore, Indonesia, Lao and Thailand met in Kuala Lumpur to
standardise rules and regulations for the game. And after a long and heated debate, consensus was reached
that the sport would henceforth be officially called sepak takraw.
 They also formed the Asian Sepak Takraw Federation (ASTAF), and translated the rules into English, setting the
stage for the first international competition, held in Malaysia in 1965, at the Southeast Asian Peninsular
Games, or SEAP Games, the predecessor to todays Southeast Asian Games (SEA Games). This chain of events
set the stage for the international development of sepak takraw. However, it was the replacement of the
natural rattan ball, which tended to splinter and warp, with the more standardised synthetic plastic ball that
really kicked the games popularity into high gear.
 In 1990, sepak takraw was included at the Asian Games in Beijing. Women also got in on the action with the
first womens championships in Thailand hosted in 1997. Today ,more than 20 countries have national sepak
takraw associations with representatives on the board of the global governing body, the International Sepak
Takraw Federation(ISTAF).
 Both male and female players are required to wear shorts and sleeved t-shirts. Players must tuck-in their
shirts. The t-shirts for all players must also The standard court of the Sport Sepak Takraw be numbered 13.4m
X 6.1m free from is an area of permanently in which numbers are up the ranged flat 8m.1 to 15. All obstacles
advisable that only a height of concrete to court is from It is The captain of each the lines that of 3 or surface.
 The width of regu (team4 players) is required to wear an determines the perimeter of the court should not be
more than 0.04m measure darm band on their left arm. Any apparel and drawn inside the measurements of
the that could endanger opponents is not at court. The lines of the court should also be allowed. away from
any obstacles. Each least 3.0m side should have a6.7X6.1m area.
 The net shall be made of fine ordinary cord or nylon with 6 cm to 8 cm mesh. Similar to a volleyball net. The
net shall be 0.7 m in width and not shorter than 6.10 m in length and taped at 0.05 m from tape double at the
top and sideline, called boundary tape. The net shall be edged with 0.05 m tape double at the top and the
bottom of the net supported by a fine ordinary cord or nylon cord that runs through the tape and strain over
and flush with the top of the posts. The top of the net shall be 1.52 m (1.42 m for women) in height from the
center and 1.55 m (1.45 m for womens) at the posts.
 The sepak takraw ball shall be spherical in shape, made of synthetic fiber or one woven layer. The ball can be
in plain single colour, multi-colour, and luminous colours, but not in any colour that will impair the
performance of the players. The sepak takraw ball can also be constructed of synthetic rubber or soft durable
material for covering the ball, for the purpose of softening the impact of the ball on the player’s body. The
type of material and method used for constructing the ball or for covering the ball with rubber or soft durable
covering must be approved by ISTAF before it can be used for any competition. All world, international, and
regional competitions sanctioned by International Sepak Takraw Federation, including but not limited to, the
Olympic Games, World Games, Commonwealth Games, Asian Games and SEA Games, must be played with
ISTAF approved sepak takraw balls.
 A match is played by two regus (teams), each consisting of three players. One of the three players shall be at
the back; he is called a “Tekong”. The other two players shall be in front, one on the left and the other on the
right. The player on the left is called a “Left Inside” and the player on the right is called a “Right Inside”.
 The side that must serve first shall start the first set. The side that wins the first set shall have the options of
“Choosing Service”. The throw must be executed as soon as the referee calls the score. If either of the "Inside"
players throws the ball before the referee calls the score, it must be re-thrown and a warning will be given to
the thrower. During the service, as soon as the Tekong kicks the ball, all the players are allowed to move about
freely in their respective courts. The service is valid if the ball passes over the net, whether it touches the net
or not, and inside the boundary of the two net tapes and boundary lines ofthe opponent’s court.
  The "Inside" player who is making service throws, plays about with the ball (throwing up the ball, bumping,
giving to other "Inside" player, etc.) after the call of score has been made by the referee.
 The "Inside" player lifts his feet or steps on the line or crosses over or touches the net while throwing the ball.
The Tekong jumps off the ground to execute the service.
 The Tekong does not kick the ball on the service throw.
 The ball touches his own player before crossing over the opponent court.
 The ball goes over the net but falls outside the court.
 The ball does not cross to the opponent side.
 A player uses his hand or hands, or any other part of his arms to facilitate the execution of a kick even if the
hand or arm does not directly touch the ball, but it touches other objects or surfaces instead when doing so.
 Creating distracting manner or noise or shouting at his opponent.
 Any player who touches the ball on the opponent side.
 Any part of players body crosses over into opponents court whether above or under the net except during the
follow-through of the ball.
 Playing the ball more than 3 times in succession.
 The ball touches the arm.
 Stopping or holding the ball under the arm, between the legs or body.
 Any part of the body or players outfits e.g. shoes, jersey, head band etc., touches the net or the post or the
referees chairs or falls into the opponents side.
 The ball touches the ceiling, roof or the wall (any objects).

 An official match is won by best of five sets, win 3 sets of 5; used on important tournaments on all matches or
in finals after group stages. A team event or group match is won by best of three sets, win 2 sets of 3; used in
team events and often in tournaments to speed up group stages.
 In a knock out system mainly used in tournaments teams doesn’t have to play the 5th (or 3rd)set if winner is
known. In a league system it is mandatory for all teams to complete the 5 (or 3) sets.
 In the last 5th (or 3rd) set the change of sides takes place when one team reaches 8 points.
 Point: When either serving side or receiving side commits a fault, a point is awarded to the opponent side
including making next service.
 Set: Each set is won by the side which scores fifteen (15) points with a minimum lead of two (2) points. In the
event of a 14-14 tie, the set shall be won by the side which gets a lead of two (2) points, or when a side
reaches 17 points (whichever occurs first).
 Match: Match is won by the team who has won more sets, 3 (or 2). Teams can win 3, 2, 1 or 0 set points per
match in best of 5 or win 2, 1 or 0 set points per match in best of 3.
 Ranking: In group stages of tournaments or team events aka round robin the ranking in a group is determined
by: 1. Sum of match wins; a match win gives 1 point 2. Sum set points, 3. Point difference +/- Summarized
from ISTAF rules since January 2011

HEALTH EDUCATION
CONSUMER HEALTH EDUCATION
 Consumer Health refers to the decisions you make about the purchase of product and use of health
information and services that will have direct effect on your health
 Health Information is the data and facts you got from media and people including the professionals and
agencies.
 Health Products are those substances, materials or equipment prepared or manufactured for you to buy and
use in the maintenance of health and the treatment of diseases. Example is foods, eyeglasses, medicines,
cosmetics, cars, appliances and others.
 Health Services refer to health information, actions, procedures or work furnished, or supplied to help satisfy
your needs and wants as a consumer. This is services and things people do to and for other people. Example of
health services are medical consultation and treatment, using the telephone, using the electricity, and
payment for transportation, payment for haircut, payment for news papers and your favorite magazines and
comics.
 Consumer Health Education is the process of assisting you to acquire the correct information and
understanding so that you will able to make wise decision about a certain health item.
WHO IS A CONSUMER? We all are because we are all users. We use goods and services every day. We need food,
clothing and shelter. We travel on busses and trains, visit the doctors and dentist, go to the library, or watch television.
At home we use energy in the form of gas, electricity, coal, expect clean drinkable water from the tap.
CONSUMER- means a natural person who is a purchaser, lessee, recipient or prospective purchaser, lesser or recipient
of consumer products, services or credit.
DIFFERENT KINDS OF CONSUMER • Spendthrift • Close – Fisted • Wasteful • Bargain Addict • Intelligent • Panic Buyer
• Impulsive Buyer
Consumer Source of Information in buying Products and Services
1. Labels and Directions
2. Practitioners
3. Health Publications
4. Consumer Advocacy Group
5. Government Agencies
6. Health Educators
7. Family and Friends
8. Advertisement and Commercials
9. Folklore
10.Mass Media
CONSUMER RIGHTS AND RESPONSIBILITIES Being good consumer means knowing what to look out for and what to
avoid. It means know where and how to get the best value for money, where to go if things go wrong. Your role as a
consumer has both right and responsibilities.
1. The right to safety- To be protected against products, production, processes and services that are hazardous to
health or life
2. The right to be informed- To be given facts needed to make an informed choice and protected against dishonest or
misleading advertising and labeling
3. The right to choose- to be able to select from a range of products and services and competitive prices with an
assurance satisfactory quality.
REPUBLICT ACT NO. 7394 - CONSUMER ACT OF THE PHILIPPINES It is the policy of the State to protect the interests of
the consumer, promote his general welfare and to establish standards of conduct for business and industry. Towards
this end, the State shall implement measures to achieve the following objectives: Protection against hazards to health
and safety; Protection against deceptive, unfair and unconscionable sales acts and practices Provision of
information and education to facilitate sound choice and the proper exercise of rights by the consumer Provision of
adequate rights and means of redress Involvement of consumer representatives in the formulation of social and
economic policies

PERSONAL HEALTH
• Personal hygiene of both boys and girls – adolescent period.
• Focus on the body senses and the parts.
- Sense of sight
- Sense of hearing
- Sense of touch
- Sense of smell
- Sense of taste
PROBLEMS
 Financial Problem
 Family Problem
 Unhealthy Living
Financial
In order to sustain our needs specially in financial problem we need to work hard and also we need to save and budget
our money
Family
In every family there will be problems, no matter positive and empathic we have been, some are argue and ask for
more than they have demands etc.
A family is a group of two people or more related by marriage, blood relation, or adoption and who live together. The
immediate family traditionally consists of parents and their offspring. (A traditional family of father, mother, daughter,
and son. )
• family can foster the child's growth, development, health, and well-being
Broken Family
• Parents who fight
• Remarriage
• Parents who nag or criticize
• Parent overprotectiveness
• An abusive parent
• Lack of love and respect
• Drug abuse
 • Harassment
• Gambling
• financial challenges
• issues of sexuality
• lack of trust are the main triggers of problems within a family.
Solution
• Communication
• Take out time for each other(having fun together)
• Accept the differences(understand each point of view)
• Be open to each other
• love and respect(Be committed and responsible)
ENVIRONMENTAL HEALTH
• Environmental health problems:
- Illegal Logging
- Cyanide Fishing
- Pollution
• Illegal Logging - Plant more trees. People must assigned to secure the safety of the trees.

• Cyanide Fishing - In this technique, fishers squirt sodium cyanide into the water to stun fish without killing
them, making them easy to catch.

Pollution
DEFINITION OF POLLUTION - When Harmful Substances Contaminate theEnvironment, it is Called Pollution. Pollution
refers to the very bad condition of environment in terms of quantity and quality .
TYPES OF POLLUTION There are Five types of Pollution:Air PollutionWater PollutionNoise PollutionLand
PollutionRadio Active Pollution
AIR POLLUTION What is Atmosphere Atmosphere is the life blanket of Earth.It is therefore essential that we know
more about the atmosphere and the ways in which it is Polluted .Air is considered safe when it contains no harmful
dustand gases.
Causes of Air Pollution Major sources of Air Pollution:Industries. Automobiles and Domestic fuels. High Proportion
of undesirable gases, such as sulphur dioxide and carbon monoxide.Dust (e.g. cement dust, foundry dust and
windblown solid dust)Mist.Smoke.Carbon black.Aerosols.
Effects of Air Pollution Air Pollution affects???Human health.Animals.Plants.The atmosphere as a
whole.Global warming.Ozone depletion(Ozone hole).Acid Rain.Various respiratory illnesses.
How to Avoid Air Pollution Yes, we can avoid pollution As Follows:Use natural Gases, like LPG (Liquefied Petroleum
Gas) autos.Do not Burst Crackers.Use less Amount of Fuel for Vehicles.Avoid using and use electric stoves (bio
gas).
WATER POLLUTION Any physical (temperature, oxygen), chemical(mercury), or biological (disease, sewage) change to
water that adversely affects its use by alive beings.
Causes of Water PollutionAbout 40% of Deaths worldwide are caused by Water Pollution.Water Pollution is Caused
by organic and inorganic industrial wastes and effluents discharged into rivers.Noise also causes anxiety stress
reaction and fright.

Effects of Water PollutionDiseases like Cholera.Malaria.Typhoid (spread during the rainy season).Aquatic life
gets destroyed.
How to Avoid Water PollutionRivers should not be used for washing clothes or bathing animals in.Harvesting of
Rainwater to meet water requirements.Dams & embankments must be created.The rivers must not be
contaminated.In rivers the dead bodies shouldn’t thrown.
NOISE POLLUTIONNoise can be simply defined as unwanted sound.The sound is pleasant or not depends upon its
loudness, duration, rhythm and the mood of the person.Noise pollution not only results in irritation and danger.
Noise Levels: Decibels (dB) •Intensity •Frequency •Periods of exposure and •Duration
Causes of Noise PollutionTraffic Noise.Aircraft Noise.Noise from construction and civil engineering works.Noise
from the Industries.Noise from other sources.
Effects of Noise PollutionHearing Loss.High Blood Pressure.Stress.Sleep Disturbance.Colour Blindness.
How to Avoid Noise Pollution The Government should ensure the new machines that Should be noise proof. Airports
must be away from residential area. The Sound horn symbol is to be in School Roads. Control noise at source by
proper choice of equipment, design modification, mounting and proper layout. Isolation or use of baffles. Use of ear
protection devices.
LAND POLLUTION •One fourth of area is covered by land. •Land is a earth which is occupied by people for shelter
,occupation, etc...
Causes of Land Pollution We can classify major sources in the following Categories:•Mining, Erosion and quarrying
.•Household Garbage .•Urbanization and Concentration of Population. •Municipal Solid Waste. •Industrial Waste and
Hazardous Waste .•Uncontrolled Land Treatment. •Burning open dumps and forest fires. •Deforestation.
Effects of Land Pollution •The Land Cannot use to build houses. •Man cannot be farming .•Ground water will gets
Affected. •Death of the animals that inhabit the land.
Prevention of Land Pollution•More and more land should be brought under farming.•Trees should be planted
everywhere.•Waste matter should be disposed immediately.•Avoid drilling the Land for more underground
water.•Avoid using more fertilizers and Pesticides. 3R Principle:•Integrated Solid Waste Management. Reduce•Good
agricultural practices. Reuse•Remediation of polluted soils. Recycle•Prevention of erosion and silting.•Containment
of hazardous waste and waste water treatment using landtreatment techniques.
RADIO ACTIVE POLLUTIONDespite the Advantage of nuclear as a clean energy,the big concern is the resulted from
nuclear reaction,which is a form of pollution called Radio activity.Radiation (Laser-Rays) will from
RadioactivePollution.
Causes of Radioactive PollutionNuclear power plants(Ex: Neyveli, Kalpakkam).Nuclear Weapons(Ex:
Missiles).Disposal of Nuclear Waste.Uranium Mining.
Effects of Radioactive PollutionThe Diseases include blood in cough.Ulcer.Swelling of bone joints.Cancer.Lung
Cancer.Skin Cancer.Bone Cancer.Eye Problems.
How to Prevent of Radioactive PollutionAvoid Constructing Nuclear Power Plants.Avoid Using Nuclear
Weapon.Have Proper Treatment for Nuclear Waste.Avoid mining for Uranium to a minimal.
DRUGS/SUBSTANCE ABUSE
Drug addiction and drug abuse
• Drug addiction and drug abuse, chronic or habitual use of any chemical substance to alter states of body or mind for
other than medically warranted purposes. – physical dependence – withdrawal
• Addiction: Compulsive nature of the drug use despite physical and/or psychological harm to the user and society and
includes both licit and illicit drugs.
• Substance abuse: Frequently used broad range of substances (including alcohol and inhalants) that can fit the
addictive profile.
Drug addiction and drug abuse
• Dependence: – Psychological dependence is the subjective feeling that the user needs the drug to maintain a feeling
of well-being. Eg: cocaine – Physical dependence is characterized by tolerance (the need for increasingly larger doses in
order to achieve the initial effect) and withdrawal symptoms when the user is abstinent.
• addiction to morphine (reward pathway)
• dependence to morphine (thalamus and brainstem)
Drug use terms and descriptions
• Drug: In medicine, it refers to any substance with the potential to prevent or cure disease or enhance physical or
mental well-being. In pharmacology, drug refers to any agent that alters the biochemical or physiological processes of
tissue or organism.
• Street drug: Drug that is taken for non-medicinal reasons (usually for mind-altering effects); drug abuse can lead to
physical and mental damage and (with some substances) dependence and addiction. Eg: Alcohol, heroin,
methamphetamine, crack, cocaine and marijuana (Cannabis).
• Hard drug (lead to severe physical addiction): – Drug that is generally considered to be more dangerous, with a
higher risk of dependence that soft drugs. Eg.: Heroin, methamphetamine, cocaine.
• Soft drug (do not cause physical addiction): – While they do not cause physical addiction, some of them may still lead
to psychological dependency. Psychological dependency is a dependency of the mind. This means that people feel
better when they have the drug. Eg: lysergic acid diethylamide (LSD), Cannabis
• Illicit drug: AN illegal drug, can’t prescribed. Eg.: Cocaine, heroin, LSD, marijuana.
• Designer drug: A synthetic drug very similar in chemical makeup to an existing drug and thus exerting similar.
• Club drug: A drug whose use primarily occurs in clubs, bars and trance parities. E.g: Rohypnol, ketamine.
(http://www.clubdrugs.org/)
• Recreational drugs: – Recreational drugs are those used for non medicinal purposes, in particular, for fun or leisure. –
Eg.: methamphetamine (potent psychostimulant of the phenethylamine), that is used to treat attention deficit
hyperactivity disorder (ADHD), drive long distances and obesity

• Adulterants: drugs that are added to mimic or enhance the effects of the drug being offered. Example, sometimes
amphetamines have been cut with caffeine or ephedrine
• Diluents: Compounds such as sugars or baking soda that are used to increase the bulk of the drug sample.
Types of Abused Substances
• Legal Substances – Legal substances, approved by law for sale over the counter or by doctor's prescription, include
caffeine, alcoholic beverages, nicotine, and inhalants (nail polish, glue, inhalers, gasoline). – Prescription drugs such as
tranquilizers, amphetamines, benzodiazepines, barbiturates, steroids, and analgesics can be knowingly or unknowingly
overprescribed or otherwise used improperly.
• Illegal Substances – Prescription drugs are considered illegal when diverted from proper use. – Morphine, and
synthetic opiates, such as fentanyl, are most often abused by people in the medical professions, who have easier access
to these drugs. – Other illegal substances include cocaine and crack, marijuana and hashish, heroin, hallucinogenic
drugs such as lysergic acid diethylamide, phencycline or "angel dust", "designer drugs" such as MDMA (Ecstasy), and
"party drugs" such as GHB (gamma hydroxybutyrate).
Motivations for Drug Use
• People take drugs for many reasons, and they may take stimulants to keep alert, or cocaine for the feeling of
excitement it produces. – peer pressure – relief of stress – increased energy – to relax – to relieve pain – to escape
reality – to feel more self-esteem, and for recreation.
• Athletes and bodybuilders may take anabolic steroids to increase muscle mass
Effects of Substance Abuse
• The effects of substance abuse can be on many levels: – on the individual, – on friends and family, – on society.
Effects of Substance Abuse- on individual
• Around 10000 death causes by drug abuse in USA every year.
• Many drug users engage in criminal activity, such as burglary and prostitution, to raise the money to buy drugs, and
some drugs, especially alcohol, are associated with violent behavior.
• Cocaine: anxiety, fatigue, depression, and an acute desire.
• Marijuana and alcohol interfere with motor control and are factors in many automobile accidents.
• Users of marijuana and hallucinogenic drugs may experience flashbacks, unwanted recurrences of the drug's effects
weeks or months after use.
• Sharing hypodermic needles used to inject some drugs dramatically increases the risk of contracting AIDS and some
types of hepatitis.
• Heroin withdrawal can cause vomiting, muscle cramps, convulsions, and delirium.
Effects of Substance Abuse-on friends and family
• Marital problems and poor work performance
• Pregnant drug users, because of the drugs themselves or poor self-care in general, bear a much higher rate of low
birth-weight babies than the average.
Effects of Substance Abuse- on society
• Drug abuse affects society in many ways.
• In the workplace it is costly in terms of lost work time and inefficiency.
• Drug-related crime can disrupt neighborhoods due to violence among drug dealers, threats to residents, and the
crimes of the addicts themselves.
• Half of the highway deaths in the United States involve alcohol.
Symptoms
• Recurrent drug use may result in a failure to fulfill major role obligations at work, school, or home.
• Repeated absences, tardiness, poor performance, suspensions, or neglect of duties in major life domains suggests
drug abuse.
• Recurrent drug use in situations in which it is physically hazardous is a sign of abuse.
• Operating machinery, driving a car, swimming, or walking in a dangerous area while under the influence indicates
drug abuse.
• Recurrent drug-related legal problems, such as arrests for disorderly conduct or for driving under the influence, are
indicative of abuse.
• Recurrent use despite having persistent or recurrent social or interpersonal problems, caused or exacerbated by the
effects of the drug, is indicative of abuse.
Treatment
• Treatment of substance abusers depends upon the severity and nature of the addiction, motivation, and the
availability of services.
• Pharmacological treatment
• Fighting Substance Abuse
• Supply Reduction
• Reduction of demand for drugs
• Legalization and decriminalization
Treatment-Pharmacotherapy
• Both pharmacological and behavioral treatments are used, often augmented by educational and vocational services.
Treatment may include detoxification, therapy, and support groups, such as the 12-step groups Alcoholics Anonymous,
Narcotics Anonymous, and Cocaine Anonymous. –
Disulfiram is a medicine used in the treatment of alcoholism. –
methadone or buprenorphine maintenance programs for heroin addiction.
- Prohibited drugs – stimulants, depressants, hallucinogen
 - Regulated drugs – drugs that can be bought but needs professional/doctors prescription.
• Factors that influence youth to drugs
- Family problem
- Curiosity
- School Pressure
- Community pressure

Stimulants – drugs that speed up the body functions and activities of the central nervous system.
1. Amphetamines – drugs prescribe to stimulate the nervous system.
2. Caffeine – found in coffee, tea, cocoa and some drinks. It speed up the working of nervous system.
3. Cocaine – a white powder; inhaled or snorted through the nose, damages memory.
Depressants = drugs that slow down the function of nervous system.
1. Barbiturates – use to treat narcolepsy, high blood pressure and epilepsy.
2. Narcotics – use during certain operation; to stop pain
3. Tranquilizer – help people become calm out, may cause
psychological dependence.
- Hallucinogens = drugs that causes hallucinations.
- LSD (lysergic acid diethylamide) – drug that can
distort perceptions and sound.
- Marijuana (cannabis sativa) – Tetrahydrocannanibol
(THC) main ingredients of Marijuana.
- Inhalants = substance that are sniffed, inhaled in
through the nose.
• Dangerous Substances in cigarettes
1. Nicotine – one of the strongest poison of cigarettes.
2. Tar – a dark sticky mixture of chemicals. A cancer causing agent..
3. Carbon Monoxide – a poisonous colorless gas found in cigarette smoke.
REPRODUCTIVE HEALTH
Reproductive System
• Reproductive system or genital system
- is a system of sex organs within an organism which work together for the purpose of reproduction.
Male Reproductive
• consists of a number of sex organs that form a part of the human reproductive process
• The sex organs are located outside the body unlike the female.
• Penis - is the male copulatory organ
- It has a long shaft and an enlarged bulbous-shaped tip called the (glans penis), which supports and is protected by
the foreskin.
• Function:
- For removing waste fluids from the male body(urine)
- For insertion of sperm (in semen) with the female to produce offspring
• Scrotum
- is a dual-chambered protuberance of skin and muscle, containing the testicles and divided by
a septum.
- It is an extension of the perineum, and is located between the penis and anus.
• Function:
• - is to keep the temperature of the testes slightly lower than that of the rest of the body
Internal Genital Organs
• Epididymis – is a whitish mass of tightly coiled tubes cupped against the testicles, acts as a maturation and
storage for sperm before they pass into the vas deferens, that carry sperm to the ampullary gland
and prostatic ducts.
• Vas deferens - also known as the sperm duct, is a thin tube approximately 30 centimetres (0.98 ft) long that
starts from the epididymis to the pelvic cavity.
• Prostate gland - the job of the prostate gland is to secrete prostate fluid, one of the components of semen.
The mixture of sperm and fluids is called semen. - it is also responsible for the proof semen, a liquid mixture of
sperm cells, prostate fluid and seminal fluid.
• Urethra - this is the tube inside the penis that carries urine or semen. It is the continuing part of the sperm
duct.
Female Reproductive
• The human female reproductive system is made up of ovaries, egg tubes, uterus ,cervix and vagina.
Vagina
fibro-muscular tubular tract leading from the uterus to the exterior of the body
 - is a canal that joins the cervix (the lower part of uterus) to the outside of the body. It also is known as the
birth canal.
Cervix
is the lower, narrow portion of the uterus where it joins with the top end of the vagina. It is cylindrical or conical in
shape and protrudes through the upper anterior vaginal wall.
- is also named the neck of the uterus.
Uterus
The uterus or womb is the major female reproductive organ of humans. The uterus provides mechanical protection,
nutritional support, and waste removal for the developing embryo (weeks 1 to 8) and fetus (from week 9 until the
delivery)
• - Its major function is to accept a fertilized ovum which becomes implanted into
the endometrium, and derives nourishment from blood vessels which develop exclusively for this purpose.
Ovary
- are small, paired organs that are located near the lateral walls of the pelvic cavity.
- responsible for the production of the ova and the secretion of hormones.
Fallopian Tube
- are two tubes leading from the ovaries of female mammals into the uterus.
- is the vessel through which egg cell travels to the uterus.
TERMINOLOGIES
• Fecundity – biological capacity of man or women to
have children.
• Fertility – the actual birth performance; reproductive
potential.
• Sterility – (infertility) inability to have children.
• Heredity – qualities and potentialities genetically derived from one’s ancestor.
• Ovulation – the discharge of mature egg from the
ovary.
• Miscarriage – Spontaneous expulsion of a fetus from fourth to sixth months of pregnancy.
• Abortion – Induced or spontaneous termination of a pregnancy during the first three months.
• Impotence – failure erection.
Consumer Health
• Bandwagon appeal – on approach that twice to
convince you that everyone are using the product so
you should too.
• Snob appeal – on ad which tells you that you deserve the best.
• Testimony appeal – al known person made to
establish on fact.
• Brand loyalty appeal – brand is product made by a
certain company.
• Progress appeal – when they tell you that old product has become much better than before.
• False image appeal – an image of yourself in a
certain way that could not happen.
• Reward appeal – a popular way of buying something to a reward of coupon or the like.
• Humor appeal – used in farm of a slogan, jingle or
cartoon to advertise product.
• Scientific evidences – done by giving the results of
the survey about the products, doctor or a health
group.
SAFET AND FIRST AID
First aid What is first aid?
First aid is the first medical help given to an injured person. FIRST AID = first help
For cuts and scratches Veena one day was cutting vegetables and suddenly cut her finger. Do you know how to first aid
it?
For cuts and scratches I know it first:-
• Wash away all the dirt around the wound.
• Clean the affected area with cotton wool soaked with antiseptic lotion.
• Place a thick pad of cotton wool on the wound and press it with your thumb and fingers.
• Wrap a sterile gauze bandage around the wounded area.
For nose bleeds
My nose bleeds frequently when it happens you know what should you do?
+ Keep the patient upright in a comfortable position with his head held back.
+ Press the bleeding side of the nose firmly.
+ Keep an ice-pack on the nose and the head of the patient.
+ Ask the patient to breathe with his mouth and not to blow with his nose.
+ If the bleeding is heavy send for a doctor.
For sprains
When the tissues around the joint get torn we call it SPRAIN.
They cause swelling and sometimes discolouration of the skin. They are very painful. When you have sprain you
should:-
+ Keep on applying ice-packs and ice-cubes on the injured joint till the swelling subsides.
For fractures A crack or a break in a bone is called a FRACTURE.
+ You should keep the patient calm and comfortable when some one has a fracture.
+ Apply a splint to give support to the broken bone and try to avoid unnecessary movement.
+ A sling made from a triangular piece of cloth can be used for support.
For burns One can suffer from hot objects, fire, steam, boiling water, crackers, electric points and chemicals like acids
so always be away from them.
There are 3 different burns:- Minor burns Severe burns Chemical burns
Minor burns - Minor burns can be treated at home but yet are very careful.
+ Let running cold water flow over the burn till you don’t feel the pain.
+ Apply an antiseptic lotion or cream to prevent infection.
+ If you don’t have an antiseptic lotion you can put water too.
Severe burns Some times the skin get severly burnt and blisters form. Never try to prick a blister. An open blister is an
open wound .It can catch infection.
+ Gently cover the burn a clean piece of cloth to protect it from germ and dust
+ Dip a sterile piece of cloth in a solution of baking soda and use it as a wet compress
+Severe burns must be treated by a doctor.
For fire fighting
+ In case there is a fire in a building inform the nearest building.
+ In case of the fire caused by petrol don’t throw water, throw SAND. If a persons clothes catch fire
+ make him roll on the ground
+ cover him with a thick blanket
For animal bites
+ Wash the wound with soap and water to remove germs.
+ Apply and antiseptic lotion to prevent infection.
+ Bandage the wound with a sterile gauze.
+ Rush the victim to a doctor.
For Snake bites • Snakes are very poisonous .If they bite treatment must be given immediately:-
+ Apply a tourniquet just above the bite to stop the flow of blood to the heart.
+ Immediately rush the victim to the doctor.
Safety first • Safety is very important especially on roads. you should read and follow the signs carefully • Some of the
signs are:- No U turn no parking no honking no entry
More information
• The clear gel of aloe vera can heal wounds and burns by forming a protective coating on the affected area
• When the skin is cut by a dirty or rusted object germs may enter and cause a dangerous disease called TETANUS. • A
tourniquet is a tight bandage that is used for stopping the flow of blood.
New words
• Splint:- A piece of wood or cardboard used to hold a broken bone.
• Sling:- A bandage passing over the shoulder to support an injured upper limb.
• Discolouration:- Change in colour(for sprains the colour turns BLUE) Splint  sling 
THE ABC (What to do in case of emergency)
 Rescue the victim
 Check airways
 Check the victim’s breathing.
 Check pulse
 Control severe bleeding
  Ask for help
Types of Wounds
Incision
 An incision wound is a cut in the skin caused by a sharp object such as a knife, broken glass, scissors or
surgeon’s scalpel.
Incision wounds are ‘neat’ and the edges of the skin are usually smooth.
Laceration
 A laceration is injury to the skin that results in the skin being cut or torn open.
Lacerations can be shallow, only injuring the surface skin, or deep, causing injury to the muscles, tendons, ligaments,
blood vessels or nerves. Lacerations are most commonly made by some sort of blunt trauma such as being hit with
a fist or baseball bat.

Abrasion
 An abrasion is a type of wound in which the skin is scraped or rubbed off. When skin is dragged on carpet,
the resulting wound, often called a carpet burn, is an abrasion. Abrasions are usually superficial wounds, meaning that
only the outer layers of skin are affected.
Contusion
 Contusion is a kind of closed wound, meaning that the skin is not broken. Contusions are caused by
blunt force trauma to the skin that results in tissue damage.
Avulsion
 a wound caused by or resulting from avulsion (tearing away or forcible separation).
Puncture
 A puncture wound is created when a sharp object enters the skin. These wounds are usually small and do not
bleed a lot.
TYPES OF BURNS
 First degree:
 Includes only the outer layer of skin, the epidermis
 Skin is usually red and very painful
 Equivalent to superficial sunburn without blisters
 Dry in appearance
 Healing occurs in 3-5 days, injured epithelium peels away from the healthy skin
 Hospitalization is for pain control and maybe fluid imbalance
 Second degree: Can be classified as partial or full thickness.
 Partial thickness
 Blisters can be present
 Involve the entire epidermis and upper layers of the dermis
 Wound will be pink, red in color, painful and wet appearing
 Wound will blanch when pressure is applied
 Should heal in several weeks (10-21 days) without grafting, scarring is usually minimal
Third degree:
 All layers of the skin is destroyed
 Extend into the subcutaneous tissues
 Areas can appear, black or white and will be dry
 Can appear leathery in texture
 Will not blanch when pressure is applied
 No pain

MUSIC and ARTS

IMPRESSIONISM- 20TH century music. From Romantic (sentimental and emotional) were replaced in favor of mood and
impressions.
- It was meant to create an emotional mood rather than a specific picture. In terms of imagery, impressionistic
forms were translucent and hazy, as if trying to see through a rain-drenched window.

One of the most important and influential of the 20th century composers was Claude Debussy. He was the primary
exponent of the impressionist movement and the focal point for other impressionist composers. He changed the course
of musical development by dissolving traditional rules and conventions into a new language of possibilities in harmony,
rhythm, form, texture, and color.

Debussy’s mature creative period was represented by the following works:

 Ariettes Oubliees
 Prelude to the Afternoon of a Faun
 String Quartet

 Pelleas et Melisande (1895)—his famous operatic work that drew mixed extreme reactions for its innovative
harmonies and textural treatments.
 La Mer (1905)—a highly imaginative and atmospheric symphonic work for orchestra about the sea
 Images, Suite Bergamasque, and Estampes—his most popular piano compositions; a set of lightly textured pieces
containing his signature work Claire de Lune (Moonlight)

Joseph Maurice Ravel was born in Ciboure, France to a Basque mother and a Swiss father. He entered the Paris
Conservatory at the age of 14 where he studied with the eminent French composer Gabriel Faure. During his stint with
the school where he stayed until his early 20’s, he had composed a number of masterpieces. The compositional style of
Ravel is mainly characterized by its uniquely innovative but not atonal style of harmonic treatment. It is defined with
intricate and sometimes modal melodies and extended chordal components. It demands considerable technical
virtuosity from the performer which is the character, ability, or skill of a virtuoso—a person who excels in musical
technique or execution.

Ravel’s works include the following:

 Pavane for a Dead Princess (1899), a slow but lyrical requiem
 Jeux d’Eau or Water Fountains (1901)
 String Quartet (1903)  Sonatine for Piano (c.1904)
 Miroirs (Mirrors), 1905, a work for piano known for its harmonic evolution and imagination,
 Gaspard de la Nuit (1908), a set of demonic-inspired pieces based on the poems of Aloysius Bertrand which is
arguably the most difficult piece in the piano repertoire.
 These were followed by a number of his other significant works, including Valses Nobles et Sentimentales (1911)
 Le Tombeau de Couperin (c.1917), a commemoration of the musical advocacies of the early 18th century French
composer Francois Couperin,
 Rhapsodie Espagnole
 Bolero

Arnold Schoenberg was born in a working-class suburb of Vienna, Austria on September 13, 1874. He taught himself
music theory, but took lessons in counterpoint. German composer Richard Wagner influenced his work as evidenced by
his symphonic poem Pelleas et Melisande, Op 5 (1903), a counterpoint of Debussy’s opera of the same title.

Although full of melodic and lyrical interest, his music is also extremely complex, creating heavy demands on the
listener. His works were met with extreme reactions, either strong hostility from the general public or enthusiastic
acclaim from his supporters. Schoenberg is credited with the establishment of the twelve-tone system. His works
include the following:
 Verklarte Nacht, Three Pieces for Piano, op. 11
 Pierrot Lunaire,
 Gurreleider
 Verklarte Nacht (Transfigured Night, 1899), one of his earliest successful pieces, blends the lyricism, instrumentation,
and melodic beauty of Brahms with the chromaticism and construction of Wagner.

Igor Stravinsky stands alongside fellow-composer Schoenberg, painter Pablo Picasso, and literary figure James Joyce as
one of the great trendsetters of the 20th century.

Stravinsky adapted the forms of the 18th century with his contemporary style of writing. Despite its “shocking”
modernity, his music is also very structured, precise, controlled, full of artifice, and theatricality. Other outstanding
works include the ballet Petrouchka (1911), featuring shifting rhythms and polytonality, a signature device of the
composer. The Rake’s Progress (1951), a full-length opera, alludes heavily to the Baroque and Classical styles of Bach
and Mozart through the use of the harpsichord, small orchestra, solo and ensemble numbers with recitatives stringing
together the different songs. Stravinsky’s musical output approximates 127 works, including concerti, orchestral music,
instrumental music, operas, ballets, solo vocal, and choral music. He died in New York City on April 6, 1971.

PRIMITIVISM - is tonal through the asserting of one note as more important than the others. New sounds are
synthesized from old ones by juxtaposing two simple events to create a more complex new event.
Primitivism has links to Exoticism through the use of materials from other cultures, Nationalism through the use of
materials indigenous to specific countries, and Ethnicism through the use of materials from European ethnic groups.
Two well-known proponents of this style were Stravinsky and Bela Bartok. It eventually evolved into Neo-classicism.

Bela Bartok was born in Nagyszentmiklos, Hungary (now Romania) on March 25, 1881, to musical parents. He started
piano lessons with his mother and later entered Budapest RoyalAcademy of Music in 1899. He was inspired by the
performance of Richard Strauss’s Also Sprach Zarathustra to write his first nationalistic poem, Kossuth in 1903. He was
a concert pianist as he travelled exploring the music of Hungarian peasants.

As a neo-classicist, primitivist, and nationalist composer, Bartok used Hungarian folk themes and rhythms. He also
utilized changing meters and strong syncopations. His compositions were successful because of their rich melodies and
lively rhythms.

The Concerto for Orchestra (1943), a five-movement work composed late in Bartok’s life, features the exceptional
talents of its various soloists in an intricately constructed piece. The short and popular Allegro Barbaro (1911) for solo
piano is punctuated with swirling rhythms and percussive chords, while Mikrokosmos (1926–1939), a set of six books
containing progressive technical piano pieces, introduced and familiarized the piano student with contemporary
harmony and rhythm

Neo-classicism - a moderating factor between the emotional excesses of the Romantic period and the violent impulses
of the soul in expressionism. It was, in essence, a partial return to an earlier style of writing, particularly the tightly-knit
form of the Classical period, while combining tonal harmonies with slight dissonances. It also adopted a modern, freer
use of the seven-note diatonic scale. Examples of neo-classicism are Bela Bartok’s Song of the Bagpipe and Piano
Sonata.

Sergei Prokofieff is regarded today as a combination of neo-classicist, nationalist, and avant garde composer. His style
is uniquely recognizable for its progressive technique, pulsating rhythms, melodic directness, and a resolving
dissonance.

His contacts with Diaghilev and Stravinsky gave him the chance to write music for the ballet and opera, notably the
ballet Romeo and Juliet and the opera War and Peace. Much of Prokofieff’s opera was left unfinished, due in part to
resistance by the performers themselves to the seemingly offensive musical content. He became prolific in writing
symphonies, chamber music, concerti, and solo instrumental music. He also wrote Peter and the Wolf, a lighthearted
orchestral work intended for children, to appease the continuing government crackdown on avant garde composers at
the time

Francis Jean Marcel Poulenc was a member of the group of young French composers known as “Les Six.” He rejected
the heavy romanticism of Wagner and the so-called imprecision of Debussy and Ravel. His compositions had a coolly
elegant modernity, tempered by a classical sense of proportion. Poulenc was also fond of the witty approach of Satie,
as well as the early neo-classical works of Stravinsky

Other members of “Les Six” Georges Auric (1899–1983) wrote music for the movies and rhythmic music with lots of
energy. Louis Durey (1888–1979) used traditional ways of composing and wrote in his own, personal way, not wanting
to follow form. Arthur Honegger (1882–1955) liked chamber music and the symphony. His popular piece Pacific 231
describes a train journey on the Canadian Pacific Railway. Darius Milhaud (1892–1974) was a very talented composer
who wrote in several different styles. Some of his music uses bitonality and polytonality (writing in two or more keys at
the same time). His love of jazz can be heard in popular pieces like Le Boeuf sur le Toit which he called a cinema-
symphony. Germaine Tailleferre (1892–1983) was the only female in the group. She liked to use dance rhythms. She
loved children and animals and wrote many works about them. She also wrote operas, concerti, and many works for
the piano.

Avant Garde Music. The avant garde style exhibited a new attitude toward musical mobility, whereby the order of note
groups could be varied so that musical continuity could be altered. Improvisation was a necessity in this style, for the
musical scores were not necessarily followed as written. For example, one could expect a piece to be read by a
performer from left to right or vice versa. Or the performer might turn the score over, and go on dabbling indefinitely in
whatever order before returning to the starting point.

George Gershwin was born in New York to Russian Jewish immigrants. His older brother Ira was his artistic collaborator
who wrote the lyrics of his songs. His first song was written in 1916 and his first Broadway musical La La Lucille in 1919
Leonardo Bernstein endeared himself to his many followers as a charismatic conductor, pianist, composer, and
lecturer. His big break came when he was asked to substitute for the ailing Bruno Walter in conducting the New York
Philharmonic Orchestra in a concert on November 14, 1943. The overnight success of this event started his reputation
as a great interpreter of the classics as well as of the more complex works of Gustav Mahler.

Philip Glass who is also an avant garde composer. He explored the territories of ballet, opera, theater, film, and even
television jingles. His distinctive style involves cell-like phrases emanating from bright electronic sounds from the
keyboard that progressed very slowly from one pattern to the next in a very repetitious fashion. Aided by soothing
vocal effects and horn sounds, his music is often criticized as uneventful and shallow, yet startlingly effective for its
hypnotic charm.
Modern Nationalism
20th century music development focused on nationalist composers and musical innovators who sought to combine
modern techniques with folk materials. However, this common ground stopped there, for the different breeds of
nationalists formed their own styles of writing.
21ST CENTURY MUSIC TRENDS
Scholars predict that the innovative and experimental developments of 20th century classical music will continue to
influence the music of the 21st century. With so many technical and stylistic choices open to today’s composers, it
seems there is no obstacle to their creativity and to the limits of their imagination. And yet, this same freedom that has
allowed such varied musical experimentation in recent years has also caused contemporary classical music—or music
utilizing the classical techniques of composition—to lose touch with its audience and to lose its clear role in today’s
society. Presently, modern technology and gadgets put a great impact on all types of music. However, what still
remains to be seen is when this trend will shift, and what the distinct qualities of emerging classical works will be.