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CHAPTER 3: HEALTH
Definition
Factors that influence health education
Some Aspects of Health Education
Values of Good Health
Signs of good health
Health and Physical Activity
CHAPTER 9: GYMNASTICS
Brief History of Gymnastics
The Conditioning and Warm-up Program
Stunts
Floor Exercise
Rhythmic Gymnastics
Tumbling
Pyramid Building
OBJECTIVES:
In this unit the students should be able to:
Discuss the factors that had affected physical education in primitive society and ancient
countries and the effects on the lives of other people;
Identify the contributions of various men an countries of the modern western world to the
growth and development of physical education which have influenced the changing concept
of the field;
Trace the development of physical education in the Philippines from Pre-Spanish to the
present t be able to interpret the present day physical education;
Discuss the current developments of physical education and their relevance to the national
development
Primitive Man
Primitive man moved in order to satisfy a felt of need or a necessity. He had to satisfy his
hunger and so he had to search for food. This he did by hunting wild animals in the forests or
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by fishing along the rivers and streams. Sometimes he had to engage in warfare in order to
insure protection from his enemies. He had to erect shelter to protect him from adverse
elements or a hostile environment.
The physical activities of primitive man were not organized. His motives for physical activity
were mainly to search for food and to protect himself from his enemies. However, his
gregarious nature and his innate drives for mating and propagation gave him the desire to
dance and play. All these physical activities of primitive man were very much unorganized.
Ancient China
India
Like that of ancient China, the religious life of the people affected their concerned for their
physical well-being. Their religious belief stressed reincarnation of the soul before being united
finally with Brahma, the supreme goal. They believed that to attain this goal was to concentrate
solely on spiritual rather physical needs. They had to refrain from catering to physical body and must
not enjoy worldly things.
There are, however evidences of participation in physical activities. The history of dance mentions
Hindu dancing as the oldest of organized dancing. Some of favorite pastime of the people was
throwing balls, dice, rumblings, chariot races, marbles, riding elephants, plowing contests, horse
riding, wrestling, and swordsmanship, boxing and dancing.
A great contribution of India to physical education is “Yoga” which is composed of exercises in
posture and regulated breathing. Although this is a religious activity in India, it is being accepted
today as important activity to discipline the mind and body because it involves 84 different positions.
and shield. They engaged in many sports in gymnastic exercises. In dance, the Egyptian women
danced for royal entertainment. An evidence of this can be seen on ancient Egyptian carvings.
The main objective of Persia was the building of an empire through military aggression. As early as
529 B.C. King Cyrus the Great encompassed the area now referred to as Middle East. The state
trained the six-year olds in such events as running, slinging, shooting the bow, throwing a javelin,
hunting, and marching. A soldier was trained to endure all sorts of hard ships which included travel
without food and clothing. There was no training of the intellect. The program of physical activity
was directed toward the building of strength, conquest, and aggrandizement. However, the decline of
this great empire started when the soldiers basking in the glory of their exploits, indulged in
activities which cause their moral decadence.
Greek Philosophers, Teachers, and Medical men contributed to the worth of physical
education and among them were the following:
Herodotus- recognized the use of physical education as an aid to medicine as early
as the fifth century.
Galen- stated that physical education is a part of hygiene and subordinate to medicine.
Hippocrates- proclaimed the law of use and disuse of the parts of the body; the parts of the
body are strengthened through use and disuse results in muscle atrophy or weakness.
Socrates- gave emphasis on the importance of physical education in attaining health in order
to achieve one’s purposes in life. Grave mistakes caused by poor decisions can be results of
poor health.
Plato- considered gymnastics and music as the two most important subjects in the
curriculum.
Aristotle- recognized the close interrelationship of the body and the soul and those mental
faculties can be affected by poor health. He also prescribed progression of exercises;
excessive or deficient exercises can result in harm to body.
Xenophon- thought of physical education as important in terms of the military, and that
essential to success in life in soundness of the mind and the body.
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However, during the rest of the time he participated in various forms of physical activity which
would strengthen and harden his body for rigorous tasks ahead.
At the age of 14 the boy became a squire and he was to be attached to a knight. While a
squire, his duties included keeping the knight’s weapons in good condition, caring for his horses and
helping him with the armors. During this stage there was more emphasis made on more vigorous and
rigorous physical training such as swordsmanship, horsemanship, shooting with the bow and arrow,
wall scaling and climbing, among others. Knighthood was conferred on him at age 21 after proving
his fitness to become a knight. Physical education played a major part in training for knighthood.
This, however, was for self preservation only.
Bowling had been popular since the time of the early Dutch, but in 1895 the American
Bowling Congress was organized.
Basketball was invented by James Naismith.
Dr. Dudley Allen Sergeant was known for his work in teacher preparation, remedial
equipment, exercise devices, college organization and administration, anthropometric
measurements, experimentation as basis for activity and scientific research.
Contributors in the development of physical education in early 20th century were the
following:
Thomas Dennison Wood
Introduced Natural Gymnastics which gave more emphasis on game and game skills.
Clark Hetherington
Emphasized on children’s play activities.
Jessie Bancroft
Influenced the development of Physical education as a responsibility of homeroom teachers
in the elementary schools.
Jacob Riis
Symbolic of the playground movement in New York
At the mid-20th century, athletic sports and team games have become more important. Broad
and extensive programs have been established in schools, recreational organizations, and
other agencies. In teacher education in physical education, higher standards were established
and better trained leaders were produced.
Relacion de las Islas Filipinas the “men and women and even children swim like a fish. They take a
bath in the rivers and lakes at any time of the day for cleanliness or for recreation”.
Cockfighting is an ancient sport in Philippines. Pigafetta, the chronicle of Magellan”s
expedition, mentions it is one of the notable sights he saw in the island of Palawan. Historians belive
that this sport is probable to have been introduced, by the Malays as early as A.D. 1212 during the
rule, of Datu Sumakwel of the island of Panay.
Pigafetta was also impressed with the dances with which they were entertained by very adept
dancing maidens to the accompaniment of crude musical instruments. Jesuit Father Collin”s
observation of the early dances state that their dances generally were with the beating of the beating
of the drums with the measured variations which can put one in suspense especially in a war dance,
and with such grace and viva city that they have not been judge as undignified but which added to
the solemnity of the festivities.”
The Spanish Regime
The Spanish conquest of the Philippines did not have much effort on the physical activities of
the people. Except the enforced labor among the lower classes of the people in the building of
churches, the people generally had a sedentary living while waiting for the harvest time after
planting. Fray Gasper de San Agustin who published a history of the Augustinian missions in 1725
wrote about the Filipino as “sleepy, sluggish… little inclined to work…” This was corroborated by
Dr. Jose Rizal when he wrote “The Indolence of the Filipino.”
Bathing and swimming were still the favorite pastime of the Filipinos, and which was usually
done at the setting of the sun. Cockfighting which continued to be the favorite sport found its way to
other places in the country. It is quite unfortunate, though, that cockfighting ceased to be a sport
when the Filipino farmer has to spend most of his time caring for his favorite cock, and to stake his
worldly goods on the issue of a single combat. It is probable, historians agree, that this was caused
bay the fact that cockfighting has been made a source of revenue for the royal treasury.
Dancing continued to be one of the major physical activities enjoyed by the people. Spanish
and other European dances were introduced, such as the fandangos, curachas, and jotas of Spain, the
polkas and mazurkas of Central Europe, and the Rigodon and Lanceros of France which were
danced only by people of high social standing community.
Ceremonial dances were performed during religious events or festivals. The most colorful of
all the celebrations was the Santa Cruz de Mayo or Santacruzan which consisted of praying for nine
consecutive days and culminated in a procession to the hermano mayor”s house. There the people
ate, sang, drank and danced to their hearts’ content.
Games were played by the Filipinos during a grand celebration or after the procession on the
Santacruzan. A game called pabitin was very much enjoyed by the little children. A Square bamboo
trellis was laden with hanging fruits, candies and other objects which be lowered and raised
alternately while the children would jump and snatch these objects. Another game was the palo sebo
wherein a daring boy climbed a long bamboo pole which has been greased with oil and some amount
of money suspended at the top end. The juego de annillo was a game for young men riding on
horseback and holding a long stick on one hand which was used to get any of the rings suspended in
an arch. Games were played during parties, such as the juego de prenda, a game of forfeits; the
duplo, “ a poetic joust where the prizes were awarded to the winners.
The young played sungka, siklot, piko, luksong tinik, and hide and seek, while the young
boys played patintero, sipa, top spinning, and kite flying. Card games were very popular recreational
activities for the older folk. These games ere introduced by the Spaniards. The panguingui was a
card with money at stake.
People in the larger towns provided themselves with more wholesome form of amusement.
The native Filipino theater developed from the plays staged by the Spaniards during civic and
religious festivals. The plays staged by the Filipinos were doubtless the direct translation of the
Spanish plays which were derived from the fantastic tales of chivalry contained in Spanish ballads
called corridos. The most popular and spectacular were the Moro-moro which became the generic
name for the vernacular play. The play was concerned with the wars between the Christians or
Moorish prince for Moorish or Christian princess.”
Schools, colleges and universities were established for the formal training of the Filipinos. However,
only the favored youths were allowed to obtain higher education. In these institutions, physical
education was not included in the curriculum. It was at the Ateneo de Municipal, a school founded
by the Jesuit Fathers, were physical education was made a part of the curriculum. Dr. Jose Rizal, in
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his autobiography, mentioned about gymnastics as a requirement which he had to attend despite the
frequent attacks of fever.
In 1863
A royal decree established a Normal School of primary instruction throughout the country.
Physical education was not included in the curriculum. However, there was health inspection
conducted at the beginning of the classes, one in the morning and anther in the afternoon.
In 1892
When another royal decree established the superior, Normal School for Women Teachers in
Manila. Physical Education was included in the curriculum. The decree provided for the
appointment of one instructor to teach “Room Gymnastics” with a salary of P400.00 per annum.
In 1893
The Normal school for men established in 1863 was allowed to train teachers for both the
elementary and high schools. The name was later changed to Superior Normal School for Men
Teachers. Gymnastics was also included in the curriculum and its required for the elementary
teacher’s certificate. Provision was made for one gymnastics teacher with yearly salary of P400.00.
In 1867
The Manila Jockey Club was founded to supervise the holding of horse race once a year at
the present R. Hidalgo Street in Manila. The San Lazaro Hippodrome was opened in 1901, but only
professional riders were allowed to compete. The Philippines Racing Club at Sta. Ana Manila was
organized in 1937 which was allowed to hold races alternately with the Manila Jockey Club.
The revolutionary Government under General Emilio Aguinaldo was established while the
Spanish-American War was in progress. A decree was issued which for an official primary school
curriculum. Physical education was one of the required subjects. However, this was short-lived with
the coming of the Americans.
The American Period
Just as soon as the American soldiers landed in the Philippines after the historic event of
signing of the Treaty of Paris on December 10, 1898, school reopened. It is very interesting and
worthwhile to note that this period marked the flowering stage of physical education and sports in
this country. The following dates mark the significant events that followed.
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 was introduced and taught to the young boys in school.
1909 - The athletic programs for the schools were inaugurated and much emphasis was given
to the playing of Western sports and the coaching of tennis.
1910 - Basketball first introduced as a game for girls in the Carnival Meet held I Manila, but
was later discontinued in 1914 because it was found strenuous for the girls.
1911 - The “ Athletic Handbook” was publish which prescribed a few simple group games
and relays in the first part, while the second part contained the rules for baseball,
basketball for girls, volleyball, indoor baseball, track and field, and lawn tennis.
1914 - The Teachers Vacation assembly in Manila gave special training to Filipino teachers
so they could conduct various physical education activities included in the physical
education program. This started also the holding of special training for teachers at
various institutes and vacation assemblies.
1919 - A syllabus entitled “Physical Education: A Manual for Teachers” was published
which submitted by a special committee of superintendents and edited by Frederick
O. England, the Playground Director of the City of Manila. At the time, the classroom
teachers were assisted by trained playground instructors under the supervision of the
City Playground Director.
1920 - Physical Education was made a required subject in the curriculum of all public
schools. A system of grading was devised with a rating of 75% in physical education
as necessary for promotion to the next higher grade starting in grade four to the fourth
year high school. The grade was based on attendance at the required physical
activities. In the computation for the general average of the subjects, however, the in
physical education was not included.
1928 - A summer for coaching was held with the aim of helping the public school teachers in
charge of athletics to improve their coaching methods.
The Transition Years to the Present
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November 15, 1935 marked the beginning of transition for the Philippines to prepare for a
truly self-government – the Commonwealth period. This was interrupted by the Japanese occupation
during World War II.
In 1937 physical education was made a curricular subject in the secondary school curriculum.
The grading system included as basis for marks were the following: attendance proficiency in skills,
attitude, daily performance, reports, and sportsmanship. In line with the emphasis on physical
education and sports in the schools, in that same year the Bureau of Education introduced “mass
athletics” or athletics for all students. Elementary pupils were learn the fundamentals of sports
activities and the high school students to play games and specialized sports such as volleyball,
basketball, and other sports. Athletic competitions were soon held, and as soon the regional athletic
associations formed the Bureau of Public School Interscholastic Athletic Association.
In 1938 a summer school of physical education was opened by the then Bureau of Education
under the direction of Mr. Serafin Aquino. This was held at the Rizal Memorial Field. In 1940 this
vacation school of physical education became the joint sponsorship of the Bureau of Education and
the Philippine Amateur Athletic Federation.
In 1941 the attack of Pearl Harbor started World War II which necessitated the closing of
schools. In June, 1942 the Japanese Military Administration authorized the opening of public
elementary schools to carry out their scheme of Co-Prosperity Sphere. In the schools, the radio taiso,
or calisthenics on the air, was made obligatory. They provided radio taiso instructors and a
demonstration was held at the Luneta which was participated by thousands of Filipino children.
In 1947 the Training of Teachers in Vacation School was revived, this time, under the joint
sponsorship of the Department of Education and the Philippine Amateur Athletic Federation. In
August of the same year the school goes its name as National College of Physical Education and was
held at the Rizal Memorial Field. It offered a 40 unit course for a Certificate in Physical Education.
Physical education was not given due emphasis and was sadly neglected in most schools in
the Philippines all throughout the years after the granting of our independence by the Americans.
Considering seriously, however, the poor performance of the Filipino athletes in the Sian and
Olympics meets, the five-year physical education and sports development program was launched by
the then Secretary of Education, Hon. Carlos P. Romulo, in Department Order No. 15, series 1967
entitled “Physical education and Sports Development Program.” This move was surely considered a
shot on the arm, the greatest push forward ever made which gladdened the hearts of physical
educators in this country.
In conjunction with the launching of the five-year physical education and sports development
program by then Secretary Romulo, Republic Act No. 5708 known as “The Schools Physical
Education and Sports Development Act of 1969” was approved by Congress on June 21, 1969. This
Act provided for the promotion and financing of an program for the schools of the Philippines.
Pursuant to the guiding principles contained in the Act, a program of activities included among
others:
1. A program of health education and nutrition;
2. A program of physical fitness for all pupils;
3. A program of competitive athletics;
4. A program of intramural and inter-unit athletic competition within schools, districts and
provinces;
5. An annual athletic competition within and among regions.
The passage of the above-mentioned Act was significant because the once neglected area of
physical education and sport was brought to the fore and when given the necessary emphasis can
bring this area to the level of the other subject in the academic totem pole.
Later Developments
The revised Elementary Education Program of 1970 issued by the Secretary of Education and
Culture had as its distinctive features the combination of health and science as a subject area and
Physical Education with Music and Art in Grades I to III; in Grade IV to VI Health and Physical
Education were taken as a subject area.
A project Agreement was signed on April 27, 1971 by the Peace Crps-Philippines (an agency
of the U.S. Gov’t), the department of Education and Culture, and the Philippine Amateur Athletic
Federation. In January, 1972 the physical fitness testing program was launched in selected pilot
divisions.
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The revised Secondary Education Program of 1973 introduces a new course: Youth
Development Training (YDT) and Citizen Army Training (CAT). This came about as a
manifestation of the deep concern for the youth in their training for the recognized significance of
their role in society, and to meet the needs of the maturing individual during the crucial transition
from childhood to adulthood.
YDT is composed of four closely related subject areas: Physical Education, Scouting, Health
Education, and Music. YDT is offered in the first, second, and third years in the high school.
Citizen’s army Training or CAT is offered in the fourth year high school taking the place of scouting
in the YDT program.
A milestone in the history of physical education and sports development in our country was
the holding of a world congress by the International Council on Health, Physical Education and
Recreation (ICHPER) at the Philippine International Convention Center (PICC). This had a great
impact in the educational field. More than one thousands delegates attended the convention on July
25 – 29, 1981.
That same year 1981 in December the Southeast Asian Games were held in Manila. Indeed,
Physical Education and Sports Development in our country have been and are being given a big
boost. Hopefully, we look forward to brighter days ahead.
In line with the government’s thrust for the development of the youth to become responsible
and useful members of society, a Ministry of Youth and Sports Development (MYSD) was
established pursuant to Presidential Decree No. 604. However, this Ministry was abolished by
executive Order No. 805 on May26, 1982 and transferred its functions to a Ministry of Education,
Culture and Sports (MECS). An additional bureau was then created under the supervision and
control of the Ministry and this is the Bureau of Sports Development with Dr. Aparecio Mequi as its
first Director. This bureau is to responsible for the development and evaluation of programs for
promoting and improving organized sports and physical fitness for all members of the community.
The National Youth and sports foundation is another entity attached to the Ministry of
Education, culture and Sports for policy and program coordination.
Gintong Alay Foundation Project: Gin tong Alay is attached to the office of the President.
Gintong Alay is the national sports training program of the country which has the task of recruiting,
selecting, and training of Filipino athletes in preparation for international competitions in
coordination with the Philippine Olympic Committee and the national sports associations.
The school year 1984-1985 implemented another revision of the Youth Development
Training (YDT). Findings of research studies to assess the YDT program brought to the fore a major
weakness of the program which was the inclusion of Scouting. Starting June 1984 Scouting became
a co-curricular activity leaving only three subject components of YDT. Physical Education is now
scheduled 2 days a week, Health Education also 2 days a week, and Music is taught once a week.
Other developments are expected in the field of Physical education and other related subjects.
We Hope always for improvements.
Physical Fitness
PSYCHOMOTOR Components – endurance,
OBJECTIVES strength, flexibility,
balance, agility
Physical Fitness
and Movement Body mechanics, games,
Skills dance, and sports skills
Cooperation,
AFFECTIVE sportsmanship, respect for
OBJECTIVES others, leadership, etc.
Service Physical Education refers to the four subjects given in the first four semesters of
colleges work. Basic instruction in physical education is prescribed by the Department of Education,
Culture and sports order number 58, series 1990. Below are the subject titles and the corresponding
suggested activities that will be undertaken by all college students.
LEARNING ACTIVITIES
Share with your classmates your physical education experiences in high
school. Compare these with your expectation in physical education in college.
Observe the lifestyle of Filipino and foreign professionals. Do their,
participate in physical activities to maintain physical health? Give example.
.Go over the scope of physical activities you will undergo while you are in
college. Will your participation make you acquire varied lifetime recreational
skills? Why?
Visit an exercise/ dance studio. Describe the activities done by the
participants. What benefits can be attaining by them?
REVIEW QUESTIONS
What does Physical Education mean to you?
How will participation help you-
Improve your physical body?
Make use of your ability to think?
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Make friends?
To became a good person?
Do you think physical education should be included in the curriculum? Why?
Give examples of physical education activities in college. Which of these do
you like best? Why?
Do you consider yourself a physically educated person? Why?
Chapter 3: Health
Vitality
Attractive appearance- properly or good grooming
Freedom from diseases- a. size b. temperature c. color d. number e. function
Freedom from excessive fatigue worry and emotional instability.
Behavior is self motivated based on sound knowledge principles and ethics.
Gradual increase in weight during childhood and maintenance up to opium
Weight during adulthood.
Feeling of well-being and contentment.
Approximate Weights
a. To start with, you should know the approximate weight for your age, height, and
body build. Below is a formula suggested by Kenneth Cooper to determine your
weight and which should be maintained to avoid consequences affecting one’s well-
being.
b. For light to medium-built individuals below 30 years of age.
c. Male: height in inches x 4_128
EXAMPLE: A male student’s height is 5’10” or 70 inches, so
a. 70 x 4 = 280-128 =152 lbs.
b. Female: height in inches x 3.5_108
Example: A female student’s height is 5’4” or 64 inches, so
a. 64 x 3.5 = 334-108 = 116 lbs.
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Obese students should see the school physician for prescription on weight and health
maintenance.
Below are some guidelines that are conducive to lifelong weight and health maintenance;
Eat balanced meals everyday.
Balanced means eating adequate foods containing carbohydrates, proteins, fats, vitamins,
and minerals. This food combination provides long lasting energy the whole day to
enable you to work and play with pep and vigor.
Follow a consistent eating pattern.
Eat three meals a day. Regular eating habits through a variety of food and nutrients
contribute to sound nutrition. Never skip a meal! Begin your day with a good breakfast.
Maintain your ideal weight
If you over eat be sure to increase calorie expenditure by exercising. It is believe that
good physical health and overweight are not compatible. Besides you cannot look your
best if you are overweight.
Eat low calorie snacks and avoid junk foods.
a. Form the habit of eating fruits. Fruit juices, unbuttered corn, or light sandwiches can
tide you over to next meal. Most junk foods contain too much sugar or salt or
preservatives which are not essential in improving ones diet.
Cut down on high-fat foods and eat more lean meats.
Limit the intake of fried’s foods, butter, margarine, nuts, and creams. Avoid excessive
pork dishes and cheese but go for fish, poultry and lean beef.
Drink 6-8 glasses of fluids a day.
Water and other fluids are necessary to certain bodily functions. They aid digestion,
regulate temperature and help carry nutrients throughout the body.
Eat admits a relaxed and pleasant atmosphere.
Chew your food thoroughly. Enjoy each bite. If toy make this habit there is a tendency
that you will not overeat. Finishing a meal hurriedly may lead to indigestion.
Avoid eating while watching TV or while reading the papers. Concentrate on what you
are eating so that the kind and amount of food can be well monitored.
Food supplements may be taken if necessary.
A well-balanced diet generally provides enough nutrients for people to carry on their
basic activities. However, most people do not always get adequate nutrients from their
meals. In this case, food supplements in the form of vitamins a, C and e may help provide
protection from infectious disease. High-fiber supplements are likewise found beneficial
in lowering cholesterol level and they prevent constipation and colon problems as well.
These supplements have the potential of improving the dietary intake to insure balanced
nutrition.
Proper selection of food coupled with sensible eating habits can provide a base for a
healthy lifestyle.
WHAT IS MUSCLES?
a. It is a collection of cylindrical cells called muscle fiber that lie parallel to one another
and may vary in sized. Each muscle fiber is enclosing to a sheath connective tissue.
Group of muscle fiber are bound together to form a primary bundle of muscle tissue
called Fasciculus. And this in turn are wrapped in additional bundles of connective
tissue to form the muscle it self. The connective tissue that surrounds the various
bundles of muscle fiber attaches at the end to form a muscle tendons are attach to the
bones. It has been estimated that there are 250 million of of muscle fiber in the human
body. Biceps alone has 600,000 fibers. Skeletal muscles constitute about 45 percent
in females.
CARDIAC OUTPUT
Product of stoke volume (SV) times heart rate.
Stoke volume is the amount of the pumped from the heart with each beat or stroke.
a. Heart Rate--- refers to the number of times the heart beats per minute.
b. Heart rates vary from 50-90 beats/minute with an average of 78 in adult.
Stroke volume averages about 70 milliliters in untrained adult at rest.
CARDIAC OUTPUT= stroke volume x heart rate
1. = 70 ml.* 78 beats/min.
2. = 5460 ml. /min. or 5.46 liters/min.
Organ of Respiration
Nose = Pharynx= Larynx= Trachea= Bronchi= Lungs
a. At rest you need 6-8 liters of air per minute while in all out effort you need 100 liters
of air per minute
b. Air in the atmosphere contains:
i. 79.04 % nitrogen
ii. 20.93 % oxygen
0.03 % carbon dioxide
1. 100 %
iii. These percentages are the same at all altitudes.
MUSCULAR SYSTEM
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SKELETAL SYSTEM
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RESPIRATORY SYSTEM
\
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BODY TYPE
Test no.4 = Pull Up (Boys) – measure strength and endurance of the muscle of the arms and shoulder
= Flexed Arm Hang (girls) – measures the strength and endurance of the muscles of the arms
and shoulder
Test no.5 = Shuttle Run – measure agility and coordination
Test no.6 = Sit and Reach - measure the flexibility of the power back and hamstring muscles.
Test no.7 = 3 min. step test – measure cardio respiratory endurance.
Test no.8 = Push Up (Boy)
= Modified Push up (Girls)
PERFORMANCE TARGET
BOYS
GIRLS
The skeleton
It is the bony framework of the body. It is composed of different sizes and shapes. These are
connected at the joints to allow movement brought about by muscle contraction and relaxation
This bone structure supports the body and protects the soft organs inside it.
Here is some possible joint movement:
Flexion : Bending
Extension : Stretching or Straightening
Rotation: Pivoting the body parts inwards or outwards around the a long axis.
Abduction : Moving the body part away from the center or midline
(Arm raised sideward)
Adduction : Bringing the body part back to the center line
(Arm brought back to original position)
Supination : Turning the boy part upward or outward ( Palm up)
Pronation : Turning the body part upward or inward ( lying face down)
Circumduction : A complete circular motion of a body part
(Arm circling at the shoulder)
Eversion : Turning the body part outward
Inversion : Turning the body part inward
The Muscle
Muscles are attached to the bones. A muscle is composed of short and long fibers group in
bundles and surrounded by connected tissues. Normal healthy muscle is firm and resilient. They
have good muscle tone.
The Cardio-Vascular System
The heart, a first-size muscle, and a large network of tubes or pipes consisting of arteries, veins and
capillaries form the cardio-vascular system. The main function of this system is the continues process of
pumping and distributing blood throughout the body.
Basic Positions
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A. Arm Position
1. Arm to Thrust Position
2. Forward Thrust
A. Body Position
1. Straddle Position (feet apart)
2. Lungeing in any direction
3. Long-sitting position
4. Straddle long-sitting position
5. Elbow-support position
6. Supine-lying position
7. Prone-lying position
8. On all-fours position
9. On all-fours reserved position
A person who exercises regularly and correctly can get the full benefits of every activity. There are
some activities of these program, these are (1) the workout, (2) the workout and (3) the cool down.
The warm-up
The warm is the first step in the routine. The purpose is to stretch the muscles of the body thus
avoiding possible muscle injury, and to heat up the body, giving a slight increase in the heart rate (pulse)
in preparation for the rigorous, working phase. Warm-up takes about five to ten minutes depending on the
person ad activity be is indulged in.
A dance warm-up may include more arm-raising and swinging routines with basic
locomotors movement or simple dances steps, a musical accompaniment is required.
Sports activities may require additional warm-up routines affecting the parts of the body that
will undergo vigorous activities.
The Workout
The main activity or workout can be in the forms of (1) aerobics, which is an exercise done
over a relatively long period of time where abundant supply of oxygen is needed by the body as it
performs exercises of sustained intensity (2) isotonic, which are characterized by the movement of
joints and extremities as the muscle contract and relax.
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The Cool-Down
The main activity is usually made up of walking and slow stretch that brings the pulse rate
gradually back to normal. Stopping the workout abruptly is not advisable. The following cool-down
exercises may be done;
1. Breathing
2. Walking with hand stroke or fingers bent and stretched
3. Slow stretches
- Trunk twist right and left with arms raised sideward
- Shoulder sbrugs with hands pressed
- Arm upward push
- Shoulder stretch
- Shoulder squeeze pull
- Foot circle and shake
- Lunge (keep feet flat on the floor)
- Sitting stretches
- Finger stretches
- Lying stretches
Circuit training is a fantastic form of exercise, however the most common problem I find the timed
nature of exercise and push themselves harder than a normally would, this land is to result in sore muscles
and joints and an increase likelihood of injury.
3. Repetition circuit- This type of circuit is great of your working with cards of people who have
different levels of fitness and ability.
4. Sport Specific or Running Circuit- This type of circuit is best done establish in the large, open area
choose exercise that are specific it’s your particular sport or emphasize an aspects of your sport you’d
like to improve.
Advantages:
1. Help improve strength and muscle endurance.
2. Help prevent boredom.
3. It doesn’t burn calories to promote much height loss.
*Purposes:
1. To give you an opportunity to experience exercise program designed to develop cardio-vascular
fitness and to a lesser extend other aspect of health related Physical Fitness.
2. To acquaint you with an exercise program that can be continued as part of your normal life’s
pattern.
*Advantages;
1. A good means of achieving of cardio-vascular fitness to a lesser extent other health related fitness
aspect.
2. Psychologically stimulating because of the break in monotony in changing speed\scenery.
*Disadvantages;
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1. The fast” an aerobic” sprint maybe in appropriates for beginners\ some older runners.
2. Primarily a cardio-vascular a program.
3. You must know more than a little information to plan a god speed play program of the appropriate
intensity.
2. Rope Jumping
A piece of rope is an ordinary ma’s fitness equipment. It is cheap, easy to use, requires a limited
space but can provide the needed work-out to keep the body fit. Rope jumping is very good exercise
for cardio-respiratory endurance. It helps improve agility, strength (legs), coordination, and rhythm.
Get yourself a cotton coed rope. To choose the right length for your height, step on the rope
with your both feet and place each end of the rope close to your armpit. Allow some portion for proper
holding. Commercial ropes for jumping have handles which are held by the thumb and index finger
for control.
An ordinary outfit may be used such as T-shirt and shorts or jogging pants. Soft-soled shoes
are recommended. Rope jumping should be done on a wooden floor or rubberized surface. Use circular
wrist motion when turning the rope and land on the balls of feet. Rope jumping is taught in the
elementary and secondary schools with all its details as part of the physical fitness program issued by
the Department of Education, Culture and Sports in Memorandum Number 54, s. 1994.
Here are few basic jumps that you can use. Make variations as you please.
1. Basic Jump – Jump to both feet and land on balls. Keep feet, ankles, and knees together.
2. Skiers Jump – Jump side to side, bend knees slightly as you land.
3. Straddle Jump – Jump and land feet apart, shoulder-length, to basic bounce. (try the close jump as
you progress)
4. Scissor Jump – Jump with 1 foot forward (8-12 and return inches apart). Repeat with the reversed
position of the feet.
5. Hop and Kick – Hop on R foot and kick/swing L leg forward. Repeat with reversed position of the
feet.
To achieve the maximum benefit from the rope jumping, Cooper recommended that you start
with 8-minutes workout with rests (skip slowly or walk) in between as often as necessary. Do this
activity three times a week on alternate days for three weeks. Gradually increase the number of minutes
till you reach 15 minutes. Starting 7th or 8th week, try no-rest rope jumping for 6 minutes working up
gradually to 10 minutes or more in the following weeks. Do not forget your warm up and coo down
exercise! Monitor your heart rates, too, so you do not go beyond your WHR.
Locomotors Movement
1. Walking
2. Jogging variation
3. Jumping variation
4. Hopping variation
Axial Movements
1. Arm circling
2. Scissors
3. Arms thrusting (close fist)
4. Hand push
5. Elbow jerk
6. opposite swing
7. Elbow hip touch
After you memorizing the movements, try to combining some locomotors and axial
movements. It is fun. You can perform locomotors and axial movements alternately too.
Types of Metabolism
Catabolism:
Catabolism (Greek kata = downward + ballein = to throw) is the set of metabolic pathways
that break down molecules into smaller units and release energy. In catabolism, large molecules such
as polysaccharides, lipids, nucleic acids and proteins are broken down into smaller units such as
monosaccharide’s, fatty acids, nucleotides and amino acids, respectively. As molecules such as
polysaccharides, proteins and nucleic acids are made from long chains of these small monomer units
(mono = one + mer = part), the large molecules are called polymers (poly = many).
Cells use the monomers released from breaking down polymers to either construct new
polymer molecules, or degrade the monomers further to simple waste products, releasing energy.
Cellular wastes include lactic acid, acetic acid, carbon dioxide, ammonia, and urea. The creation of
these wastes is usually an oxidation process involving a release of chemical free energy, some of which
is lost as heat, but the rest of which is used to drive the synthesis of adenosine triphosphate (ATP).
This molecule acts as a way for the cell to transfer the energy released by catabolism to the energy-
requiring reactions that make up anabolism. Catabolism therefore provides the chemical energy
necessary for the maintenance and growth of cells. Examples of catabolic processes include glycolysis,
the citric acid cycle, and the breakdown of muscle protein in order to use amino acids as substrates for
gluconeogenesis and breakdown of fat in adipose tissue to fatty acids.
There are many signals that control catabolism. Most of the known signals are hormones and
the molecules involved in metabolism itself. Endocrinologists have traditionally classified many of
the hormones as anabolic or catabolic, depending on which part of metabolism they stimulate. The
"classic" catabolic hormones known since the early 20th century are cortisol, glucagon, and adrenaline
(and other catecholamines). In recent decades, many more hormones with at least some catabolic
effects have been discovered, including cytokines, orexin and hypocretin (a hormone pair), and
melatonin.
Anabolism
Anabolism (Greek "mound" from ana = upward + ballein = "to throw") is the set of metabolic
pathways that construct molecules from smaller units. These reactions require energy. One way of
categorizing metabolic processes, whether at the cellular, organ or organism level is as 'anabolic' or as
'catabolic', which is the opposite. Anabolism is powered by catabolism, where large molecules are
broken down into smaller parts and then used up in respiration. Many anabolic processes are powered
by adenosine triphosphate (ATP).
Anabolic processes tend toward "building up" organs and tissues. These processes produce
growth and differentiation of cells and increase in body size, a process that involves synthesis of
complex molecules. Examples of anabolic processes include the growth and mineralization of bone
and increases in muscle mass.
Endocrinologists have traditionally classified hormones as anabolic or catabolic, depending on
which part of metabolism they stimulate. The classic anabolic hormones are the anabolic steroids,
which stimulate protein synthesis and muscle growth. The balance between anabolism and catabolism
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is also regulated by circadian rhythms, with processes such as glucose metabolism fluctuating to match
an animal's normal periods of activity throughout the day.
Chapter 9: Gymnastics
Gymnastics is a sport involving performance of exercises requiring physical strength,
flexibility, agility, coordination, balance and grace. Artistic gymnastics is the best known and most
popular of the gymnastics sports governed by the Federation International de Gymnastic (FIG).
Artistic Gymnastics, typically involves the women's events of uneven parallel bars, balance beam,
floor exercise, and vault. Men's events include floor exercise, pommel horse, still rings, vault,
parallel bars, and high bar. Gymnastics evolved from exercises used by the ancient Greeks, which
included skills for mounting and dismounting a horse, and from circus performance skills. Other
forms of gymnastics are rhythmic gymnastics, various tramp lining sports, and aerobic and acrobatic
gymnastics.
Etymology:
The word derives from the Greek word “gymnastikos” means "fond of athletic exercises",
from “gymnasia” meaning "exercise" and that from “gymnos” meaning "naked", because athletes
exercised and competed in the nude.
History
To the Ancient Greeks, physical fitness was paramount, and all Greek cities had a
gymnasium, a courtyard for jumping, running, and wrestling. As the Roman Empire ascended, Greek
gymnastics gave way to military training. The Romans, for example, introduced the wooden horse.
In 393 AD the Emperor Theodosius abolished the Olympic Games, which by then had become
corrupt, and gymnastics, along with other sports, declined. Later, Christianity, with its medieval
belief in the base nature of the human body, had a deleterious effect on gymnastics. For centuries,
gymnastics was all but forgotten.
In the sixteenth century, Girolamo Mercuriale from Forlì (Italy) wrote De Arte Gymnastica,
where he brought his studies of the attitudes of the ancients toward diet, exercise and hygiene, and
the use of natural methods for the cure of disease. With its explanations concerning the principles of
physical therapy, De Arte Gymnastica is considered the first book on sports medicine.
In the late eighteenth and early nineteenth centuries, two pioneer physical educators – Johann
Friedrich GutsMuths (1759–1839) and Friedrich Ludwig Jahn (1778–1852) – created exercises for
boys and young men on apparatus they designed that ultimately led to what is considered modern
gymnastics. In particular, Jahn crafted early models of the horizontal bar, the parallel bars (from a
horizontal ladder with the rungs removed), and the vaulting horse.
The International Federation of Gymnastics was founded in Liege in 1881. 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. However, 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: synchronized team floor calisthenics, rope
climbing, high jumping, running, horizontal ladder, etc. During the 1920s, women organized and
participated in gymnastics events, and the first women's Olympic competition – primitive, for it
involved only synchronized calisthenics – was held at the 1928 Games in Amsterdam.
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
10) had been agreed upon. At this time, Soviet gymnasts astounded the world with highly disciplined
and difficult performances, setting a precedent that continues to inspire. The new medium of
television helped publicize and initiate a modern age of gymnastics. Both men's and women's
gymnastics now attract considerable international interest, and excellent gymnasts can be found on
every continent. Nadia Comaneci received the first perfect score, at the 1976 Summer Olympics held
in Montreal, Canada. She was coached by the famous Romanian, Bela Karolyi. According to Sports
Illustrated, Comaneci scored four of her perfect tens on the uneven bars, two on the balance beam
and one in the floor exercise. Even with Nadia's perfect scores, however, the Romanians lost the
gold medal to the Soviets. Nevertheless, Comaneci became an Olympic icon.
In 2006, a new points system was put into play. Instead of being marked 1 to 10, the
gymnast's start value depends on the difficulty rating of the exercise routine. Also, the deductions
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became higher: before the new point system developed, the deduction for a fall was 0.5, then it was
changed to 0.8, and is now 1.0. The motivation for a new point system was to decrease the chance of
gymnasts getting a perfect score. The sport can include children as young as three years old and
sometimes younger doing kinder gym and children's gymnastics, recreational gymnasts of all ages,
competitive gymnasts at varying levels of skill, as well as world class athletes.
Forms
Artistic gymnastics
Artistic gymnastics is usually divided into Men's and Women's Gymnastics. Each group does
different events; Men compete on Floor Exercise, Pommel Horse, Still Rings, Vault, Parallel Bars,
and High Bar, while women compete on Vault, Uneven Bars, Beam, and Floor Exercise. In some
countries, women at one time competed on the rings, high bar, and parallel bars (for example, in the
1950s in the USSR). Though routines performed on each event may be short, they are physically
exhausting and push the gymnast's strength, flexibility, endurance and awareness to the limit.
Traditionally, at the international level, the gymnast performed routines that he or she
choreographed. Nowadays, each country may use compulsory and optional routines at their
discretion in the training of young gymnasts. Compulsory routines are used for gymnasts of level 1-6
and from level 7 and up the routines must be choreographed by the gymnasts with a set amount of
skills and there must be a selection of skill types.
Terms in Gymnastics:
1. Arch – The arch is a position where the body is curved like and arch of a circle with the
hip forward and the head and trunk bent backward.
2. Discount - Is a stunt by a performer to get off apparatus.
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Women’s Event
Vault
In the vaulting events gymnasts: sprint down a 25 meter (about 82 feet) runway, jump onto a
beatboard (a kind of springboard), (run/ take-off segment), land momentarily, generally inverted on
the hands, on the vaulting horse or vaulting table, (pre flight segment), then spring or block off of
this platform to a two footed landing (post flight segment). The post flight segment may include one
or more multiple saltos or somersaults, and/or twisting movements.
In 2001, the traditional vaulting horse was replaced with a new apparatus, sometimes known
as a tongue or table. The new apparatus is more stable, wider, and longer than the older vaulting
horse—approximately 1m in length and 1m in width—gives gymnasts a larger blocking surface, and
is therefore safer than the old vaulting horse. With the addition of this new, safer vaulting table,
gymnasts are attempting more difficult and dangerous vaults.
Uneven Bars
On the uneven bars (also known as asymmetric bars, UK), the gymnast navigates two
horizontal bars set at different heights. The width and height may be adjusted. Gymnasts perform
swinging, circling, transitional, and release moves, that may pass over, under, and between the two
bars. Movements may pass through the handstand. Gymnasts often mount the Uneven Bars using a
beat board (springboard).
Balance Beam
The gymnast performs a choreographed routine from 60 to 80 seconds in length consisting of
leaps, acrobatic skills, somersaults, turns and dance elements on a padded sprung beam. Apparatus
norms set by the International Gymnastics Federation (used for Olympic and most elite
competitions) specify the beam must be 125 cm (4' 1") high, 500 cm (16' 5") long, and 10 cm (4")
wide. The event requires in particular, balance, flexibility and strength.
Floor
The floor event occurs on a carpeted 12m × 12m square, usually consisting of hard foam over
a layer of plywood, which is supported by springs or foam blocks generally called a "sprung" floor.
This provides a firm surface that will respond with force when compressed, allowing gymnasts to
achieve extra height and a softer landing than would be possible on a regular floor. Female gymnasts
perform a choreographed exercise 70 to 90 seconds long. They can choose an accompanying music
piece, which must be instrumental and cannot include vocals. In the United States, the other levels
must perform a routine that is choreographed for them by USAG and these routines come with
music. The routines of a female gymnast consist of tumbling passes, series of jumps, dance
elements, acrobatic skills, and turns. A gymnast usually performs three or four tumbling passes that
include three or more skills or "tricks". Elite gymnasts can have up to six or seven tumbling passes.
grade describing its difficulty. From level 7 and beyond (since the approx 2004) the gymnasts add
their own personal skill values to a block of 10 points which is used for deductions.
Compulsory levels of gymnastics have choreographed routines, and all women competing at
that level do the same routines. In the United States, compulsory levels go from 1–6; most gymnasts
start at levels 1–4. In optional level competitions, however, all routines are different and have
different floor music. Optional levels in the U.S. include levels 7–10. After those, there is the Hopes
division for 10-12 year olds, pre-elites, and Junior and Senior elites. The Olympics and college level
gymnastics are also optional. In the Olympics, gymnasts must be international elites. There are very
few elite gymnasts in America.
Men’s Event
Floor Exercise
Male gymnasts also perform on a 12m. by 12m. Spring floor. A series of tumbling passes are
performed to demonstrate flexibility, strength, and balance. The gymnast must also show strength
skills, including circles, scales, and press handstands. Men's floor routines usually have four passes
that will total between 60–70 seconds and are performed without music, unlike the women's event.
Rules require that gymnasts touch each corner of the floor at least once during their routine.
Pommel Horse
A typical pommel horse exercise involves both single leg and double leg work. Single leg
skills are generally found in the form of scissors, an element often done on the pommels. Double leg
work however, is the main staple of this event. The gymnast swings both legs in a circular motion
(clockwise or counterclockwise depending on preference) and performs such skills on all parts of the
apparatus. To make the exercise more challenging, gymnasts will often include variations on a
typical circling skill by turning (moors and spindles) or by straddling their legs (Flares). Routines
end when the gymnast performs a dismount, either by swinging his body over the horse, or landing
after a handstand.
Still Rings
Still Rings is arguably the most physically demanding event. The rings are suspended on
wire cable from a point 5.75 meters off the floor, and adjusted in height so the gymnast has room to
hang freely and swing. He must perform a routine demonstrating balance, strength, power, and
dynamic motion while preventing the rings themselves from swinging. At least one static strength
move is required, but some gymnasts may include two or three. A routine should have a dismount
equal in difficulty to the difficulty of the routine as a whole.
Vault
Gymnasts sprint down a runway, which is a maximum of 25 meters in length, before
hurdling onto a spring board. The body position is maintained while "punching" (blocking using
only a shoulder movement) the vaulting platform. The gymnast then rotates to a standing position. In
advanced gymnastics, multiple twists and somersaults may be added before landing. Successful
vaults depend on the speed of the run, the length of the hurdle, the power the gymnast generates
from the legs and shoulder girdle, the kinesthetic awareness in the air, and the speed of rotation in
the case of more difficult and complex vaults.
Parallel Bars
Men perform on two bars slightly further than a shoulder's width apart and usually 1.75m
high while executing a series of swings, balances, and releases that require great strength and
coordination.
High Bar
A 2.4 cm thick steel bar raised 2.5m above the landing area is all the gymnast has to hold
onto as he performs giants (revolutions around the bar), release skills, twists, and changes of
direction. By using all of the momentum from giants and then releasing at the proper point, enough
height can be achieved for spectacular dismounts, such as a triple-back salto. Leather grips are
usually used to help maintain a grip on the bar.
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As with the women, male gymnasts are also judged on all of their events, for their execution,
degree of difficulty, and overall presentation skills.
Rhythmic Gymnastics
At present, only women compete in rhythmic gymnastics (although there is a new version of
this discipline for men being pioneered in Japan, see Men's rhythmic gymnastics). The sport
involves the performance of five separate routines with the use of five apparatus—ball, ribbon, hoop,
clubs, rope—on a floor area, with a much greater emphasis on the aesthetic rather than the acrobatic.
There are also group routines consisting of 5 gymnasts and 5 apparatuses of their choice. Rhythmic
routines are scored out of a possible 20 points; the score for Artistry (choreography and music) is
averaged with the score for Difficulty of the moves and then added to the score for Execution.
Display gymnastics
General gymnastics enables people of all ages and abilities to participate in performance
groups of 6 to more than 150 athletes. They perform synchronized, choreographed routines. Troupes
may be all one gender or mixed. There are no age divisions in general gymnastics. The largest
general gymnastics exhibition is the quadrennial World Gymnaestrada which was first held in 1939.
Aerobic gymnastics
Aerobic gymnastics (formally Sport Aerobics) involves the performance of routines by
individuals, pairs, trios or groups up to 6 people, emphasizing strength, flexibility, and aerobic
fitness rather than acrobatic or balance skills. Routines are performed on a small floor area and
generally last 60–90 seconds.
Acrobatic Gymnastics
Acrobatic gymnastics (formerly Sports Acrobatics), often referred to as acrobatics, "acro"
sports or simply sports acro, is a group gymnastic discipline for both men and women. Acrobats in
groups of two, three and four perform routines with the heads, hands and feet of their partners. They
may, subject to regulations (e.g. no lyrics), pick their own music.
Performers must compete in preparatory grades A and B, then move on to grades 1, 2, 3, 4
and 5; by 3, 4 and 5 two routines are required, one for balances and another for tempos.
Team Gym
Team Gym originates from Scandinavia and this particular type of Gymnastics has been a
major event for over 20 years. A team in this sport can have from six to 12 members, either all male,
all female or a mixed squad. The team shows three disciplines, Trumpeted, Tumbling and Floor.
In every run of Tumbling and Trumpeted only six gymnasts compete. They stream their
abilities (meaning that one gymnast goes after one another very quickly) the best move is the one
performed last. Both are performed to music.
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Floor
All members of the Team take part here. It is a mixture of Dance, flexibility and skill. The
routine has to be skillfully choreographed and the judges look out for changes in shape. There needs
to be at least two spins, two balances and two section elements. These section elements are body
waves for women's teams, power elements for men’s' teams and lifts for mixed teams. The Floor is
performed to music.
Trumpeted
Here a trumpeted is used. There are two components of this; Vault and the Trumpeted on its
own. There has to be three runs in total. At least one of these runs has to be a vault run. Another run
has to include all the gymnasts doing the same move. This is generally the first run. This is also
performed to music.
Tumbling
Again, here there are three runs (rounds) involved. One of which has to include all six
gymnasts doing a forwards series. Another run also has to include the gymnasts completing the same
move. Each series must have at least three different acrobatic elements.
Flying Rings
Flying Rings was an event similar to Still Rings, but with the performer executing a series of
stunts while swinging. It was a gymnastic event sanctioned by both the NCAA and the AAU until
the early 1960s.
Cautions
Gymnastics is considered to be a dangerous sport, due in part to the height of the apparatus,
the speed of the exercises and the impact on competitors' joints, bones and muscles. In several cases,
competitors have suffered serious, lasting injuries and paralysis after severe gymnastics-related
accidents.
Artistic gymnastics injuries have been the subject of several international medical studies,
and results have indicated that more than half of all elite-level participants may eventually develop
chronic injuries. However, the rates for participants in recreational or lower-level gymnastics are
lower than that of high-level competitors. Conditioning, secure training environments with
appropriate landing surfaces, and knowledgeable coaching can also lessen the frequency or
occurrence of injuries.
References:
Andin, Carmen Tabije; Fundamentals of Physical Education; Rex Printing Co.
Inc.; Quezon City; 2004.
Corbin, Charles B. et. al.; Concept of Physical Education 3rd Edition; Wm. C.
Brown Co. Publishers; USA; 1979.
Diñoso, Clarita P.; Gymnastics Book; Rex Printing Co. Inc.; Quezon City; 2003.
Oyco, Virginia D.; Physical Fitness for College Freshmen; Rex Printing Co. Inc.;
Quezon City; 2005.
Prepared by:
___________________
Prof. Danny K. Bualan
Instructor 1
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