Unit1 Fitness and Wellness For All
Unit1 Fitness and Wellness For All
Overview:
Some decades ago, people were strong and healthy because they were used to walking long
distances and would have to perform every household chore. In the recent decades, the growth of
technology in very fast manners has decreased man’s effort in every walk of life. Earlier, the life
of our ancestors was good and their lifestyle was very healthy. Nowadays, most people of any age
group suffer from one or more diseases like high blood pressure, heart attack, stress-related
disease, etc. in order to keep ourselves physically, mentally, emotionally, socially, and
intellectually healthy, we need to be active and energetic on a daily basis by having a well-
maintained diet, doing exercise, positive thinking and systematic good habits. People needs a
disciplined walk in life.
People believed that the school will teach them how to live a better living. A fitness and
wellness course will educate you how to live quality life and live your life to its fullest potential.
Real success is not about having a lot of money. Having a good living will not help unless one
lives a wellness lifestyle. The most important factor that affects one’s personal well-being is our
lifestyle.
Learning Outcomes:
At the end of the lesson, the students will be able to:
1. define Physical Education;
2. discuss the history of Physical Education;
3. describe healthy lifestyle habit;
4. discuss concepts on physical fitness and wellness;
5. assess personal lifestyle in consonance with the prescribed norms;
6. internalize the benefits of having a healthy lifestyle; and
7. carry out lifelong learning and continuous professional development.
Indicative Content:
1. Definition of Physical Education and It’s Importance
2. History of Physical Education
3. Concepts on Physical Fitness and Wellness
4. Factors in Achieving Fitness and Wellness
5. Fitness and Wellness Assessment
Discussion:
THE NATURE, CONCEPTS, AND OBJECTIVES OF PHYSICAL EDUCATION
For about a century, many people have been confused about the term physical education,
and are not exactly sure about the term and what physical teachers do. Even college students, who
have chosen physical education as their major field shared this confusion. Despite this confusion,
physical education has been accepted as part of the curriculum in all schools. What is important is
that physical education is one subject that is well-taught and well-accepted.
Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
Within the past decades, dramatic changes have occurred in the field of physical education
and sport. Contemporary physical education and sport has expanded to include persons of all ages
and abilities. Involvement in carefully designed programs can enhance the health and quality of
life of the learners.
Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
4. Deborah Wuest and Charles Bucher (1999) defined physical education as “an educational
process that uses physical activity as a means to help individuals acquire skills, knowledge,
and attitudes that contribute to their optimal development and well-being.
Spanish Period
Cockfighting continued to be a favourite sport and found its way to the other places in the
archipelago. Dancing became a major activity enjoyed by people. The Fandanggo, Jota, Curacha
of Spain, Polka, and Mazurka of Central Europe; and the Lanceros and Rigodon of France were
introduced by the conquistadores to lure the Filipinos to be converted to Christianity. Ceremonial
dances were performed during religious activities.
Recreational games such as the juego de anillo, juego de prenda, and the duplo (a poetic
just) were introduced. Girls played sungka, siklot, piko, luksong tinik, and hide and seek. Boys
played patintero, sipa, and kite-flying. Older woman played card games. Higher order recreational
activities like horse races triggered the founding of Manila Jockey Club in 1867 to supervise the
holding of races once a year, but were closed down in 1880, in 1893, gymnastics was recorded to
be a required subject for all candidates for the Elementary Teacher’s Certificate at the Superior
Normal School for Men Teachers.
American Period
1901 – Physical Exercise was one of the subjects introduced in the public schools, and
regular program of athletics was developed.
1905 – Baseball and track and field were introduced and taught to young boys.
1909 – Athletic program for the schools emphasized the playing of western sports and
coaching of tennis.
1910 – Basketball was first introduced as a game for young girls at the carnival Meet held
in Manila but was later discontinued in 1914 because it was found very strenuous for the
girls. Later, indoor baseball, tennis, and volleyball were introduced.
1911 – The “athletic handbook” was published by the Bureau of Education where the first
part prescribed few simple games and relays; the second part continued the rules for
baseball, basketball for girls, volleyball, indoor baseball, track and field, and lawn tennis.
January, 1911 – The Philippine Amateur Athletic Federation (PAAF) was organized to
control amateur sports in the Philippines.
1914 – In cognizant to the implementation of the “play for everybody” policy of the Bureau
of Education, the Teacher’s Vacation Assembly started in Manila to give special training
to Filipino teachers to be able to conduct various physical activities, and in turn recipients
of the special training taught at the provincial normal schools.
March 5, 1919 – A syllabus entitled “Physical Education: A Manual for Teachers” was
published as a result of the plan in 1918 for a definite course of study in Physical Education,
submitted by a special committee of superintendent.
Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
1920 – Physical Education was made a required subject in all public schools. A rating of
75% which was based on attendance in the required exercises is necessary for promotion
every year from grade four to fourth year high school. However, the grade was not included
in the computation of the general average.
1928 – A Summer School for Coaching was opened by the office of the national physical
education director in cooperation with the Bureau of Education to help the public-school
teachers who are in-charge of athletics to improve their coaching methods.
1939 – Women’s track and field was added in the program of the National Interscholastic.
Japanese Period
The Japanese Military Administration obliged all public schools to perform daily
calisthenics on air called the Radio Taiso, where Japanese instructors were provided. The
demonstration of the exercise was held in Luneta.
Post-War to Present
1948 to 1952 – Under the joint sponsorship of the PAAF and Department of Education, the
National College of Physical Education conducted a Summer school of Physical Education held
at the Rizal Memorial Field. In 1953, PAAF took the sponsorship alone.
The Schools Physical education and Sports Act of 1969 provided program of activities that
included among others a program of health education and nutrition, a program of physical fitness
for all pupils, a program of competitive athletics, a program of intramural and inter-unit athletic
competition within schools, districts, and provinces, and an annual competition within and among
regions.
In the 70’s and early 80’s, physical education was incorporated in the subject Youth
Development Training or YDT in the high school. The subjects included Physical Education,
Scouting, Health, and Music.
The Physical education Program in the Elementary was revised in 1971 to comprise the
activities such as the Testing Program, rhythmic activities, games, relays and athletic team games,
swimming, and physical education for children needing attention. The Revised Secondary School
Program is contained in the Department Order No. 20, s. 1973. Two aspects of the program were
Youth Development Training (YDT) for first year to third year and Citizen Army Training (CAT)
for fourth year high school.
In MEC Order No. 6, s. 1982, the New Elementary School Curriculum (NESC) reflected
direction for change based on the Program for Decentralized Educational Development
(PRODED). PE in Grades I and II is integrated with the subject Sibika at Kultura (Civics and
Culture) No specific time block is allotted to this subject but is taught as the need arises. Grades
III to VI PE is clustered with Art and Music in a subject entitled Music, Art and Physical Education
(MAPE).
The 1989 Secondary Education Development Program (SEDP) is a response to continue
pupil development started by the Program for Decentralized Educational Development in 1982.
Based on DECS Order No. 11, s. 1989, the New Secondary Education Curriculum (NSEC) of
SEDP is cognitive-affective-manipulative-based and is student-centered and community-oriented.
One of the 8 subject areas in the NSEC is Physical Education, Health and Music (PEHM).
In the elementary, based on DECS Order No. 53, s. 1994, states that Physical Education in
Grades I and II shall be listed as a separate additional subject and will be taught daily for 20
minutes beginning school year 1994 – 1995 in public elementary schools. It shall continue to be
taught as a component of MAPE in Grades III to VI.
AREAS OF DEVELOPMENT
1. Organic (Physiological) – The improvement of various organs used to gain power and
stamina such as power and endurance in the heart and lungs, heal regulating mechanism,
and digestive and eliminating organs.
2. Neuromuscular (Muscular and Nerves) – It refers to the development of skills and
coordination, strength in the skeletal muscles.
3. Interpretive (Mental) – Continuously develops and strengthens the judgement,
interpretation, and problem solving skills through learning the rules, signals, and different
techniques.
4. Emotional – Enhance the development of impulses and emotions. Through participating in
different activities, one can experience fear, anger joy, and other powerful emotions and
learns to control it.
ASPECTS OF FITNESS
1. Physical Fitness – refers to the ability of an individual to perform his daily tasks efficiently
without undue fatigue and has some extra “reserves” in case of emergency.
2. Social Fitness – is the ability to mingle with different types of people with interest and
concern for others.
3. Emotional Fitness – refers to the ability of an individual to control his emotions or feelings.
4. Mental Fitness – is the ability to cope with the common problems of everyday living.
What is health?
Health is a state of complete physical, mental, and social well-being and not merely the
absence of disease or infirmity (world health organization). Health is the optimal well-being that
contributes to one’s quality of life. It is more than freedom from disease and illness, though
freedom from disease is important to good health. (Corbin & welk et al Concepts of physical
fitness). Health is a condition of being sound and body, mind or spirit, especially freedom from
physical disease or pain. (Meriam-Webster). Health is the ability to live your dreams. It is not
about the absence of pain, discomfort or disease but points more toward a quality of life and way
of being in the world. (Moshe Feldenkrais). Healthful lifestyle is the only way to maintain and
preserve heath, rather than waiting until one sick and then trying to get well. This state of enhanced
well-being is referred to as wellness.
What is wellness?
Wellness is the integration of many different components (social, emotional, mental,
spiritual and physical) that expands one’s potential to live (quality life) and work effectively and
to make a significant contribution to society. (Charles Corbin et al Concepts of physical fitness).
Wellness is satisfying your needs regarding mental and emotional stability, social consciousness
and adaptability, spiritual and moral fiber, and physical health consistent with your heredity.
(William Prentice get fit stay fit). Good health is no longer viewed as simply the absence of illness.
The notion of good health has evolved notably in the last few years and continues to change, as
scientists learn more about lifestyle factors that bring on illness and affect wellness. Wellness
living requires implementing positive programs to change behavior in order to improve health and
quality of life, prolong life and achieve a total well-being.
References:
• Eviza, Lacerna, Mercado, Arellano, Diosalan, Diosalan (2014), Physical Education I (A
Worktext for the Teriary Level) Second Edition, Mutya Publishing House, Inc.)
• Philippine Normal University – The National Center for Teacher Education (2013),
MAPEH (Music, Arts, Physical Education, and Health) A reviewer for the Licensure
Examination for Teachers, FCA Printhouse
• Assoc. Prof. Necil Capinanes-Magno (2017), Lecture and Activity Manual in P.E. 1a (M/W)
Physical Fitness and Wellness (Outcome-Based Education (OBE) Aligned), Central
Philippine University, College of Education, Health and P.E. Department
Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)