A Reviewer for the
Licensure Examination for Teachers
MAPEH
(Music, Arts, Physical Education and Health)
Philippine Normal University
The National Center for Teacher Education
Manila, Philippines
MAPEH (Music, Arts, Physical Education and Health)
MAPEH
(Music, Arts, Physical Education and Health),
A Reviewer for the Licensure Examination for Teachers
Copyright 2013
by Philippine Normal University
All Rights Reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise without the prior written permission of
the Philippine Normal University.
I S B N 978-971-95650-4-8
Printed by:
FCA Printhouse
Manila, Philippines
ii
PNU LET Reviewer
MAPEH (Music, Arts, Physical Education and Health)
Preface
PREFACE
The Philippine Normal University, the National Center
for Teacher Education, is proud to release its new volume of
Licensure Examination for Teachers (LET) Review materials.
As NCTE, PNU is mandated by law to take significant
steps that will improve the quality of teacher education in the
country. One of these steps is to share its resources and
expertise to all teacher education institutions.
Held twice a year, the LET is the government’s mechanism to ensure that those who enter the teaching profession
satisfy the professional requirements of the job. The Philippine
schools need teachers who possess knowledge, technical and
pedagogical expertise.
This new set of review materials is PNU’s contribution to
help the teacher education graduates hurdle the exam successfully. This will facilitate recall of the important concepts in the
different subjects/areas taken in their respective undergraduate
programs.
PNU hopes that these review materials reach all the
prospective teachers in all parts of the country.
Good luck and congratulations in advance!
ESTER B. OGENA
Consultant and President
PNU LET Reviewer
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Introduction
MAPEH (Music, Arts, Physical Education and Health)
INTRODUCTION
This book aims to provide supplemental review materials
to prepare future teachers for the Licensure Examination for
Teachers (LET) given twice each year by the National Teacher’s
Board of the Professional Regulation Commission (PRC). As
review materials, the collection of which this book belongs
does not purport to replace actual review classes and formal
teacher education.
This novel collection of review materials is composed
of eleven book titles, two of which must be commonly shared
by all reviewers (General Education and Professional Education) and nine for specializations. The nine books are devoted
for the specialized subjects in
▪▪ English
▪▪ Filipino
▪▪ Mathematics
▪▪ Biological Science
▪▪ Physical Science
▪▪ Technology & Livelihood Education
▪▪ Social Science
▪▪ Values Education
▪▪ Music, Arts, Physical Education, and Health
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PNU LET Reviewer
Each book provides comprehensive content topics for
its own area and is divided into course subjects which follow
this format:
PART I – CONTENT UPDATE based on the
PRC’s prescribed competencies
PART II – ANALYZING TEST ITEMS made up
of 25 questions, including the first five with
corresponding answer and explanations
PART III – ENHANCING TEST-TAKING SKILLS
composed of 25 practice exercise items.
The answer key for the exercises is provided
at the back of each book.
The authors of these books are considered experts in
their disciplines, college mentors who also conduct the annual
LET review classes of the Philippine Normal University, the
National Center for Teacher Education.
ADELAIDA C. GINES
Chair, LET Review Curriculum
and Materials Development Committee
and Vice President for Academics
MAPEH (Music, Arts, Physical Education and Health)
LET Review Curriculum and Materials Development Committee
LET REVIEW CURRICULUM AND MATERIALS DEVELOPMENT COMMITTEE
Chair
Adelaida C. Gines, Ph.D.
Members
Rosemarievic V. Diaz, Ph.D.
Ma. Antoinette C. Montealegre, D.A.
Zenaida Q. Reyes, Ph.D.
Danilo K. Villena, Ph.D.
Larry A. Gabao, D.E.M.
Secretariat
Bert J. Tuga, MAT (Head)
Pamela M. Caringal
Maria Rouella N. Lagunzad
Consultant
Ester B. Ogena, Ph.D.
PNU LET Reviewer
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Table of Contents
MAPEH (Music, Arts, Physical Education and Health)
TABLE OF CONTENTS
Special Education
Dr. Salve A. Favila
The Visual Arts
Laya A. Roman
Integrated Music Theory
Prof. Luzviminda B. Modelo
Conducting, Instrumental and Local Groups
Prof. Luzviminda B. Modelo
Asian Music
Prof. Glinore S. Morales
Philippine Music
Prof. Glinore S. Morales
Western Music
Prof. Glinore S. Morales
Foundations of Physical Education
Prof. Aquilino Eduardo P. Santos
International Folk Dance and Other Dance Forms
Prof. Aquilino Eduardo P. Santos
Methods and Techniques of Teaching Physical
Education and Health
7
Anatomical, Mechanical and Physiological Bases
of Movements
26
Prof. Teresita T. Evangelista
32
43
51
62
87
108
Dr. Salve A. Favila
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PNU LET Reviewer
Principles, Strategies and Coaching and
Officiating Techniques
130
146
171
186
213
Prof. Julio Victor B. Santarin
Individual, Dual and Combative Sports
Prof. Julio Victor B. Santarin
Team Sports
Dr. Rosalina Elizabeth N. Edralin
Personal, Community, Environmental Health,
Safety Education and First Aid
229
257
271
Prof. Minerva Y. Atanacio-Brillante
Philippine Folk and Ethnic Dances
Prof. Lordinio A. Vergara
Research in MAPEH
Dr. Larry A. Gabao
Dr. Salve A. Favila
Health Practicum
Prof. Rosanna A. Diana
20
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
Organization and Management of Physical
Education and Health
Gymnastics
158
292
308
Answer Key
322
Bibliography
327
MAPEH (Music, Arts, Physical Education and Health)
The Visual Arts
Prepared by:
Laya A. Roman
Competencies:
1. Distinguish and analyze the
different elements, principles,
and mediums of different
visual arts
2. Identify and classify the
different themes of visual arts
in the Philippines
3. Appreciate and be proud
of Philippine visual art
masterpieces as part of
cultural enrichment.
Laya A. Roman
The Visual Arts
PART I - CONTENT UPDATE
I. Definition of Terms
1.
2.
3.
Painting - refers to the application of color, pigment, or paint to a surface
or support. These surfaces may include paper, wood, canvas, metal, or
walls. Paint is made of pigment mixed in a binder.
Sculpture - a three-dimensional artwork which may be made through different processes, such as carving, modeling, assembling, or casting. It may
be executed as a free-standing object, in relief, or in environments, and a
variety of media may be used.
Architecture – the art and science of designing spaces and constructing
buildings (structures), and other environmental features.
II. The Elements of Visual Arts
1.
Line – The most basic of all the elements. A line is a visible path traced
by a moving point. Lines vary in types. They can be horizontal, vertical,
diagonal, straight or curved, thick or thin. Different lines are used to signify
different feelings, for example:
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2.
Horizontal line – rest, serenity, or perfect stability
Vertical line – dominance, height, power
Diagonal line – uncertainty, unrest, movement, or action
Curved line – flow, softness, flexibility, grace
Shape – Shapes and forms are figures which define objects in a space.
A shape is a two-dimensional figure. Circles, triangles, and squares are
common examples of shapes. Forms exist in three dimensions. Examples
of forms include cubes, cylinders, and pyramids, among others.
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The Visual Arts
3.
Value – it is the relative degree of lightness or darkness in anything that is
visible. It gives an impression of solidity, distance, and depth. Early Europe
an artists used a technique which is defined by a strong contrast between
light and dark. This is called chiaroscuro.
4.
Color – it is the product of light reflected off objects. We see different colors
because of light’s various intrinsic qualities, specifically, because of its different wavelengths. In visual arts, the relationship of colors is best seen in
a color wheel.
 Primary colors – Red, Yellow, and Blue (Red, Green, Blue in light)
 Secondary colors – Orange, Green, and Violet
 Tertiary colors – Yellow Green, Blue Green, Blue Violet, Red Violet, Red
Orange, and Yellow Orange
Artists usually use color harmonies. These are combinations of colors
which the artist uses to convey his or her message through the element of color.
 Monochromatic – the use of a single color tint in different values or
shades
 Analogous – 3 to 4 neighboring colors with one color in all mixtures
 Complementary – any two opposite colors on the color wheel
 Split complementary – any three colors wherein two of which are be side the complement of the third color.
 Double split complementary or tetradic – this color scheme uses four
colors arranged into two complementary pairs
 Triad – three colors that form an equilateral triangle in a color wheel
Properties of color:
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Hue – identity or the quality by which we distinguish colors
Cool colors – colors which possess the dominance of blue
Warm colors – colors which possess the dominance of red or yellow
Value – lightness or darkness of a hue
PNU LET Reviewer
MAPEH (Music, Arts, Physical Education and Health)

Intensity or Saturation – refers to the strength of a hue
5. Texture –refers to surface characteristics. A surface may be rough, smooth,
glossy, coarse, irregular, etc.
6.
Space – refers to the area in which an artist arranges elements in a composition. Space can be two-dimensional (2D) such as in painting and photography, or three-dimensional (3D), such as in sculpture and installations.
Depth can also be suggested in two-dimensional works, by the application
of linear perspective – a graphing of distances between objects.
Types of perspective:
 One-point –a representation of distance by means of converging lines.
 Two-point – There are two points in line with each other in a horizontal
position. All lines converge on these two points.
 Foreshortening – the modification of an established scale in a drawing
of the human figure to represent perspective.
III. The Principles of Design
1. Balance - the idea of visual equilibrium which gives an impression of sta bility or instability.
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Symmetrical Balance – it has equal visual weight on either side of the
canvas. It is visually stable.
Asymmetrical Balance – an uneven balance.
Radial Balance –a symmetrical balance wherein elements are distributed evenly around a central point.
2. Proportion (or scale) – refers to the size relationships of one part to ano ther, and of the parts to the whole.
3. Rhythm –a visual rhythm is characterized by the repetition or alternation of
Laya A. Roman
MAPEH (Music, Arts, Physical Education and Health)
The Visual Arts
elements.
 Oil paint – consists of pigment mixed with oil (linseed oil) as its binder.
It dries slowly, but lasts long.
 Watercolor – consists of pigment combined with water and gum ara bic. Colors are less luminous, and transparent.
 Acrylic – a quick-drying synthetic medium with emulsion as its binder.
It is favored by a lot of artists because of its ease of use and its versatility.
Rhythm can be:
 Regular – repetition of a single motif
 Alternating – use of two different motifs alternately
 Flowing – a smooth and graceful type of rhythm
 Progressing – motifs may be presented in a gradual shift in characte ristics, like size (from small to large)
4. Emphasis and Subordination – An emphasis is the focal point that rests on
the subordinate space and easily attracts the attention of the viewer. To
emphasize means to draw attention to essential parts of a composition.
5. Unity – (also called Harmony) refers to the coherence of the elements of a
work to the whole.
6. Variety - The use of differences and change to increase the visual interest
of the work.
IV. The Visual Arts (Painting, Sculpture, and Architecture)
A. Painting
Early mediums in painting
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Encaustic – this is a mixture of pigment, wax (beeswax), and resin.
Fresco – pigment mixed with water and applied to thin layers or either
dry plaster or wet plaster.
Tempera – a fast-drying medium which is pigment mixed with a glutinous material (usually egg yolk).
Ink – a medium containing pigments or dyes which may be in liquid or
paste form and is used for pen and brush drawing, or printing.
Laya A. Roman
Common mediums used in contemporary painting
Selected Styles/ Movements in Western Art
 Realism – a naturalistic approach to subject matter.
 Impressionism – a style wherein paintings are usually done outdoors.
Brushstrokes are fast and colors used are light or pastel.
 Expressionism – an art movement that centers on the expression of
inner emotions. Colors used are vibrant and distortion is usually used.
 Abstract – non-representational or non-figurative imagery. It could also
be a distortion or simplification of forms.
 Dada or Dadaism – an aggressive reaction against conventional art.
Dadaists produced (anti) art objects using unconventional methods.
 Surrealism – an art movement where artists gathered inspiration from
the depths of the subconscious mind.
 Pop Art – an art movement which is centered on, or inspired from fa miliar images of popular culture, such as advertisements, comics, and
commercial products.
 Social Realism – an art movement which portrays social and racial
injustice and economic hardship, marked by its realistic depiction of
social problems
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The Visual Arts
Notable Philippine painters and their works:
19th century
 Jose Honorato Lozano – known for paintings of letras y figures.
 Damian Domingo – He headed the Academia de Dibujo y Pintura in
1821. He is known for his paintings of tipos del pais.
 Juan Luna – His work Spoliarium won the gold medal in the 1884
Exposicion Nacional de Bellas Artes.
 Felix Resurreccion Hidalgo – Las Virgenes Cristianas Expuestas al
Populacho won the silver medal in the 1884 Exposicion Nacional de
Bellas Artes.
20th century
Genre painters
 Fabian dela Rosa – Women working in a Rice Field (1902)
 Fernando Amorsolo – Fruit Gatherers (1950), Sunday Morning going
to Church (1953)
The “Triumvirate of modern art”
 Victorio Edades – The Builders (1928)
 Galo Ocampo – Brown Madonna (1938), The River of Life (1954)
 Carlos “Botong” Francisco – Harana (1957)
Other Modernists
 Hernando Ocampo – Homage to Tandang Sora (1977)
 Diosdado Lorenzo – Ilog ng Cabiao (1970)
 Vicente Manansala – Madonna of the Slums (1950)
 Cesar Legaspi – Gadgets II (1949)
 Anita Magsaysay-Ho – Fruit Vendors (1975)
 Jose Joya – Pagdiriwang (1976)
 Arturo Luz – Black Form, White Space (1976)
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MAPEH (Music, Arts, Physical Education and Health)
Selected contemporary artists
 Antipas Delotavo – Itak sa Puso ni Mang Juan (1977)
 Benedicto Cabrera – EDSA Event (1986)
 Danilo Dalena – Komedya sa Pakil
 Onib Olmedo – Mother and Child
 Brenda Fajardo – Baraha ng Buhay Pilipino (1989)
B. Other related Visual Arts
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•
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Mosaic – small pieces of colored stone or glass glued on the surface
Tapestry – fabrics with colored designs which are woven in a pattern.
T’nalak - an indigenous woven fabric made from abaca by the T’boli
tribe of South Cotabato
Printmaking – creation of a picture or design by printing from a plate
that holds ink or color.
Photography – the art of creating pictures by recording light into a
sensitive medium, such as film.
C. Sculpture
Mediums used in sculpture
 Wood, metal, stone, granite, marble, wood, jade, ivory, brass, gold,
lead, aluminum, glass, clay, plastic, bronze and others.
Processes/Techniques used in sculpture
 Additive
Modeling – process of creating a form through altering the figure of a
medium, such as clay.
Molding and Casting – a complex process of creating a negative and
positive replica from a model. It is ideal for mass production.
Assemblage – putting together found objects
Welding – process of joining metals
Laya A. Roman
MAPEH (Music, Arts, Physical Education and Health)
The Visual Arts
Mobile – kinetic or moving sculpture
Pottery – the process of shaping a material to produce earthenware,
stoneware, or porcelain.
 Subtractive
Carving – cutting away pieces of material until the desired form is
reached.
Notable Philippine sculptors:
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Mariano Madrinian – a santero from Paete, Laguna
Guillermo Tolentino – Bonifacio Monument, UP Oblation
Napoleon Abueva – Judas’ Kiss (1955), Allegorical Harpoon (1964)
Lamberto Hechanova – Crucifix
Abdulmari Imao – Sarimanok (1975)
Eduardo Castrillo – Pieta (1966)
Solomon Saprid – Tikbalang (1971)
Ramon Orlina – Venus V (2006)
Roberto Feleo – Tau-Tao (1994)
D. Architecture
Architectural styles depend on different conditions, such as regional
climate, geographical location, and different aspects of life – social, po litical, economic, spiritual, ideological, and technological. These styles also
vary through time. Western classical architectural works were bound to the
conventions of classicism, which include balance, proportion, and an em phasis on form. Baroque and Rococo’s energetic styles include intense
ornamentation both on the interior and exterior. Modernist architecture
tends to become more straightforward and minimal.
Commonly used materials:
 Organic – wood, bamboo, yakal, sawali, etc.
Laya A. Roman
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Construction – cement, sand, gravel, reinforced concrete
Stone – adobe, granite
Fabricated materials – bricks, tiles, glass
Metal – structural steel, steel bars
Synthetic materials – plastic, rubber
Brief history of Philippine architecture:
Pre-colonial period
 Native houses were single-room constructions built using indigenous
materials (bamboo, palm leaves, etc.) Roofs were typically pyramidal,
windows were wide and the floor was raised above the ground.
Spanish colonial period
 The Spaniards introduced European styles in architecture and started
the construction of numerous churches. Some of today’s famous Ba roque churches include the San Agustin Church in Intramuros, the
Paoay Church in Ilocos, and the Miag-ao Church in Iloilo.
 The bahay na bato was also formed.
 This period also marked the construction of the walls of Intramuros.
American occupation
 The arrival of the Americans signaled the emergence of monumental
neo-classical structures.
 Daniel H. Burnham was sent by the US government to create urban
plans for Manila and Baguio.
 Juan Arellano designed the Manila Post Office, Legislative building,
and the Manila Metropolitan Theater.
 Antonio Toledo designed the Manila City Hall, and the Agriculture and
Finance buildings at the Agrifina circle in Luneta
 Tomas Mapua designed the Philippine General Hospital and the Normal School
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The Visual Arts
 Juan Nakpil – responsible for the rebuilding of the Quiapo Church in
1930
Middle to late 20th century
 Leandro V. Locsin was commissioned by the Marcos administration to
design numerous edifices for the government. Among these are: The
Cultural Center of the Philippines (CCP), and the Philippine Internatio nal Convention Center (PICC). Locsin also designed the Church of the
Holy Sacrifice at UP Diliman.
 Froilan Hong – Manila Film Center
 Francisco Mañosa – Coconut Palace
 Mañosa Brothers – San Miguel Building, Ortigas
E. Notable Art forms in Asia
Art Forms and Symbols common in Asia
• Batik - A technique of dyeing cloth which includes the use of remova ble wax to repel the dye on parts of a design. Batik or fabrics with the
traditional batik patterns are found in Indonesia, Malaysia, Japan, China, and India.
• Calligraphy - decorative art of lettering in an ornamental style. This is
particularly well-known is East Asian arts.
• Wat – an entire religious complex with multiple buildings. Numerous
wats are found across Asia, especially in Thailand and Cambodia.
• Mandala – In Buddhism, a diagram with pictures or statues of gods in
specific positions. Mandala literally means “circle”.
• Stupa – An architectural form which originated in pre-Buddhist India. It
can either be a burial marker or container of precious relics.
• Pagoda - a tiered tower with several eaves. Pagodas are derived from
the Indian stupa and are most commonly Buddhist.
• Masjid – commonly known as “Mosque”, a place of worship for follo-
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MAPEH (Music, Arts, Physical Education and Health)
wers of Islam. One of its architectural features is the minaret, a tall
spire from which summons to prayer are called.
• Naga – literally means “snake” but normally refers to serpent deities.
The Naga motif is found in both Hinduism and Buddhism and is pre sent in different Southeast Asian countries.
• Apsara – In Hindu and Buddhist mythology, a female spirit of the
clouds and waters, or a nymph of the sky.
• Jataka – tales of the lives of the Buddha, found in different parts of
Asia, such as on the walls of Indonesia’s Borobudur temple.
• Ancient pottery and ceramics are also found all across the Asian continent.
Famous architectural works in Asia:
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India – Taj Mahal, Kandariya Mahadeva temple
China – The Forbidden City (Palace complex), The Great Wall of China
Japan – Himeji Castle, Osaka Castle, traditional Japanese gardens
Cambodia – Angkor Wat (Hindu temple)
Thailand – Wat Phra Kaew, Wat Arun (Buddhist temples)
Myanmar – Shwedagon Pagoda, Ananda Temple (Buddhist temples)
Malaysia – Zahir Mosque, Ubudiah Mosque
Indonesia – Borobudur (Buddhist temple), Prambanan (Hindu temple)
Indian Art
• Indian art is deeply rooted on religious beliefs, primarily on Buddhism
and Hinduism. Multitudes of Buddhist and Hindu paintings, sculptures,
and architecture are found in the Indian subcontinent and its influen ces scattered all across Asia.
• An example is the Great Stupa in Sanchi, India. It was built around the
3rd century B.C.E.
• Numerous temples and sculptures of the Buddha were made. One of
these structures includes the Kandariya Mahadeva temple.
Laya A. Roman
MAPEH (Music, Arts, Physical Education and Health)
•
•
Hindu and Buddhist images are usually depicted showing a specific
mudra, a symbolic gesture. Most mudras are performed with the
hands and fingers, and some involve the entire body.
A new culture developed in India with the arrival of the Mughals, an
Islamic people from Central Asia. Persian forms mixed with Indian elements to create a uniquely Indian form of Islamic art. The most celebrated Mughal architecture in India is the Taj Mahal.
Chinese Art
• The arts of China are shaped by different succeeding dynasties and
influenced by different philosophies such as Confucianism, Taoism,
and Buddhism.
• Chinese Brush Painting
• Started around 4000 BC, executed by using a Chinese brush and Chi nese ink. The same ink is used in calligraphy, and is applied to either
paper or silk.
• Usual subjects are landscapes (4th century), and birds and flowers (9th
century).
• One essential rule in painting: “See the great in the small” and “See
the small in the perspective of the great”
• Qualities of Chinese Brush Painting (Lu Ch’ang)
o To display brushstroke power with good brushwork control
o To possess sturdy simplicity with refinement of true talent
o To possess delicacy of skill with vigor of execution.
o To exhibit originality, even to the point of eccentricity, without
violating the li (the principles or essence) of things.
o In rendering space by leaving the silk or paper untouched, to
be able nevertheless to convey nuances of tone.
o On the flatness of the picture plane, to achieve depth and
space
• In sculpture, the accidental discovery of the buried terracotta army
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The Visual Arts
(221 B.C.E) was one of the most stunning moments in archaeology. It
is a collection of terracotta sculptures representing the armies of Qin
Shi Huang, the first Emperor of China.
Japanese Art
• Traditional arts were influenced by Shinto, the indigenous spirituality of
the people of Japan. Eventually, Zen Buddhism from China also be came a dominant influence in Japan’s arts and culture.
• Ukiyo-e – A genre of art, mainly in the medium of woodblock print.
It is an old and common art form and its subjects include narratives
from history, landscapes, and townscapes, among others. Katsushika
Hokusai was known in this genre.
• Types of traditional painting - Buddhist painting (Butsuga), Scroll pain ting (Emakimono), Ink painting (Suibokuga), Screen and Wall Painting
(Shoheiga).
• Japanese Gardens – gardens with symbolic aesthetics arising from the
expression of Shinto beliefs and Buddhist intellectual conventions.
• Ikebana – Japanese flower arrangement with origins in early Buddhist
flower offerings. It developed into a distinctive art form in the 15th
century.
• Origami – the art of paper folding, which started around the 17th
century.
• Bunraku – Japanese puppetry which developed also in the 17th
century.
Korean Art
• The earliest historical record of painting in Korea comes from the area
of Lelang in Korea where a tradition of painting existed from sometime
around 108 B.C.
• Korean Painting was deeply influenced by Chinese art.
• Painting was also very evident on the walls of the Koguryo tombs. The
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The Visual Arts
murals are strongly colored and show daily life and Korean mythologies of the time.
Indonesian Art
• Indonesian traditional arts are rooted on Buddhism and Hinduism. Even
though the nation is predominantly Islamic at present, cultural heritage
is well preserved.
• Wayang - a Javanese term for particular kinds of theatre. These are
usually accompanied by a gamelan, a musical ensemble composed of
different metallophones.
 Wayang Kulit – traditional Indonesian shadow play/ shadow
puppets
 Wayang Golek – wooden rod puppets
 Dalang - the puppeteer in an Indonesian wayang performance.
Vietnamese Art
• Pottery in Vietnam dates back to the Stone Age. In the Bronze Age, the
Dong Son culture developed unique drums cast in bronze. These are
known as the Dong Son drums.
• Lacquer Painting – paintings applied on wood. A wooden panel is
covered with a piece of cloth glued to it using the sap of a lacquer
tree. This is then coated with a layer of the sap mixed with earth. The
board is then polished and recoated with another layer of sap.
• Lacquer paintings incorporate the traditional colours -- brown, black,
red, yellow, white -- and the technique of inlaying egg, crab and snail
shells.
• As far back as the 11th century, lacquer was widely used in the orna mentation of palaces, communal halls, temples, pagodas and shrines.
• Water Puppetry – a tradition of water puppets which may have started
in the 12th century. It is still a very popular art form in Vietnam.
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MAPEH (Music, Arts, Physical Education and Health)
PART II – ANALYZING TEST ITEMS
1. In Architecture, needs of people are provided for by high-rise buildings
through efficient utilization of limited spaces. How is space maximized in
the most comprehensive manner?
A. Reinforced concrete, structural and pre-fabricated units are used for
the structure and plastic, glass and other synthetic materials are used
for finishing touches.
B. High-rise structures contain mechanical equipment like air-conditioning
units, elevators, and fire protection systems.
C. A building is built with all functional needs like commercial establish ments, offices, residential areas, parking spaces, and other multi-functional features.
D. Massive and monumental structures are evidences of progress and
modernization.
The correct answer is C. High-rise structures possess limited space but are
extended upward to house different functional features in one area, such as
residential, recreational, commercial, business, and others.
Option A pertains to materials only used in construction
Option B is the use of technology in building construction
Option D refers the kinds of buildings during the Marcos Regime
2. When a painting is labeled as “Art for the People”, what particular issue(s) is
the main focus of the artist?
A. Early religious art commissioned by the early church, for believers and
pilgrims
B. Art which is commissioned by the ruling powers, for mass propaganda
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MAPEH (Music, Arts, Physical Education and Health)
C.
D.
Art which is centered on, or inspired from familiar images of popular
culture, such as advertisements, comics, and commercial products.
The connection of art works to various nationalistic struggles, social
realism and activism.
The correct answer is D. “Art for the people” is interwoven in the society’s social,
economic, and political fabric.
Option A is an issue about the religion and religious art
Option B is pertains to art as propaganda
Option C refers to Pop Art
3. From the different techniques in sculpting, carving is considered the most
painstaking and time consuming process. What makes it so?
A. Different tools are used as the artist chips off pieces of the medium little
by little until the desired image is achieved.
B. It involves adding or building up pieces of the medium little by little to
form the desired image
C. A finishing method of firing and glazing is needed at the end of the
whole process.
D. The process is composed of two stages: creating a negative, then a
positive
The answer is A – Carving involves a slow but precise process of cutting away
parts of a medium, such as wood.
Option B is a process of additive specifically assemblage or modeling
Option C is about steps used as finishing touches in pottery
Option D is a process used in casting
Laya A. Roman
The Visual Arts
4.
In technical drawing, perspective is used to locate an object in a space.
Which kind of perspective represents distance by means of converging
lines?
A. Foreshortening perspective C. One point perspective
B. Aerial perspective
D. Two-point perspective
5. A Javanese term used for particular kinds of theater. It may include shadow
puppets, or wooden rod puppets.
A. Wayang Kulit
C. Wayang Golek
B. Wayang
D. Wayang Orang
6. Which of the following beliefs/philosophies did not have a great influence on
Chinese arts?
A. Buddhism
C. Taoism
B. Confucianism
D. Shintoism
7. Lines, when used by an artist, may suggest meanings. What meaning/s may
be associated with a vertical line?
A. Depression
C. Motion and mobilization
B. Dominance D. Continuity and grace
8. What is the resulting color if we combine of all primary-colored lights?
A. gray
C white
B. black
D. brown
9. If an artist uses yellow and violet for his painting, what type of color harmony
is he using?
A. Triad
C. Double complementary
B. Complementary
D. Split complementary
PNU LET Reviewer
15
The Visual Arts
10. The use of one color with different tints or shades is seen in some works of
art. What is the term for using one color with different shades?
A. Light and shadow
C. Monochromatic
B. Analogous
D. Complementary
11
Which of the following statements about art is false?
A. Art is readily appreciated by all people, regardless of culture.
B. Art refers to a process or product of creative skill.
C. Art reflects the characteristic of a certain period in mankind’s history.
D. Art may be a ‘mimesis’, a representation of reality.
12. When an architect designs a building, he wants to answer ____________.
A. the needs of men
C the demands of men
B. the satisfaction of men
D. all can be considered
13. There are many mediums used in painting. What kind of traditional paint
uses egg yolk as its binder?
A. water color
C. oil paint
B. fresco
D. tempera
14. Two processes are used in sculpting. One is additive and the other is sub tractive. What type of additive technique is used if you put together different
objects or scraps?
A. assemblage
C. welding
B. molding
D. casting
15. What kind of style in the arts is an unembellished, naturalistic approach to
subject matter?
A. Impressionism
C. Realism
B. Modernism
D. Expressionism
16
PNU LET Reviewer
MAPEH (Music, Arts, Physical Education and Health)
16. After World War I, there were artists who started an aggressive reaction
against established conventions in art and aesthetics. What is the name of
this “art movement”?
A. Fauvism
C. xpressionism
B. Modernism
D. Dadaism
17. Which western art movement was inspired from familiar images of popular
culture, such as advertisements, comics, and commercial products?
A. Expressionism
C. Romanticism
B. Pop art
D. Commercialism
18.
Philippine modern sculptors use different mediums and styles in their
pieces. Who is the sculptor who usually finished his welded sculpture without polishing its surface, as seen in his works “Tikbakang” and
“Penitensiya”?
A. Napoleon Abueva C. Solomon Saprid
B. Arturo Luz
D. Eduardo Castrillo
19.
A painter/muralist from Angono, Rizal, who is fond of folk scenes. He is also
known as “Botong”.
A. Fernando Amorsolo C. Vicente Manansala
B. Victorio Edades
D. Carlos Francisco
20.
A sculptor and National Artist from Mindanao known for his sculpture “Sari
manok”.
A. Abdul Mohammed
C. Ismail Acar
B. Abdulmari Imao
D. Abed Abdi
21. The small figurines for sale in malls are identically produced sculptures.
What process is used to create these items?
A. welding
C. casting
B. modeling D. carving
Laya A. Roman
MAPEH (Music, Arts, Physical Education and Health)
22.
The Triumvirate of Modern Art is composed of three popular artists who are
promoters of mural painting. Two of whom are Carlos Francisco and Victorio
Edades, Who is the third one?
A. Fabian dela Rosa
C. Arturo Luz
B. Galo Ocampo
D. Vicente Manansala
23. A tiered tower with several eaves. Its structure is derived from the Indian
stupa and is most commonly Buddhist.
A. Wat
C. Pagoda
B. Temple
D. Minaret
24.
Which Filipino sculptor was known for the Bonifacio Monument in Caloocan,
and the UP Oblation?
A. Napoleon Abueva
C. Guillermo Tolentino
B. Solomon Saprid
D. Ramon Orlina
25.
Painting in China is popularized with the use of two painting instruments/
media. What are these media?
A. watercolor and paper
C. wooden panel and tempera
B. oil and canvas
D. brush and ink
The Visual Arts
PART III – ENHANCING TEST TAKING SKILLS
1. When you create a three-dimensional artwork through different processes
such as carving, modeling, assembling, or casting, the visual art being con sidered is___________.
A. sculpture
C. painting
B. architecture
D. printmaking
2. Lines may be used to create an impression of flow and gracefulness. When
one is drawing, which line best suits the characteristic mentioned?
A. diagonal C. straight
B. horizonta
D. curved
3. A genre of art in Japan, mainly in the medium of woodblock print. It is an old
and common art form and its subjects include narratives from history, land scapes, and townscapes.
A. Bunraku C. Butsuga
B. Suibokuga
D. Ukiyo-e
4. In Hindu and Buddhist mythology, this symbol refers to a female spirit of the
clouds and waters, or a nymph of the sky.
A. Avadana
C. Apsara
B. Mandala
D. Jataka
5. f you want to make your subject appear to have depth and seem realistic,
which element of art should you focus on?
A. shape
C. texture
B. value
D. line
Laya A. Roman
PNU LET Reviewer
17
The Visual Arts
MAPEH (Music, Arts, Physical Education and Health)
6. This principle of design is the most important of all. It refers to the cohe rence of the elements of a work to the whole.
A. rhythm
C. balance
B. proportion
D. unity
12.
Jackson Pollock typically drips or aggressively splashes paint on his canvas.
This refers to which style of painting?
A. Impressionism
C. Abstract expressionism
B. Expressionism
D. Popular Art or Pop Art
7. We like to see things in proper scale. When we see objects having the pro per relationships to each other (in size), the principle of art that we are
referring to is_____________.
A. rhythm
C. balance
B. proportion
D. harmony
13.
After classical trends in Philippine sculpture, later sculptors began to embrace the styles of modernism in their artworks. Which modern sculptor
was known for his works Judas’ Kiss and Transfiguration and Kagampanan?
A. Eduardo Castrillo
C. Napoleon Abueva
B. Guillermo Tolentino
D. Roberto Feleo
8. To attract attention, the emphasis should rest or lie on the subject. The
space that helps to intensify focus on the emphasis is called_____________.
A. interest C. action
B. subordinate
D. attraction
14. Juan Luna’s painting, Spoliarium, shows the ill fate of fallen Gladiators after
a brutal tournament. By saying so, what aspect of an artwork are we refer ring to?
A. Form
C. Content
B. Medium
D. Context
9. This painting medium is a mixture of pigment and water, applied to wet or
dry plaster.
A. fresco
C. oil
B. tempera D. water color
10. Some contemporary artists prefer this new painting medium because of its
ease of use. It is synthetic and uses emulsion as its binder. What medium in
painting are we referring to?
A. encaustic
C. watercolor
B. acrylic
D. charcoal
11. This refers to a broad movement in the arts and social sciences which en
compasses the activities and output of those who felt that “traditional” forms
of art are outdated.
A. Realism
C. Surrealism
B. Cubism
D. Modernism
18
PNU LET Reviewer
15.
Styles and designs of architectural works reflect the demands of different
aspects in life. Which are considered before designing a structure?
A. Social and economic
C. Technological and geographical
B. Political and ideological
D. All of the above
16. The Miag-ao, San Agustin, and Paoay church’s architectural designs are in
accordance with which western style?
A. Renaissance
C. Neo-Classical
B. Baroque
D. Gothic
17. Some native Philippine architecture possesses motifs, like the naga, which
may be seen in other countries. Where did we get this influence?
A. Southeast Asia
C. America
B. Spain
D. Japan
Laya A. Roman
MAPEH (Music, Arts, Physical Education and Health)
The Visual Arts
18. Numerous monumental structures possessing Greco-Roman motifs were
built in Manila during the American occupation. These include the City Hall,
the former Legislative building, and the Post Office. What is the dominant
style of these architectural icons?
A. Baroque
C. Gothic
B. Renaissance
D. Neo-Classical
C. It is energetic and ornamented.
D. All of the above
19. One of the pioneers in Philippine architecture; he was responsible for the
rebuilding of the Quiapo Church in 1930. He is ___________.
A. Juan Arellano
C. Jose Mañosa
B. Juan Nakpil
D. Leandro Locsin
25. Some artists paint images from their dreams. Which is a Western art move ment where artists gathered inspiration from the depths of the subconscious
mind?
A. Surrealism
C. Abstract
B. Expressionism
D. Cubism
24. This is a kind of woven fabric made by the T’boli tribe in South Cotabato.
A. hagabi
C. bulul
B. t’nalak
D. kulintang
20. In painting, what is the term in art used for a technique in painting which is
utilized to illustrate a striking contrast between light and dark?
A. Contrapposto
C. Caravaggio
B. Chiaroscuro
D. Sfumato
21. Which among these Filipino painters is not a modernist?
A. Victorio Edades
C. Damian Domingo
B. Arturo Luz
D. Vicente Manansala
22. In the 1840s, Jose Honorato Lozano was known for this unique Filipino art
form, wherein a name is painted with letters contrived with people and
objects.
A. Miniaturismo
C. Genre painting
B. Letras y Figuras
D. Modernist painting
23.
If you were to build a structure in accordance with the Modernist style, which
of the following would best describe your design?
A. It possesses Greco-Roman motifs
B. It is straightforward and minimal.
Laya A. Roman
PNU LET Reviewer
19
Integrated Music Theory
MAPEH (Music, Arts, Physical Education and Health)
PART I - CONTENT UPDATE
Integrated
Music Theory
Prepared by:
Prof. Luzviminda B. Modelo
Competencies:
1. Distinguish and analyze
different elements and
related concepts in
music.
Music is an art of organized sounds which expresses ideas and emotions in
significant forms through the elements of rhythm, melody, form, harmony and timbre-dynamics.
Every single tone has four qualities – pitch, intensity, duration and timbre –
which are perceptible to the human ear.
1.
2.
3.
4.
Pitch – is the highness or lowness (or height or depth) of a musical sound.
Intensity – is concerned with the strength or weakness (or loudness or
softness) of sound.
Duration – covers the length of time between the beginning (attack) and
the end (decay) of a sound.
Timbre – the distinctive quality or tone color of each instrument/voice
which makes one sound different from another even when they are both
producing the same pitch with equal intensity and duration.
MUSICAL ELEMENTS
A. RHYTHM – is the flow of music through time.
• Beat – is a regular, recurrent pulsation that divides music into equal
units of time.
• Meter – the organization of beats into regular groups.
1. Simple Meter – is division of time where the fundamental pulses
subdivide into groups of two, four, etc.
2. Compound Meter – is a division in which the fundamental pulses
subdivide into groups of three, six, twelve, etc.
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PNU LET Reviewer
Prof. Luzviminda B. Modelo
MAPEH (Music, Arts, Physical Education and Health)
3. Polymeter – is double meter to indicate that two meters are com bined or there is constant change from one meter to the other
back and both.
•
Time Signature –consist of two numbers. The upper number indicates
the number of beats for every measure and the lower number indicates what kind of note receives one beat.
• Rhythmic Pattern – is the division of beats into patterns of sound. A
combination of notes and rests found in one measure of a given time
signatures.
•
•
Syncopation – is musical process that involves adding an unexpected
element to the basic beat of a musical composition. A dislocation of the
strong accents within a measure.
Accent – stress or added emphasis given to a note.
B. MELODY – is a series of single notes that add up to a recognizable whole.
Melodic directions of movement are going up, going down and repeated.
• Pitch – the highness and lowness of a sound.
• Key Signatures – consists of sharps and flats.
• Scale – is a group of musical notes collected in ascending and descending order.
C. TEMPO – rate or speed in music
•
•
•
•
•
Andante – moderately slow
Allegro – fast
Moderato – moderately
Lento – slow
Vivace – lively
Prof. Luzviminda B. Modelo
Integrated Music Theory
•
•
•
Presto – very fast
Accelerando – gradually becoming faster
Ritardando – gradually becoming slower
D. DYNAMICS – the loudness and softness in music.
•
•
•
•
•
•
Fortissimo (ff) – very loud
Pianissimo (pp) – very soft
Mezzo Piano (mp) – half soft
Mezzo Forte (mf) – half loud
Crescendo – gradually becoming louder
Decrescendo – gradually becoming softer
E. FORM – the structure or framework of a composition.
• Tone – smallest unit of a composition.
• Figure – smallest characteristic group of a tone
• Motive – is a tone group that may be identified with a particular composition.
• Phrase – is a succession of tones arranged in such a way as to give a
musical thought.
• Period – a complete musical thought consisting of two phrases in
Question and Answer.
• Section – a combination of periods.
• Unitary – consist of one part.
• Binary – consist of two parts.
• Ternary – consist of three parts.
• Rondo – consist of more than three parts.
F. TIMBRE – is the qualifying difference between one tone and another. The
color of sound produced by the voice and different instrument.
PNU LET Reviewer
21
Integrated Music Theory
•
•
•
•
•
•
Soprano
Alto
Tenor
Bass
Orchestral Instruments
Rondalla Instruments
G. TEXTURE – is the relationship of melodies (horizontal) and harmonic (ver tical) elements in music. Produce qualities of lightness or heaviness, thick ness or thinness.
•
•
•
Monophonic – single unaccompanied melodic line.
Polyphonic – consist of two or more melodic lines.
Homophonic – one main melody accompanied by chords.
H. HARMONY – is the simultaneous sounding of a group of tones. The vertical
relationship between a melody and its accompanying chords or between
melodies simultaneously played or sung.
• Triad – consist of three notes: the root, 3rd and 5th.
• Chord – a musical sonority consisting of three or more tones sounded
simultaneously.
MAPEH (Music, Arts, Physical Education and Health)
PART II – ANALYZING TEST ITEMS
1. What is the meter of music when the time signature is a fast 6/4 ?
a. simple duple
c.simple triple
b. compound duple
d. compound triple
2. In cut time music, how many beats will a dotted half note receive?
a. 3 beats
c. one and a half beat
b. 2 beats
d. one beat
3. Which does not have a syncopated rhythm?
a.
c.
b.
d.
4. Complete this measure:
a.
b.
22
PNU LET Reviewer
c.
d.
Prof. Luzviminda B. Modelo
MAPEH (Music, Arts, Physical Education and Health)
5. What interval can be found between the 6th and the 7th notes of a har monic minor scale?
a. whole tone
c. semitone
b. 3 semi tones d. 2 whole tones
Integrated Music Theory
12. Which of the following songs follows the unisectional form?
a. Leron-Leron Sinta
c. Plilipinas Kong Mahal
b. Pambansang Awit
d. Bituing Marikit
6. The resulting interval of an inverted diminished 5th is___________.
a. perfect 5th
c. diminished 4th
b. perfect 4th
d. augmented 4th
13. The underlying principle in this form is the recurrence of a main theme
which alternates with one or more subordinate themes.
a. rondo
c. ternary
b. theme and variation
d. sonata allegro
7. The enharmonic note of G double sharp is___________.
a. F double sharp
c. F
b. A Double flat
d. A
14. All these songs are in strophic form, except for one. Which one is it?
a. Bahay Kubo
c. Pamulinawen
b. Leron-Leron Sinta
d. Sitsiritsit
8. Keys having the same key signature but different tonic notes.
a. parallel keys
c. tonic keys
b. relative keys
d. perfect keys
9. The first note of a mode is called_________.
a. finalis
c. confinalis
b. tenor
d. dominant
10. A grace note that has no definite time value and is usually played as quickly
as possible.
a. Turn c. Acciacatura
b. Appoggiatura
d. mordent
11. A property of tone that is concern with the weakness and strength; or the
softness or loudness of tone
a. duration
c. sonority
b. timbre
d. intensity
Prof. Luzviminda B. Modelo
15. What is the missing 3rd note in this diminished triad, when the root and 5th
are given:
a. D
b. Db c. D#
d. Dbb
16. What kind of triad is formed on the 3rd note of a harmonic minor?
a. Major
c. augmented
b. minor
d. diminished
17. A congregation of people singing in a worship service in unison is likely to
produce_______ texture.
a. monophony
c. polyphony
b. homophony
d. heterophony
PNU LET Reviewer
23
Integrated Music Theory
18. The gradual increase in volume.
a. crescendo
c. accelerando
b. diminuendo
d. decrescendo
19.
Which does not belong to the group?
a. Symphony No.5 in Cm (Beethoven)
b. Piano Concerto No. 7 (Tchaikovsky)
c. Moonlight Sonata (Beethoven)
d. Etude No.3 (Chopin)
20. The highest and lowest tones an instrument or voice is capable of playing/
singing.
a. register
c. range
b. pitch
d. direction
MAPEH (Music, Arts, Physical Education and Health)
PART III – ENHANCING TEST TAKING SKILLS
1. The _______ fixes or assigns the second line of the staff as G.
a. Treble clef
c. tenor clef
b. bass clef
d. alto clef
2. What is the key when the key signature is consisting of 5 sharps?
a. E min.
c. G# min
b. F# min.
d. D# min.
3. The semitones in a major scale are found between the _______ notes.
a. 2nd and 3rd; 5th and 6th
c. 4th and 5th; 7th and 8th
b. 3rd and 4th; 7th and 8th
d. 2nd and 3rd; 7th and 8th
4. One section set to 2 or more stanzas is called ________.
a. Strophic
c. rondo
b. binary
d. ternary
5. A single melodic line performed without any accompaniment is said to be_.
a. Monophonic
c. polyphonic
b. homophonic
d. heterophonic
6. A curved line indicating that all notes under it are to be played in a very
connected and smooth way.
a. Slur
c. legato
b. tie
d. portato
7. A clef sign that fixes the 3rd line as middle C.
a. Bass clef
c. alto clef
b. soprano clef
d. tenor clef
24
PNU LET Reviewer
Prof. Luzviminda B. Modelo
MAPEH (Music, Arts, Physical Education and Health)
Integrated Music Theory
8. Chromatic signs that do not belong to the key signatures.
a. Accidental
c. sharp
b. natural
d. flat
15. The parallel major of G minor is ______.
a. E minor
c. B flat major
b. G major
d. E flat minor
9. The third note of the scale is called ________.
a. Tonic
c. mediant
b. supertonic
d. sub-mediant
16. What is the relative minor key of F sharp major?
a. C sharp minor
c. D sharp minor
b. A minor
d. E minor
10. __________________ is characterized as one melody performed by
several groups with slight melodic and/or rhythmic alterations.
a. Monophony
c. polyphony
b. homophony
d. heterophony
17. A direction to perform the passage in a smooth and connected manner,
with no break between the tones.
a. Legato
c. Portato
b. Staccato
d. Trill
11. The present day minor scale is the same as the ____________ mode.
a. Dorian
c. Aeolian
b. Locrian
d. Ionian
18. A kind of form in which the theme is followed by a repetitions which focus
on alterations in each variation- in the rhythm, harmony, melody, texture
and color of the theme.
a. Rondo
c. Sonata- allegro form
b. theme and variation
d. Scherzo
12. Passage from one key or mode to another.
a. Modulation
c. Transposition
b. Tonality
d. Progression
13. Notation or performance of a composition in a different key from the one in
which it was originally written.
a. Modulation
c. Transposition
b. Tonality
d. Progression
14. Diminished 6th below A flat
a. C sharp
b. B
Prof. Luzviminda B. Modelo
19. Melodic formulas that are used to decorate or embellish a melody.
a. Ornaments
c. trill
b. augmentation
d. arpeggio
20. It is used to lower a note by a whole step
a. Flat
c. natural
b. double flat
d. sharp
c. C flat
d. D flat
PNU LET Reviewer
25
Conducting, Instrumental and Vocal Groups
Conducting,
Instrumental and
Local Groups
Prepared by:
Prof. Luzviminda B. Modelo
Competencies:
1. Distinguish the
elements of vocal and
instrumental ensemble
performance
2. Identify the essentials of
conducting
26
PNU LET Reviewer
MAPEH (Music, Arts, Physical Education and Health)
PART I - CONTENT UPDATE
The character of the tone produced by an instrument is called timbre, the fourth
element of music. Each instrument and each type of human voice has its own quality of tone or color.
1. Chamber Music Groups – music intended for performance in an intimate
setting, involving between one and approximate eight players, each playing
an independent part.
• Solo – one player
• Duo or duet – two players
• Trio – three players
• Quartet – four players
• Quintet – five players
• Sextet – six players
• Septets, octets, nonettes, etc., can be made up of various combinations of instruments.
2. Larger Ensembles – instrumental groups with more than eight to ten pla yers usually perform with a conductor.
• String orchestra – consist of first violins, second violins, violas, cellos
and basses.
•
Woodwind choir – made up of flutes, oboes, clarinets and bassoons.
• Brass choir – has French horns, trumpets, cornets, trombones and
tuba.
• Percussion Ensemble – has from two to ten players playing various
combinations of percussion instruments.
Prof. Luzviminda B. Modelo
MAPEH (Music, Arts, Physical Education and Health)
•
•
Symphonic wind ensemble – combination of a woodwind choir, a
brass choir and a percussion ensemble.
Concert band – usually has more than one player on each part.
• Jazz ensembles – vary from small ensemble such as piano, vibra phone, bass, and drums to large stage or concert jazz bands with five
saxophones, (players may play also double flute, clarinet, oboe and
bassoon) five trumpets, five trombones, piano, guitar, string bass and
drums.
• Chamber orchestra – consist basically of the string orchestra plus a
small number of additional keyboard, woodwind, brass or percussion
instruments.
• Symphony Orchestra – composed of instruments from the string,
woodwind, brass and percussion sections, occasionally with special
instruments added.
Conducting, Instrumental and Vocal Groups
CONDUCTING – this has been often defined as the art of leading a group through
the use of bodily movements and facial expressions in the interpretation of vocal as
well as instrumental compositions.
CONDUCTING ESSENTIALS
1. Preparatory Beat – prepares the singers to attack on the beat; this is usu ally the beat which comes before the attack beat; its purpose is also to
allow the singers to breathe at the same time.
2. Attack Beat – start of the phrase.
3. Release Beat – end of the phrase or section–should be clearly seen by the
choir members so that the cessation of the sound will be done altogether.
4. Cueing – usually done with the left hand–used for entrances of voice parts
and dynamic or tempo changes, as well as in rhythm.
Vocal Ensembles
1. Chamber Ensembles – may range from one to eight or more voices,
with or without accompaniment.
2. Large Vocal Ensembles
•
Women’s choruses – Soprano 1, Soprano 2, Alto 1 and Alto 2.
•
Men’s choruses – Tenor 1, Tenor 2, Bass 1 and Bass 2.
•
Mixed Chorus – four grouping of soprano, alto, tenor and bass.
• A Capella Choir – performs music without instrumental accompaniment.
Prof. Luzviminda B. Modelo
PNU LET Reviewer
27
Conducting, Instrumental and Vocal Groups
MAPEH (Music, Arts, Physical Education and Health)
PART II – ANALYZING TEST ITEMS
8. The counterpart of the double bass in the woodwind family is the _______.
a. Sousaphone
c. Bassoon
b. Tuba
d. All of the Above
1. What is the vocal composition of a mixed choir?
a. SSA
c. SATB
b. TTBB
d. SATC
2. Which does not belong to the group?
a. Oboe
c. Tuba
b. Trumpet
d. Trombone
3. Which is not true about the Rondalla?
a. Rondalla is also called comparsa
b. The higher sounding instrument and normally plays the melody is the
LAUD
c. The drum set is an optional instrument in the Rondalla
d. The Spaniards introduced Rondalla in the Philippines
9. What would be the preparatory beat when the music starts on the 2nd half
of the first beat?
a. Upbeat
c. 3rd beat
b. Downbeat
d. 2nd half of second beat
10. A list of songs/ music that a vocal group or instrumental group perform
a. Repertoire
c. Catalogue
b. Program
d. Concert
11. The highest voice in an all-female choir.
a. coloratura
c. mezzo soprano
b. soprano
d. contralto
4. Which of the following is a tuned percussion instrument?
a. Maracas
c. Tubular bells
b. Castanets
d. Triangle
12. A vocal problem wherein the singer sings on spilled air and not on controlled air.
a. pinched voice
c. harm voice
b. hooty music
d. breathy voice
5. A smaller banduria is called ___________
a. Bandoneon
c. Piccolo
b. Laud
d. Bandola
13. Correct breathing in singing is conducted by an involuntary muscle called .
a. clavicle c. intercostals
b. diaphragm
d. rectus abdominus
6. The viol family produces sound by means of a _____________
a. Pua
c. Beater
b. Bow
d. Mallet
14. To obtain more stability with the choir intonation, position the sopranos next
to ________.
a. basses
c. altos
b. tenors
d. conductor
7. Instruments which are made to sound by striking them with special sticks,
or by striking or shaking parts together
a. Stringed
c. Wood wind
b. Brass Wind
d. Percussion
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PNU LET Reviewer
15. The art of leading a group in the interpretation of music using hands, facial
expressions and bodily movements.
a. beating
c. conducting
Prof. Luzviminda B. Modelo
MAPEH (Music, Arts, Physical Education and Health)
b. interpretation
d. cueing
16. Which does not belong to the group?
a. gandingan
c. babandil
b. sageypo
d. agung
17. What is true about Palabunyibunyan?
a. The Palabunyibunyan Ensemble can be found at the Southern part of
the Philippines, mainly at Maguindanao.
b. The instruments of Palabunyibunyan are tagitak, busog, gandingan
and agong.
c. The ensemble is composed of gangsa, topaya and gansa palook.
d. The traditional ensemble features both male and female kulintang
players.
18. The distinctive quality of tone color of each instrument/ voice that makes
one different from another.
a. timbre
c. texture
b. sonority
d. harmony
19. The rapid back and forth movement of the right hand using pua or pick
when playing plectrum instruments of the Rondalla is called ______.
a. vibrato
c. portato
b. legato
d. tremolo
20. If Bahay Kubo is to be sung in legato and allegro with correct phrasing, the
ideal beat pattern would be _____.
a. one-beat pattern
c. three-beat pattern
b. two-beat pattern
d. four-beat pattern
Conducting, Instrumental and Vocal Groups
PART III – ENHANCING TEST TAKING SKILLS
1. To what classification does the human voice belong?
a. chordophone
c. idiophone
b. aerophone
d. membranophone
2. What is true about a coloratura soprano?
a. It is capable of performing rapid scales, arpeggios, trills and other pas sages in the high register
b. It has a light tone quality and has a lyrical color
c. Has a powerful quality and the voice is suitable for music that demands
emotional intensity
d. It has the qualities of the dramatic and lyric sopranos
3. An instrumental group composed of stringed, woodwind, brasswind and
percussion instruments?
a. band
c. symphony
b. orchestra
d. gamelan
4.
When does a conductor give cues?
a. when a section makes its initial entrance
b. a voice-line enters after being mute for a long period of time
c. when ending a phrase
d. when a melody moves from section to section
5. The Pangkat Kawayan is composed of the following instruments:
a. patatag, bungkaka, tulali
c. palendag, kudlong, kudyapi
b. kubing, litgit, bungbong
d. bungbong, angklung, marimba
6. When conducting music that demands grandeur and majesty, the move-
Prof. Luzviminda B. Modelo
PNU LET Reviewer
29
Conducting, Instrumental and Vocal Groups
ments is initiated from the __________.
a. forearm
c. fingers
b. wrist
d. arm
7. The source of sound of the human vocal instrument.
a. pharynx
c. uvula
b. glottis
d. vocal folds
8. The source of vibration of instruments classified as idiophone is ________
a. Stretched membrane
c. The instrument itself
b. Electronic generator
d. Column of air
9. What is a characteristic of a chamber orchestra?
a. It is basically a combination of a woodwind choir, a brass choir and a
percussion ensemble
b. It is composed of saxophones, trumpets, trombones, piano, guitar,
string bass and drums
c. It consists basically of the string orchestra plus a small member of
additional keyboard, woodwind, brass or percussion instruments
d. It is composed by instruments from the string, woodwind, brass and
percussion sections, occasionally with special instruments added
10. The movement for the release of sound is called ______________.
a. Cut-off
c. Preparatory
b. Caesura
d. Cue
11. Proper breathing while singing means
a. Raising the shoulders and sounding the breath especially during
entrance.
b. Contracting the stomach and chest muscles while inhaling.
c. Controlling the breath output gradually
d. Filling in the lungs and chest cavities with air and putting out all of the
air together with the attack
30
PNU LET Reviewer
MAPEH (Music, Arts, Physical Education and Health)
12. Testing will always be part of the audition as this
a. Will allow the singers to discover their strong and weak points
b. Will enable the conductor to choose the prospective musically equipped
members
c. Will enable applicants to become self-conscious and afraid to join
d. Will allow the conductor to make the applicants fee that the audition is
not going to be easy
13.
While conducting,
a. Extend your arms for everybody to see
b. Tap your foot for the rhythm
c. Listen to the blend and balance and assist only when necessary
d. Sing with the members from the beginning to the end
14.
The voice comes put beautifully when,
a. There is too much air
b. The back of the tongue is arched
c. There is correct throat and mouth opening.
d. The chest is positioned relatively high
15. By asking the child being tested for possible membership in a choir, to
imitate tonal interval
a. The choir director can readily check his expressiveness
b. The choir director can readily check his rhythmic accuracy
c. The choir director can readily check his ear keenness to sound relation
ships
d. The choir director can readily check his ability to blend
16. These are notes which allow the singers to sing comfortably and beautifully
a. Voice classification
c. Range
b. Tessitura
d. Voice lift
Prof. Luzviminda B. Modelo
MAPEH (Music, Arts, Physical Education and Health)
Conducting, Instrumental and Vocal Groups
17. Voice classification applied to a male choir member whose voice is still
changing and has a more limited range.
a. Tenor
c. Bass
b. Baritone
d. Cambiata
18. A point in which the voice changes its color, the voice shifts to another
voice placement so that the singer will be able to sing the upper notes
which might be beyond his range.
a. Tessitura
c. Range
b. Voice lift
d. Cambiata
19. Good tone quality in singing is characterized by:
a. Brilliance
c. Resonance
b. Correct placement d. All of the above
20. The vocal mechanism that amplifies the tones and provides its characteristics timbre.
a. Resonator
c. Actuator
b. Vibrator
d. Articulator
Prof. Luzviminda B. Modelo
PNU LET Reviewer
31
Asian Music
MAPEH (Music, Arts, Physical Education and Health)
Asian Music
Prepared by:
Prof. Glinore S. Morales
Competencies:
1. Determine the
characteristics of the
music of various Asian
countries
2. Identify and classify
different instrumental
medium of Asian music
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PNU LET Reviewer
PART I - CONTENT UPDATE
A. JAPAN
Traditional Music
Shomyo – is called Buddhist chanting. The chants are based on sacred
texts and hymns. They are sung acapella and are monophonic in texture.
Gagaku –is court music, and the oldest traditional music in Japan. Gagaku
music includes songs, dances and a mixture of other Asian music.
Noh – Japan’s first theater form. Its music became one of the most important genres of Japanese traditional music. It is employed in the same
theatrical arts that has music, dance, poetry, design and costumes. The
drama consists of singing known generally as yokyoku or utai.
- Kabuki – traditionally an all-male theater with a combination of melodrama
and colorful dancing. It means “to act in an unusual manner wearing un
usual costumes”. It was first written with three Chinese characters which
meant “song-dance theater”.
- Bunraku – is a puppet theater. Its performance is sustained by three main
elements: the art of the puppeteer himself, the words of the narrator or the
singer, and the music of the shamisen player. The puppet is manipulated by
three puppeteers.
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
Instruments
Aerophones or Wind Instruments
SHO – a mouth organ that is made from bamboo or wood.
SHAKUHACHI – a bamboo flute with four holes.
FU’YE – a sophisticated side-blown flute with seven finger holes.
Asian Music
B. CHINA
Four Stages or Period
a. Formative Period – music was used in folk festivals that are meant
to give honor to the ancestors. Clay ocarinas and stone chimes were
some of the instruments used to accompany these celebrations.
HICHIRIKI – an instrument similar to an oboe.
b. International Period – there was an overflow of musical ideas brought
about by Western contacts and Asian trade.
Chordophones or String Instruments
c. National Period – the emphasis of this period was on vocal music,
instrumental forms existed as well.
KOTO – a famous Japanese zither, with 13 silk strings, that is laid horizon tally on the floor.
d. World Music Period – a new kind of music was born from the tradi tion of Western instruments and forms.
SHAMISEN – a flat-backed lute that has skin covered bellies and three
strings.
Chinese traditional music is based on the five tone scale or the pentatonic
scale. It is written in duple meter in a single melodic line or in strophic form.
In the northern Chinese folk music, the seven tone scale or the heptatonic scale
is often used as a basis for compositions. Some Chinese compositions are
written on the twelve tone (12) pitch scale called LU and the 60 pentatonic and
eighty-four (84) heptatonic modes are called TIAO. Ideograms or symbols were
used to notate Chinese Music.
BIWA – a Japanese version of the pi’pa that has four strings with frets on
the belly and slim lateral tuning pegs.
Membranophone or Percussion Instruments (with membrane)
KAKKO – a gagaku instrument that is made up of deer skin.
DA-DAIKO – a huge gagaku drum suspended on an artistic frame and is
struck with heavy lacquered beaters.
KOTSUZUMI – hourglass-shaped instrument used in noh and kabuki performances.
Idiophone or Percussion Instrument
SHOKO – gong instrument use by a performance of the gagaku-music
Prof. Glinore S. Morales
Instruments
Aerophone or Wind Instruments
HSIAO – an end blown flute with five finger holes, a reverse thumb hole and
two resonating holes at the lower end
SONA – shawn like instrument with wooden stem with seven finger holes and
reverse thumb hole
PNU LET Reviewer
33
Asian Music
SHENG – a mouth organ with 17 bamboo pipes of five different lengths
Chordophone or String Instruments
CH’IN – a seven stringed long zither
P’IPA – a four stringed loquat-shaped lute
YUEH-CH’IN – a four stringed moon shaped lute used to accompany songs
used in Peking Opera
MAPEH (Music, Arts, Physical Education and Health)
roots from the ancient ritual dance, the Yuan and the Ming Romance. It is recognized and considered as a national art form. The basic characteristics of
the Peking Opera are its simplicity, symbolism and synchronization. Most operas derive their plots from folklore, popular novel and historical events. This
kind of opera upholds the Chinese traditional values which help educate the
youth. The four dramatic elements are: recitation dialogue, song, theatrical
adaptation of traditional Chinese martial arts combined with acrobatics and
Pantomime.
ERH-HU – a two stringed fiddle played with a bowstring
C. INDIA
SAN-HSIEN – a three stringed long necked lutes
India, one the countries in South Asia, was colonized by the British but were
able to retain their culture. For them, music is a sacred form of art. The study of
Indian music begins with the religious chants called the Veda, composed by a
tribe of nomadic shepherds. These hymns are sung without accompaniment.
The art of Indian music has been called guided improvisation, which means that
at all times, the musician must be guided simultaneously by the raga and the
tala. There are two kinds of Indian msusic: Hindustani which belongs to the
north and has a Moslem influence, and Karnatak which belongs to the south
and is basically Hindu.
Idiophone – Percussion Instruments
LO - circular gongs struck with a padded wooden mallet
MU-YU – hardwood slit-drum called “wooden fish”
TEMPLE CLAPPER – used in Confucian rituals, made of five pieces of redwood
Membranophone or Percussion Instruments (with membrane)
PANG-KU – two single headed drums made of wedges of wood held together
with a brass hoop
TANG-KU – double headed barrel shaped drum with cowskin heads suspended
by four rings from a curved frame
CHAN-KU – three double headed drums commonly used in processions
Peking Opera – is a musical art form, combines singing, heightened
speech, mime, dancing, literature, theater and acrobatics. This opera traces its
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PNU LET Reviewer
- Tala – is the metrical cycles of beats.
- Laya – is the tempo in Indian music. The laya may vary from fast (druta) to
medium (maghya) or slow (vilmabita).
- Matra – is the beat in Hindustani music and askhara in Carnatic music.
- Drone – is an important element in their music.
- Raga – is a combination of a scale and a melody. Each raga has its own
mood such as happiness, sorrow, or peace. There are two principal tones of
the raga: vadi and samvadi.
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
- Shruti – is the smallest interval tone in Indian music. In Western music, it is
called microtones.
- Gamaka – ornamentation in Indian music.
- Sargam – is the Indian solfege syllables, they are equivalent to western
solfege syllables.
Instruments
Membranophone or Percussion Instruments (with membrane)
TABLA – (Hindustani) is the name for a pair of drums. The larger drum called
the bhaya, has a metal body while the smaller one, the tabla has a wooden
body.
MRIDANGAM – (Karnatak) a two headed drum. It is laid across the lap of the
performer.
Aerophone or Woodwind Instruments
BANSURI – a side blown cane flute is a melodic instrument of the Hindustani.
SHAHNAI – an oboe type instrument.
NAGASVARAM or NAGASVARA – a large double reed oboe type instrument of
the South.
Chordophone or String Instruments
India has a variety of chordophones. In these instruments, three kinds of strings
may be found: melodic strings, drone strings and symphatetic vibrators.
Prof. Glinore S. Morales
Asian Music
TAMBURA – unfretted lute, used as a drone; used by both South and North.
SITAR – the most popular instrument in Northern India; in addition to four
strings and three drones, the sitar may have as many as 13 strings.
VINA – instrument of the South; with four melody strings and three drone
strings.
SARANGI – Hindustani bowed fiddle melodic instrument.
D. INDONESIA
Indonesia shows varied cultural influences. Foremost of the influences still
existing today are those of India and China which reached Indonesia in 300 B.C.
Hinduism and Buddhism have greatly influenced Indonesian culture. Music,
dance and drama are very important to the Indonesians.
- Wayang Kulit – (shadow puppetry) music and dance using puppets made
of animal skin and painted with colorful designs.
Gamelan – is the one of the most important musical ensembles in Indonesia. A Gamelan consists of metallophones, xylophones, drums, gongs and
bamboo flutes. The arrangement of the instruments is important. The Gamelan is played in the courts. It plays an important part in spiritual life. It is
used for religious ceremonies and important events. It is also a part of entertainment like the puppet show.
Pathets – is the modes in music used to determine the highness and lowness of pitch. The three modes in slendro are the slendro pathet nem –
lowest pitch, slendro pathet sanga – medium high and slendro pathet
manyura – highest pitch. The three modes in pelog are the pelog pathet lima
– lowest pitch, pelog pathet nem – medium high and pelog pathet barang
PNU LET Reviewer
35
Asian Music
–highest pitch.
- Slendro - is the five tone scale or pentatonic scale.
- Pelog – is the seven tone system or diatonic scale.
The Gamelan Instruments
SARON – plays the skeletal part of the gamelan composition, which consists
of metal bars placed on top of box resonator. A wooden mallet is used to strike
the bars.
REBAB – is similar to the mandolin. It has two strings played with an arc.
CHELEMPUNG – has twenty-six strings, one pair of which is set to one tone.
This way, only tones are heard.
MAPEH (Music, Arts, Physical Education and Health)
E. KOREA
Korean music may be described as elegant and very ritual like as the Chinese music. There is music for both the nobility and common people. Korean
music is built on the pentatonic scale and on the heptatonic scale. Both scales
are used in the Aak court music and during informal celebrations.
Traditional Music
- Sog –ak – is the music of the common people that is usually live. It portrays
the life of ordinary people. It is folk music of Korea.
- Chong – ak – is the Korean Court music. The court music of the nobility is
elegant, refined, delicate and formal. It is extremely slow and solemn, has
subtle dynamics and possesses a sense of majesty.
SULING – is bamboo flute.
- Aak – an imported form of Chinese ritual music.
GENDER – is made up of thin bronze plates suspended over resonating tubes.
It has loud and brilliant tones.
- Hyangak – a pure Korean music.
BONANG – is a set of bronze metal kettles which plays the melodic and rhythmic variations of a composition. Two long sticks are used to strike the gongs.
- Tangak – a combination of Chinese and Korean influences.
Vocal Music
GONG AGENG – is the most sacred and the most honored instrument of the
gamelan. It is played with a soft, padded wooden stick to mark large musical
phrases.
- Kasa – a long narrative song.
GAMBANG – is wooden xylophone. It doubles or anticipates the principal
melody.
- Sijo – a short lyrical song.
KEMPUL – is a small gong that plays in syncopation with the kenong. It punctuates short musical phrases.
- P’ansori – song for the stage and drama.
- Kagok – a lyrical song.
- Nong-ak – song of the farmers.
- San-jo – song for solo instrument.
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PNU LET Reviewer
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
- Minjo – a folk song sung in triple meter with one basic rhythmic pattern.
Instruments
Aerophones or Woodwind Instruments
P’IRI – is cylindrical bamboo similar to an oboe blown through a double reed
mouthpiece.
TANSO – is a small notched vertical bamboo flute with five fingerholes.
CHOTTDAE – is a long flute made of bamboo with six holes.
Chordophones or Stringed Instruments
KAYAGUM –is a twelve-stringed zither similar to the Koto of Japan and Ch’in of
China. It is supported by twelve movable bridges.
KOMUNGO – is a six-stringed zither that plays as the principal instrument for
a small group of players. It is regarded for expressing the noble spirit of a
learned man.
HAEGUM – is a two-stringed fiddle made of bamboo that is plucked. It is used
for dance performances.
Idiophones or Percussion Instruments
KWAENGGWARI – is the smallest gong struck with a wooden mallet.
PAK – is a clapper shaped like a folded fan. It consists of six pieces of wood
loosely held together at the upper end by chord made from deer skin.
CHING – is a huge gong played with a padded mallet. This is used in military
and Shaman music.
Prof. Glinore S. Morales
Asian Music
Membranophone or Percussion Instruments (with membrane)
CHANGGO – is an hour glass shaped drum played by striking either or both
ends. The thick leather head produces a low sound while the thin leather
gives a brighter tone sound.
F. THAILAND
The music of Thailand has been part of an oral culture and developed no
traditional system of notation. Traditional Thai music is classified into: folk music, which is extensively used by people in the villages, and classical music,
which evolved in many royal households and was used both for ceremonies and
the entertainment of the ruling class.
Periods
- In the Sukothai Period (1257-1378) – there was great cultural develop ment. The Thai alphabet was invented, and they enjoyed the music of
strings, percussion, winds, drums, horn, trumpets, conch shells, bells and
singing.
- Ayuthaya Period (1350-1767) – Thais enjoyed creating and performing
music. It was during this time that the instrumental group first emerged. (pi phat, khruang saay, mahori)
- Krungthep Period (1782-1900) – proved that the art was accorded high
status with the patronage of the king. King Rama I invented new instruments
which gave rise to the development of music and dance.
Three Types of Orchestra and Instruments
1. Pi Phat – this plays for court ceremonies and theatrical presentations.
PNU LET Reviewer
37
Asian Music
Composed of woodwind and percussion instruments.
a. PINAI – woodwind instrument
b. RANAT-EK – xylophone
c. KHONG-WONG – gong instrument
d. CHING – cymbal instrument
e. TAPHON – kind on drum instruments
2.
Khruang Saay – ensemble of strings instruments composed of:
a. CHAKEE – zither
b. SAO-SAAM-SAAY – fiddle
c. SAO DUANG – fiddle
3.
Mahori – accompanying solo and choral singing, mixes strings and percussion instruments like the following:
a. CHAKEE – zither
b. SAO-SAAM-SAAY – fiddle
c. SAO-DUANG – fiddle
d. KLU-PIANG – flute
G. LATIN AMERICA
Latin America covers the whole Central and South America. It is called Latin
because much it was conquered and colonized by Spain and Portugal, whose
languages are based on Latin and are still spoken everywhere. The music of
Latin America is a fascinating mix of the influences of the Spanish, Portuguese,
British and French music, and by an influx of black African slave music.
The Latin Beat
- Tonadas (tunes or airs) are South American love songs in Spanish.
38
PNU LET Reviewer
MAPEH (Music, Arts, Physical Education and Health)
- Habanera – is perhaps the most stately and aristocratic Latin American
rhythm which comes from Cuba, being named after its capital city of
Havana.
- Rumba and Mambo – are much faster and clearly indicated by the spirit of
African dance.
- Tango – probably originating in Argentina has a similar skipped beat.
Zamba and bossa nova of Brazil are more relaxed, evoking images of
white sand, blue sea, and gently waving palms.
Latin American music joined hands with jazz to revolutionize the world of
popular songs and dances.
Instruments
- MARACAS – were created and first used by the native Indians of Puerto
Rico. A pair of these is used to create the unique sound common in Latin
American and Puerto Rican music.
- GUIRO – a notched hollowed out gourd, which was adapted from a pre Columbian instrument.
- PALITOS – a pair of sticks that are banged together to provide percussion
rhythm.
- CONGA – this drum was adapted from Africa where it began as a solid,
hollowed out log with a nailed-on skin. It took various shapes and sizes to
vary its sound.
- BONGOS –are integral part of Latin percussion, particularly as a solo instrument.
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
H. AFRICAN MUSIC
In African traditions, music has been and still is an integral part of daily life,
and is closely interlinked with the society in which and for which it is produced.
It has social, ritual, ceremonial and at times recreational functions. Dancing is
often an important part of the rituals and spiritual aspirations of music.
Traditional art forms, including music, are rooted in mythology and folklores, usually associated with gods, ancestors and legendary heroes. Musical
activities are ritualized and intended to link the visible world with the invisible.
Music is highly functional in ethnic life, accompanying birth, marriage, hunting
and even political activities.
The Western scale patterns that relate most closely to African music are
tetratonic, pentatonic, hexatonic or heptatonic arrangements.
Instruments
Drums are among the more popular instruments and are made in a variety
of shapes and sizes. Materials such as wood, gourds and clay are used to con
struct drum bodies. Drum membranes are made from the skins of reptiles,
cows, goats and other animals.
Asian Music
PART II – ANALYZING TEST ITEMS
1. It refers to a group of instruments which consists of saron, rebab, suling,
chelempung, gender and bonang.
a. Rondalla
c. Orchestra
b. Gamelan
d. Ethnic Instruments
2. The Chinese traditional music is based from what scale?
a. Heptatonic scale
c. Pentatonic scale
b. Hexatonic scale
d. Nonatonic scale
3. The most stately and aristocratic Latin American rhythm which comes from
Cuba, being named after its capital city of Havana.
a. Danza
c. Habanera
b. Rumba
d. Tango
4. Why does Japanese music not have regular rhythms and is generally not
pleasant to our ears?
a. The Japanese focus on their music is to imitate the behavior of nature
b. The Japanese wanted to be unique in their music
c. The Japanese have their own music trained only for their ears unique
for their flavor
d. The Japanese do not want their music to be influenced by other nations
5. A combination of Chinese and Korean influences.
a. Hyangak
c. Tangak
b. Chong – ak
d. A – ak
6. The combination of a scale and a melody in the music of India?
a. Raga
c. Tala
b. Shruti
d. Gamakas
Prof. Glinore S. Morales
PNU LET Reviewer
39
Asian Music
MAPEH (Music, Arts, Physical Education and Health)
7. This drama consists of singing known generally as yokyoku or utai.
a. Bunraku
c. Noh
b. Kabuki
d. Gagaku
white sand, blue sea, and gently waving palms.
a. Mambo
c. Tango
b. Zamba
d. Swing
8. The music is tetratonic, pentatonic, hexatonic or heptatonic arrangements,
which country music is this?
a. Indonesia
c. Latin America
b. India
d. Africa
15. It is a bamboo musical instrument native to Sundanese people of West
Java. It is made out of bamboo tubes attached to a bamboo frame.
a. Angklung
c. Sasando
b. Gamelan
d. Kecapi suling
9. A kind of country music that joined hands or is fused with jazz to revolutio nize the world of popular songs and dances.
a. Indonesia
c. Latin America
b. India
d. Africa
16.
10. It is a Japanese Opera traditionally performed by male actors.
a. Kabuki
c. Wayang Kulit
b. Peking Opera
d. Gagaku
11. This group plays for court ceremonies and theatrical presentations. It is
composed of woodwind and percussion instruments.
a. Pi Phat Ensemble
c. Khruang Saay Ensemble
b. Mahori Ensemble
d. Gamelan Ensemble
12. It is a musical art form that combines singing, heightened speech, mime,
dancing, literature, theater and acrobatics.
a. Kabuki
c. Wayang Kulit
b. Peking Opera
d. Gagaku
13. Rumba and _______ are much faster and clearly indicated by the spirit of
African dance.
a. Mambo
c. Tango
b. Zamba
d. Swing
14. Bossa Nova and _________ of Brazil are more relaxed, evoking images of
40
PNU LET Reviewer
Which of the following is not true between pelog and slendro?
a. Both are used in the Indonesian Gamelan
b. Slendro is derived from the word saliendra
c. Pelog is the 5 tone scale
d. Slendro is the 7 tone scale
17. Which is correct in the following statements in Indian music?
a. Indian music divides the octave in to 12 semitones with 7 basic tones
just like in western music
b. Hindustani music uses the similar Western “sofa” syllables in its scale
c. Indian music uses the SA,RI,GA,MA,PHA,DHA,NI syllables
d. Indian music is Polyphonic in nature
18. In what period did the khruang saay, pi phat, and mahori ensemble
develop?
a. Krungtep period
c. Sukothai period
b. Ayuthaya period
d. Thai period
19. The puppet theater of Japan is called _______________.
a. Kabuki
c. Bunraku
b. Noh
d. Gagaku
20. ________ is the pure Korean music.
a. Togaku
c. Hyangak
b. Komagaku
d. Tangak
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
PART III – ENHANCING TEST TAKING SKILLS
1. Which of Hindu musical instrument has 13 strings excluding the four me lody and three drone strings normally played by plucking?
A. Vina
C. Tabla
B. Sita
D. Tambura
2. Which country in Asia has a rich and ancient civilization that began about
3000 B.C. with the settlement of the valleys along the Yangtze and Huang
Ho Rivers?
A. India
C. China
b. Japan
D. Korea
3.
While the Chinese used pentatonic scale, Indian Music is built on seven
notes. What are the seven notes in their proper order?
A. MA, RI, SA, GA, NI, DHA, PHA C. NI, PHA, DHA, SA, RI, GA, MA
B. SA, RI, GA, MA, PHA, DHA, NI D. GA, MA, SA, RI, DHA, PHA, NI
4. What country was called the “Fishing Village” before the coming of the
British?
A. Thailand
C. Korea
B. Latin America
D. China
5. Which is the call a long lyric song of Korea?
A. Kagok
C. Kasa
B. Shi-jo
D. P’ansori
6. How is a narrative song of Korea called
A. Kagok
C. Kasa
B. Shi-jo
D. P’ansori
Prof. Glinore S. Morales
Asian Music
7. The Indonesian five tone scale.
A. Pelog
B. Slendro
C. Pathet
D. Barang
8. The Indonesian seven tone scale.
A. Pelog
C. Pathet
B. Slendro
D. Barang
9. What is the largest island of the West Indies that lies to the South of the
United States of the southernmost tip of the coast of Florida.
A. Spanish
C. Cuba
B. Latin America
D. Conga
10. Burung Kakak Tua is an Indonesian folksong which means _______?
A. Tree
C. Parrot
B. Bird
D. Fish
11. Hanabe No Uta is a song from _______.
A. India
C. China
B. Japan
D. Korea
12. What musical structure is contained in a Korean folksong “Arirang”?
A. Binary Form
C. Unitary Form
B. Ternary Form
D. Through-composed
13. La Cucaracha is a song from _________.
A. Africa
C. Mexico
B. Spain
D. America
14. What is the characteristic of the African music?
A. Solo singing
C. Chorus-like
B. Call and response singing
D. A capella singing
PNU LET Reviewer
41
Asian Music
MAPEH (Music, Arts, Physical Education and Health)
15. A carnival dance performed during the so called Comparsas or parades
and its rhythm is essentially that of a march.
A. Habanera
C. Salsa
B. Tango
D. Conga
16. A musical play using puppets is called ________.
A. Gamelan
C. Wayang Kulit
B. Peking Opera
D. Chinese Opera
17. The Secular Music of China is called _________.
A. Ya-yueh
C. Chaio
B. Su-yueh
D. Ching
18. What musical structure is contained in a Japanese folksong “Sakura”?
A. Binary Form
C. Unitary Form
D. Ternary Form
D. Through-composed
19. The smallest interval tone in Indian music.
A. Tala
C. Raga
B. Rasa
D. Shruti
20. It refers to a metrical cycle of beats.
A. Tala
C. Raga
B. Rasa
D. Shruti
42
PNU LET Reviewer
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
Philippine Music
Prepared by:
Prof. Glinore S. Morales
Competencies:
1. Chronicle Philippine
music from precolonial times up to the
contemporary period
2. Appreciate ethnic
music
3. Identify colonial and
foreign influences on
Philippine Music.
Prof. Glinore S. Morales
Philippine Music
PART I - CONTENT UPDATE
Philippine music consists of vocal and instrumental music from northern and
southern part of the Philippines and divided into four eras or traditions, the Ethnic tradition, Spanish traditions, American traditions and Contemporary traditions.
Philippine music revolves around cultural influence from the West due to Spanish
and American rule. Ethnic music is still alive but mainly develops in highland and
lowland barrios with little Western influence.
Ethnic Traditions
Philippine ethnic musical traditions are diverse in nature, although there
are many common instruments and life-cycle functions. They differ mainly in
form and structure, performance media, style, aesthetic, and theoretical properties (temperaments, scales, modes and terminologies).
Ethnic or Indigenous music may be instrumental or vocal. The following
instruments divide according to Hornbostel-Sachs classification: idiophones,
membranophones, aerophones and chordophones.
PNU LET Reviewer
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Philippine Music
MAPEH (Music, Arts, Physical Education and Health)
ETHNIC INSTRUMENTS
Idiophone
Membranophone
Chordophone
North
• Gangsa
• Patatag
• Bungkaka
• Pattung
• Ulibaw
North
• Sulibao
• Kimbal
• Libbit
• Ludag
North
• Kolitong
• Gitgit
South
• Kulintang
• Gandingan
• Agung
• Gabbang
• Tagutok
• Kubing
• Babandil
South
• Dabakan
South
• Kudyapi
• Kudlong
Aerophone
North
• Palendag
• Tongali
• Kaleleng
• Saggeypo
• Diwdiwas
• Tambuli
South
• Paldong
• Suling
• Saunay
• Plawta
Early Filipino Music
1. Du-mu-ra – is a love song with long verses.
2. Tal-bun – is a song sung on festive occasions or when there are visitors.
This kind of song includes improvised words to suit the occasion.
3. Pag-pag – is a song composed of three notes and in two parts. The song
is sung while pounding rice during wedding ceremonies.
4. Ayoweng – an industrial song consists of three notes and sung in social
gatherings.
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PNU LET Reviewer
5. Nan-a-an-to-o-ay – is an Igorot funeral song of three notes and expresses
grief over the death of one who died prematurely.
6. Cañao – ia a ceremonius occasion with dancing, drinking of bubud or fer
mented rice, butchering of pigs and speeches.
7. Sua-sua – both song and courtship dance of Jolo.
-
Classification of Songs
1. Art Song – is one that meets the requirements of the musical and
poetic arts.
2. Folk Song – is a song of the people and consists of simple melodic,
harmonic, and metric fundamentals.
3. National Song – is one that belongs to the nation. The national an
them or hymn, with a martial theme, is a national song.
4. Popular Song – is a song of trivial musical and poetic value, usually
written by laymen for popular mass appeal. It is a song of the people.
5. Strophic Song – is a folk art or art song consisting of two or more
stanzas, each of them set to an identical tune.
6. Ballad –is a class of song particularly common in England and derived
from ballata, a song with dance.
7. Plain Song – is a piece of unisonous vocal music popularly used in
Christian church rituals.
Traditional Melodies of the Filipinos
1. Suliranin – a sad monotonous song, pilgrims sing when the weather is hot.
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
2. Indolanin – a song, rustics sing in the streets when leaving or entering the
town.
3. Hila-Hila – a dramatic song, sung when paddling a banca.
4. Oyayi – a kind of cradle song, sung to make babies go to sleep.
5. Holohoo – a song, sung to quiet down crying children or to pacify them
when they are restless because of some ailment.
6. Ombayi – a song with funeral sentiment, sung by guests during interment
or when one is sad.
7. Sambotani – a song, sung at a feast.
8. Tagumpay – a victory song to commemorate a battle won or to honor the
victors.
9. Tagulaylay – a monotonous melody portraying grief over someone’s death.
10. Sambitan – a funeral song performed by relatives of the deceased.
Spanish Tradition
Spanish colonial regime from 1565 to 1898 reshaped Philippine culture in general and Philippine music in particular. The songs on the exploits of epic heroes and
the rhythms of the native drums and gongs started to fade before the chants of the
Christian church and the harmonies of the organ, harp and guitar.
Liturgical Music originated as a part of religious ceremony and includes a number of traditions, both ancient and modern. The Spanish discovered that the Filipinos
were singing people. In monasteries and churches, the first sounds of the Christian
church that the “native” heard was the Gregorian chant or plainchant, unaccompanied monophony.
Prof. Glinore S. Morales
Philippine Music
Extraliturgical Music – music developed outside the church and some of
these are practiced by the entire major Christianized ethnolinguistic group. Some of
the practices are: the Marian flores de mayo and santacruzan both held in May; the
Easter salubong and bati and the Christmas panunuluyan.
Secular Music – is non-religious music.
Kumintang – an ancient native dance and melody of the Christian is an authentic
example of pre-Spanish music in the Tagalog areas. Originally a war song, it was
later adapted into a love song and still later into a song of repose.
Kundiman – a passionate lyrical song with a theme professing true love.
Balitaw – is song and dance common among Tagalogs and Visayans.
Habanera – named after its place of origin of Havana, Cuba, and also known as
danza or danza habanera – is in duple time
Polka – dance in fast duple meter
Jota – originally a Spanish folk dance, has sections in duple and quadruple time
Numerous instrumental groups performed actively, particularly in the second
half of the 19th century. These included orchestras, bands and rondalla.
American and Contemporary Traditions
The three centuries of Spanish musical influence gave way to changes introduced by the American regime from 1901 to 1946. Through the new system of
public education, American teachers introduced the singing of Philippine songs in
Western style as other hymns and simple tunes from Europe and America.
PNU LET Reviewer
45
Philippine Music
MAPEH (Music, Arts, Physical Education and Health)
Types of music:
- popular entertainment - the most significant influence of Ameri can culture on Philippine musical life is reflected in the popular music
movement which catered to the need for entertainment and leisure by
a growing mass audience.
1. classical music – which includes both Western classical music and the
art music composed by Filipinos in the Western classical or modern idiom.
- western classical music – influence of European classical music
was made stronger by visits of individual foreign artists before and
after the American occupation.
2. semiclassical music – which encompasses stylized folk songs, sarswela
music, hymns and marches, band and rondalla music.
- folk songs – the field collection of folk songs undertaken in the
1920s and 1930s yielded substantial body of regional songs from the
language groups all over the country. Initially transcribed in western
notation, many of them were arranged for chorus and published as
educational materials for the school system. These songs were later
popularized in musical performances that called for native music, in
cluding folk dance presentation.
- songs and ballads – love songs and ballads have been com posed and are still being composed in abundant numbers, catering to
the everyday musical needs of a wide listening public.
- music for theater – early Philippine theater forms such as the
komedya and the sarswela served as sources of light entertainment
music.
- instrumental music – Philippine band music has become an in
tegral part of the life of every Filipino in the lowland Christian communities.
3. popular music – which includes music created by Filipinos using Western
pop forms and/or local music traditions.
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PNU LET Reviewer
- pinoy pop music – Filipino popular music, or Pinoy pop, covers a
broad range of forms: folk songs, dance tunes, ballads, broadway-ins pired songs, rock’n’roll and its variants, disco, jazz fusion, and rap, that
cater to a predominantly youthful audience in the urban centers and
are disseminated widely through the electronic media.
Composers
1. Nicanor Abelardo – Father of Kundiman (Nasaan Ka Irog, Mutya ng Pasig,
Bituing Marikit, Himutok and Kung Hindi Man)
2. Julian Felipe – Composer of National Anthem (Jose Palma – lyricist)
3. Antonio Molina – “Hatinggabi” – violin solo – impressionistic style, “Ang
Batingaw,”Misa Antoniana Grand Festival March.”
4. Dolores Paterno – Composer of “La Flor De Manila 1897 (Sampaguita)”
5. Lucio San Pedro – 1991 National Artist (Sa Ugoy ng Duyan, Sa Mahal Kong
Bayan and Sa Lupang Sarili)
6. Francisco Santiago – Composer of “Pilipinas Kong Mahal”, “Kundiman
(Ako’y Anak ng Dalita)”, “Madaling Araw”, “Pakiusap”, “Ano Kaya ang
Kapalaran” and “The Dignity of Labor.”
7. Alfredo Buenaventura – Conductor, teacher and composer of “Piano Con certo in C minor”, “Kayumanggi Symphony”, opera: “Maria Makiling”,
“Alamat ng Pinya” and “Hinilawod.”
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
8. George Canceso – Composer of “Kapantay ay Langit”, “Kailangan Kita”,
“Ngayon at Kailanman”, “Kastilyong Buhangin” and “Gaano Kadalas ang
Minsan.”
Philippine Music
PART II – ANALYZING TEST ITEMS
9. Ryan Cayabyab – Conductor, musical director, teacher and composer of
“Isang Dipang Tao,” “Magandang Gabi sa Inyong Lahat,” “Kay Ganda ng
Ating Musika,” and “Nais Ko.”
1. La Flor de Manila or Sampaguita is the composition of _________?
a. Julian Felipe
c. Dolores Paterno
b. Jose Palma
d. Atang dela Rama
10. Jose Mari Chan – Singer and composer of “Christmas in Our Hearts,”
“Beautiful Girl,” “Please Be Careful with My Heart,” and “Constant Change.”
2. Who are the Creative Nationalist Filipino Composer and the National Artist
of 1991?
a. Restie Umali
c. Levi Celerio
b. Lucio San Pedro
d. George Canseco
11. Willy Cruz – “Araw-Araw, Gabi-Gabi,” “I’ll Never Ever Say Goodbye,” “Kung
Mahawi Man ang Ulap” and “Pahiram ng Isang Umaga.”
12. Ogie Alcasid – Singer, songwriter, television presenter, comedian, paro dist, actor, entrepreneur and composer of “Nandito Ako,” “Bakit Ngayon Ka
Lang,” “Hanggang Ngayon,” “Pangako” and “Kung Mawawala.”
13. Freddie Aguilar –“Anak,” “Magdalena,” “ Bulag, Pipi at Bingi,” “Ipaglalaban
Ko” and “Estudyante Blues.”
14. APO Hiking Society – Jim Paredes, Buboy Garrovillo and Danny Javier’s
“Pumapatak ang Ulan,” “Salawikain,” “Mahirap Magmahal ng Syota ng
Iba,” “American Junk,” and “Yakap sa Dilim.”
15. Joey Ayala – Singer, poet and composer of “Panganay ng Umaga,” “Mga
Awit ng Tanod-lupa,” “Lumad sa Siyudad” and “Sa Bundok ng Apo.”
3. The Impressionistic composer of Hatinggabi is __________.
a. Nicanor Abelardo
c. Antonio Molina
b. Lucio San Pedro
d. Francisco Santiago
4. Kung Hindi Man is an example of ___________?
a. Folksong
c. Kumintang
b. Balitaw
d. Kundiman
5. This is the period of the pabasa, pasyon and flores de mayo in the
Philippines.
a. Ethnic period
c. American period
b. Spanish period
d. Japanese period
6. The “reyna” of Zarzuela is ___________.
a. Sylvia La Torre
c. Dolores Paterno
b. Conching Rosal
d. Atang dela Rama
7. The “reyna” of Kundiman is __________.
a. Sylvia La Torre
c Dolores Paterno
b. Conching Rosal
d. Atang dela Rama
Prof. Glinore S. Morales
PNU LET Reviewer
47
Philippine Music
MAPEH (Music, Arts, Physical Education and Health)
8. It consists of 3 to 4 pieces of gongs with shallow bossed.
a. Agong
c. Gandingan
b. Babandil
d. Gangsa
16. The song ______ is sung while pounding rice during wedding ceremonies.
a. Du-mu-ra
c. Cañao
b. Pag-pag
d. Tal-bun
9. From what region is the song Sarungbanggi?
a. Tagalog
c. Visaya
b. Ilocano
d. Bicol
17. ___________ is a love song with long verses.
a. Du-mu-ra
c. Cañao
b. Pag-pag
d. Tal-bun
10. Is a song and dance common among the Tagalogs and Visayans.
a. Kumintang
c. Balitaw
b. Danza
d. Habanera
18. The gangsa instrument belongs to _____________.
a. Idiophone
c. Membranophone
b. Aeorophone
d. Chordophone
11. From which region is the song Dandansoy?
a. Tagalog
c. Visaya
b. Ilocano
d. Bicol
19. The paldong instrument is classified as ________________.
a. Idiophone
c. Membranophone
b. Aerophone
d. Chordophone
12. The composer of “Pilipinas Kong Mahal” is _________?
a. Antonio Molina
c. Lucio San Pedro
b. Nicanor Abelardo
d. Francisco Santiago
20. The best-selling Philippine music record of all time by Freddie Aguilar is
___________?
a. Ipaglalaban ko
c. Bulag, Pipi atBingi
b. Magdalena
d. Anak
13. “Sa Ugoy ng Duyan” is a composition by _______?
a. Antonio Molina
c. Lucio San Pedro
b. Nicanor Abelardo
d. Francisco Santiago
14.
The most significant influence of American culture on Philippine musical
life is reflected in the popular music movement which catered to the need
for entertainment and leisure by a growing mass audience.
a. Popular entertainment
c. Instrumental music
b. Pinoy pop music
d. Music for Theater
15. Filipino popular music, or Pinoy pop, covers a broad range of forms.
a. Popular entertainment
c. Instrumental music
b. Pinoy pop music
d. Music for Theater
48
PNU LET Reviewer
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
PART III – ENHANCING TEST TAKING SKILLS
1. The Ifugao ceremonious occasion with dancing, drinking of bubud or fer mented rice, butchering of pigs and speeches is called __________.
a. Ayoweng
c. Pagpag
b. Sua-sua
d. Canao
2. The song and courtship dance of Jolo.
a. Ayoweng
c. Papag
b. Sua-sua
d. Canao
3. What do you call this ensemble that consists of kulintang, a set of eight
small gongs of graduated sizes, dabakan, gandingan and babandil?
a. Saggong
c. Gangsa
b. Palabunyibunyan
d. Luntang
4. The instrument played by the Kalinga.
a. Saggong
c. Gangsa
b. Palabunyibunyan
d. Luntang
5. It is a song that belongs to a nation.
a. Ballad
c. Plainsong
b. Kumintang
d. National Song
6.
Which of the following is not a category of Ethnic Philippine music?
a. Function – specific music
b. Music that maybe performed on similar occasion
c. Music performed at any time at any occasion
d. Music performed in churches.
Prof. Glinore S. Morales
Philippine Music
7. The music includes both Western classical music and the art music com posed by Filipinos in the Western classical or modern idiom is called ____.
a. Semiclassical music
c. Popular music
b. Classical music
d. Ethnic music
8. __________ music includes music created by the Filipinos using Western
Pop forms and or local music traditions.
a. Semiclassical music
c. Popular music
b. Classical music
d. Ethnic music
9. Which of the following are to membranophone instruments?
a. Pattung
c. Togo
b. Babandil
d. Dabakan
10. Which of the following does not belong to chordophone instruments?
a. Saggeypo
c. Kolitong
b. Kudlong
d. Kudyapi
11. In general, it is the most influential contribution of the Spaniards to Philippine music.
a. The westernization of Philippine music
b. Christianization of music in almost all parts of the Philippines
c. Eradication of “devilish” cultural ethnic music
d. Education of Filipinos to music
12. Which of the following does not belong to the classification of songs?
a. Strophic song
c. Folk song
b. Cañao
d. Art song
13 Which of the following explains why there is an Extraliturgical music?
a. Because Filipinos wanted an independent liturgical music
b. Because of the musical aspect which conveyed much of Filipino’s
musicality
PNU LET Reviewer
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Philippine Music
c. Because of the great power of the Christian religion that its music ex tended beyond the walls of the church
d. It was a government project by the Spaniards to promote Filipino music
14. It is a regional variant of an awit which is in slow triple time and is referred
to as a nationalistic song. It originated in Batangas.
a. Composo
c. Kundiman
b. Kumintang
d. Rigodon
MAPEH (Music, Arts, Physical Education and Health)
20. A song of trivial musical and poetic value, usually written by laymen for
popular mass appeal.
a. National Song
c. Plain Song
b. Ballad
d. Popular Song
15. The famous singer, song writer, television presentor, comedian actor and
composer of the song “Kung Mawawala Ka” is __________________.
a. APO Hiking Society
c. Ogie Alcasid
b. Joey Ayala
d. Willy Cruz
16. “American Junk” and “Yakap sa Dilim” are the famous songs by ________.
a. APO Hiking Society
c. Ogie Alcasid
b. Joey Ayala
d. Willy Cruz
17. It is a genre in the Contemporary era characterized by its mushy lyrics
which are in Taglish and was important in the filipinization of Pop music
a. Manila Sound
c. Pinoy Jazz Fusion
b. Pinoy Rock
d. Pinoy Rap
18. If music stayed in the same western concept and idiom but is “filipinized”
and “vernacularized” with Filipino concept, what genre can you categorize
it know for the fusion of ethnic and contemporary?
a. Pinoy Jazz Fusion
c. Contemporary
b. Ethnic Pop
d. Popular Ethnic
19. She is known as the mother of Filipino classical music?
a. Eudenice Palaruan
c. Eliseo Parajo
b. Lucrecia Kasilag
d. Slyvia dela Torre
50
PNU LET Reviewer
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
Western Music
Prepared by:
Prof. Glinore S. Morales
Competencies:
1. Chronicle the history of
Western Music from the
middle ages to the 20th
century.
2. Analyze Western Music
according to musical
qualities
Western Music
PART I - CONTENT UPDATE
A. MUSIC IN THE MIDDLE AGES (450-1450)
- Gregorian chant – consists of melody set to sacred Latin texts and sung
without accompaniment. The chant is monophonic in texture. The melodies
of Gregorian chant were meant to enhance specific parts of religious services.
Church modes consist of authentic (range of an octave above the fina lis) and plagal (range of fifth above and fourth below the finalis).
Authentic
Dorian
Phrygian
Lydian
Mixolydian
Aeolian
Locrian
Ionian
Prof. Glinore S. Morales
The Church Modes – consist of seven different tones and an eighth tone
that duplicates the first an octave higher. The church modes were the basic
scales of western music during the middle ages and Renaissance and were
used in secular as well as sacred music.
Plagal
Hypodorian
Hypophrygian
Hypolydian
Hypomixolydian
Hypoaeolian
Hypolocrian
Hypoionian
Secular Music in the Middle Ages - music outside the church composed
during the 12th and 13th centuries by French nobles called the trouba
PNU LET Reviewer
51
Western Music
MAPEH (Music, Arts, Physical Education and Health)
dours and trouveres. The songs were usually performed by court minstrels,
and most of them deal with love; but there are also songs about the Crusades, dance songs, and spinning songs.
The Development of Polyphony: Organum – Medieval music that consists
of Gregorian chant with one or more additional melodic lines. Between 900
and 1200 organum became truly polyphonic and the melody added to the
chant became more independent.
-
Composers:
a. Hildegard of Bingen (1098-1179) – composer of “O Successores”
(You successors) was one of the most creative and many-sided per sonalities of the middle ages.
Guillaume de Machaut (1300-1377) - famous both as a musician
and a poet.
c.
B. MUSIC IN THE RENAISSANCE (1450-1600)
Characteristics of Renaissance Music:
1. The texture is polyphonic.
2. Typical choral piece has four, five or six voice parts of nearly equal
melodic interest.
3. Imitation among the voices is common: each presents the same me lodic idea in turn, as in a round.
4. Homophonic texture, with successions of chords, is also used, espe cially in light music, like dances.
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PNU LET Reviewer
5. Renaissance music sounds fuller than medieval music.
6. The bass register was used for the first time, expanding the pitch
range to more than 4 octaves.
-
7. Period of “golden age” of unaccompanied – a capella – choral music.
Sacred Music
1. Motet – is a polyphonic choral work set to sacred Latin text other than
the ordinary of the mass.
2. Mass – is a polyphonic choral composition made up of five sections:
Kyrie, Gloria, Credo, Sanctus and Agnus Dei.
Secular Vocal Music: Madrigal – a piece for several solo voices set to a
short poem, usually about love. A madrigal like a motet, combines ho
mophonic and polyphonic textures.
4.
Secular Instrumental Music: Dance Forms – the development of in
dependent instrumental music grew out of two sources: the use of
instruments to double or replace parts of a vocal composition and the
use of instruments for dance music.
3.
-
Composers:
a. Josquin Desprez (1440-1521) – master of Renaissance music. Com posed music for masses, motets and secular vocal pieces. “Ave Ma ria…virgo serena” is the outstanding choral work.
b.
Giovanni Pierluigi da Palestrina (1525-1594) – devoted himself to
Catholic Church music that includes 104 masses and some 450 other
sacred works. “Pope Marcellus Mass” is the famous mass by Palestrina written for a capella choir of six voice parts: soprano, alto, two
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
tenors and two basses.
c. Thomas Weelkes (1575-1623) – an organist and church composer.
C. MUSIC IN THE BAROQUE (1600-1750)
-
Characteristics of Baroque Music:
1. Baroque pieces usually express one basic mood: what begins joyfully
will remain joyful throughout
2. Rhythmic patterns heard at the beginning of a piece are repeated
throughout it.
3. Baroque melody creates a feeling of continuity.
4. Paralleling continuity of rhythm and melody in baroque music is conti nuity of dynamic level: the volume tends to stay constant for a stretch
of time.
5. Polyphonic in texture.
6. Chords became increasingly important during the baroque period.
Early Baroque (1600-1640) composers’ favored homophonic texture over
the polyphonic texture typical of Renaissance music.
Middle Baroque (1640-1680) – the church modes scales governed music
for centuries gradually gave way to major and minor scales.
Late Baroque Period (1680-1750) – many aspects of harmony – including
an emphasis on the attraction of the dominant chord to the tonic – arose
in this period. Instrumental music became as important as vocal music for
the first time. Late baroque composers gloried in polyphony.
Prof. Glinore S. Morales
Western Music
-
Single Vocal Forms
1. Recitative – is a free form for solo voice with accompaniment in which
the vocal melody approximates the natural rhythm and pitch inflection
of the text.
2. Aria – is a song for solo and accompaniment in which the vocal part is
written in a fairly complex style, often with several notes to each sylla ble of the text.
3. Chorale – sung in unison or in four-part block chord style.
-
Multi-movement Vocal Forms
1. Opera – is a drama sung with instrumental accompaniment and pre sented with appropriate scenery, costumes and staging.
2. Cantata – is a composite vocal form in several movements for solo
voice and instrumental accompaniment or for solo voices, chorus and
instrumental accompaniment.
3. Oratorio – is a composite vocal work for soloists, chorus and orchestra
based on a sacred or secular text.
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Single Movement Instrumental Forms
1. Sectional Dance Form – dances written in rounded binary form.
2. Orchestral Overture – an instrumental composition which serves as an
introductory movement for an opera, oratorio or cantata or as the first
movement of a composite instrumental piece.
3. Fugue – is a composition based on polyphonic imitative treatment of a
short theme known as the subject.
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Western Music
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Multi-Movement Instrumental Forms
1. Sonata da chiesa (Italian: church sonata) – written for solo instruments
2. Sonata da camera (Italian: chamber sonata) – is a composite ins trumental work based on dance forms.
3. Suite – an important Baroque instrumental form for solo harpsichord,
clavichord or orchestral instruments. It is also a dance movement: alle mande, courante, sarabande and gigue.
-
Composers:
MAPEH (Music, Arts, Physical Education and Health)
for the violin, as well as sacred choral works and over 40 operas.
Works: “The Four Seasons,” “Twelve sonatas for two violins and basso
continuo (opus 1),” “La Stravaganza for twelve violin concertos.”
e. George Frideric Handel (1685-1759) – a master of Italian opera, Eng lish oratorios, anthems and organ concertos. Works: “Messiah,” “Water
Music,” “Music for the Royal Fireworks,” “For unto Us a Child Is Born.”
D. MUSIC OF CLASSICAL PERIOD (1750-1820)
-
Characteristics of Classical Music:
a.
Johanne Sebastian Bach (1685-1750) – German composer, organist,
harpsichordist, violist and violinist whose sacred and secular works
for choir, orchestra, and solo instruments drew together the strands of
Baroque period and brought it to its ultimate maturity. Works:
“Branderburg Concerto,” “Air on G-String,” “Toccata and Fugue in D
minor,” “Organ Mass” and “The Magnificat.”
b.
Claudio Monteverdi (1567-1643) – one of the most important composers in early baroque era. Created the earliest operatic masterpiece
“Orfeo”. The last opera by Monteverdi is “L’incoronazione di Poppea
(The Coronation of Poppea).”
5. The orchestra increases in size and range. The harpsichord falls out of
use. The woodwind becomes a self-contained section.
c.
Henry Purcell (1659-1695) – an English organist and Baroque composer of secular and sacred music. Works: “Dido and Aeneas,” “The
Fairy Queen” (an adaptation of Shakespeare’s A Midsummer Night’s
Dream), “King Arthur”, and “Jubilate Deo”.
1. Binary Form – form of movement with two principal themes or two
distinct sections.
d. Antonio Vivaldi (1678-1741) – Italian composer, priest, and virtuoso
violinist and known for composing instrumental concertos, especially
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1. Emphasis on beauty, elegance and balance.
2. Homophonic Texture
3. Classical melodies are among the most tuneful and easiest to
remember.
-
4. Sonata form was the most important design.
Single Movement Instrumental Forms
2. Ternary Form – form of movement with three principal themes or
three sections.
3. Rondo Form – a typical pattern which letters representing thematic
sections (ABACABA) there are five and seven part rondo forms.
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
Western Music
4. Variation Forms – One of a set of series of transformations of a theme
by means of harmonic, rhythmic, and melodic changes and embellishments.
5. Sonatina Form – in essence, a miniature version of sonata-allegro
form, but with shorter themes, an abbreviated or occasionally omitted
development section, and a generally lighter character.
b. Ludwig Van Beethoven (1770-1827) – represents the highest level
of musical genius. He opened new realms of musical expression and
profoundly influenced composers throughout the 19th century. Works:
“Symphony No. 5 in c minor,” “Piano Sonata in C minor Op.13,”
“Moonlight Sonata.”
-
Multi-Movement Instrumental Forms
1. Sonata Form – refers to the form of a single movement and consists
of three main sections: the exposition, where the themes are presen ted; the development, where themes are treated in new ways; and the
recapitulation, where the themes return. The three main sections are
often followed by a concluding section, the coda. These sections are all
within one movement.
2. Concerto –an extended composition for a solo instrument and orches tra, frequently in a sonata form.
-
Single-Movement Vocal Forms
1.
2.
3.
4.
-
Recitative
Aria
Song
Chorus
Multi-Movement Vocal Forms
1. Opera – show significant advances in style and technique.
Composers:
a. Wolfgang Amadeus Mozart (1756-1791) – one of the most amazing
Prof. Glinore S. Morales
child prodigies, prolific and influential composer in the history of classical music. Works: “Eine Kleine Nachtmusik,” “Don Giovanni,” “Symphony No.40 in g minor,” “The Marriage of Figaro.”
c. Franz Joseph Haydn (1732-1809) – the first master of Viennese
Classicism and the Father of Symphony. Works: “The Creation,” “The
Seasons,” “Surprise Symphony,” “Trumpet Concerto in E Flat Major.”
d. Niccolo Paganini (1782-1840) – composer, guitarist and virtuoso
violinist. Works: “Caprice No. 24 in A minor,” “Tarantella,” “God Save
the King.”
E. ROMANTIC PERIOD (1820-1900)
-
Characteristics of Romantic Music:
1. Describe as subjectivity, emotionalism, longing exuberance, imbalance, fantasy.
2. Emphasis on self-expression and individuality of style.
3. Expressive aims and subjects
4. Nationalism and Exoticism
5. Program music
6. Expressive tone color
7. Colorful harmony
8. Expanded range of dynamics, pitch and tempo
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Western Music
-
Forms of Orchestral Music:
1. Program Symphony – is a composition in several movements as its
name implies, a symphony with a program. Usually, each movement
has a descriptive title.
2. Concert Overture – has one movement, usually in sonata form. The
romantic concert overture was modeled after the opera overture, a one
movement composition that establishes the mood of an opera.
3. Symphonic poem or tone poem – is also in one movement. Symphonic
poems take many traditional forms – sonata form, rondo, or theme and
variations – as well as irregular forms.
4. Incidental music – is music to be performed before and during a play.
It is “incidental” to the staged drama, but it sets the mood for certain
scenes. Interludes, background music, marches, and dances are all
incidental music.
Art Song – a composition for solo voice and piano. Poetry and music are
intimately fused in the art song.
- Strophic Form – repeating the same music for each stanza of the poem.
Strophic form makes a song easy to remember and is used in almost all
folk songs.
Through-Composed Form –writing new music for each stanza. Throughcomposed form allows music to reflect a poem’s changing moods.
Song Cycle – a cycle may be unified by a story line that runs through the
poems or by musical ideas linking the songs.
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MAPEH (Music, Arts, Physical Education and Health)
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Composers:
a. Franz Schubert (1797-1828) – earliest master of the romantic art
song wrote some 600 lieder, nine symphonies, liturgical music, operas,
some incidental music, and large body of chamber and solo piano mu sic. Works: “Unfinished Symphony,” “Serenade,” “Symphony No.8 in B
minor.”
b. Felix Mendelssohn (1809-1847) – composer, pianist and conductor.
Works: “A Midsummer Night’s Dream,” “Italian Symphony,” “Hebrides
Overture.”
c. Frederic Chopin (1810-1849) – composer, genius of the piano who
created a unique romantic style of keyboard music. Works: “Nocturne
in E flat Major,” “Etude in C minor,” “Polonaise in A flat Major.”
d. Peter Ilyich Tchaikovsky (1840-1893) – was one of the most loved of
Russian composers. His music is famous for its strong emotion, and
his technical skill and strict work habits helped guarantee its lasting
appeal. Works: “Nutcracker Suite,” “Romeo and Juliet,” “Sleeping
Beauty,” “Swan Lake.”
e. Giuseppe Verdi (1813-1901) – the most popular of all opera compo sers. Works: “Rigoletto,” “La Donna e Mobile,” “Aida,” “La Traviata.”
F. THE TWENTIETH CENTURY MUSIC AND BEYOND
Characteristics of 20th century music:
1. Tone color became more important of music than ever before.
2. Many techniques considered uncommon before were being used during this time.
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
3. Many composers used noiselike and percussive instruments.
4. Glissando, a rapid slide up or down the scales.
5. Percussion instruments became a major part of 20th century music.
6. Dissonant chords were becoming just as common as consonant
chords.
7. Many emphasized irregularity and unpredictability.
8. The time signature would often change in the middle of piece.
Impressionism – musical style that stresses tone color, atmosphere and
fluidity, typical of Debussy.
- Expressionism – musical style stressing intense, subjective emotion and
harsh dissonance, typical of German and Austrian music of the early 20th
century.
Western Music
trancelike or hypnotic effect.
Electronic instrument – whose sound is produced, modified or amplified
by electronic means.
Free Jazz – jazz style that departs from traditional jazz is not being based
on regular forms and established chord patterns.
Jazz – music rooted in improvisation and characterized by syncopated
rhythm, a steady beat, and distinctive tone colors and performance techniques. Jazz was developed in the United States predominantly by African
American musicians and gained popularity in the early twentieth century.
Jazz Rock (fusion) – style that combines the jazz musician’s improvisatory
approach with rock rhythms and tone colors.
- Ragtime – style of composed piano music, generally in duple meter with a
moderate march tempo, in which the pianist’s right hand plays a highly
syncopated melody while the left hand maintains the beat with an “oom-pah” accompaniment.
Neoclassicism – musical style marked by emotional restraint, balance and
clarity, inspired by the forms and stylistic features of 18th century music.
Nationalism – Inclusion of folksongs, dances, legends, and other national
material in a composition to associate it with the composer’s homeland;
characteristic of romantic music.
Exoticism – Use of melodies, rhythms, or instruments that suggest foreign
lands; common in romantic music.
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Minimalist music – is characterized by steady pulse, clear tonality, and
insistent repetition of short melodic patterns; its dynamic level, texture, and
harmony tend to stay constant for fairly long stretches of time, creating a
1.
Prof. Glinore S. Morales
Popular Music – belongs to any of a number of musical genres “having
wide appeal” and is typically distributed to large audiences through the
music industry. It stands in contrast to both art music and traditional music.
Composers:
Arnold Schoenberg (Austrian, 1874-1951) – composer and theorist
whose intransigent method of organizing music according to twelve
equal notes profoundly influenced the direction of 20th century music.
Works: “Pierrot Lunaire,” “A Survivor from Warsaw,”
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Western Music
2. Claude Debussy (French, 1862-1918) – composer, originator of mu sical Impressionism. Works: “Clair de Lune,” “String Quartet in G
minor,” “Nocturne,” “Fantaisie for piano and orchestra.”
3. Bela Bartok (Hungarian, 1881-1945) – a composer whose style was
intimately welded to his pioneering folk music research. Work: “Con certo for Orchestra,” “Third Piano Concerto,” “Violin Concerto.”
MAPEH (Music, Arts, Physical Education and Health)
PART II – ANALYZING TEST ITEMS
1. This music originates from the populace and is handed, spread, and passed
orally. It has simple melody.
a. Folk music
c. New age
b. Acoustic music
d. Ethnic music
4. Sergei Rachmaninoff (Russian, 1873-1943) – composer, pianist and
conductor. Work: “Rhapsody on a Theme of Paganini,” “Prelude in C
sharp minor,” “Symphonic Dances.”
2. Which of the following styles of performing is used by Schoenberg in his
composition “Pierrot Lunaire” where the lyrics of the song are half-sung and
half-spoken?
a. Inversion
c. Sprechstimme
b. Rap
d. Retrograde
5. Aaron Copland (American, 1900-1990) – greatly distinguished and
exceptionally gifted composer. Work: “Appalachian Spring,” “The Cat
and the Mouse for piano,” “Sonata in G major for piano.”
3.
6. John Cage (American, 1912-1992) – writer, philosopher, and visual
artist of the experimental school, who radically changed the course of
20th century music. Work: “Sonatas and Interludes,” “Dream,” “Water
Music.”
7. Miles Davis (American, 1926-1991) – outstanding black American jazz
trumpeter and bandleader. Work: “Miles Runs the Voodoo Dow,” “Miles
Davis Quintet.”
Who among the following personalities is a well-known impressions composer of the 20th century?
a. Bela Bartok
c. Igor Stravinsky
b. Arnold Schoenberg
d. Claude Debussy
4. Which of these compositions are not from the Classical era?
a. The Marriage of Figaro
c. Symphonies Fantastique
b. Fur Elise
d. Don Giovanni
5. It is a free form for solo voice with accompaniment in which the vocal me lody approximates the natural rhythm and pitch inflection of the text.
a. Recitative
c. Aria
b. Chorale
d. Hymn
6. It is a song for solo and accompaniment in which the vocal part is written in
a fairly complex style, often with several notes to each syllable of the text.
a. Recitative
c. Aria
b. Chorale
d. Hymn
7. Who is the composer of the “Branderburg Concerto”?
a. Wolfgang Amadeus Mozart
c. Johanne Sebastian Bach
b. Ludwig Van Beethoven
d. Franz Josef Haydn
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Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
Western Music
8. It is the period of subjectivity, emotionalism, imbalance and fantasy.
a. Romantic
c. Classical
b. Contemporary
d. Baroque
15. Outstanding black American jazz trumpeter and bandleader.
a. Miles Davis
c. John Cage
b. Aaron Copland d. Sergei Rachmaninoff
9. It is a religious or sacred song, usually a metrical poem to be sung by a
congregation.
a. Anthem
c. Motet
b. Hymn
d. Gregorian Chant
16. Text of the opera, oratorio and cantata.
a. Libretto
c. Script
b. Score
d. Book
10. In which period in music history was the new tonal system invented charac terized by the different kinds of ideology and music, the use of important
technologies in producing sound and music and the widespread nationalis tic spirit of music?
a. 16th century
c. 18th century
b. 19th century
d. 20th century
17. A short coda.
a. Fine
b. Coda
11. It is sung in unison or in four-part block chord style.
a. Chorale c. Recitative
b. Aria
d. Oratorio
12. The United States most important contribution to the world of music which
is improvised, syncopated, and with blues notes.
a. Opera
c. Broadway musicale
b. Jazz
d. Swing
13. His music was characterized as extroverted, grandiose and dramatic. Among
his works are, The Messiah, Judas Macabeus, Water Music and Fireworks
Music.
a. George Frederick Handel
c. Johann Sebastian Bach
b. William Byrd
d. Antonio Vivaldi
14. A dance of Polish origin, in ¾ time and moderate tempo; formerly in anima ted processional style, but now merely a slow promenade opening a ball.
a. Polonaise
c. Fantaisie Impromptu
b. Nocturne
d. Etude
Prof. Glinore S. Morales
c. Codetta
d. Dal Segno
18. The opening section of the sonata movement, in which the principal themes
are presented for the first time.
a. Exposition
c. Recapitulation
b. Development
d. Fine
19. The working out or evolution of a theme by presenting it in varied melodic,
harmonic, or rhythmic treatment.
a. Exposition
c. Recapitulation
b. Development
d. Fine
20. Which of the following best describes the characteristic of popular music?
a. Popular music may be the music of the hour as everyone else in com munity is singing it.
b. Popular music covers a wide genre composed of alternative, folk,
acoustic, heavy metal, hip-hop, jazz, new age, rap, rhythm and blues
and rock.
c. Popular music combines and regulates sounds of varying pitches to
produce musical composition of varying emotions and ideas.
d. Popular music is promoted live and by print media.
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Western Music
PART III – ENHANCING TEST TAKING SKILLS
1. Period when the individual sought to revolt against established rules and tra ditions of previous eras. Composers sought to express their own creative
identities.
A. Renaissance
C. Pre- Baroque
B. Baroque
D. Classical
2. Era of ecstasy and exuberance; of dynamic tensions and sweeping ges tures; passion for large and noble objects.
A. Classical
C. Contemporary
B. Romantic
D. Modern
3. The foundation of Western Art was laid in this long period. Vocal polyphony
was begun in which musical interest is sharp equally between parts which
move independently to produce an interwoven texture. Notation of the
sounds developed in this period: Syllable names for the note of the scale
was invented by Guido d’ Arezzo which is the basis of the modern Solfeggio
system.
A. Renaissance
C. Pre-Baroque
B. Baroque
D. Classical
4. It’s qualities are free and chance use of sounds, improvisation, processed
music and sounds programmed into computers characterized by diverse
methods and approaches to music.
A. Classical
C. Contemporary
B. Romantic
D. Modern
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MAPEH (Music, Arts, Physical Education and Health)
5. Their works feature such factor as terraced dynamic, bel canto and an in cessant rhythmic drive. The major and minor modes gradually replacing the
church modes and moderate modulation to related keys replacing the prac tice in remaining in one tonality.
A. Renaissance
C. Pre-Baroque
B. Baroque
D. Classical
6. Music was with no regular metric grouping, has narrow range, average tes
situra and conjunct motion. Tonal organization is basically that of the church
modes. Dynamics were not indicated in most music of this period. Texture
was predominantly monophonic.
A. Renaissance
C. Pre-Baroque
B. Baroque
D. Classical
7. The period that gives impression of greater stability, repose, clarity, balance,
objectivity and traditionalism where composers attempted to create music
which is formal, strict in proportion and moderate in expression.
A. Classical
C. Contemporary
B. Romantic
D. Modern
8. The greater part of the music of this period is vocal and the formal element
in this music is largely governed by considerations of the text. Much of the
music is irregular in motive and phrase construction.
A. Renaissance
C. Pre-Baroque
B. Baroque
D. Classical
9. An extended composition for a solo instrument and orchestra, frequently in
sonata form.
A. Concerto
C. Fugue
B. Symphony
D. Motet
Prof. Glinore S. Morales
MAPEH (Music, Arts, Physical Education and Health)
10. An orchestral composition of from three or five distinct movements or divi sions, each with its own themes and its own development.
A. Concerto
C. Fugue
B. Symphony
D. Motet
11. A sacred vocal composition in contrapuntal style, without accompaniment.
A. Concerto
C. Fugue
B. Symphony
D. Motet
Western Music
17.
The composer and theorist whose intransigent method of organizing music
according to twelve equal notes profoundly influenced the direction of 20th
century music.
A. Peter Ilyich Tchaikovsky
C. Felix Mendelssohn
B. Frederic Chopin
D. Arnold Schoenberg
12. A musical introduction to an opera or oratorio.
A. Overture
C. Symphony
B. Intermezzo
D. Interlude
18. This music is characterized by steady pulse, clear tonality, and insistent re petition of short melodic patterns; its dynamic level, texture, and harmony
tend to stay constant for fairly long stretches of time, creating a trancelike or
hypnotic effect.
A. Minimalist Music
C. Electronic Instrument
B. Free Jazz
D. Jazz
13. An instrumental strain or passage connecting the lines or stanzas of a hymn.
A. Overture
C. Symphony
B. Intermezzo
D. Interlude
19. The sound is produced, modified or amplified by electronic means.
A. Minimalist Music
C. Electronic Instrument
B. Free Jazz
D. Jazz
14.
The famous composer, pianist and conductor who composed the famous “A
Midsummer Night’s Dream”.
A. Peter Ilyich Tchaikovsky
C. Felix Mendelssohn
B. Frederic Chopin
D. Arnold Schoenberg
20. The style that departs from traditional jazz is not being based on regular
forms and established chord patterns.
A. Minimalist Music
C. Electronic Instrument
B. Free Jazz
D. Jazz
15.
The composer militantly removed from the “Mighty Five” and the most popular composer under the Soviet regime. King of Russian Waltz.
A. Peter Ilyich Tchaikovsky
C. Felix Mendelssohn
B. Frederic Chopin
D. Arnold Schoenberg
16.
The composer, genius of the piano who created a unique romantic style of
keyboard music.
A. Peter Ilyich Tchaikovsky
C. Felix Mendelssohn
B. Frederic Chopin
D. Arnold Schoenberg
Prof. Glinore S. Morales
PNU LET Reviewer
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Foundations of Physical Education
Foundations of
Physical Education
Prepared by:
Prof. Aquilino Eduardo P. Santos
Competencies:
1. Provide information about the nature,
concepts, and objectives of physical
education.
2. Identify the influences of the various
philosophies on physical education.
3. Trace the historical development of
physical education.
4. Identify the philosophical, psychological
and sociological theories of physical
education.
5. Apply the theories and principles in the
teaching of physical education.
6. Relate the theories and principles to the
teaching of physical education.
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PNU LET Reviewer
MAPEH (Music, Arts, Physical Education and Health)
PART I - CONTENT UPDATE
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 education
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.
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 participants.
THE LEGALITY OF PHYSICAL EDUCATION
Article 1, International Charter of Physical Education and Sports, UNESCO, Paris, 1978 and Recommendation 1, International Disciplinary Regional Meeting of
Experts on Physical Education, UNESCO, Brisbane, 1982 –
“The practice of physical education and sport is a fundamental right of all…”
“And this right should not be treated as different in principle from the right to
adequate food, shelter , and medical care.”
Article XIV, Section 19, 1986 Constitution of the Republic of the Philippines –
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
Foundations of Physical Education
“The state shall promote physical education and encourage sports programs,
league competitions and amateur sports including training for international competition to foster self-discipline, teamwork, and excellence for the development of a
healthy and alert citizenry.”
“All educational institutions shall undertake regular sports activities throughout
the country and in cooperation with athletic clubs and other sectors.”
The allied fields of physical education and sport share many common purposes
– the development of the total individual and concern for quality life. These areas
allied to the field may vary in content of the subject matter and the methods used in
accomplishing their goals.
MEANING OF PHYSICAL EDUCATION
Many definitions of physical education have been given by authors and scholars
in the field.
1. With new understanding of the nature of human beings in which wholeness
of the individual is the outstanding fact, physical education becomes ac cording to Jesse Feiring Williams (1977) “education through the physical”.
2.
Stressing the total educational experience, John E. Nixon and Ann E.
Jewett, as restated by William Freeman (1977) defined physical education
as “that phase of total process of education which is concerned with the
development and utilization of the individual’s movement potential and related responses, and with the stable behavior modifications in the individual which results from these responses”.
3. According to Robert P. Pangrazi (1998), “physical education is that phase of
general educational program that contributes to the total growth and deve lopment of each child through movement experiences”.
4. Deborah Wuest and Charles Bucher (1999) defined physical education as
“an educational process that uses physical activity as a means to help
Prof. Aquilino Eduardo P. Santos
individuals acquire skills, fitness, knowledge, and attitudes that contribute
to their optimal development and well-being”.
The Allied Fields of Physical Education
Health Education
Health education is concerned with the total well-being of the individual, which
encompass physical, emotional, mental, social, and spiritual health. There are three
areas within health education that are also functions and goals of health education.
 Health instruction is focused in teaching the basics of healthful living to
students and the general public.
 Delivery of health services is concerned with developing and maintaining a
satisfactory level of health for all people.
 Environmental health included within health education is concerned with
the development of healthful and safe environments for all people.
Recreation
Recreation is generally thought of as a leisure-time activity. However, it has been
defined as fulfilling an educational goal of “worthy use of leisure”. It may be a self-chosen activity that provides a means of revitalizing and refreshing one’s body and spirit
Dance
Dance activities have been something of a stepchild for physical education, for
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Foundations of Physical Education
MAPEH (Music, Arts, Physical Education and Health)
BRANCHES OF PHILOSOPHY
dance hangs on the periphery of physical education (Freeman, 1997). Aesthetic
expression through movement is provided by dance.
THE OBJECTIVES OF PHYSICAL EDUCATION
The objectives of physical education pertain to all educational levels, although
there could be delineation of goals for each level.
Physical Fitness Development Objective
The development of the various organic system of the body is necessary for
an individual to have the ability to sustain adaptive efforts, to recover and to resist
fatigue.
Motor Skill Development Objective
This objective is concerned with developing body awareness, making purposeful physical movement with a little expenditure of energy as possible, and being
proficient, graceful, and aesthetic in this movement.
Cognitive Development Objectives
The cognitive development objective involves the accumulation of knowledge
and the ability to think and interpret this knowledge.
Social-Emotional-Affective Development Objective
This is concerned with assisting an individual in making personal and group
adjustments as well as adjustments as a member of society.
PHILOSOPHICAL FOUNDATION OF PHYSICAL EDUCATION
Philosophy, derived from the Greek word philisophia, means the love of wisdom.
It can also be defined as a set of beliefs relating to a particular field.
FOCUS
General Questions
Questions Relative to Physical
Education and Sport
BRANCH
Metaphysics
Nature of reality What is the meaning
of existence? What
is real?
What experiences in a physical education program will
better enable the individual
to meet the challenges of
the real world?
Epistemology
Nature of
knowledge
and methods
of obtaining
knowledge
What is true?
What is the validity of the
knowledge pertaining to
physical activity and its influence on the development of
the individual?
Logic
Systematic
and orderly
reasoning
What is the method
of reasoning that will
lead to the truth?
What process should a
researcher use to determine
the value of physical education to program participants?
Axiology
Aims and values of society
How do we deterWhat is the value of physical
mine what has value, education programs to the
and on what criteria individual?
are this judgment
based?
Ethics
Issues of
conduct, right
and wrong
What is the highest
standard of behavior
each person should
strive to attain?
Aesthetics
Nature of beau- What is beauty?
ty and art
How can sport be utilized to
develop ethics?
Why are skilled performer’s
movements beautiful to
view?
Source: Charles Bucher and Deborah Wuest. FOUNDATIONS OF PHYSICAL EDUCATION. 1995.
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Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
Foundations of Physical Education
TRADITIONAL EDUCATIONAL PHILOSOPHIES
Realism
Because of physical education’s historic association with education, its program have been influenced by the five traditional educational philosophies-idealism,
realism, naturalism, pragmatism, and existentialism.
As a philosophy, realism emphasizes the use of the scientific method to arrive
at the truth. Reasoning and understanding the natural laws of nature are features of
this philosophy.
Idealism
Education under this philosophy stresses the importance of training students in
the scientific method, the use of proven methods, and following of orderly progressions, and periodic assessment of progress to ensure that learning is taking place.
As a philosophy, idealism emphasizes the mind as central to understanding,
reasoning plays a critical role in arriving at the truth, values and ideals are held
in high regard and are considered universal and absolute, values and ideals don
change regardless of circumstances. Intellectual development is emphasized and
the teacher plays a pivotal role in the educational process.
Education under this philosophical approach emphasizes understanding of
concepts and self-development.
As Applied to Physical Education and Sport
• Coaches promote development of character and the ideals of sportsman ship among the athletes over winning.
• Physical education professionals emphasize understanding of concept and
self-development.
• Physical fitness and activities contribute to the development of one’s personality.
• Ideals are emphasized in the physical education and sport programs.
• The activities should give students the opportunity to develop the qualities
of honesty, courage, and creativity.
• Play is regarded as having recreational values, an opportunity for the child
to be inventive, imaginative, and to express his feelings.
Prof. Aquilino Eduardo P. Santos
As Applied to Physical Education and Sport
• Physical education focuses on the total development of the person.
• Physical educators carefully evaluate the scientific evidence in order to
better understand the contribution of different types of physical activity to
health.
• Physical educators incorporate frequent assessment procedures into their
classes, so that the students would have a means to monitor their progress
toward attainment of their goals.
• Coaches select training techniques based on the scientific evidence of their
effectiveness, and would use systematic, progressive approach in designing practices.
• Programs are based on scientific knowledge and orderly progression, and
activities are selected on the basis of scientific evidences.
• The emphasis on teaching is on fundamentals of games and activities with
each skill broken down into its component parts.
Pragmatism
For a pragmatist, experience-not ideals or realities- are the basis of truth. Reality differs from person to person because individuals experience different situations.
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Therefore, values are relative and are derived from one’s experiences.
Within this philosophical approach, whatever works in a given situation at a
given time is seen as successful, although pragmatists see the truth as variable
and what is right as individually determined, they emphasize social responsibility.
Individuals must recognize and fulfill their responsibilities to society.
Problem-solving, consideration of individuals’ needs and interest, development
of individuals’ social skills, and cooperation are emphasized.
As Applied to Physical Education and Sport
•
•
•
•
Variety of activities is presented for meaningful experiences.
Activities are socializing in nature.
Learning is accomplished through problem-solving method
The curriculum should be based on the needs and interests of the students.
Naturalism
The belief that life is governed by the laws of nature is central to the philosophy
of naturalism. Development of both the mind and body is incorporated in this philosophy.
It emphasizes the importance of considering each individual’s level of growth
and development in learning and designing experiences that are congruent to the
individual’s needs. The natural environment provides an excellent setting to help
individuals learn. Self direction, individualized learning, and competition against
oneself are important in this philosophical approach.
•
•
•
The physical educator allows normal growth.
Developmentally appropriate physical activities with the students at all levels of instruction are used..
Physical educators emphasize individualized learning.
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•
•
Play and outdoor activities provide beneficial opportunities for exploration
and problem solving as a means of personal growth and learning.
Fitness leaders encourage their program’s participants to take advantage
of opportunities to engage in outdoor pursuits during their leisure time as a
means of incorporating physical activities into their lifestyle.
Existentialism
According to this philosophy, reality is determined by individuals’ experiences.
Individuals must accept responsibility for themselves and the choices they make.
An individual’s experiences and choices create a uniquely personal worldview and
affect their perception of reality. It emphasizes the freedom of individuals to think as
they choose and to make choices, but stresses that they must accept the consequences of their actions.
Creativity, individuality, self-responsibility, and self-awareness are important
aspects of this philosophy and learning experiences should reflect these attributes.
As Applied to Physical Education and Sport
•
A sport psychologist encourages an athlete to carefully reflect upon his
experiences in order to identify the thoughts that led to poor performances.
He offers the athlete variety of options to deal with these issues, allowing
the athlete to choose among the alternatives.
•
A existentialist coach emphasizes the athlete’s responsibility in adhering to
the established code of conduct. He allows some individuality in dress, but
emphasizes the athlete’s responsibility in adhering to training rules.
• Physical educators allow students to select from a variety of activities with
in the program, promoting reflection, and individual responsibility from
learning.
•
Physical educators emphasize the importance of creativity.
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
• The activities provide the students opportunities to develop self-awareness
and self-responsibility.
•
The teacher is a counselor who promotes reflective thinking while allowing
the students to make choices, and deal responsibly with the consequences
of those choices.
HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION
“By understanding the history of physical education and sport, a professional
can be better understand the nature of the profession , appreciate the significant
developments from the past to the present, and project trends for the future” (Bucher and Wuest, 1995).
PHYSICAL ACTIVITIES IN THE PRIMITIVE SOCIETY
Participation in physical activities in the primitive society was practical. Strong,
agile, and powerful body were necessary to carry on the demands of primitive life.
Mimetic games provided children the opportunity to prepare themselves for adult
life and responsibilities. Through dancing, primitive people communicated to their
gods.
PHYSICAL EDUCATION IN ANCIENT NATION
Foundations of Physical Education
was based on rivers. Wrestling which was participated in by the nobility, the soldiers,
the merchants, and the unskilled laborers; and gymnastic activities and games using the skills of fighting and war. Gymnastics exercises were required exercises to
make the body supple, strong, and capable of great endurance and stamina. One
of the most popular indoor activities was a board game called senet. Dances were
both religious and folk.
China: Physical activities in ancient China were confined to the military men. They
were given examinations on lifting the weights, shooting the bow, and handling the
sword. They boxed, played football (tsu’ u chu), and practiced jiu-jitsu. Recreational
games and sports such as the early versions of soccer, polo, chess, and competitions in archery and wrestling, tug-of –war, water games, chi’ ui wan (similar to
golf), shuttlecock, and kite flying were popular. Dancing was popular that a man’s
prestige often depended on his prowess as a dancer. When ancient Chinese felt
weak, Cong Fu, a mild exercises, similar to gymnastics-oriented calisthenics and
developed in 2698 B.C was designed to prevent diseases and keep the body in
good organic conditions.
India: Several physical activities were participated in by ancient India despite Buddha’s prohibition of games, amusements, and exercises. Throwing balls, plowing
contests, tumbling, chariot races, riding elephants and horse, swordsmanship,
wrestling, and boxing were among their favorites. Became very popular in India was
Yoga, which was a unique activity involving exercises in posture, regulated breathing, to discipline the mind and the body. Physical exercises were sometimes used
to promote health. Hindu dancing was considered the oldest of organized dancing.
Persia: Physical education was the modality used to accomplish the primary aim of
developing in their young men military skills, high moral standards and patriotism to
strengthen and extend the empire.
PHYSICAL EDUCATION AND SPORT IN GREECE
Egypt: Popular activities in ancient Egypt were swimming, since civilization’s life
Physical education was a vital part of the education of every Greek boy. Gymnastics was believed to contribute to courage, discipline, and physical well-being.
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It stressed a sense of fair play, development of the individual’s aesthetic values,
amateurism, and the utilitarian values inherent in the activity.
Greek sport manifested itself in the concept of the amateur athlete, whose primary goal is to compete in a “circuit” of four major national festivals- the Olympia
Festival, the Pythia Festival, the Nemea festival, and the Isthmia Festival that
were designated as the Pan-Hellenic Festival, and scheduled to ensure that one
major competition was held every year.
The Spartan approach to physical training (not physical education) was strictly
the training of the body for military purposes. The Spartan boy at seven years of age
is housed in a primitive barracks under the watchful eye of the Paidonomous, who
supervised the educational program called the Agoge. Instructions in swimming,
running, fighting, wrestling, boxing, ball games, horsemanship, archery, discus
and javelin throwing, field marches, and pancratium, a combination of boxing and
wrestling were given. At age twenty (20), he took an oath of allegiance to Sparta
and went into actual combat where they engaged themselves in intensive military
maneuvers and warfare until the age of fifty (50). A well-educated Spartan was one
who was physically fit and a good soldier.
Spartan women at an early age were given physical activities such wrestling,
swimming, and horseback riding to produce healthy babies when they marry.
In Athens, physical education and athletic competitions was prominent feature of Athenian education. Sport was associated with philosophy, music, literature,
painting, and sculpture. Athenian youth at age six started his schooling in the
palaestrae, which was commonly a center where wrestling activity occurred,and
provided rooms for various physical activities and for oiling and sanding the athlete’s
body. Exercise and games were given by the physical education teacher called
paidotribe, who owned the palaestrae. After deserting the palaestrae, the Athe-
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nian youths attended the gymnasium, the physical, intellectual and social center of
Greece, under a specialist called gymnast, who was responsible for training the
youth in particular gymnastic contests. The gymnasiarch was the chief official at the
gymnasium and an over-all in charge.
There were some Greek philosophers, teachers and medical men who contributed to the worth of physical education.
Plato believed that gymnastics and music, which were identified as “physical
education” and “academics” respectively educates the body and the mind/soul. His
argument in his Republic is that the mission of physical education in the schools
blends with movements.
Aristotle believed that athletics enables youth to develop strong, healthy citizens who would defend Athens in time of war and serve her in time of peace.
Herodotus (Herodikos) used physical education as an aid to medicine as early
as the 5th century.
Hippocrates proclaimed the law of use and disuse of the parts of the body. He
believed that the parts of the body are strengthened through use. Muscle atrophy
and weakness are results of disuse.
Xenophon thought of physical education as important in terms of military.
ROMAN PHYSICAL ACTIVITIES
Moral and military training were significant to the Romans. The maintenance
of health was a worthwhile and natural goal for the Romans. These were evident
in the proliferation of public baths with provisions for exercises – the thermae. Required physical skills among the Roman youths prior to their induction to manhood,
and then into the military were held in the Campus Martinus, the replacement
of the gymnasium after the conquest of Greece. Roman youth were given skills
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
Foundations of Physical Education
in running, jumping, swimming, wrestling, horsemanship, boxing, fencing, archery,
and instructions of complete obedience to commands. The Romans developed their
own system of physical training and demanded the promotion of “team unity”.
Athleticism of the Greeks was not valued militarily. Spectacular gladiatorial combats between slaves and prisoners were held at the Colosseum, the most famous
landmark in Rome. Along with the Colosseum, horse and chariot races and largescale entertainment were held at the Circus Maximus, the premier hippodrome in
the Roman Empire.
similar to bowling. There were ball games that employed the use of sticks and were
precursors to modern versions of hockey and baseball.
Claudius Galen who developed a refutation in Alexandra to treat gladiators
was one of the first to incorporate medicine and biomechanics into the science
of exercise, and one of the first to practice sports medicine. He advocated vigorous exercises, which are performed with strength not speed, and violent exercises
which combined strength and speed. He was opposed to the professional athlete.
Chivalry emerged as a kind of education that was physical, social, and military
in nature. Three stages in the training for knighthood: as a Page – from age 7 to
being a Squire – from age 14, and finally to being a Knight – at age 21. Knighthood was conferred after proving his fitness, bravery, skill, prowess, strength, and
courage. Joust or Medieval tournament was the most famous of the war games
where two mounted horsemen who would charge each other with long, wooden
lances to knock down the opponent from his horse. Melee was an event in the tournament where groups of opposing knights would engage in hand-to-hand combat
with dull swords.
Physical Education In The Middle Ages
An intriguing historical era shortly after the fall of the Western Roman Empire
where the setbacks to learning, public works, and government associated with the
invasions has been commonly termed as the Middle Ages. The Christian church
(Catholicism), the only institution that survived the fall provided a symbol of stability
and order amidst chaos and fear through intellectual and spiritual leadership. Two
movements worked to its advantage – asceticism that had a belief in the existence
of evil in the body and therefore it should be subordinated to the spirit, which is
pure; and scholasticism, a highly intellectual philosophy that emphasized the mind.
Monasteries were built where Christians could isolate themselves from the world
and evils. Later, schools were attached to the monasteries and would not allow
physical education to be part of the curriculum. Medieval university also frowned on
physical education and sport. However, games and physical activities were still participated in by the people. Such were soule, a ball game that resembled the modern
day soccer played by an indeterminate number of men on each side. Kegels was
Prof. Aquilino Eduardo P. Santos
St. Thomas Aquinas, the greatest scholastic of all time, embraced the idea
of physical fitness and recreation as a positive force in promoting social and moral
well-being. Under the tutoring of Aquinas, Scholastics were able to cherish the body
and value physical fitness and recreation for man’s physical, mental, social, and
moral well-being.
Sons of noblemen had two careers to choose from: either they enter the monastery and become monks, or enter the knighthood.
Because wealth came from the labor of others, leisure became the unique commodity of nobles. Aristocrats had sporting activities. Hunting and hawking were
other recreational pastime of the nobility. Le jeu de paume is a form of handball.
Royal tennis was played within an enclosure. Sedentary forms of recreational outlets included shuffleboards, billiards, chess, and backgammon.
Physical Education In The Renaissance Period
With the emergence of the philosophy of humanism and its concepts of the
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“universal man”, physical education became more valued. Good physical health
was believed to promote learning. A person needed rest and recreation from study
and work. The body is needed to be developed for purposes of health and for preparation for warfare.
There were some outstanding leaders during the Renaissance period who were
responsible for spreading these beliefs concerning physical education and sport.
Petrus Paulus Vergerius’ physical education was preparation for the military,
and his program included pentathlon, swimming, and horsemanship, the use of the
shield, spear, sword and club.
Vittorio da Feltre’s school La Giocosa (Pleasant House) blended the spirit of
Christianity, the classics, and the concepts of P.E. for the sons of the wealthy. He
instituted P.E. as an important part of the educational curriculum.
Aeneas Silvio Piccolomini (Pope Pius II) believed that to prepare children to
be good soldiers, the use of bow and sling, throw spear, ride horses, and swim in
order to be a good soldier were necessary activities.
Martin Luther’s physical education was a means of obtaining elasticity of the
body, and a medium of promoting health. He advocated music, games and dancing
as acceptable pastime, and believed that people should engage in honorable and
useful modes of exercises so they would not fall into vice and evil pursuits during
leisure hours.
Thomas Elyot’s being familiar with the latest medical teachings of his time, he
claimed six (6) physiological benefits that could be derived from exercise: aids in
digestion, increases appetite, helps in living longer, warms the body, raises metabolism, and cleanses the body of its wastes.
Roger Ascham appreciated the value of exercise as a means of resting the
mind to make it sharper at a later time.
Francois Rabelais believed that physical activities help the students reach his
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goal of being a well-rounded individual and these include horsemanship, martial
arts, hunting, and ball playing, running, and swimming.
Richard Mulcaster’s book Positions dealt specifically to physical education: for
indoors, he recommended dancing, wrestling, fencing, and climbing; for outdoors,
walking, running, leaping, swimming, riding, hunting, shooting, and playing ball. He
was considered the “father” of the modern educational practice including sports in
the schools.
Michel de Montaigne advocated “manly exercise” where the child experienced the rougher life in the outdoors.
John Comenius believed that exercise served as a rest from other parts of the
learning process, and P.E. exists to refresh the body and able one to work and study
more efficiently.
John Milton believed that martial arts should be practiced in schools, because
they were useful in time of war.
John Locke believed that P.E. was of primary importance in developing an
educational foundation because physical activity is used to refresh the individual in
order to pursue more intellectual pursuits.
The development of the child’s health was Jean Jacques Rousseau’s first
requirement in the education of the child. He believed that children should develop
their senses through specific physical activities, such as swimming, running, jumping, spinning a top, throwing stones, etc.
Physical Education In Europe
Germany
Johann Bernhard Basedow founded the Philanthropinum in 1774, where
three hours of the ten-hour school day was to be spent for recreational activities
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
such as fencing, riding, dancing, and music. His younger students engaged in
“Greek Gymnastics” contests: running, wrestling, throwing, and jumping; older ones
practiced “knightly exercises” as dancing, fencing, riding, vaulting on live horses,
shuttlecock, tennis, skittles, and playing with large air-filled ball.
Johann Christoph Friedrich Gutsmuths who is considered the real founder
of physical education, and “grandfather of physical education” legitimized the P.E.
profession and believed in the promotion of people’s health to have a strong nation
Friedrich Wilhelm August Froebel established the theory of play and believed that play in the form of physical education was a wonderful mechanism for
stress reduction, and character and moral development.
Friedrich Ludwig Jahn whose system of gymnastics was more political in
nature established the German Turnverein Movement in the spring of 1811. He
was called turnvater – father of gymnastics. The word was coined from the extinct
Teutonic word – turnen – to perform gymnastics exercises.
Adolph Spiess believed that the P.E. program should be progressive that is,
from simple exercises to more difficult. and advocated exercises combined with
music for free expression, and believed in marching exercises as aid in class organization, discipline, and posture development.
Sweden
Per Henrik Ling was the founder of the Swedish medical and pedagogical
gymnastics.
Lars Gabriel Branting devoted most of his time to the area of medical gymnastics where his teachings were based on the premise that activity causes changes
not only in the muscular system of the body but also in the nervous and circulatory
system
Hjalmar Fredrik Ling was credited for the organization of educational gymnastics.
Prof. Aquilino Eduardo P. Santos
Foundations of Physical Education
Denmark
Danish program of gymnastics emphasized fitness and strength with formalized
exercise performed on command and little individualized expression allowed. It used
hanging ropes and ladders, poles for climbing, beams for balancing and wooden
horses for vaulting.
Franz Nachtegall was acknowledged the father of physical education in Denmark. Due to his influence, P.E. became a requirement in both elementary and
secondary public schools in Copenhagen. He established the Normalskol for Gymnastikken to emphasize the need to train P.E. teachers and provide instruction to
students. He employed equipment such as hanging ladder, climbing poles, balance
beam, vaulting horses, and rope ladder.
Niels Bukh’s “Primitive Gymnastics”, patterned to some extent after the
work of Ling was one of the innovations in the field of physical education and sports.
Great Britain/ England
Swimming, rowing, archery, riding, hockey, quoits, tennis, golf, football (soccer),
and cricket were played prior to 1800. Sports and recreation pursuits during this
time were clearly among class lines or by economic status. Popular among the
working class were sports that require little equipment like football (soccer) and
boxing. Cricket and rugby were for the upper-class men. Athletic sports were a
feature of English life. Football (soccer) is one of the oldest of English sports. Hockey
and quoits were played in England as early as the 15th century, tennis as early as
the 1300, golf as early as 1600, and cricket as early as 1700. As early as the time
of Henry II, English youth did wrestling, throwing, riding, fishing, hunting, swimming,
rowing, skating, and shooting the bow.
Archibald Maclaren who combined his knowledge of medicine, sports and
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gymnastics to develop a system of gymnastics for the British army and navy was
the chief contributor to England’s physical education.
MAPEH (Music, Arts, Physical Education and Health)
opportunities for women. In the 1820s and 1830s, physical education began to be
incorporated into the school curriculum. German gymnastics was introduced during
the 1820s. Baseball was invented in 1839.
Physical Education In the United States
Sports, dance, and dramatic enactments were incorporated into native American festive celebrations. Physical prowess, cunning, skillfulness, skill, speed and
endurance were valued. Baggataway (lacrosse) was popular and rituals often surrounded the game, also used to settle disputes. Rules and playing equipment vary
by tribe. Shiny, a game similar to field hockey, in which a stick is used to propel
a ball into a goal was played by both men and women. Swimming, canoeing,
archery, various types of ball games, and games of chance were other popular
activities among the Native Americans. Horse racing was still popular apparently for
the improvement of the breed. Bowling, tennis, cricket, and early versions of the
croquet and shooting matches were played and enjoyed.
The first horse race was a quarter mile long eventually gave birth to the Virginia Quarter Horse. Southerners also enjoyed fox hunts, hunting, fishing, rowing,
lawn bowling, dancing, cockfighting, boxing, and fencing. Southern gentlemen from
proper families were expected to exhibit requisite social and athletic skills through
riding, dancing, and fencing.
Tom Molyneux who was America’s first well-known pugilist gained his freedom
from slavery by fighting on the Southern Plantation Circuit.
National Period (1784-1861)
During this period, interest in education grew, and more schools were established. During the mid-1800s, gymnasiums and swimming pools were constructed.
Turnvereins or German gymnastics societies were established. Horse racing and
foot races were popular. The growth of female private schools increased educational
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Charles Beck, a Turner, introduced Jahn’s gymnastic program of exercise and
apparatus to his students at Round Hill School. He built an outdoor gymnasium and
started the first school gymnastics program.
Charles Follen organized exercise classes based on the German system for
students at Harvard University.
Catharine Beecher, the director of the Hartford Female Seminary for Women
in Connecticut, an institution of higher education for young women, developed and
implemented program of physical education within the educational curriculum of
the school in 1828. It consisted of calisthenics performed to music. These exercises
included Swedish gymnastics and were designed to improve the health and vitality
of her students and to prepare them more fully for their future role as homemakers
and mothers.
Civil War Period Until 1900
Dioclesan Lewis developed his system of “light” gymnastics in 1860. His program of gymnastics was directed at improving the health and well-being of his
participants.
From 1870 to 1900, when the programs became much more focused and
formalized and terms such as gymnastics, physical culture, physical training and
physical education were used synonymously to describe the systematic exercise
program. Physical education survived as the name became most closely identified
with professional field and the academic discipline. Swedish gymnastics was recognized for inherent medical values. Tennis was introduced in 1874. Golf came to
America in the late 1880. James Naismith invented basketball in 1895.
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
Dr. Dudley Allen Sargent became known for his work in teacher preparation,
remedial equipment, exercise devices, college organization and administration, anthropometric measurement, and experimentation as basis for activity and scientific
research.
Foundations of Physical Education
school and secondary schools PE program stressed formal activities; periodic lectures on hygiene were added in the secondary schools.
Jesse Feiring Williams stressed the importance of physical education in general education
Early 20th Century
In the early 20th century, Jessie Bancroft and Elizabeth Burchenal stressed
the importance of intramural games rather than interscholastic competition for girls.
Most institutions of higher learning provided some program of gymnastics for their
students and sports, athletics and team games became more important.
Thomas Dennison Wood emphasized game and game skills and introduced
his new program under the name “Natural Gymnastics”.
Clark Hetherington emphasized children’s play activities in terms of survival
and continued participation, athletics and athletic skills.
Jessie H. Bancroft influenced the development of physical education as a
responsibility of homeroom teachers in the elementary schools, and contributed
much to the field of posture and body mechanics.
World War I (1916 to 1919)
• Many physical educators provided leadership for physical conditioning pro grams for the armed forces and for people on the home front.
Golden Twenties (1920 to 1929)
More games, sports, and free play became popular during this period. Measurement in physical education was emphasized as a means of grouping the students, measuring achievements, and motivating performance. Programs of physical
education and sports continued to expand in schools and colleges. Elementary
Prof. Aquilino Eduardo P. Santos
Thomas D. Wood, Rosalind Cassidy, and Jesse Feiring Williams published
the book “The New Physical Education” in 1927.
Depression Years (1930 to 1939)
During the economic depression in the United States, health and physical education had a difficult time surviving in many communities. Physical educators became more involved in recreation programs in the agencies and projects concerned
with unemployed persons. The trend in physical education was away from the formal-type approach to an informal game-sports approach. Intramural athletics continued to grow in colleges and universities. Women’s athletic associations increased
in numbers.
Charles McCloy one the leaders of this time wrote the Philosophical Bases of
Physical Education in 1940. He advocated “education of the physical” espousing the
belief that school physical education’s unique contribution to the education of the
individual is organic and psychomotor development. School physical education program, he said, should focus their efforts on promoting fitness and teaching sports
skills.
Mid-Twentieth Century (1940 to 1970).
Boys and men, girls and women were exposed to the programs of physical
education in American schools and colleges. Girls and women were provided opportunities to engage in competitive sports at both high school and college. Lifetime
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sport was emphasized. Research became increasingly specialized in such areas
as exercise physiology, motor learning, sociology of sport, and pedagogy. The fitness
movement, the emphasis on preventive medicine, the increased specialization of
the field, and the broadening of physical education and sport programs to reach all
segments of the population are some significant developments in physical education and sport since 1970 up to the present.
PHYSICAL EDUCATION IN THE PHILIPPINES
Pre-Spanish Period
Physical activities were necessary for existence. Cockfighting, introduced by
the Malays and considered a favorite sport was popular. Dancing was a religious
activity with several purposes and officiated by a priest or a priestess. War dances
were performed. Bathing and swimming were important part in the lives of the
natives.
Spanish Period
Cockfighting continued to be a favorite sport and found its way to the other
places in the archipelago. Dancing became a major activity enjoyed by the people.
The Fandango, the Jota, the Curacha of Spain; the 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 joust) were introduced. Girls played sungka, siklot, piko, luksong
tinik, and hide and seek. Boys played patintero, sipa, and kite-flying. Older women
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
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a year, but were closed down in 1880. In 1893, gymnastics was recorded to be a
required subject for all candidates for the Elementary Teachers 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 volley ball 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
contained the rules for baseball, basketball for girls, volleyball, indoor base ball, 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 phy sical 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 superintendents.
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
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 im prove their coaching methods.
1937 – Physical Education was made a curricular subject in the secondary schools
where the grade was not only based on attendance but in proficiency in
skills as well. The grade was included in the computation of the general
average.
1939 – Women’s track and field was added in the program of the National InterScholastics.
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 Edu cation, 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.
Prof. Aquilino Eduardo P. Santos
Foundations of Physical Education
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 directions 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
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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.
THE PHILIPPINE SPORTS COMMISSION
The Philippine Sports Commission (PSC) was created through Republic Act No.
6847 in 1990 to serve as the “sole policy-making and coordinating body of all
amateur sports development programs and instructions in the Philippines”. It was
mandated to provide the leadership, formulate the policies and set the priorities
and directions of all national sports promotion and development, particularly giving
emphasis on grassroots participation. Increased participation in sports by Filipinos
(Grassroots Sports); excellence in sports performance by Filipinos (Elite Sports);
and national unity and solidity through physical fitness and sports are among its
objectives.
MAPEH (Music, Arts, Physical Education and Health)
Games, Southeast Asian Games, and other international athletic competitions in
accordance respectively with the rules of the International Olympic Committee, the
Olympic Council of Asia, the Southeast Asian Games Federation, and other international sports bodies.
THE NATIONAL SPORTS ASSOCIATIONS
The National Sports Associations which are autonomous in character have exclusive technical control over the promotion and development of the particular sport
for which they are organized. They decide on matters affecting the discipline of
their athletes and officials and dispute among members; adopt a training program
for athletes development, in preparation for international competitions; and select
the athletes, coaches and other officials for their teams, taking into consideration
not only their athletic abilities but their discipline, moral character, aptitude, and
attitude.
Philippine Participation in the Olympics (1924 – 2000)
THE PHILIPPINE OLYMPIC COMMITTEE
The Philippines was represented for the first time in the World Olympics. It was
a two-man delegation sent by the Philippine Amateur Athletic Federation in the
1924 VIIIth Olympiad in Paris. David Nepomuceno, a Philippine scout competed in
the 100 m. and 200 m. dash and was eliminated in the trial heats. Dr. Regino R.
Ylanan was the representative official and coach.
The Philippine Olympic Committee, the umbrella organization of all national
sports associations (NSAs), is affiliated with the International Olympic Committee
(OIC) and is recognized in the PSC Charter as the National Olympic Committee
(NOC) for the Philippines. It is a private organization and autonomous in character,
similar to its accredited and affiliated sports organizations. It is primarily responsible
for activities pertaining to the country’s participation in the Olympic Games, Asian
The first medal (bronze) was garnered in the 1928 Amsterdam Olympics courtesy of Teofilo Yldefonso in 200 m backstroke. In the Los Angeles Olympiad in 1932
Teofilo Yldefonso won again a bronze in the same event. In addition, Simeon Toribio
garnered a bronze in high jump and Jose Villanueva also bronze in boxing bantamweight. Miguel White brought the bronze in 400m hurdles in the 1936 Berlin
Olympics, at the same time that the Philippine Basketball Team placed 5th place
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MAPEH (Music, Arts, Physical Education and Health)
among 23 nations. The first silver medal of the Philippines was won by Anthony
Villanueva in boxing featherweight from Tokyo Olympics in 1964. In 1988 Seoul
Olympiad, Arianne Cerdeña brought home the gold medal in bowling, which was a
demonstration sport.
MEDALS and HONORS
Efren “Bata” Reyes was dubbed as “The magician”, when he became the
1985 Red 9-Ball Open champion for his ability to execute brilliant shots.
Eric Buhain was a bronze medalist in swimming in the 1990 Beijing Asian
Games.
Eugene Torre became Asia’s first grandmaster at the age of 22.
Elma Muros was the only track athlete who won in different events in the
Southeast Asian Games. She was hailed as the Southeast Asian games heptathlon
queen in 1997.
Francisco Pancho Villa Guilledo was Asia’s first world champion in boxing
and dubbed as the greatest flyweight of the century.
Gabriel “Flash” Elorde was dubbed as the greatest Filipino boxer of all time.
Gerald Rosales was an Asian Games silver medalist and Southeast Asian
Games two-time champion in golf.
Jennifer Rosales was a five-time champion in golf in the ladies’ Amateur open
(1994-1998) before she turned professional.
Lydia de Vega was Asia’s fastest woman in the 1980s. She brought home the
gold medal twice in arrow in the Asian Games in the 100-meter dash and the silver
medal in the 200m run.
Manny Pacquiao won the International Boxing Federation super bantamweight
championship at the age of 23.
MikeeCojuangco-Jaworski is the accomplished equestrienne who bagged
Prof. Aquilino Eduardo P. Santos
Foundations of Physical Education
the gold medal for the Individual Show jumping competition in the 2002 Asian
Games.
Paeng Nepomuceno is an all-time greatest international bowler with six world
championships to his credit; some considered him as the greatest Filipino athlete of
all time for making it to the Guinness Book of World Records.
Ramon Fernandez was the Philippine Basketball Association’s first four-time
Most Valuable player and played in the league for a record of 20 seasons.
Robert Jaworski was one the Philippine Basketball Association’s 25 greatest
players of all time. At his time of retirement, he was the oldest professional basketball player in the world.
Toni Leviste was part of the Philippine Team that won silver medal in the 2002
Asian Games show jumping competition.
Alvin Patrimonio was a four-time Philippine Basketball Association Most valuable Player, two of which were won back-to-back in 1993 and 1994.
Bong Coo made her mark in the bowling world when she delivered nine consecutive strikes in 1979.
Carlos Loyzaga led the Philippine Team that won bronze medal in the 1954
World Basketball Championship and four golds.
Dorothy Delasin is the Filipina who has become the youngest Ladies’ Professional Golf Association Champion in the last 25 years.
The Origin of the Olympic Games
The first recorded Olympic game was in 776 B.C. held at the foot of Mount
Olympia in ancient Greece The Games were held every 4 years. Although Greek cities had continuous wars, hostilities were suspended during the Games for 1 month
and later extended to three months as they were sacred festivals in honor of Zeus.
At first, it consisted only of one event called the stade, a 192 yard foot race. Koroibus of Elis was recognized as the first champion. Only male citizens could compete
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and watch the Games. Women were not allowed to observe and participate as athletes, except for the priestess Demeter, who observed the Games. Women caught
observing the Olympic Games were taken to Mount Tympaion and thrown to their
death. Other events were added thereafter. The Games were held for 1169 years
until 393 A.D. Running and jumping events, discus and javelin throwing were held
at the stadium. Horseback and chariot races were done in the hippodrome or race
course. An open space in front of the altar of Zeus was the arena for boxing and
wrestling. The games were abolished by Roman Emperor Theodosius in 394 AD in
the belief that the games were pagan in nature.
THE MODERN OLYMPIC GAMES
In his quest to revitalize the youth of France, with his family being a well-to-do
member of the French aristocracy, and an impeccable social and political connections the Frenchman Baron Pierre de Ferdy de Coubertin established the modern
Olympic Games.
Inaugural Olympic Games of the modern era was held in Athens, Greece in
1896. The goal of the Olympic Movement is to contribute toward achievement of
mutual understandings and global peace by overcoming differences including race,
nationality and culture through physical and mental disciplines. Its underlying concept is called Olympism, which is defined as a philosophy of life, the way of mankind within the Olympic charter.
Three Latin words “ Citius, Altius, Fortius” meaning “Faster, Higher, Stronger”
were adopted with permission as the Olympic Motto. The phrase was coined by
Coubertin’s friend Father Didon during an IOC public conference held in a northern
French town of Le Havre in the following year of inaugural Athens Olympiad.The
Olympic Flag designed by Coubertin himself in 1914was used in1920 Antwerp
Games in Belgium. Five colored rings from left to right in blue, yellow, black, green
and red symbolizing unity of 5 continents of the world were set against a white
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background which is symbolic of peace. It was also in this year that the Olympic
oath was introduced. The Ceremonial Lighting of the Olympic Flame was introduced
in 1928 during the Olympic Games in Amsterdam, Netherlands.. Women competed
in athletic events for the first time. The first torch relay from Olympia to the host city
was introduced in 1936 by Dr. Karl Diem, the director general of the Berlin Olympic
Games.
THE ASIAN GAMES
The Asian Games are held for the purpose of developing intercultural knowledge and friendship within Asia. The member countries and regions affiliated to the
Olympic Council of Asia participate in this multi-sports event. The Games are held
every four years in between the Olympic Games. This was first conceived in 1950,
and the first Asian Games were held in New Delhi, India in 1951 with its motto Ever
Onward. The 2nd Asian Games was held in Manila in 1954. In 1994 Asian Games,
despite opposition from other nations, OCA admitted the former Soviet Republics of
Kazakhstan, Kyrgyzstan, Uzbekistan Turkmenistan, and Tajikistan.
THE SOUTHEAST ASIAN GAMES
The South East Asian Games were known as the South East Asian Peninsular Games until 1975. When SEAP Games Federation accepted Indonesia and the
Philippines as members, the name was then changed to South East Asian (SEA)
Games. Its aim is to promote cooperation, understanding and good relations among
countries in the region. The first SEAP Games was held in Thailand in 1959.The
hosting of the SEA Games is rotated alphabetically by nation name which removes
the politics of bidding for the games, and allows the host countries ample time to
plan for their turn at the games. Manila has hosted the 1981, 1991, and 2005 SEA
Games.
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
Foundations of Physical Education
THE ASEAN Para Games
The ASEAN Para Games is a biannual multi-event held after every Southeast
Asian Games for athletes with physical disabilities. Patterned after the Paralympics,
they include the mobility, disabilities, amputees, visual disabilities, and those with
cerebral palsy. The Para Games is under the regulation of the ASEAN Para Sports
Federation (APSF). The games are hosted by the same country where the SEA
Games took place. The 1st ASEAN Para Games was held in Kuala Lumpur, Malaysia
in 2001. To promote friendship and solidarity among persons with disabilities in he
ASEAN region through sports; to promote and develop sports for the differently able;
and to rehabilitate and integrate persons with disability into mainstream society
through sports are the underlying objectives of the Games.
• Motor Control is the study of the neurophysiological and behavioral pro cesses affecting the control of skilled movements. The goals are understanding “how the muscles and joints are coordinated during movement,
how a sequence of movements is controlled, and how to use environ mental information to plan and adjust movement”.
•
vidual differences especially how they relate to the retention and transfer of motor skill”.
Motor development is the study of the origins of and changes in movement behavior throughout lifespan. It involves understanding how motor
behavior is influenced by the integration of psychological, sociological, cognitive, biological, and mechanical factors.
Learning Theories in Physical Education
MOTOR BEHAVIOR
One of the primary concerns of physical education is the learning and refinement of motor skills. Learning is defined as a relatively permanent change in
behavior and performance as a result of practice or experience. Motor behavior is
concerned with the learning and acquisition of skills across the lifespan and encompasses three areas: motor control, motor learning, and motor development.
Motor control and motor learning trace its roots to experimental psychology, while
motor development traces its roots to developmental psychology.
• Motor Learning is the study of the acquisition of movement skills as a
consequence of practice. Learning of a movement skill is inferred from per formance. To assess how well an individual learned the skill, the instructor
would observe the performance of the skill.
It focuses on studying the cognitive aspects of motor skill acquisition. The
goals are “understanding the influence of feedback, practice, and indi
Prof. Aquilino Eduardo P. Santos
The physical educator is concerned with facilitating learning in all three domains.
• Cognitive Learning. The concern of physical educators in teaching for
cognitive learning is increasing the individual’s knowledge, improving prob lem-solving abilities, clarifying, understanding, and developing and identifying concepts.
• Affective Learning. In teaching for affective learning, the physical educa tor is concerned with attitudes, appreciations, and values.
• Psychomotor Learning. This type of learning is the heart of the physical
education and sport experience. The development of motor skill is the con cern in teaching for psychomotor learning.
Stages of Learning
•
•
Cognitive Stage. During this stage the learner is endeavoring to understand the nature and/or goal of the activity to be learned.
Associative Stage. At this point the basics of the skill have been learned
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•
and the learner concentrates on refining the skill.
Autonomous Stage. This stage is reached after much practice. the learner
can perform the skill consistently with few errors. The skill is well coordinated and may appear to be performed effortlessly.
Forces Influencing Learning
• Readiness. It is the successful acquisition of new information or skills de pends on the individual’ readiness. The desire and willingness to learn will
affect his acquisition of that particular skill. Physiological readiness is the
learner’s readiness to control his body in physical activities to such a de gree. Psychological readiness refers to the learner’s state of mind; it is
one’s feeling or attitude toward learning a particular skill.
• Level of Development. As psychologist Piaget stated, “learning proceeds
most rapidly when instructional experiences are geared to individual’s
physical and intellectual abilities.
• Motivation. It refers to a condition within an individual that initiates activity
directed toward a goal. Needs and drives form the basic framework for
motivation.
• Reinforcement. It is using events, actions, and behavior to increase the
likelihood of a certain response (e.g., a skill or a behavior) recurring.
• Individual differences. In any learning situation, the physical educator
must provide for individual differences – in social and economic back
grounds, physical abilities, intelligence and preferred learning styles, and
personality.
Concepts, Factors, and Conditions that Promote the Learning of
Motor Skills and improve Performance
1. Practice sessions should be structured.
2. The task to be learned must be understood by the learners.
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3.
4.
5.
6.
7.
8.
9.
10.
The nature of the skill should be considered when designing practice.
Consider the learner in deciding whether to teach the skill by the whole or
by part method, the nature of the task and the background of the learner.
Whether speed or accuracy should be emphasized in learning a skill depends on the requirement of the skill.
Transfer of learning can facilitate the learning of motor skills.
Essential for learning is feedback.
Plateaus ( a period in which little or no progress is made) in performance
may be experienced by the learners.
Self-analysis should be developed.
The leadership provided determines to a great degree how much learning
will take place.
SOCIOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION AND SPORTS
SOCIOLOGY
Physical educators are interested in an important factor that motivates the
formation of groups - the drive action that is inherent in a child. After becoming a
member of a group, certain collections are important for successful adjustments.
1. Need for affection – the belief that he is liked by the other members
2. Belongingness – the belief that he is accepted
3. Independence – exemplifies the individual’s right to make his own
decisions.
4. Social approval and Opportunity to Maintain Self-Esteem
SOME THEORIES OF PLAY
1. Surplus-Energy or Spencer Theory expresses the idea of play as the
aimless expenditure of exuberant energy. (Friedrich Schiller)
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
2. Recreation Theory emphasizes the recreative values of play, and play as a
means of revitalization. (Guts Muths)
3. Relaxation Theory emphasizes play as a medium for relaxation in today’s
mode of work that leads to nervous disorders if the organism does not have
a means to relax from the work’s ordeal.
4. Instinct Theory declares that human beings have an instinctive tendency
to be active at various stages of their life-time.
5.
Social-Expression Theory by Bernard S. Manson expresses the modern
theory of play. Physiological and anatomical structure of man as an active
creature limits his activity. His degree of physical fitness at any time affects
the kind of activity in which he engages in. The psychological inclinations
that are the result of physiological needs and learned responses, habits, or
attitudes propel him into certain types of play activities.
PLAY THEORISTS
•
Herbert Spencer believed that play could be used to expend excess energy, which was necessary for survival.
•
G. Stanley Hall viewed play and its natural extensions (games and sport)
as ideal mechanisms of development, an ideal type of exercise for the
young, most favorable for the growth, and most self-regulating.
•
John Dewey believed that play was not a physical act that has no meaning, rather it was an activity the integrated mind and body.
•
Karl Groos believed that play provides necessary experiences & prepares
the individual for the coming tasks of life.
• Luther Halsey Gulick emphasized the benefits of play for the development
of both the private (sense of self) and social aspects ( social self) of the
individual.
Prof. Aquilino Eduardo P. Santos
Foundations of Physical Education
PART II – ANALYZING TEST ITEMS
1.
When the physical education teacher assists a student in making personal
and group adjustments as well as adjustments as a member of society,
which of the following objectives does he want to attain?
a. Physical Fitness Development objective
b. Cognitive Development Objective
c. Motor Skills development objective
d. Social-Emotional-Affective Development Objective
The answer is option d, because option a (Physical Fitness Development Objective) assists students in the development of the various organic system of the body,
while option b (Cognitive Development Objective) involves the accumulation of
knowledge and the ability to think and interpret this knowledge, and option c (Motor
skills Development Objective) is concerned with developing body awareness, making purposeful physical movement with a little expenditure of energy as possible.
2. Which of the following ally of physical education concerns itself on aesthe tic expression through movements?
a. Sport
c. Dance
b. Health
d. Games
3. All of the following are attributes of the philosophy of existentialism that
influence learning experiences in physical education, EXCEPT –
a. Competition
c. Self-responsibility
b. Creativity
d. Self-awareness
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4. Self-direction and individualized learning are important in the teaching and
learning process in physical education. These aspects are emphasized in
this philosophical approach.
a. Idealism
c. Realism
b. Pragmatism
d. Naturalism
5. Although physical activities in the primitive society were practical in nature,
primitive men still had to participate in recreational activities. Which of the
following provided children in the primitive society preparation for adult
responsibilities?
a. Dancing
c. Physical exercise
b. Mimetic games
d. Chanting
6. A strong Persian army meant a healthy and physically fit army. Persian
physical education was ____.
a. The modality to lift weights, shoots the bow, and handles the sword.
b. Personified by iron discipline, obedient to authority, indifference to pain
and suffering, and obsession to victory in battle.
c. The modality for brutal method of training the body for war which was
a prestige profession.
d. The modality used to develop military skills, high moral standards, and
patriotism.
7. Dancing was popular that a man’s prestige depended on his prowess in it.
This could be traced back from this ancient nation.
a. ancient China
c. ancient Egypt
b. ancient India
d. ancient Greece
8. Greek sport manifested itself in the concept of the amateur athlete, whose
primary goal is to compete in a “circuit” of four major national games that
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were designated as the ____.
a. Capitoline Games
b. Heraean Games
c. Funeral Games
d. Pan-Hellenic Games
9. When was the first recorded Olympic Game that was held at the foot of Mt
Olympus and had a single event, the stade, a 192-yrd foot race?
a. 476 A.D.
c. 776 B.C.
b. 394 A.D.
d. 724 B.C.
10. A Greek medical man who used physical education as an aid to medicine
as early as the 5th century.
a. Herodotus
c. Galen
b. Hippocrates
d. Xenophon
11. Aside from the warriors, Rome grew into a nation of spectators. Spectacu
lar and bloody gladiatorial combats became popular and were a favorite of
the Romans. Where were these bloody spectacles held?
a. Circus Maximus
c. Colosseum
b. Campus Martinus
d. Thermae
12. This was a kind of education for the sons of the nobility that was physical,
social, and military in nature that emerged after the fall of the Western
Roman Empire.
a. Asceticism
c. Feudalism
b. Scholasticism
d. Chivalry
13. With the emergence of this philosophy and its concepts of the “universal
man”, physical education became more valued during the Renaissance
period.
a. Realism
c. Monism
b. Existentialism
d. Humanism
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
14. “Understanding the influence of feedback, practice, and individual differen ces especially how they relate to the retention and transfer of motor skill”
are goals of a. Transfer of Learning
c. Motor development
b. Motor Control
d. Motor Learning
15.
What important factor should physical educators be interested of that
motivates the formation of groups?
a. The belief that the child is liked by the other members
b. The belief that the child is accepted.
c. The drive action that is inherent in a child.
d. The child’s self-esteem
16. This philosophical approach assesses dance performance in terms of
graceful and expressive movements.
a. Metaphysics
c. Aesthetics
b. Linguistics
d Ethics
17. In teaching for psychomotor learning, the physical educator is concerned
with –
a. the acquisition of motor skills.
b. the understanding of concepts presented.
c. the instilling of qualities and values.
d. the realization of learning potentials.
18.
During this stage of learning, the physical education teacher provides the
learner to work on mastering the timing needed for the skill.
a. Autonomous stage
c. Associative stage
b. Cognitive stage
d. Motor development
Prof. Aquilino Eduardo P. Santos
Foundations of Physical Education
19. What is the concern of the physical educator in teaching for skill learning?
a. The physical educator is concerned with attitudes, appreciations, and
values toward physical activity.
b. The physical educators is concerned in increasing the individual’s
knowledge, improving problem-solving abilities, clarifying, understan ding, and developing and identifying concepts.
c. The physical educator is concerned with motor learning and motor
control.
d. The physical educator is concerned with the development of motor
skills.
20. The physical education teacher grouped the students in his class and gave
important task to be accomplished. One of his objectives is to give oppor tunity to each member of the group to make his own decision. This is
opportunity for the students to –
a. acquire the need for affection
b. feel the sense of belongingness
c. be independent
d. achieve social approval
21. Which of the following statement reflects a pragmatic teacher of physical
education?
a. Provides activities that give students the opportunity to develop the
qualities of honesty, courage, creativity, and sportsmanship.
b. When the physical educator uses the problem-solving method in tea ching an activity to effect learning.
c. Provides individualized learning through self-activity that leads to the
attainment of individual goals.
d. Uses drills extensively after instructions.
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22. All of the following statements are naturalistic view of physical education
EXCEPT
a. Developmentally appropriate physical activities at all levels of instruction are used.
b. Activities are socializing in nature
c. Physical educators emphasize individualized learning.
d. The physical educator allows normal growth.
23. This refers to a condition within an individual that initiates activity directed
toward a goal. Needs and drives form its basic framework.
a. Reinforcement
c. Individual Differences
b. Motivation
d. Readiness
24. It is using events, actions, and behaviors to increase the likelihood of a
certain response.
a. Reinforcement
c. Level of Development
b. Motivation
d. Independence
25. In any learning situation, what must the physical educator understand in
terms of social and economic backgrounds, physical abilities, intelligence
and preferred learning styles, and personality among students.
a. Individual Differences
c. Need for Affection
b. Cooperation
d. Responsibility
MAPEH (Music, Arts, Physical Education and Health)
PART III – ENHANCING TEST TAKING SKILLS
1.
The legal basis of physical education and sport is stipulated in what article
and section of the 1986 Constitution?
a. Article XI, Section 19
c. Article XIII, Section 19
b. Article XII, Section 19
d. Article XIV, Section 19
2. Motor skill development objective of Physical Education is concerned with–
a. The development of the various organic system of the body is neces sary for an individual to have the ability to sustain adaptive efforts, to
recover and to resist fatigue.
b. Developing body awareness, making purposeful physical movement
with a little expenditure of energy as possible, and being proficient,
graceful, and aesthetic in this movement.
c. The accumulation of knowledge and the ability to think and interpret
this knowledge.
d. Assisting an individual in making personal and group adjustments as
well as adjustments as a member of society.
3. This philosophy influenced the teaching of physical education in terms of
problem-solving, consideration of individuals’ needs and interest, develop ment of individuals’ social skills, and cooperation.
a. Idealism
c. Naturalism
b. Realism
d. Pragmatism
4. Understanding concepts and self-development in physical education is in fluenced by the philosophy of –
a. Idealism
c. Naturalism
b. Realism
d. Pragmatism
5. He established the German Turnverein movement, where his members led
the drive toward a unified democracy and social change in the German
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MAPEH (Music, Arts, Physical Education and Health)
states. He was then considered the father of physical education.
a. Richard Mulcaster c. Friedrich Jahn
b. Johann Gutsmuths d. Franz Nachtegall
6. The Secondary Education Development Program (SEDP) is a response to
continue pupil development started by the Program for Decentralized Edu cational Development in 1982., 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). This is based on what
order?
a. DECS Order No. 11, s. 1989
b. Department Order No. 20 s. 1973
c. MEC Order No. 6 s. 1982
d. DECS Order No. 53 s. 1994
Foundations of Physical Education
which they are organized.
a. Philippine Olympic Committee c. National Sports Associations
d. SEAP Games Federation
d. Olympic Council of Asia
10. The Romans developed their own system of physical training. They deman ded the promotion of –
a. athleticism
c. individualism
d. team unity
d. agon
11. The Philippines joined the 1924 Olympic Games in Paris for the first time.
It was a two-man delegation sent by the Philippine Amateur Athletic Fede ration. Dr. Regino R. Ylanan was the representative official and coach. The
athlete who was a Philippine scout and competed in the 100m. and 200 m.
dash, but was eliminated in the trial heats .
a. Teofilo Yldefonso
c. Simeon Toribio
b. David Nepomuceno
d. Jose Villanueva
7. Romans believed that exercise was only for health and military purposes.
All of the following had no value or had little appeal to the Romans, EXCEPT
a. Greek formal athletic competition and training.
b. The Greek concept of health gymnastics.
c. Greek nudity and development of the body beautiful.
d. Athleticism
12. She brought home the gold medals twice in a row in the Asian Games in
the 100-meter dash and the silver medal in 200-meters. She earned the
title Asia’s fastest woman in the 1980s.
a. Elma Muros
c. Lydia de Vega
b. Bong Coo
d. Jennifer Rosales
8. Greek sport manifested itself in the concept of the amateur athlete, whose
primary goal is to compete in a “circuit” of four major national festivals that
were designated as the Pan-Hellenic Festivals. What is the most popular
among the four?
a. Isthmia Festival
c. Nemea Festival
b. Olympic Festival
d. Pythia Festival
13. “What is the highest standard of behavior each person should strive to
attain?” is a philosophical question that is emphasized in the teaching of
physical education, especially in sport. This philosophical question pertains
to –
a. Axiology
c. Aesthetics
b. Ethics
d. Logic
9. In the Philippines, this is autonomous in character have exclusive technical
control over the promotion and development of the particular sport for
14. Understanding how the muscles and joints are coordinated during move ment, how a sequence of movements is controlled, and how to use envi-
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Foundations of Physical Education
ronmental information to plan and adjust movement are goals of –
a. Motor Development
c. Motor learning
b. Motor Skill
d. Motor Control
15. A theory developed by Guts Muths that emphasizes the recreative values of
play, and play as a means of revitalization.
a. Spencer theory
c. Social-expression theory
b. Instinct theory
d. Recreation theory
16. When coaches select training techniques based on the scientific evidence
of their effectiveness, and would use systematic, progressive approach in
designing practices, he is an advocate of the philosophy of –
a. Idealism
c. Existentialism
b. Realism
d. Pragmatism
17. What does the physical education teacher consider in deciding whether to
teach the skill by the whole or by part method.
a. the task to be learned
b. the nature of the task and the background of the learner
c. the requirement of the skill
d. the plateaus
18.
In teaching the folk dance, Mr. Redondo’s concern is to develop a proper
attitude towards folkdance, appreciation and values. These factors are
attributed to –
a. Cognitive learning
c. Affective learning
b. Psychomotor learning
d. Transfer of learning
19. Miss Demonstrador wanted to effect learning among her students most
rapidly when she gave them instructional experiences that geared to indi vidual’s physical and intellectual abilities. This means that she believes in –
a. Piaget
c. Schiller
b. Freud
d. Manson
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20.
A recreation leader emphasizes the benefits of play for the development of
both the sense of self and social self of the students. With this in mind, he
believes in a. G. Stanley Hall
c. Karl Groos
b. Herbert Spencer
d. Luther Halsey Gulick
21. The philosophical question “ What process should a researcher use to de termine the value of physical education to program participants?” is related
to the philosophy of –
a. Axiology
c. Epistemology
b. Ethics
d. Logic
22. The physical education teacher uses this philosophical approach when he
validates the knowledge pertaining to physical activity and its influence on
the development of the individual.
a. Axiology
c. Epistemology
b. Ethics
d. Logic
23. It is the study of the origins of and changes in movement behavior throughout lifespan.
a. Motor Learning
c. Motor Control
b. Motor Development
d. Skill Learning
24. The desire and willingness to learn a particular skill will depend on this
factor that influence learning.
a. Readiness
c. Level of Development
b. Physical abilities
d. Reinforcement
25. He viewed play and its natural extensions (games and sport) as ideal me chanisms of development, an ideal type of exercise for the young, most
favorable for the growth, and most self-regulating.
a. Thomas Dennison Wood
c. Jessie Bancroft
b. Jacob Riis
d. G. Stanley Hall
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
International Folk
Dance and Other
Dance Forms
Prepared by:
Prof. Aquilino Eduardo P. Santos
Competencies:
1. Recognize folk dances from Asia,
Europe and Latin America.
2. Trace the development of social
dance along with traditional
ballroom dance
3. Recognize other dance forms
4. Identify the modern ballroom dance
5. Identify international dance terms.
6. Analyze international dance steps.
Prof. Aquilino Eduardo P. Santos
International Folk Dance and Other Dance Forms
PART I - CONTENT UPDATE
FOLK DANCE is a traditional recreational dance of an indigenous society showing the cultural characteristics of a specific people at a given time and place. It is
the people’s social expression through movements with rhythmic accompaniment
where the characteristics of their community life are reflected. Moreover, the vivid,
intimate bond of customs, ideals, culture and traditions of the past through which a
multitude of national characteristics in music, steps and costumes are preserved.
Developed spontaneously and naturally by a specific folk, it was handed down from
one generation to another generation and followed a fixed pattern.
ASIAN DANCE
One authority declared that “The main idea of Oriental dance is found in the
Japanese word asobi which means play, and comes from the idea of the play of the
gods (Clarke and Crisp, 1980)”. Religion and magic are major themes of most Asian
dances.
The dances of Asia assert the importance of gravity. Feet may stamp or paw the
ground, but contact with the earth is constant. The stylized use of the torso, head,
and arms, the neck movements of Indian dance, the exquisite gesture of arms and
fingers in Balinese dance, suggests a sophistication of style very different from the
West. Originally, most theatrical dance forms were performed as part of religious
worship or for entertainment. Asians have deep respect for tradition, which has
encouraged dancers to make existing theatrical dance forms perfect rather than to
create new styles. Slight movements of the upper body, facial expressions and hand
gestures communicate the message of the dance. Every movement, even a raised
eyebrow, may have significance.
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Many dances describe through gestures a historical event, a legend, or a myth.
A famous theatrical dance performance that takes place outdoors and last all nights
which is held in Burma is called pwe. Spectators may shout out comments, tease
the performers, and go backstage to watch them put on costumes and makeup.
provided a basis for folk dances which have been carefully revived. Two elements
are thereby protected: the ancient, traditional forms which include the surviving
priestly dances, sometimes performed with a drum and folk dances which hark
back inspiration to the work dances of peasants.
Ancient Hindus believed that dance was given to them by the gods and goddesses. From the earliest times, dance has been important part of Indian life.
Bharata Natyam is the oldest dance in the world that is still performed today.
It is a dance originally performed in the temples of India, combines rhythmically
complicated dancing with Hindu legends told in song and pantomime. Like other
Indian dance forms, this temple dance uses mudras – hand gestures that have
recognized meanings. Mudras often stand for animals, plants, or feelings. Indian
classic dance contains three components – natya which represents the dramatic
quality, nritta, the rhythmic aspect of the dance, and nritya, which has something
to do with the expressive possibilities, the conveying of rasa (sentiment) and bhava
(mood) through facial expression and bodily gestures.
Japanese dance is more spiritual than technical. At its most intense, Japanese
dance partakes of rituals and the performance of certain dances demands fasting
and purification of the body in order to prepare the interpreter spiritually as well as
physically. There are two basic styles of dance in Japan: the first embraces religious ritualistic dances, the court dances and the dances of the Noh drama, and
the second is concerned with Kabuki drama, deriving from rustic dances and the
popular dances of folk and festivals.Those elements which have been taken over
from the severely beautiful and ancient Noh plays are called mai. The popular style
taken from folk art is called odori. Furi are realistic mime movements and gestures
which have been introduced from daily life. BON DANCE is a Japanese folk dance
performed during the blooming of the Cherry Blossoms or during full moon. JAPANESE PARASOL DANCE is an easy, very colorful dance for girls. It is customary with
the Japanese girls to use umbrella for rain or shine.
China is not historically a nation in which dance was of any real importance.
One of the rare indications about the earliest and uniquely Chinese dances has to
do with the use of a long sleeve (known as the “water sleeve”) as a technical and
expressive side to dance. It appears that the use of sleeves was part of shamanistic
worship. Sleeve dancing was widespread in China. CHINESE FAN DANCE is a simple but interesting dance from China suitable for girls.
Korean dance reflects the historical and strategic importance of the country.
The earliest clear record of it can be dated back to the third century. It was an essential factor of religious worship and of the nature cult that surrounded the planting
and harvesting of crops. The point of departure that both North and South Korea in
their conscious attempt to preserve and revivify the ancient traditions of the county’s dance was the survival of dances which were performed as entertainments
at banquets and dinners among the nobility and wealthy merchant classes. These
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In Southeast Asia, trance dances blend superstitions with Buddhist, Hindu,
and Islamic beliefs. During the Barong, a theatrical dance form performed on the
Indonesian island of Bali, dancers in a trance act out a legendary battle between a
dragon and a witch. The dancers turn knives on themselves. But in most cases, the
trance prevents them from feeling pain and helps to protect them from injury.
The themes of Thai classical dance are religious traditional stories. A theatrical
dance form exclusively for women is the lakon, whose libretti come from both
legendary and historical and legendary sources. The purer dance forms are those
relating to exercises performed by warriors.
In its ethnic tradition, Philippine dance is classified into three: Ritual dances
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
International Folk Dance and Other Dance Forms
that connect the material world to the supernatural; LIfe cycle dances that celebrate birth, baptism, marriage, and death; and Occupational dances where life
defenses and works are transformed into celebratory dances.
The coming of the Spaniards in the Philippines brought significant changes
in the lives of the Filipinos especially in dance. Filipinos became Christians. The
Spaniards introduced European dances that were easily adopted by the Filipinos.
Such dances were Rigodon, Lanceros, Mazurka, Polka, Virginia, Valse and Havanera. However, there were still Filipino natives who have retained the traditional dances
particularly those who were living in the Cordillera Mountains and High mountains of
Mindanao aside from the Muslim Filipinos.
• Sword dances pertain to almost as antique a tradition of martial art skill,
simulated and sought through dance display, through imitative use of wea pons which prepared warriors for combat and invoked success for them as
well.
The most famous art of Indonesia include dances of the old royal courts of
Java, and the dramatic folk dances of Bali. The Javanese dancers use slow, elaborate motions in which even finger movements have particular meaning. The dances
represent scenes of adventure, battle, or love. Many Balinese dances are based on
ancient Hindu stories, and have forceful rhythms and movements.
EUROPEAN FOLK DANCE
The folk dances of Europe are precise indication of the social characteristics
of its folk songs and legends. They contain memories and references to religious
or magical dances.The ring dances, the maypole dances, the bonfire dances,
sword dances, processional celebrations, and early religious dances are usual
traditions of folk dances throughout Europe.
•
•
The ring or round dance was the most venerable and most widespread.
In maypole dances, the totemistic nature of the pole itself involves both the
idea of a symbol of divinity and of the fruitful and protective tree, the ribbons which habitually lined the dancers to the pole being understood as
Prof. Aquilino Eduardo P. Santos
•
the vestigial branches of the tree and the direct links joining the celebrants
to the pole as a source of fertility.
Bonfire dances are traces of the ancient worship of the sun.
Responsible for the popularity of the folk dance, whether as couple dance or
as group activity was the fertilization that occurred when in the seventeenth and
eighteenth centuries, the country dances were adopted and codified by dancing
masters. Folk dances have constantly fed the more formal social dances, irrespective of social class.
SOME EXAMPLES OF EUROPEAN FOLK DANCES
(Source: Aquino, Francisca R. FOREIGN FOLK DANCES .Manila, 1967.)
 ARKADSKY is a very lively dance for big men due to the characteristic ges ture of the arms and the energetic steps inherent among Russian dancers.
 BAVARIAN LANDLER is a traditional dance of farmers in Alemania.
 BARBARY BELL is an old-fashioned country dance among the village peo ple in England.
 BLEKING is a vigorous dance named after the province of Bleking in Swe den, where it is popular among the peasants.

CZARDAS Csarda or Czarda means “village inn”. The Czardas derived its
name from the peasant dances performed outside the village inns. Gypsy
musicians popularized the Czardas. These tunes and dances are divided
into 2 parts: a slow stately part and a quick part called “frishka”.
 CSHEBOGAR is a Hungarian “grief dance”
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 DANISH DANCE OF GREETINGS is a simple dance showing the national
traits of the Danish people – friendly, kind, and helpful.
DANCE IN LATIN AMERICA
 DUTCH COUPLE DANCE is a humorous dance of Holland depicting how
the boy teasingly asks a bite from an apple.
Dance in Latin America continues to play a major role in the religious ceremonies and community celebrations of the people. Indians and blacks developed it to
accompany religious worship, to celebrate such events as birth and marriage, and
to mourn the dead. It is also a highly popular form of recreation. Most Latin American countries have their own traditional dances that include steps from Spanish
or Portuguese folk dances: the Spanish zapateado (heel beating steps) is part of
the Cuenca of Bolivia and Chile; the joropo of Venezuela; and the jarabe tapatio or
Mexican hat dance of Mexico.
 HIGHLAND FLING is a vigorous folk dance from Scotland especially adap ted for boys.
 IRISH LILT is a very lively dance especially suitable for girls.
 KALVELIS is an occupational dance which means “little smith” where the
clapping of the hands suggest the hammer and the anvil of the blacksmith.

LA PETITE UKRAINIENNE. The peasant population of Ukraine, sometimes
called “Little Russia” is very fond of dancing and this little dance gives a
simplified version of the way they do it when fairs or festivals draw them
together in merry-making.
 NORWEGIAN MOUNTAIN MARCH is a dance from Norway that depicts
mountain climbing with the boy at the center as guide of the two girls behind him.
In the West Indies, African and Spanish influences were combined in such ballroom dances as the rumba, and cha-cha-cha. The rumba, cha-cha-cha, and some
other Latin American dances including the Argentine tango, Brazilian samba, and
Cuban Congo are popular outside Latin America.
 OYDA is a dance which is a good example of round dances performed in
the earlier centuries
In the various regions of Mexico, there are dances which serve as reminders
of hunting rites and religious beliefs. Among the surviving religious dances is that
Concheros, who dance at fiestas, and in their performance the sacred impulse of
the dances were evident.
 PUTTJENTER originated in the province of Westphalia, is a popular dance
among the peasants of Germany.
 Los Moros is a relic of Spanish occupation, a dance usually given by four
men, whose leader is identified as St. James.
 RHEINLANDER FOR THREE is a German couple dance that grown out of
the youthful enthusiasm and creativeness of an east Prussian youth group.
 Los Viejetos (the little old men) is danced by young men who disguised
themselves with masks and lean on sticks.
 SWEDISH CLAP DANCE from Sweden is another example of a round
dance in its polished form.
 TROPANKA is Bulgarian stamping dance.
 VARSOVIENNE is a German delightful dance for girls.
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 Los Inditos (the little Indians) is a maypole dance. The dance performed
in May is presided over by the “senior” (Our Lord) of Chalma, and offerings
of eggs, necklaces, beads and flowers can be made after each dance.
 LA COSTILLA is a popular couple dance among the rancheros of Mexico.
“Costilla” is an affection term used in Mexico for wives.
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
 LA CUCARACHA means the “little cockroach” is a dance known all over
Mexico.
 LA VIRGENCITA which means “the little maiden” is a dance popular in
Mexico.
SOCIAL DANCE
Nearly every society has social dances that are part of the culture. Each society
has its own viewpoints about different aspects of social dance. In some societies,
social dance is a group activity and is meant to be enjoyed by an individual in conjunction with other people. Some societies, social dancing is meant to be enjoyed by
two people-a “couple”. Sometimes, social dance is seen as a completely individual
activity. In some societies, there are strict rules that apply to social dance with
regard to males and females dancing together, appropriate physical contact and
dancing together.
Carole which involved song and simple dance steps was the perpetuation of
the most ancient of the social dance forms. In its linked form in single file, it evolved
into Farandole, in its circular form, the Branle, and became a couple dance in the
South of France as Estampie, where the man and the woman hold hands and move
forward side by side. The professional influence of the early Italian dancing masters
and the social activity in the Italian courts impelled social dance forward to its remarkable path. The processional Basse Danse, known since 1400 as the Queen of
Dances, and the Pavanes were formal and stately dances with gliding steps danced
by couples. The group dance Brando was the counterpart of branle. With the desire
to follow the quiet gliding dance estampie and the grave measured basse danse,
the lighter and gayer dance Saltarello emerged. As always, the youth needed to be
served, and a lively young people’s dance, the Galliard emerged as an after-dance
to the slow peacocking dance of great dignity, the Pavane.
Prof. Aquilino Eduardo P. Santos
International Folk Dance and Other Dance Forms
Other forms of dance emerged in the 16th and 17th centuries. The Courante,
which was a pantomimic dance in origin suggesting courtship and with quite fast
tempo, was especially popular. It had been codified in a much slower and graver
form in France by the middle of the 17th century. The Sarabande which was originated in Spain where in the latter part of the 16th century it combined songs and
dances thought of to be indecent and “repulsive” due to its physical frankness and
unsuited to be performed by respectable people. The boisterous La Volta with lots
of moving, turning, and high leaping steps in a closed embrace was considered
bold, if not indecent.
Minuet, a lively dance in triple meter where small steps were essential part
of the dance gained popularity during the time of King Louis XIV, the Sun King. Its
development from a rustic dance into a dance of the gentry indicates its process of
refinement. Despite its supremacy, another dance of peasant origin, the Gavotte,
remained popular in the higher ranks of the society. It consisted of a mixtures of the
movements of branles and galliards. Its introduction to court entertainments led to
the establishment of a form that substituted dignity and stately grace for its original
peasant vitality.
In the following centuries in Europe, when fashions changed, dances went with
it. By 1588 the stately basse dance was outdated. Gavotte and minuet disappeared
in 1789 when revolution swept away the court of France. When Europe’s ideas of
freedom replaced ideals of courtly refinement despite the disapproving dancing
masters, simple country steps grew more popular than the complex patterns of
minuet. So-called country dances became fashionable at elegant city balls.These
English country dances were later o transformed into French contredanses, where
the dance figures were grouped into a general title of Cotillion, which was in vogue
in the 18th century. Its name was derived from the French cotte, which was a short
petticoat worn by peasants. Descendant of the Cotillion was the Quadrille, a square
dance that emerged during the Napoleonic years in France at about 1740.
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Rapid changes in dancing styles occurred in the 19th century. The minuet disappeared, and by 1850, except for the Sir Roger de Coverley or Virginia Reel,
contredanse was also gone. French Quadrille which combined contredanses and
cotillions became extremely popular.The waltz, which owes its name from the Latin
volvere – to turn, was introduced to fashionable ballrooms in the early 19th century
and became the most popular of all the new dances. This close-couple dance with
its close hold was at first received with considerable dismay. It was derived from
Austria’s landler. By 1790 Vienna waltz was all the rage in German town. Schubert,
Chopin, Strauss helped to spread the fame of waltz tunes. By 1825, it had come
to stay. By the 19th century, it has to face its rivals. The Gallop was possibly the
simplest dance ever introduced into the ballroom. The Mazurka, originally a Polish
round dance conquered both public balls and theatrical dance. The United states
created the Boston, Central Europe, the Polka, originally from Bohemia and which
was introduced in Paris in 1840 was feverishly welcomed as a fashionable ballroom
dance of tremendous energy, Hungary, the czardas, the Italian tarantella, Russia’s
gopak, and Spain’s flamenco. Europe’s newly discovered folk dances inspired gay
waltzes, mazurkas, polkas. These filled the19th century New York, Paris, and London ballrooms.
America in the 19th century was to turn to the ballroom dance as an expression
of polite social ambition. This is when the country was to shift from agricultural to
industrial identity. VIRGINIA REEL is a traditional American dance. It is the ancestor
of the square dance popular during the colonial days in America. European social
dance forms were adopted. Waltz was accepted in 1830. Polka swept America.
However by the latter years of the century, an authentic American dance emerged,
the Military Schottische or Barn Dance, a simple and ebullient dance with foot
stamps and slightly refined in manner. The term “barn dance” was derived form the
tune “Dancing in the Barn” when schottische was first danced to its tune. OH SUSANA is an American round dance mixer and it is used as a prerequisite to square
dancing. RED RIVER VALLEY is an American dance traditionally performed with one
boy at the middle and two girls in each set of three. The dancers sing aloud as they
perform the dance.
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By the early 20th century, two-step, one step foxtrot, and tango were introduced.
Quadrilles, lancers, and other open-couple dances had essentially disappeared, and
the usual ballroom dance program consisted entirely of the accepted closed-couple
dances. John Philip Sousa, the King of March produced many popular marches.
The Boston Two-Step, which is basically a marching step with interpolated skips,
became popular. One Step, which followed the Boston two-step, was the most popular of the dances. Inspired by the ragtime music, it required performers to dance
one step to a beat.
In 1900, the jerky Negro rhythms of the Cakewalk challenge the smoothly
gliding waltz. Dances derived from “savage” Africa swamp the dance halls of the
Western world. This began when West African slaves, shipped to North America,
brought with them tribal songs and dances. When the slaves gained freedom, Negroes performed native music and dances in New Orleans’ Congo Square.
When Negro musicians borrowed Irish, Scottish, Italian, French, and Spanish
tunes, they mingled them with Negro rhythms and improvised jazz melodies. Negro
rhythms, soon popular with white musicians, changed the white dances. Western
social dancing had changed to keep pace with the changing Western world. As
life’s tempo speeded up, the Cakewalk, Bunny Hug, Grizzly Bear, Black Bottom gave
young Westerners the thrills they sought and failed to find in waltz or polka.
The story of social dance is a story of movement and space. Always as they
move, dances take with them something of the land they come from. In Negro-inspired jive and jitterbug, bebop, rock n’ roll, city teenagers have found what they
wanted.
In 1910, Tango arrived from Argentine. Its origin can be traced to a slave dance
in Cuba, and by no means respectable. It was introduced into Europe at the beginning of the 20th century, and in France, where it was transformed into a more polite
form. In 1912 Argentina’s tango gained fame in Paris within a year. Mid-century
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
rock n’ roll swept first in the United States, then Europe, in mere months. Modern mambo, rumba, and jive represent changing fashion in social dance. Foxtrot
which was originated by a comedian, Harry Fox, who worked in the Ziegfeld Follies,
emerged in 1914. But as early as 1913, he had introduced some quick trotting
steps into a dance to ragtime music in his act. By 1914, it became a popular dance
form.
The most vital impulse to social ballroom dancing in the 20th century was the
emergence of Jazz from New Orleans. It became synonymous with freedom, good
times, and an abandonment of many of the social attitudes and taboos after World
War I. One dance that epitomized the freedom and wildness of the 1920s was
Charleston. Swing or boogie-woogie and lindy or widely, jitterbug superseded the
jazz rhythm in the 1930s. Jitterbugging was an American pastime at the New York
World’s Fair in 1939. The dance provided a release from wartime pressures.The
basic technique of the so-called “a new form of sexual display typified by the gigolo
image of the sultry Southern male – the Rumba, which was accepted by the public
in 1930. For the first time in centuries, dancers abandoned the physical contact
when the Twist, which went to the other extreme, was the next craze. It was a very
simple dance that amounted to little more pelvic gyrations “as if drying your back
with a towel” accompanying a foot movement that resembled the treading of a cigarette-end into the ground. Samba is dance of Brazil. Paso Doble, with its imitation
of the bull fight stems from Spain but was refined for the ballroom in the Southern
region in France, The man represents the matador, the lady his cape. Cha Cha Cha
is a descendant of the Cuban Mambo.
Youth oriented form of music and dance exemplified by rock n’ roll was introduced to delighted teenagers by the film Rock Around the Clock made in 1956.
With this birth of rock n’ roll, social dance styles became freer. Partners did not
touch each other, and they made their own dance movements.
Prof. Aquilino Eduardo P. Santos
International Folk Dance and Other Dance Forms
During the 1960s and 1970s, blacks created many dances that the whites
enthusiastically adopted. In 1960, Chubby Checker recorded “The Twist”, and a new
dance craze emerged. Other dances such as the “monkey”, “mashed potato”, and
the “frug” became popular with both black and white teenagers. A popular style of
dancing in the 1970s called “disco” rejected the “do-it-yourself” choreography of
earlier rock dances. Instead, dancing partners held each other and followed a set
pattern of steps.
During the 1980s, young black males popularized break dancing, which consisted largely of acrobatic movements performed to rock music. “Slam” dancing
was another dance craze that was popularized in the early 1980’s, where dancers
literally slammed into each other. Rap music which was developed in the 1970s, but
became popular in the late 1980s as a voice for inner-city minority groups, came a
new, popular form of dance known as “hip-hop”- also known as “street dancing”. It
combines several movements from African and jazz dance vocabularies with newly
created movements.
Many people today, as in years past, enjoy social dancing. Many people dance
to release frustrations and negative energies and many people dance for the sheer
fun of it. Whatever the reason people dance, the culture and society of the time to
which they belong will certainly be reflected in the movements, style and music that
make up the dance.
OTHER DANCE FORMS
BALLET
Ballet can be traced to Italy during the 1400’s at the time of the Renaissance.
Catherine de Medici, a member of the ruling family of Florence, became the queen
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of France in 1547. She introduced into the French court the same kind of entertainment that she had known in Italy. They were staged by Balthazar de Beaujoyeuolx,
a gifted musician who had come from Italy to be Catherine’s chief musician. Beaujoyeulx created in 1573 Ballet des Polonais, a court entertainment performed by
sixteen women who each represented one of the French provinces. He went on
to create. Ballet Comique de la Reine in 1581 commissioned by de Medici. The
spectacle lasted from 10;00 a.m. to 3:30 p.m. The ballet told the ancient Greek
myth of Circe, who had the magical power to turn men into beasts. The ballet included specially written instrumental music, singing, and spoken verses as well as
dancing. Dance technique was extremely limited, and so Beaujoyeulx depended on
spectacular costumes and scenery to impress the audience. Printed copies of the
verses used in the ballet were distributed so that the audience is sure to understand
the story. The ballet was a great success. Ballet Comique de la Reine established
Paris as the capital of the ballet world. King Louis XIV who ruled France during
the late 1600’s and early 1700’s strengthened that leadership. The king enjoyed
dancing, and he took part in all the ballets given at his court.The court ballets were
performed by and for members of the nobility. King Louis XIV founded the Royal
Academy of Dancing to train professional dancers to perform for him and his court.
Professional ballets began in the king’s dancing academy.
In 1900s, ballet took on a new look, philosophy and aesthetic, which is referred
to as “classical” ballet. Classical ballet can be traced back in Russia when a choreographer named Marius Petipa began to create ballets. Several characteristics and
features are always found – performed on a proscenium stage, spectacular scenery
fills the upstage and side areas of the stage, dancers are always dressed in elaborate costumes typical of the character they are portraying- all of which enhance the
storyline of the ballet, which is usually a fairy-tale or fable. Sleeping Beauty was
choreographed in 1890 by Petipa and first performed in Russia. Swan Lake was
choreographed by Petipa and Lev Ivanov in 1895.
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Contemporary ballet evolved in Russia in the early to mid 1900s due mainly to
the work of a choreographer named Michel Fokine. It is similar to classical ballet.
The striking difference between the two is that contemporary ballet lacks storyline
or plot. It is usually concerned with movement as the primary focus. It rejected the
use of pantomime and literal gestures and abstracted the movements that appeared
within the dance. George Balanchine, Russian choreographer who defected to
America in 1933 was one of ballet’s greatest innovators and is considered by many
to be the greatest contemporary ballet choreographer. He eliminated the elaborate
sets and costumes used in classical ballet and presented the dancers as equal on
stage, not as principals and corps. Two of his plotless ballets are Concerto Barocco
in 1941 and Agon in 1957. He did however choreograph narrative ballets – The
Prodigal Son in 1929 and revised in 1950; and A midsummer Night’s Dream in
1962.
Since the 1900s, the length of ballets has varied from short works to full length
ballets that are several hours long. Some modern ballets tell a story; others describe
a mood or express the feelings and movements aroused by the music or by some
other factors, such as painting and nature. Current dance styles reflect the speed,
pressures, and complexity of modern life.
MODERN DANCE
Modern dance was developed in the early 1900s pioneered by Isadora Duncan,
Louie Fuller, and Ruth St. Dennis in the United states; Emile Jacques-Dalcroze of
Switzerland, and Rudolf Von Laban of Hungary. These leaders of the modern dance
movements believed that the techniques of ballet were artificial and meaningless.
They searched for fresher, more personal ways to express ideas through dancing.
Isadora Duncan, one of the most spirited pioneers, danced in her bare feet and
wore loose-fitting garments that allowed her freedom of movements. She did not
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
permit scenery onstage which might draw attention from her dancing, ignored the
formal, set movements of ballet. Her flowing movements were inspired by nature,
classical music, and Greek drama and sculpture. Her ideas greatly influenced the
development of not only of modern dance but also of ballet. Oriental religions inspired the dances of Ruth St. Dennis, who won fame during a tour of Europe from
1906 to 1909. She and her husband Ted Shawn opened the famous Denishawn
School of Dancing in 1915 in Los Angeles. The school moved to New York in 1922.
Many former students including Martha Graham and Doris Humphrey developed
more personal styles. Graham, Humphrey and her husband Charles Weidman
formed their own dance companies. Mary Wigman became Europe’s first great
modern dancer. She founded an influential dance school in her native Germany in
1920. Since the 1940s, creativity in modern dance has centered on U.S. dancers
and dance companies. Modern dance works today place less importance on emotion and personal expression; instead, they explore movement for its own sake.
TAP DANCE
Tap dancing is believed to have been created by the blending of the Irish jig and
the English clog with the Negro Shuffle. It dominated the Vaudeville shows of the
late 1800s and remained popular well into the 19h century. Tap dancing is a style of
dance in which rhythmic sounds are produced by moving the feet. Shoes are worn
with metal taps on the bottom, which produce the distinctive tap sound against the
floor. Bill “Bojangles” Robinson was one of the first of many African-American
artists who popularized tap dance
INTERNATIONAL FOLK DANCING
SOME INTERNATIONAL DANCE TERMS
•
ADDRESS PARTNER. Same as honor your partner or bow to your partner.
Prof. Aquilino Eduardo P. Santos
International Folk Dance and Other Dance Forms
•
ALLEMANDE LEFT. The boy turns to the girl at his left and takes her L
hand in his L hand and turns her once around counterclockwise, then both
falling back to places.
• ALLEMANDE RIGHT. The boy faces his partner, takes her right hand in his
right hand and turns her once around clockwise, then falling back to
places.
•
BOW/ SALUDO. Partners bow to each other, to opposite dancer or to the
audience. This is of Spanish origin.
• CABECERAS. The couples occupying the width of the dance floor in a
square formation.
•
CAST OFF. When dancers are in long formation, the leader or the head
couple counter marches outward to the end of the line where the last couple was, then counter-march inward to proper places.
•
CIRCLE LEFT AND RIGHT. The designated couples or dancers join hands
and walk to left with light springy steps clockwise and then to the right
counter clockwise, falling to home positions.
• COSTADOS The couples occupying the length of the dance floor in a
square formation.
• CROSS OVER. Two couples are facing each other, each couple proceeds in
a straight line to the opposite place. The girls pass by their L shoulders bet ween the boys. Boys bow to each other when the meet at the middle or
about one-third of the way, then proceed to the opposite place. Upon rea ching the opposite place, partners turn about; girls stand at partner’s left
shoulder.
• DRAW. The free foot is drawn toward the supporting foot, by pressing the
toes against the floor as the close is made, with or without transfer of
weight.
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•
DO-SI –DO. Two people walk towards each other, pass by the right shoulders, step sideward to the right, and walk backward passing by left shoulders to original position.
•
ELBOW SWING. Two dancers link right elbows and swing clockwise with
either springy walking steps or buzz steps.
•
HOME POSITION. The couples’ original position in a set.
•
FOLDED ARMS. Arms raised in front at shoulder level, with one forearm
on top of the other.
•
PLACE. To put the foot flat on the floor in any desired position without putting weight on it.
•
PROMENADE. Partners are side by side, L shoulders toward the center
holding in a skating position (R hands joined over the joined L hands) at
waist level or in varsouvienne position; they walk around in a counterclockwise direction until they reach their home position.
•
•
SET A unit formation of two or more couples.
STAR RIGHT AND LEFT. Also known as Mill or Wheel Right and Left. Dancers put their R hands in the center and walk around clockwise, and at the
caller’s command, they turn right about, put the Left hands in the center
and walk counterclockwise.
SOME COMMON INTERNATIONAL FOLK DANCE STEPS
DANCE STEP
TIME
SIGNATURE
ACCENTED RUNNING STEP
3/4
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Stamp
1
Step
2
STEP PATTERN &
COUNTING
Step
3
║ 1M
BALLROOM WALTZ
3/4
Step R (L) Slide L (R) Close R (L) ║1M
1
2
3
BLEKING
2/4
Spring on L (R) & Heel-place R (L) or
1
Heel-Place R (L) Close (step) R (L)
1
2
║1M
3/4
Heel-Place R (L) Close (step) R (L)
1,2
3
║1M
BOX SQUARE WALTZ
3/4 Boy: Step L forward Step R sideward Close L to R │
1
2
3
Step R backward Step L sideward Close R to L ║2M
1
2
3
Girl:
Does the counterpart.
BREAK LEGS 2/4
Jump to feet apart sideward (ct. 1), spring to
face right (left) and kneel on L ( R ) (ct. 2). 1M
CHASSE 2/4 Slide R(L) sideward (ct. 1), step L ( R ) close
to R(L) (ct. and). Two chasse’ steps in one
measure.
CROSS POLKA 2/4
With an inward foot circle in the air of the R (L) foot,
hop on L (R) (ct. and of previous M) and execute the
polka step forward crossing the R (L) foot over the
L (R) first (cts. 1 and 2). 1M
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MAPEH (Music, Arts, Physical Education and Health)
CROSS WALTZ 3/4 Step R (L) across L (R) in front and raise slightly the
L (R) across in rear (ct. 1, step L (R) in third position
in rear (ct. 2), step R (L) forward (ct. 3). There is a
slight bending of the knees on ct. 1. Step on the ball
of the rear foot on ct. 2. 1M
DUTCH STEP 3/4 Step R(L) sideward (ct. 1), brush L ( R ) heel forward
with toes pointing upward (ct. 2), hop on the R(L) in
place (ct. 3). 1M
GRAPEVINE 2/4
Step Cross-step (in rear) │ Step Cross-step (in front) ║2M
1 2
1
2
3/4
Step Cross-step (in rear) │ Step Cross-step (in front) ║2M
1,2 3
1,2
3
HOPSA 2/4
Leap sideward R(L) (ct. 1), step L ( R ) across R(L) (ct.
and), close R(L) to L ( R ) (ct. 2), pause (ct. and). 1M
HEEL AND TOE POLKA (Old) 2/4
Place the R (L) heel in front (cts. 1 and ), touch the
R (L) toe in rear (cts. 2 and), and execute plain polka
forward (cts. 1 and 2 and). This is usually done for ward. The polka may be preceded by a hop. 2M
HUNGARIAN TURN 2/4
Partners place right arms around each other’s waist
arm encircled overhead. Hop on R (L) (ct. 1), small step
on L (ct. and), small step on R (cts. 2 and), and continue
to complete the turn, usually four measures. 1M
Prof. Aquilino Eduardo P. Santos
International Folk Dance and Other Dance Forms
JUMPING JACK 2/4
Full-knees bend with knees apart, cross hands down
in front (ct. 1), jump to standing position, with feet
apart sideward, toes pointed upward and fling arms
obliquely upward, palms facing front (ct. 2). 1M
MAZURKA 3/4 Slide R (L) Cut R (L) with L (R) Hop on L (R)
1
2
3
Step
(tiny steps ║1M
and heels slightly raised)
MINCING STEP 2/4
Step
1
MINUET STEP 3/4
Three small steps forward on the balls of the feet (cts.
1 2 3), point L (R ) in front and bring heel of the R
down (cts. 1 2 3). 2M
Step
and
Step
2
OPPOSITE TORTILLIER 2/4
Toes together
Heels together
1
2
║1M
3/4
Toes together
Heels together
1,2
3
║1M
PARALLEL TORTILLIER 2/4
Pivot on heels and Pivot on toes and ║1M
turn toes both
turn heels both
1
2
3/4
Pivot on heels and Pivot on toes and ║1M
turn toes both
turn heels both
1,2
3
PAS DE BASQUE 3/4 Half-foot circle in the air with the L ( R) foot and leap side ward (ct. 1), slide R (L),slide R (L) to fourth position (ct. 2),
cut R (L) forward with the L ( R ) foot (ct. 3). 1M
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POLKA (Old Hop Polka) 2/4 Hop R (L) Step L(R) Close R (L) Step L (R) ║1M
and
1
and
2
RUSSIAN POLKA 2/4 Heel-brush R (L)
and
Heel- step R (L)
1
Close L ( R )
2
Step R (L) foot
and
║ 1M
PRYSIADKA 2/4 Full-knee bend on R (L) and stretch L ( R ) leg forward
(ct. 1), with a spring reverse the position of the feet
(ct. 2). 1M
ROCKING STEP 2/4 Fall on Right forward
Raise Left in rear
1
RUBBER LEGS 2/4
Fall Left backward
Raise Right in front
2
║ 1M
Step L across R in front, and twist R foot so that the
sole is off the floor facing outward (ct. 1), transfer
weight to R foot and twist the left foot so that the sole
is off the floor facing outward (ct. 2). 1M
RHEINLANDER STEP or SCHOTTISCHE
4/4
Step R sideward (ct. 1), close L to R (ct. 2)
step R sideward (ct. 3), hop on R, swing the
L foot in front (ct. 4). 1M
SHUFFLING STEP 2/4
Slide Slide
1
and
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PNU LET Reviewer
Slide Slide ║ 1M
2
and
Tiny slides on balls of feet
3/4
Slide Slide Slide
1 and
2
VARSOUVIENNE STEP 3/4
Slide Slide Slide ║ 1M
and
3
and
Tiny slides on balls of feet
Slide R foot diagonally forward R(ct. 1), step
L close R in third position (ct. 2), step R sideward
(ct. 3), point L foot in front (cts. 1 2 3). 2M
WALTZ BALANCE 3/4 Step R forward Close L to R Both heels down
and raise
both heels
1
2
3 ║ 1M
Can be done moving backward
MODERN BALLROOM DANCE
Over the centuries every kind of ballroom dance rhythm had been tried out,
some being discarded, others going on to become popular dance. The original steps
differ considerably from those used at the height of their popularity. The dance must
be in keeping with the spirit of the times. Impressive modifications will probably be
made. Movements changed or omitted or new ones included.
Dance in the ballroom maintained its continuing identity as a polite art, standard
four dances” – the foxtrot, the waltz, the tango, and the quick step had been codified in England. The insidious rhythm of the so-called Latin-American dances were
introduced throughout the 1920’s and 1930’s.
Posture
Posture refers to the efficient body carriage. It is the basis of graceful and
attractive dance movement. Good posture is much more natural, functional and
comfortable.
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
Body control
balance.
is attained through effective posture and a strong sense of
Dance walk is an important part of dancing, and it is done gracefully and with
appropriate style. “Contra body motion” is a subtle element of style in the dance
walk.
Feet are kept close together. The travel is straight forward or backward, not
swaying or waddling from side to side. Make sure the body is held forward and
moves just before the leading foot. Arms are held high, and the body is erect. Glide
the traveling foot always, transfer the weight smoothly with no sudden jarring.
“Contrabody motion” is used when you step forward with the right foot bring the
left shoulder slightly forward and vice versa.
Your knowledge of the suitable couple dance position is an important element
for effective social and ballroom dancing.
Balance
Good balance comes with control of movement. The weight is carried forward
with the moving foot. Good balance comes with control of movement. When you are
moving forward or backward keep your feet in a straight line. Do not try to avoid your
partner’s feet by walking outside them. Carry your weight forward with the moving
foot. When moving backward, you step on the toes, bringing the weight gradually
back with the forward foot before taking the next step.
The Head
Since the head is heavier than the other parts of the body. Keep the head up.
Hold the chin naturally in. Keep the eyes at their usual level.
The Body
International Folk Dance and Other Dance Forms
pushing out the chest. Those who look stiff are keeping their muscles taut. The controlled appearance is shown by holding up your arms and elbows without raising the
shoulders. The lady does not hang on her partner, either weighing him down with
heavy arms or holding him tightly and her left hand should be rested lightly on his
right upper arm, fingers neatly closed together. The diaphragm muscles are made
as the center of control of the whole body.
The Legs
The movement of the legs should be free and from the hips not the knees.
Natural bracing and relaxing movements are used in every step made. When there
is room to move, the knees are at their straightest or locked, but not stiff at the full
extent of a stride, and relax slightly as the weight is taken on the foot.
The Feet
The feet should be kept straight. Out-turned toes are a common fault. Try to feel
your feet brushing past each other as you dance both forward and backward step.
Use your ankles properly. When you have reached the full extent of a stride forward,
the ankle should be stretched with only the toes touching the floor, not the ball of
the foot, before you move the front foot into its next position.
LINE OF DANCE (LOD) – is the direction that one takes when dancing round the
ballroom counter-clockwise.
Timing Effect
Timing effect is important for you to coordinate your movements with the music.
There are types of count – musical count, the number and sequence of beats to the
measure and dance count, the sequence of steps and whether the weight should be
sustained on each succeeding transfer for two beats or for one beat.
The body is held in a natural, erect position without raising the shoulders or
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International Folk Dance and Other Dance Forms
THE WALTZ
The waltz was derived from an old German word walzen, meaning to turn, to roll
or to glide. It was born in the suburbs of Vienna and in the alpine regions of Austria.
It is a progressive dance written in ¾ time where the first beat measure is accented.
Characteristics of the Waltz:
a. Erect posture and rise-and-fall. The first step of the measure is taken with
bent knee and followed on the second and third steps by both partners
rising to full height on balls of the feet.
b. Forward steps are taken on the heel and directly toward the partner.
c. On side steps, both partners sway slightly away from their direction of
travel.
d. Partners stay fairly close together and take a long reaching steps.
Basic Step: Commence and end in Closed Ballroom Hold
Man: Step L forward (ct. 1), step R sideward (ct. 2), close L to R (ct. 3)
Woman does the opposite moving backward
CHA – CHA – CHA
In 1953, the Cuban Orchestra America started playing the time-honored danzon with a new syncopated beat. It sounded like a slow mambo, and Cuban dancers
used a slight triple hip undulation on the slow count. This was change gradually into
triple step on the slow count, thus cha-cha-cha was born. It was introduced in the
US in 1954.
Cha-cha-cha- is written in “cut” time with four count rhythm. It is the most
popular of the Latin dances. It has a catchy rhythm.
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Characteristics:
1. Shoulders remain quiet and free arms are kept at about shoulder level with
palms down.
2. All steps are taken on the flat of the foot with the exception of the back step
which is taken on the ball of the foot with weight kept well forward.
3. Forward steps are taken with weight held back.
Timing:
Take the forward of leading step off the second beat of the bar of music.
Rhythm:
Slow
2
Slow
3
Quick
4
Quick
and
Slow
1
Side Basic: For man: A. L forward, R in place, chasses sideward L
(slide, close, slide) B. R backward, L in place,
chasses sideward R
Woman does the opposite.
THE TANGO
The word “Tango” is thought to be African in origin, and denotes a “meeting place” or “special place”. This does not mean that Tango itself is of African
origin. The Cuban Habanera, the Spanish Contradanza and the Afro-Argentinian
Candombe all influenced the evolution of Tango, but no dance more than the Milonga. Milonga means “party” or “fiesta”. Ballroom tango originated among the lower
classes in Buenos Aires, Argentina during the 19th century. It was called baile con
corte, a dance with a stop. To produce a more dreamy effect, the original rhythm
was substituted to habanera rhythm, resulting in a dance called Milonga. The music
itself was lively, vivacious and joyful. Although initially popular with the lower classes, by the turn of the 20th century it gained acceptance among the upper classes.
It was introduced in France at the turn of the century and into England in 1912.
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
International Folk Dance and Other Dance Forms
Tango Argentino is a much more intimate style of dance than the modern Tango, and
is well suited to dancing in small settings.
music was Rock ‘N’ Roll. From Lindy Hop emerged another dance style, the Rock
‘n’ roll.
Characteristics:
1. A graceful progressive dance with a basic rhythm of slow-slow-quickquick-slow.
2. The hold is unique, with partners in close contact and “no daylight” bet ween them. The man’s right arm is farther around the woman and his left
arm closer to the body.
3. It is a staccato dance.
Rock ‘n’ Roll is an interesting and fascinating dance, sometimes referred to a s
Single Beat Jive.
1. The man begins all the figures with his left foot and the lady with her right.
2. the rhythm for all the basic figures is Slow, Slow, Quick, Quick (2 beats for
each “slow” and 1 beat for each “quick” step).
3. all the steps are taken on the ball of the foot, then on to the flat foot.
4. When taking a “slow” step, sway the body very slightly towards the foot you
are stepping with.
Basic rhythm: Slow
1,2
or:
1
Slow
3,4
Quick
5
Quick
6
Slow
7,8
2
1
and
2
Progressive Walk: Man - Step L forward, step R forward, step L forward
(small step), step R forward (small step), step L forward.
Woman does the opposite moving backward.
ROCK ‘N’ ROLL
When Benny Goodman ‘s swing band gave a concert at the Paramount theater
in new York, in 1937, teenagers went wild and poured into the aisles to “Jitterbug”
as the newspaper called the dance. The craze swept across America. Variations in
techniques led to styles such as Boogie woogie and Swing boogie, with “jive” gradually emerging as the generic that covered Lindy Hop, Jitterbug and Boogie Woogie
dances. Whichever term used in the 1940’s, the music was Swing. After the Second
world War, bands got smaller and the music changed. By the 1950’s, the music was
no longer as smooth and polished as Swing but it had huge popular appeal; this
Prof. Aquilino Eduardo P. Santos
JIVE
The main difference between the Rock n’ Roll and jive is that Jive is danced in
what is called Triple Rhythm while Rock n’ Roll uses “quick a quick” rhythm in place
of “Slow” rhythm. the music is written in 44 time, and two different rhythms form its
basis;
1 –Bar construction; Step Step
1
2
Quick Quick
Jive Chasse
3a4
Quick a Quick
2-Bar Construction: Step
1
Quick
Jive chasse
3a4
Quick a Quick
Step
2
Quick
Jive Chasse
3a4
Quick a Quick
FOXTROT
The foxtrot is a “smooth” dance where the movements are flowing, the weight
of the body traveling continuously. It is written in 44 time. There are types of foxtrot.
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International Folk Dance and Other Dance Forms
the International (English) quickstep where the figures are not exceptionally different
but are challenging because of the tempo of the music; the Peabody which is a
fast foxtrot; the graceful Roseland foxtrot where the music is played at a moderate
tempo and combines a quick – quick- slow rhythm with frequent use of the outside
position; the slow foxtrot sometimes called “music to hug by”; and the slow to
medium foxtrot which is suited for beginners. The rhythm may be slow-slow-quick
– quick or slow- quick – quick.
Basic Step:
Man: Step L forward, step R forward, step forward on ball of L,
step forward on ball of R.
Woman does the opposite moving backward.
RUMBA
The “international” style Rumba owes an inestimable debt to the Cuban “Guajira”, an earlier folklore dance, and the name of which points to its rural origin. In the
Cuban tradition, the verb rumbiar simply means to dance, and “Rumba” is a generic
term that can refer to a variety of dances or even a “dance party. In the Spanish-speaking world, the Rumba to which we now refer is often known as the “Bolero-Rumba”. The “Square Rumba”, an even more compact close-hold style than the
current form, first came to prominence in the early 1930s. By the late 1940s, as the
style developed in Europe and the United States, the perhaps somewhat –inaccurately called “Cuban Rumba” was beginning to emerge, with more figures danced
in open hold, enabling a more dynamic approach and greater fluency in the dance.
The dancer normally makes the actual foot movements only on beats 2, 3, 4,
with a controlled and very slight lateral hip action on beat 1.
Count: 2
3
4-1
Quick Quick Slow
Basic: Man: Step L forward, step R in place, step L sideward
Woman does the opposite.
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SAMBA
The original Brazilian sambas were written in 24 time, but the dance we know
today is almost always played in “cut” time with a syncopated pulsing beat. The
rhythm consists of three steps to two counts of music, which many dancers call
step-and-cut.
Characteristics of the Samba:
 Pendulum motion, where the entire body sways opposite to the feet (step
forward, sway back; step right, sway left and so forth).
 continuous bending and straightening of the knees, which adds to the
samba’s smooth lilting effect.
Because of the fast tempo, all steps in samba are fairly short.
Basic Steps:
Man: Step forward on left foot (3/4 count), nearly close right foot
to left foot, taking partial weight on the ball of the foot (1/4 count), al most simultaneously closing the left foot to the right foot with a pulling
action from the hip (the cut) to take full weight for one count.
Woman does the counterpart.
The PASO DOBLE
Paso Doble is a Spanish dance and the movements danced by the man are
symbolic of those made by the torero (or matador) in the bullring. The lady represents the cape and her movements suggest the cape passes made during a bull
fight. The music is played in a March time.
Basic Movement: Man or Lady: Normally begin with right foot as man and left foot
as lady on the first beat of the bar of music. Dance a series of small
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
steps forward or back (straight or curved either to Right or Left), changing weight from one foot to the other (on the ball of each foot) with the
knees very slightly relaxed. The steps are taken with pressure into the
floor……..count 1, 2, 1, 2
MAMBO
The mambo is written in “cut” time with a four-count rhythm corresponding
to four quarter notes. The primary accent is on the second count of the measure,
and there is a secondary accent on the fourth count of the measure. Syncopation
is often achieved by tying an accented note to the following weak note, thereby
providing a jerky staccato effect.
Rhythm: quick
4
quick
and
slow
1
Characteristics:
 This is similar to cha-cha, except that the triple becomes step-hold.
 Knees are soft and all steps except back steps are on the flat of the floor.
 Weight is held forward on back step and held back on forward steps.
International Folk Dance and Other Dance Forms
PART II – ANALYZING TEST ITEMS
1. Bharata Natyam is the oldest dance in the world, originally performed in the
temples of India. It combines rhythmically complicated dancing with Hindu
legends told in song and pantomime. Like other Indian dance forms, this
temple dance uses hand gestures that have recognized meanings that of ten stand for animals, plants, or feelings. This hand gestures are called __.
a. Natya
c. Nritya
b. Mudras
d. Nritta
The answer is b (Mudras) because option a (Natya) is a component of the Indian classic dance which means the dramatic quality while option c (Nritya)
is another component which has something to do with the expressive possibilities of conveying the sentiment and mood through facial expression and
bodily gestures and option d (Nritta) is the rhythmic aspect of the dance.
2. One of the rare indications about the earliest and unique dance has to do
with the use of a long sleeve known as “water sleeve” as a technical and
expressive side of the dance and appears to be part of shamanistic wor ship. Sleeve dancing was widespread in ______.
a. China
c. Korea
b. Burma
d. Indonesia
The answer is a (China) because option b (Burma) is not uniquely Burmese. It
had the pwe, which is performed outdoors and can last all nights while option
c (Korea) had dance that reflects the historical and strategic importance of the
country and were an essential factor of religious worship and of the nature cult
that surrounded the planting and harvesting and option d (Indonesia) just like
other Southeast Asian dances had the barong, where dancers in a trance, act
out a legendary battle between a dragon and a witch.
Prof. Aquilino Eduardo P. Santos
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International Folk Dance and Other Dance Forms
3.
The European folk dances contain memories and references to religious or
magical dances. These dances are traces of the ancient worship of the sun
a. Maypole dances
c. Ring dances
b. Bonfire dances
d. Sword dances
4. Cotillion was in vogue in the 18th century. Its name was derived from the
French cotte, which was a short petticoat worn by peasants. Which of the
following square dances that emerged during the Napoleonic years in
France at about 1740 was the descendant of the Cotillion?
a. Quadrille
c. Virginia Reel
b. Minuet
d. Basse Danse
5. This is a maypole dance which is performed in May is presided over by the
“senior” (Our Lord) of Chalma, and offerings of eggs, necklaces, beads and
flowers can be made after each dance.
a. Los Inditos
c. Los Moros
b. Los Viejetos
d. La Costilla
6. Cha Cha Cha is a descendant of the a. Samba
c. Rumba
b. Cuban Mambo
d. Tango
7. In the 14th century, Carole which involved song and simple dance steps
was the perpetuation of the most ancient of the social dance forms. In its
linked form in single file, it evolved into –
a. Farandole
c. Branle
b. Estampie
d. Basse Danse
8.
Important and significant adaptations from folk elements were the Contredanses, the linguistic adaptation of the English – country dances. Later
on, it was transformed into French contredanses. The dance figures were
grouped into a general title which was in vogue in the 18th century. Its
name was derived from the French cotte, which was a short petticoat worn
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by peasants. This was –
a. Quadrille
b. Waltz
c. Cotillion
d. Polka
9. The dance that provided a release from wartime pressures.
a. Jitterbugging
c. Discoing
b. Boogie-Woogieing
d. Break dancing
10.
One of the most spirited pioneers of modern dance who did not permit scenery onstage which might draw attention from her dancing, ignored the
formal, set movements of ballet.
a. Ruth St. Dennis
c. Isadora Duncan
b. Doris Humphrey
d. Martha Graham
11. He founded the Royal Academy of Dancing to train professional dancers
to perform for him and his court. Professional ballets began in the king’s
dancing academy.
a. Balthazar de Beaujoyeuolx, c. King Louis XIV
b. Rudolf Von Laban
d. Ted Shawn
12. What is the “capital” of the ballet world as established by the Ballet Comi que de la Reine which was considered to be the first ballet with spectacular
costumes and scenery to impress the audience, ran for 51/2 hours per formed in 1581 in honor of a royal wedding?
a. Italy
c. United States
b. Germany
d. Paris
13. A style of dance in which rhythmic sounds are produced by moving the
feet.
a. Tap dance
c. Modern dance
b. Zapateado
d. Stampas
14. This is one of the types of FOXTROT, which a graceful foxtrot and the music
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
is played at a moderate tempo and combines a quick – quick- slow rhythm
with frequent use of the outside position .
a. Peabody
c. International quickstep
b. Roseland foxtrot
d. Slow-to-medium foxtrot
15. The basic technique of this so-called “a new form of sexual display typified
by the gigolo image of the sultry Southern male was accepted by the pub lic in 1930.
a. Rumba
c. Barn dance
b. Samba
d. Rock n’ Roll
16. This term also known as Mill or Wheel Right and Left.
a. llemande Right and left
c. Grand Right and Left
b. Star Right and Left
d. Cadena
17. Break Legs is executed in a 24 time music and the counting is –
a. 1 and 2 and
c. 1 2
b. 1 and 2
d. 1 2 and
18. How many measures will it take to execute two (2) Box Square Waltzes?
a. 1 measure
c. 3 measures
b. 2 measures
d. 4 measures
19. The Dutch step is executed in 34 time signature, and the step pattern is –
a. Slide Cut Hop
c. Step Heel-brush Hop
b. Heel-place Close
d. Deep-knee Bend Jump (feet apart)
20.
International Folk Dance and Other Dance Forms
21. The dance step pattern “Step L across R in front, and twist R foot so that
the sole is off the floor facing outward (ct. 1), transfer weight to R foot and
twist the left foot so that the sole is off the floor facing outward (ct. 2).” is
the pattern for –
a. Hopsa
c. Rubber Legs
b. Prysiadka
d. Dutch step
22. How many measures will it take to execute four (4) Minuet step moving
forward?
a. 4 measures
c. 6 measures
b. 7 measures
d. 8 measures
23. Which of the following dance steps is executed in 44 time signature?
a. Jumping Jack
c. Russian Polka
b. Hungarian turn
d. Rheinlander Step
24. In the dance Samba, this is executed, where the entire body sways oppo site to the feet (step forward, sway back; step right, sway left and so forth).
a. Swaying motion
c. Pendulum motion
b. Contra body motion
d. Rise-and-fall motion
25. The timing effect “Slow Slow Quick Quick Slow“ can be dance counted as a. 1 and, 2, 3, 4
c. 1, 2, 3 and, 4
b. 1, 2 and, 3, 4
d. 1, 2 and, 3, 4 and
Half-foot circle in the air with the L ( R) foot and leap sideward (ct. 1), slide
R (L),slide R (L) to fourth position (ct. 2), cut R (L) forward with the L ( R )
foot (ct. 3). This is the step pattern for –
a. Varsouvienne step
c. Rheinlander step
b. Pas de Basque step
d. Hopsa step
Prof. Aquilino Eduardo P. Santos
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International Folk Dance and Other Dance Forms
PART III – ENHANCING TEST TAKING SKILLS
1. This Japanese word means play and was believed to be the main idea of
Oriental Dances.
a. Hara Kiri
c. Asobi
b. Sakura
d. Kabuki
2. In the ethnic tradition of Philippine dance, what dances transform defenses
and livelihood activities to celebratory dances?
a. Life-cycle dances
c. Imitative dances
b. Occupational dances
d. Ritual dances
MAPEH (Music, Arts, Physical Education and Health)
dance.
a. Courante
b. Pavane
c. Sarabande
d. Minuet
8. John Philip Sousa, the King of March produced many popular marches.
This dance was basically a marching step with interpolated skips became
popular.
a. One-step
c. Twist
b. Boston Two-step
d. Mambo
9. In1900, this jerky Negro rhythms challenged the smoothly gliding waltz.
a. Cakewalk
c. Jitterbug
b. Bunny Hug
d. Boogie-Woogie
3. Became extremely popular in the 19th century in Europe was a form of
quadrille which combined contredanses and cotillions.
a. Square Dance
c. Rigodon
b. Virginia Reel
d. French Quadrille
10. This was classical ballet choreographed in 1890 by Petipa and first per formed in Russia.
a. Sleeping Beauty
c. Fierbird
b. Midsummer Night’s Dream d. Swan Lake
4. In Central Europe, this dance originally from Bohemia and introduced in
Paris in 1840 was feverishly welcomed as a fashionable ballroom dance of
tremendous energy.
a. Mazurka
c. Polka
b. Waltz
d. Galop
11.
5. In the Cuban tradition, the verb rumbiar simply means a. to dance
c. to move
b. to turn
d. to glide
12. She became Europe’s first great modern dancer. She founded an influential
dance school in her native Germany in 1920.
a. Martha Graham
c. Ruth St. Denis
b. Mary Wigman
d. Doris Humphrey
6. This is a Mexican hat dance of Mexico.
a. Joropo
c. Zapateado
b. Jarabe Tapatio
d. Cuenca
7. This was a lively dance in triple meter that gained popularity during the time
of King Louis XIV, the Sun King. The small steps were essential part of the
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13.
The Russian choreographer who defected to America in 1933 was one of
ballet’s greatest innovators and is considered by many to be the greatest
contemporary ballet choreographer.
a. Marius Petipa
c. George Balanchine
b. Lev Ivanov
d. Michel Fokine
Dance in the ballroom maintained its continuing identity as a polite art.
Standard four dances had been codified in England. Which of the following
options contain the standard four dances?
a. Foxtrot, Rumba, Tango, Quickstep
b. Foxtrot, Waltz, Tango, Quickstep
Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
c. Jive, Paso Doble, Rumba, Cha Cha Cha
d. Cha Cha Cha, Waltz, Foxtrot, Jive
14. The dance Samba is innately –
a. an Argentinian dance
b. a Spanish dance
c. a Cuban dance
d. a Brazilian dance
15. What dance imitated of the bull fight which stemmed from Spain but was
refined for the ballroom in the Southern region in France, The man repre sents the matador, the lady his cape.
a. Paso Doble
c. Mambo
b. Samba
d. Swing
16. This is the dance term used, when the boy turns to the girl at his left and
takes her L hand in his L hand and turns her once around counterclock wise, then both falling back to places in a square formation.
a. Allemande Left
c. Allemande Right
b. Circle Left
d. Circle Right
17. The couple’s original position in a set.
a. Corner position
c. Home position
b. Opposite position
d. Costado
18. Leap sideward R(L) (ct. 1), step L ( R ) across R(L) (ct. and), close R(L) to L
( R ) (ct. 2), pause (ct. and) is the dance pattern of what dance step?
a. Pas de Basque
c. Leap step
b. Hopsa
d. Polka step
19. All of the following international dance steps can be executed in 24 and 34
signatures, EXCEPT –
a. Grapevine
c. Bleking
b. Shuffling
d. Hopsa
20. Which of the following is the step pattern for Ballroom Waltz/
a. Step close step
c. Slide close step
b. Step slide close
d. Step step close
Prof. Aquilino Eduardo P. Santos
International Folk Dance and Other Dance Forms
21. What makes Russian polka distinct from other polkas?
a. There is the hop on count and of the previous measure.
b. There is an inward foot circle on the air and a hop on count and of the
previous measure.
c. There is the heel brushing first on count and of the previous measure
before putting weight on it.
d. There is the heel-place in front and a toe touch in rear.
22. Which of the following is the step pattern for Prysiadka?
a. Full-knees bend with knees apart, crosshands down in front (ct. 1),
jump to standing position, with feet apart sideward, toes pointed up ward and fling arms obliquely upward, palms facing front (ct. 2).
b. Step R sideward (ct. 1), close L to R (ct. 2) step R sideward (ct. 3), hop
on R, swing the L foot in front (ct. 4).
c. With an inward foot circle in the air of the R (L) foot, hop on L (R) (ct. and
of previous M) and execute the polka step forward crossing the R (L)
foot over the L (R) first (cts. 1 and 2).
d. Full-knee bend on R (L) and stretch L ( R ) leg forward (ct. 1), with a
spring reverse the position of the feet (ct. 2).
23. Richie is tasked to execute four (4) varsouvienne steps by his professor.
How many measures will it take for Richie to complete the task?
a. five measures
c. seven measures
b. six measures
d. eight measures
24.
The 1 –Bar step construction of Jive is “Step Step Jive Chasse”. Which
the following is its timing?
a. Quick Quick Slow
c. Slow Slow Quick Quick Slow
b. Quick Quick Quick a Quick d. Slow Quick Quick
25. The rhythm “Slow Slow Quick Quick Slow “ or “ 2 3 4 and 1” is an
off-beat rhythm for –
a. Rumba
c. Cha Cha Cha
b. Samba
d. Paso Doble
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Methods and Techniques of Teaching Physical Education and Health
Methods and
Techniques of
Teaching Physical
Education and Health
Prepared by:
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
Competencies:
1. Identify methods and techniques
in teaching physical education and
health.
2. Apply teaching methods and
techniques in physical education
and health with emphasis on
classroom and outdoor/field class
management.
3. Use appropriate assessment
strategies.
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PART I - CONTENT UPDATE
METHODS AND TECHNIQUES OF TEACHING
What is Method?
• The word method comes from the Greek methodos, which in turn comes
from two Greek words, meta (after) and hodos (way) (Lardizabal,et.al.
1997).
•
In the dictionary definition, it can be understood that it is an orderly and
systematic mode of procedure to do something in accordance with a definite plan in order that the predetermined objective is attained.
•
Strategy is equated with method (Sanchez, 1996). Method or strategy is
procedural because it consists of specific sequential steps to be followed.
•
Strategy represents the method the teacher has selected to achieve a particular objective (Capel, 1997).
Sanchez (1996) categorized the strategies into two types:
1.
Expository strategy which is also termed as “information giving strategy”
since the teacher is the main source of information. It is employed if the
materials to be used by the students are delicate and dangerous, when
the subject matter is difficult, and when students are pressed for time. Its
chief disadvantage is that creativity of the students is not developed.
 Lecture
 Lecture-Demonstration
 Film-showing
 Handout method
 Dictation
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
2.
Enabling strategy. In using this strategy the students are the ones who
look for the answers to the questions, they themselves have formulated,
and the teacher acts as a facilitator of learning. This is a dynamic type of
learning activity where students are active participants in the teachinglearning process, and it develops students’ creativity. Its only disadvantage
is that it takes a long time for the students to finish a unit of study because
of the various processes to be undertaken.
Methods and Techniques of Teaching Physical Education and Health
the terms overlap and can be confusing to beginning teachers of physical education.
A teaching style is an overall scheme in organizing the educational environment. The style provides direction for the specific involvement and role of the teacher and students in the process (Pangrazi, 1991).
Some enabling strategies are: inductive method, deductive method,
case study, project method, participatory method, experimenting, field trip,
question and answer method, simulation, role playing, dramatization, su pervised study, and game.
A teaching style should;
What is Technique?
B. Be analyzed in terms of the teacher’s planning and set up of the environ ment, the teacher’s and the student’s behaviors during the lesson, and the
student’s outcome variables.
•
Technique refers to the art or skill of performance in teaching.
•
Sanchez (1996) says, it refers to the actual act (including all manipulations
of instruction including the use of devices and the principles in teaching to
effect proper learning).
•
Technique is usually equated with style. A teacher’s teaching style can be
defined as the combination of the strategies commonly used, together with
personal characteristics (Capel, 1997).
•
A style of teaching is basically a set of decisions made in conjunction with
the teaching act. The shift from one style to another is facilitated by the
transfer of certain of these decisions from the teacher to the students
(Dougherty and Bonanno, 1979).
There have been different teaching styles that were discussed and applied successfully in various physical education classes. Physical education professionals
have presented, labeled, and categorized these styles in many ways and many of
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
A.
Provide direction for presenting students with information, organizing students for practice, providing feedbacks to students, keeping students engaged in appropriate behavior, and monitoring students’ progress toward
goals or objectives; and
• Teacher planning and set up includes any evidence of preplanning such
as lesson plans, organizational arrangements or instructional devices.
• Teacher’s behavior includes instructions, questions, management cues,
feedback, and demonstrating.
• Student behavior during the lesson includes activity time, waiting, receiving information, management time, and the like.
• Student outcome variables include physical fitness levels,physical skills,
knowledge, social-emotional behaviors, and attitudes toward the activity.
There is no best universal teaching method. There is no evidence that one
strategy is more effective than the other. That which attains the objectives within the allocated time can be considered the best for that particular situation. It
is also possible that a combination of strategies or methods is applied in one
lesson so that the objectives can be attained.
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MODELS OF INSTRUCTION
What are the Factors to Consider in the Choice of Method?
DIRECT MODEL OF INSTRUCTION
The choice of method is important especially for a beginning teacher, who faces
a class of fifty students for the first and bewildered about what he should do.
As mentioned by Corpus and Salandanan (2003), there is no single best method or strategy; the best is that which brings about maximum and optimum learning.
To cater to students with multiple intelligences and different learning styles,
there are a lot of teaching methods or strategies to choose from.
Many variables must be considered before an appropriate strategy can be selected. These variables include:
1. The objectives of the lesson (physical skills, physical fitness, knowledge,
and social behaviors)
2. The nature of the activities involved (sports, dance, movement skills)
3. The nature of the learners (individual characteristics, interests, develop mental level, socio-economic status, motivation, and background0
4. The total number of students in the class
5. Adequacy of the school equipment and facilities (courts, rackets, cassettes,
CDs)
6. The abilities, skills and comfort zone of the teacher
Physical education teachers should have a repertoire of strategies. Teachers
who can implement a variety of strategies can use different combinations of
styles to motivate students.
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It clearly tells students exactly what, where, with whom, with what, and how.
Direct instruction is a process where teaching of facts, rules, and action sequences
is most efficiently achieved. It is a teacher-centered strategy in which the teacher is
the major information provider.
Modeling – a teaching activity that involves demonstrating to learners what you
want them to do. It is a direct teaching activity that allows students to imitate from
demonstration or infer from observation the behavior to be learned.
Characteristics:
1. Your role as a teacher is to pass facts, rules, and action sequences on to
your students in the most direct way possible.
2. It usually takes presentation and recitation format with explanations, exam ples, and opportunities for practice and feedback.
3. Presentation-recitation format does not only require verbal explanations
from you, but also teacher-student interaction involving questions and an swers, review and practice, and the correction of student errors.
4. The “lecture” is a quickly paced, highly organized set of interchanges that
you control, focusing exclusively on acquiring a limited set of pre-deter mined facts, rules, or action sequences.
INDIRECT MODEL OF INSTRUCTION
It can challenge the critical thinking of students when properly used. Indirect
instruction is an approach to teaching and learning in which the process of learning
is inquiry, the result is discovery, and the learning context is a problem. Inquiry,
problem solving, and discovery are different forms of the more general concept of
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
Methods and Techniques of Teaching Physical Education and Health
indirect instruction. The model provides instructional strategies that encouraged the
processes of generalization and discrimination for the purpose of forming concepts,
patterns, and abstractions.
CONCEPTUAL MOVEMENTS
Deductive method starts from generalization that is applied to specific cases.
It begins with a generalization, rule, definition, concepts or formula; then individual
cases are studied and examined to verify the generalization.
Both induction and deduction are important methods for teaching concepts,
patterns, and abstractions.
1. Statement of the Problem which should be stimulating and arouse a de sire to solve it. It should be related to a life situation, real and vital, and
within the ability and maturation of the student.
Inductive method is a procedure through which one may arrive at a fact,
principle, truth, or generalization. This strategy moves from particular to general.
Instances or cases are studied, observed, and compared and the common elements
in them are discovered and generalize.
2. Generalization. Two or more generalizations, rules, definitions, or princi ples may be recalled. One of these will be the solution to the problem.
The steps are:
1. Preparation which involves apperception, motivation, and statement of the
aim.
2. Presentation where specific cases or instances are presented to the class.
3. Comparison and abstraction where the common element among specific
cases is deduced. Each case should be evaluated thoroughly before deduction.
4.
Generalization the common element or fact deduced from specific instances is stated as a generalization, a rule, a definition, a principle, or a formula. The test of the success of the lesson is the ability of the student to
state the generalization in their own words.
5. Application which tests the student’s understanding of the generalization
just developed. The student should be able to apply the generalization to
other problems within the classroom setting and beyond.
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
The steps are:
3.
Inference which is choosing the generalization, rule or principle that will
fit the problem. It may be through trial and error where one arrives at the
right conclusion. It may be necessary to apply the generalization, rule or
principle to a few cases.
4.
Verification which is the trying out and securing the successful generalization, rule or principle, and in determining the validity of the inference by
consulting recognized authorities such as the teacher, the textbook, the
dictionary, encyclopedias, or other books. Accurate knowledge results from
the emerging conclusion after verification.
SOME METHODS AND TECHNIQUES OF TEACHING PHYSICAL EDUCATION
LECTURE-DISCUSSION METHOD
The lecture discussion method is a teacher – centered method to help students
understand or organize bodies of knowledge. It is more of exposition. According to
Eggen and Kauchak (2001), is effectiveness is based on three theoretical sources:
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Methods and Techniques of Teaching Physical Education and Health
1. It is intended to utilize what the students already know by building on their
existing background knowledge,
2. Teachers present information in a systematic way which helps the students
construct an organized understanding of the topic,
3. It uses teacher questioning to actively involve students in the learning process.
Stages of the Lecture-Discussion Method
I.
Introduction
 Introductory focus (motivation)
 Lesson objectives.
 Overview takes two forms:
- Lesson structure provides a means for identifying relationships
among the major ideas (hierarchy, model, outline, matrix, etc.)
- Advance organizer provides a link between old and new content.
Visual representations are remembered longer than information
only heard.
II. Presentation
III. Comprehension Monitoring – is the process of informally assessing
student understanding and usually accomplished through teacher questioning.
IV. Integration – is the process of linking new information to prior learning
and linking different parts of new learning to each other (Eggen and
Kauchak, 2001).
V. Review and Closure
Review summarizes the topic, emphasizes important points, and provides
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a link to new learning. It is most effective at the beginnings and ends of
lessons.
Closure is a form of review that occurs at the end of a lesson, and it sum marizes, structures, and completes the topic.
DIRECT TEACHING
Direct teaching is often appropriate in physical education. However, there are
times when you can effectively guide students into discovering a point or an entire
lesson for themselves.
Scenario: (Pangrazi, 1991)
 A common scenario would begin with the teacher explaining and demons trating the skills to be developed.
 Students are then organized into partners, small groups, or squads for
practice.
 The teacher gives a signal for practice to commence on the specific skills
and then moves around the area correcting errors, praising, scolding, en couraging and so forth.
 The teacher gives a signal to stop, and the students gather around the tea cher for a few final evaluative comments before moving on to the next
activity.
 The teacher serves as the major demonstrator, lecturer, motivator, organi zer, disciplinarian, director, and error corrector.
In teaching a folk dance, this strategy can be used to facilitate mastery of the
figures of the dance. Aquino (1980) suggested a procedure in teaching a folk dance:
1. Make the class comfortably seated which may be in the formation of the
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
dance that is to be learned.
2. Introduce the dance by:
a. Giving the title of the dance,
b. Giving the background origin of the dance and the important facts, and
values that can be associated with the learning of the dance,
c. Mentioning the time signature, counting, and the division of the music,
d. Showing the costume used in the dance (if possible) and stating the
cultural nuances that are part of the costumes and accessories.
3. Let the students listen to the music, let them count, clap, or tap the rhyth mic pattern while the music is being played.
4. Let the students stand up, and teach Figure I through the following procedure:
a. Instruct the students what to do. Give directions. If needed, demons trate while analyzing the figure. Do not over verbalize.
b. Let the students learn the figure by the number. Cue and correct. Let
the basics get through. Do not be overly concerned with style and form
yet.
c. Dance the figure while counting rhythmically
d. Dance the entire figure with music.
e. Correct mistakes.
5. Teach Figure II, following the procedure 4.
6. Dance Figures I and II. Cue and correct.
7. Proceed teaching the rest of the figure, following the previously mentioned
procedure.
8. Review the dance towards mastery and enjoyment. This time emphasize
form and style. CUE and CORRECT. Encourage and praise, if necessary.
Methods and Techniques of Teaching Physical Education and Health
COMMAND STYLE (Follow the teacher)
Mosston’s Command Style entails the teacher making all of the decisions concerning the content of the lesson and the learner or group imitating exactly what
the teacher presents to them, and possibly responding as a group. Command style
is teacher-centered. All the students have to do is to comply with the teacher directives and participate. The teacher gives movement cues, directions – the students
follow. The teacher organizes the routine where the students comply. You may wish
to use this approach if your objectives for the teaching episode are concerned with:



Safety, discipline, conformity, uniformity and immediate response or replication of the teacher’s model precisely and accurately
A synchronized response
Efficient use of time for acquiring skills.
TASK INSTRUCTION
The task style of instruction focuses on the specific tasks or performance. This
strategy requires more preparation time for planning and designing tasks. Adequate
facilities, equipment, and instructional devices are necessary to keep students productive and working on the appropriate tasks.
This style can be utilized with variety of grouping patterns. Students may wok
alone, with a partner, or in small groups. With large classes, limited amounts of
equipment, or with certain skills in which partner can time, count, record, or analyze
the kill work, the partner or reciprocal grouping pattern can be used.
CONTRACT (INDIVIDUALIZED) INSTRUCTION
This is a more sophisticated form of task instruction. In this style a specific
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external reward system is attached to the accomplishment of the task, and this arrangement increases the motivational level of the students. The tasks are arranged
progressively so that they increase in difficulty. This type is especially effective with
physical activities that require the development of individual skills.
INQUIRY INSTRUCTION
Inquiry model of instruction is process-oriented rather than product-oriented.
Students experience learning situations in which they have to inquire, speculate,
reflect, analyze, and discover. The teacher guides and directs students, rather than
commanding or telling. The teacher is responsible for stimulating the students’ curiosity about the subject matter to enhance their involvement. The teacher uses
a combination of questions, problems, examples, and learning activities to lead
students toward one or more final solutions.
PROBLEM-SOLVING
Problem-solving involves input, thinking/reflection, choice, and response. There
are two ways to take a more child-directed problem- solving method: exploration
and guided discovery. Although these critical-thinking, problem-solving methods
take more time than the direct method, they are worth it because they bring the
cognitive domain into play.
A. Guided Discovery
In guided discovery, the teacher asks questions to guide students to the one
right answer to the problem, but never provides the answer. This process is called
convergent problem solving. Through questions, the teacher helps the students
converge on one right answer. Guided discovery allows the students to respond
to challenges at their own developmental level and rate. Specific challenges and
questions will vary according to the response elicited.
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Problems vary from simple to more complex.
Simple: What are the different ways you can bounce the ball and stay in your
individual space?
Complex: What could be the most effective ways to position and handle the feet
while guarding an opponent in basketball?
B. Exploration
Exploration implies a degree of choice of response, experimentation, and exploration. Movement exploration makes use of unstructured movement, which aims
towards the development of body awareness and efficient management of the body
in a variety of situation. Any challenge results in a number of responses.
The emphasis on exploration is repetition and creation .Movement tasks specify
a precise skill or movement. Exploration is an open-ended or divergent problem
solving process. Self-discovery is a necessary and important part of learning
Teachers must encourage students to continue producing divergent responses,
but the encouragement should take the form of neutral feedback.
The following steps may be followed:
1. Setting and presenting the problem. (no teacher demonstration is allowed)
2. Determining procedures
Cognitive values begin with an assessment of how one is to proceed
in seeking the solution. Sub-problems may be defined.
3. Experimentation and exploration by the students. Self-direction is impor tant and the teacher acts in advisory role, answering questions, helping,
commenting, encouraging but not providing solutions. Sufficient time must
be allowed for this phase.
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
4. Presentation/observation, evaluation, discussion
Students should be given the opportunity to rework their own solutions
incorporating ideas from others.
The following indirect styles are alternative ways to critical thinking. The critical
thinking examples progress through levels similar to Bloom’s Taxonomy, eliciting
higher and higher levels of thinking (Werner, 1995) Here are examples of alternative
ways to address issues of critical thinking using the indirect styles.
1. Select
Travel around the gymnasium the step like weight transfer of actions. Each
time you hear the drum, change the way you travel. . .Now each time you hear
the drum, change the direction of your travel. . . Finally change both method of
travel and direction when you hear the drum.
2. Classify
Today we are going to work on different ways to use our feet to travel as
we move in general space. You may use only your feet to travel. Ready, go . .
stop. Who can tell me one way? Yes. Walk, run (one foot to the other foot, alternating), Hop (one foot to the same). Can you try other ways? Yes, I see two to
two (jump). . . .
3. Compare
Try bouncing the ball with stiff fingers and slap at it with your palm (made
lots of noise). Now try pushing the ball down with your finger pads. Keep your
fingers spread and try not to make any noise as you push the ball down to the
floor. Which way seems to give you the most control?
4. Explain, Compare, Contrast
Try different rising and sinking actions. Vary the way you use time, force,
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
Methods and Techniques of Teaching Physical Education and Health
and effort. Make the way you raise different from the way you sink. Perform
your sequence for a partner by taking turns. Then, compare and contrast your
solutions. How were they the same? Different?
5. Sequence
Use a roll of your choice to smoothly link two balances.
6. Apply
I’m noticing that as you hit your forehand strokes, a lot of balls kind of pop
up and go high into the air. Others often hit their ball down into the net. What
can you do to change this and hit the balls over level but close to the net? How
would this change your grip? Swing?
7. Analyze
Dribble a ball against an opponent in this space (15’ x 40’). Start at the end
and try to get to the other end without your opponent stealing the ball from you.
How can you best protect the ball while dribbling down the court?
CREATIVE WORK
This technique requires rich background of the students on:
 Movement vocabulary
 Fundamentals of Movement such as:
 Purpose: Why do I move?
 Use of Space: Where do I move?
• Directions
• Levels
• Air and Floor Patterns
 Use of Body Parts: Why do I move?
 Quality or Effort of Movement: How do I move?
 Relationships: With whom do I move?
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MAPEH (Music, Arts, Physical Education and Health)
MOVEMENT INTERPRETATION
 standards for group presentation
 standards for evaluation
Imitation is the focus of movement interpretation. This can be in the form of
characterization and dramatization. It may involve “moving as if…” and “moving
like…’.
BASIC STRATEGIES IN TEACHING FITNESS CONCEPTS AND ACTIVITIES
1. Accommodating all students no matter ability levels or physical characteristics.
2. Ensure that your students know and understand the goals of each fitness
lesson
3. During the lesson review key points.
4. Encourage students to think and physically respond when you check for
understanding.
5. Incorporate visual aids whenever possible to reinforce fitness learning.
6. Repeat learning experiences throughout the year.
7. Create challenges to help students reach their goals.
8. Offer students actual physical activity and encourage it out of school by
offering challenges and incentives.
PLAY-TEACH-PLAY METHOD is allowing student’s time to play, then stop them
to offer helpful feedback, refining their play, and return them immediately to play.
INTERPRETATION OF WRITTEN INSTRUCTION (Group Work)
A. This requires the teacher’s preparation of;
• charts, containing the activity for each group or board work for
each group
• printed charts on:
 standards for group work
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B. The number of groups should depend upon the activity or activities for the
day, availability of leaders, equipment and facilities and readiness of the
students for group activity.
C. Written instruction for interpretation should be simple and suited to the
reading vocabulary of students.
MASTERY LEARNING
Mastery learning is an approach to individual instruction to meet the individual
differences allowing the students to progress according to his own rate. It provides
the students all possible opportunities for learning up to a level of mastery.
The different steps are:
1. Diagnostic or pre-test (to determine weaknesses and strengths as well as
entry behavior)
2. First meeting (mastery learning)
a. Set the goal or criterion
b. Teach
c. Try-outs (individually or with partner)
d. Formative test (to determine student progress and as basis for
ability grouping). Students’ achievements must be recorded in individual progress report card.
e. Assignment
The student is challenged to continue improving on the skill
with added incentive of moving from one ability level to a high
er ability level.
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
3. Second meeting (same skill for mastery)
a. Recall criterion or set the goal for the day.
b. Group work: Activities may vary but same skill is being mastered.
c. Presentation/observation, evaluation
d. Formative test (to determine progress)
e. Planning for the next activity. At this stage, mastery has already
been attained
CIRCUIT TRAINING
This is a method whereby one or more exercise are repeated as many times as
possible within a set time limit. It is an exercise program consisting of a number of
stations which demands an exercise task which should contribute to the development of various parts of the body.
A. Prior to circuit training, the teacher should;
1. administer physical fitness tests to determine the weaknesses of the
students,
2. posses a rich background of the activities and experiences from which
activities for the circuit program will be selected,
3. prepare sufficient equipment and space for each station, and
4. give sufficient instruction in the activities to be given so that the stu dents can perform correctly at each station.
B. Procedure;
1.
2.
3.
Determine the length of time to be spent for each circuit.
Select the appropriate exercises which will give improvement on weaknesses revealed in each of the physical fitness tests.
Determine the maximum number of repetitions for each exercise (if
there is greater need for exercises improving arm strength, more repe-
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
Methods and Techniques of Teaching Physical Education and Health
titions or time to be given to arm exercises).
4. Set the training dose. This is the actual number of repetitions distributed into laps.
5. Complete the circuit. If a student can not complete the circuit within
the set time limit, more time is given for said student to complete it.
Record time spent.
6. After laps are completed within set time limit, work on overload by:
a. increasing the number of repetitions with the same time limit,
b. increasing the number of repetitions as well as the time limit, and
c. changing the activities to more demanding types.
ASSESSMENT/EVALUATION
Assessment is an indispensable component of all effective teaching including
physical education. It plays four main roles in physical education.
1. It forces the teacher to focus on the individual student.
2. It gives the teacher necessary data to see how the class as a whole is
progressing.
3. It offers the teacher valuable feedbacks on how he is doing as a physical
educator and how his program is doing.
4. It can be a valuable teaching tool in itself.
Assessment areas:
1. Physical fitness tests measure each aspect of health-related fitness.
2. Psychomotor skill assessment includes specific tests of specific motor
skills.
3. Cognitive assessment includes monitoring students’ understanding of how
to perform.
4. Affective assessment monitor students’ social development and attitudes
in the physical education setting.
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Assessment strategies: Fitness testing, Knowledge tests, Journals, self-monitoring sheets, Rubrics.
MAPEH (Music, Arts, Physical Education and Health)
Games
Practice and Play-teach- Rubrics for movement skills
play method
and concepts as applied to
games, written tests, and
sharing of thoughts and
feelings
Gymnastics
Demonstration, ,problem-solving
Smiley-face exit polls, written
or oral surveys, journal
entries to monitor feelings
Dance
Direct style (introducing
new task in folk dance,
social and other dances);
Indirect (exploring\creative dance possibilities);
Teacher, self, and peer
assessment for psychomotor;
short written test and poker
chips for cognitive; and
journal entries, smiley-face
exit polls or affective questionnaire; performance
evaluation or process
evaluation
Sports skills
Individualized instruction for development of
individual skills,
Demonstrations, Direct
instruction
Teacher, self, and peer
evaluation, performance
evaluation, and process
evaluation
Two types of evaluation pertain to students:
Process evaluation relates to the performance of general movement patterns
with emphasis on correct technique. The form used to execute the movement is the
pint of focus rather than the outcome of the skill performed. Product evaluation focuses on performance outcome in terms of measurable increments of what learners
accomplish.
Example:
If product evaluation is applied to fundamental ball skills, the concern is how far
the ball is thrown and how many times it is caught without a miss. Process evaluation focuses on the quality of the throwing pattern and teaching the students proper
form.
PHYSICAL
EDUCATION
ACTIVITIES
Movement Skills
and Concepts
INSTRUCTIONAL
STRATEGIES
Problem-solving
ASSESSMENT
Performance checklist,
task sheet as a rubrics,
multiple choice assessment,
affective paper-and-pencil
survey
Health-Related
General strategies (8 ba- Physical fitness testing
Physical Fitness and sic strategies in teaching
Physical Activity
fitness concepts and
activities)
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STRATEGIES IN TEACHING HEALTH EDUCATION
Earlier on Health Education strategies are classified into audio, audio-visual and
visual. Recently, health educators have come up with another classification which
includes values clarification strategies, verbal and discussion strategies, action–oriented strategies and strategies that use media for health instruction.
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
Methods and Techniques of Teaching Physical Education and Health
VALUES CLARIFICATION STRATEGIES
VERBAL AND DISCUSSION STRATEGIES
An excellent strategy to personalize health concepts is through the use of values
clarification activities. By examining and clarifying values, children can be assisted
in fostering positive health behavior.
Following are several other discussion-oriented strategies that have proven effective in health instruction.
When engaging in any value clarification activity, the teacher must allot sufficient
time for students to assess their own feelings about the issue under examination.
Students must also feel free to assess their values without fear of being ridiculed or
forced to pay lip service to the opinions of others, including the teacher. Keep these
points in mind:
1. Value clarification activities do not lead to one “correct” solution to a prob lem; they are open-ended. The purpose of these activities is to open the
door to additional assessment.
2. As a teacher, you are a participant in the activities and a role model for the
students
3. Every student has the right to decline from speaking without having to give
a reason for declining. Respect individual feelings and keep the activity non threatening.
Simple Values-Related Strategies - One of the simplest and most appropriate activities for younger students involve what is known as shield activities. The
major objective of these activities is to assist children in identifying values they have.
Each child is given a prepared form.
Decision Stories - Decision stories are open-ended vignettes that describe a
values-related dilemma and ask students to suggest a course of action. The stories
should reflect real-life circumstances and should be appropriate to the age level of
the children. No easy answer should suggest itself in the story. But viable courses
of action must be possible.
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
Brainstorming- Like values-clarification activities, brainstorming can be used to
improve decision-making skills by having students generate many possible ideas
concerning an issue. Freedom of expression and creativity are also encouraged.
Buzz Groups- Buzz groups are an effective strategy for examining specific problem. Generally, this technique is productive if students are mature enough to use the
format. It allows for student participation in an atmosphere conducive to discussion.
The buzz group strategy should not be overused, because too much small-group
can lessen student enthusiasm. To use this approach, divide the class into groups
of from three to five students. Have each focus on a specific problem that you have
introduced and discussed so that the children will have knowledge base for their
discussion. The chairperson must keep the discussion on the topic, and the secretary records the important points.
Case Studies- Case Studies are actual events that you can use in class for discussions. The decision story format blends itself well to the case strategy. Just
substitute the actual event to the hypothetical one. Good sources for case study
materials are health journals, newspapers, new magazines and television programs.
Debate- Debate focuses on the merits and problems associated with a proposed
solution to a problem. Through the use of this technique, you can ensure that both
sides of an issue are presented. Although debate can be used in the lower elementary grades, the strategy is more effective when used with older children, who are
more articulate and better ale to organize their thoughts for oral presentation. Students must also be able to work individually as well as cooperatively and in groups.
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Committee Work - This technique allows small groups of students to research a
topic of interest. Each group member has an opportunity to do in-depth research on
the topic. The work must be closely supervised and structured, It is very important
that each member of the group contributes to the project if it is to be successful.
Lecture, Group, and Panel Discussion - Discussion, in one form or another,
is probably the most common technique used in education. Lecture- discussion
is usually thought of as a lecture delivered by the teacher. However, this strategy
should not be limited to one-way communication. Lecture discussion can be from
teacher to student, student to teacher, or student to student. The technique should
be a means for achieving two-way communication
Resource Speaker - Speakers can enrich many areas of health instruction. Possible resource speakers include doctors, nurses, police, and fire department personnel, nutritionists, and health researchers. When contacting a resource speaker, be
sure top provide that person with information about your class, including grade and
developmental level. In this way, a speaker is less likely to talk down to or over the
heads of the children. You should also politely emphasize that the speaker stick to
the specific topic to be examined, because some speakers are apt to deviate to a
favorite cause or concern not in keeping with your instructional objectives. Suggest
that the speaker use audio-visual aids, if appropriate, as this will heighten student
interest. Also, ask the speaker to allot time for a question-and-answer session.
ACTION-ORIENTED STRATEGIES
A variety of action-oriented or student-centered strategies can be used to
make livelier health instruction. These range from seatwork activities to field trips.
Whenever possible, any strategy selected should help students discover concepts
through action-oriented means. Strategies that incorporate at least two of the sens-
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MAPEH (Music, Arts, Physical Education and Health)
es can greatly facilitate learning. Listening is fine, but listening plus seeing, tasting,
smelling, touching, feeling, and doing are better.
Dramatization - Plays and skits, role playing, and puppet shows are all effective
dramatization techniques. Each of these strategies is an excellent way of allowing
students to express their feelings. Thorough preparation and follow-up are essential, however, lest these activities be seen merely as fun, with the point of the exercise being missed.
Storytelling - as a strategy, storytelling is similar to dramatization. However, as the
teacher, you are the active participant, and the children are onlookers. Nonetheless,
this is an effective strategy for helping students identify positive health habits and
for shaping attitudes. Using a flip chart or other visual aid can heighten the impact
of storytelling although no props are needed for many stories.
Magnetic boards - Objects that will cling to the fabric can be placed on the board.
Such boards are quite useful as aids in telling a story or developing a concept,
because objects can be added or taken off during the presentation. The students, in
developing their own stories or presentations, can also use these boards. Magnetic
board is simply a sheet of metal to which objects can be attached by means of small
magnets. Chalk can also be used to write directly on a magnetic board.
Crossword Puzzles - Crossword puzzles are useful seatwork devices for building
vocabulary and reinforcing concepts. The teacher, the students themselves, or a
computer-generated program can develop them. Commercial materials are also
available. Crossword puzzles for younger students must be kept relatively simple.
Demonstration and Experiments - Demonstrations and experiments help make
verbal explanations more meaningful to students. In a demonstration, the outcome
should always be the same; in an experiment, the predicted outcome may vary.
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
Otherwise, the two terms mean much the same. These techniques are especially because they usually involve the sense of sight, touch, and hearing. They may
involve other sense as well. Students are always interested in demonstration and
experiments because these strategies help clarify what has been learned.
Exhibits - Exhibits allow students to view, examine, and touch health-related materials. Exhibit is most effective when the students help in the design and construction. Careful planning is essential, as is a central theme. Always ask yourself:
What is the point of the proposed exhibit? Your answer will provide a focus question
for the children, too. If the actual objects are unavailable or are impractical for
classroom display, pictures can be substitutes, although they are not as effective.
Everything in an exhibit should be clearly labeled. If sound and motion can be added, student interest will be increased. Use your imagination to make the exhibit as
visually appealing and interest-provoking as you can.
Models and Specimens - Like exhibits, models and specimens allow students to
take a multi-sensory approach to health-related topics. The values of models and
specimens lies in their degree of accuracy. Many excellent models of body parts are
available commercially. These include models of the human eye, heart, lungs, and
other organs. Another useful model is resuscitation Annie, a functional mode4l used
to teach mouth-to-mouth resuscitation. Specimens can be obtained from biological
supply houses. These include tissue samples, animal eyes, and so forth. Commercial slaughterhouse can also supply some of these items. Exercise discretion in the
use of specimens. For some children, such exhibits can be too grisly and models
are better employed.
Field Trips - Field trips can provide rich learning experiences. This strategy must
be used sparingly, however, because a field trip is time- consuming and often expensive. Further, parents and administrators must give their approval for any activity
outside the school, and liability must be considered. A field trip should always be a
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
Methods and Techniques of Teaching Physical Education and Health
culminating activity rather than an introductory one. Children should be well prepared for the experience through prior classroom instruction. If the field trip is to be
of value, the students must be able to understand what they will be seeing. Good
places for health-related field trips away from the school include the local health
department, a dairy farm, a food processing plant, or a sewage treatment facility.
There are also many opportunities for field trips without leaving the schools area.
Games- games can stimulate interest while providing review of concepts learned
through other strategies. They are also sometimes a welcome relief form the normal
classroom routine. In addition, games especially help younger children understand
the importance of following rules and provide useful experience in socialization.
Many commercially available games such as Bingo can be adapted top health-related topics. Or you may wish to
THE USE OF MEDIA IN HEALTH INSTRUCTION
Educational media include everything from textbooks to videotape to computer-assisted instruction. For the present purposes, the term will be defined as any
non-print vehicle used for instructional intent. Such media include computers, television and videotape, films, filmstrips, slides, overhead transparencies, and records
and audiotapes. Always remembers that instructional media are not strategies
themselves, but they serve as valuable approaches for involving students in the
learning process and for enriching the classroom.
Computer-Assisted Instruction - The first attempts to employ computers in the
classroom were made in the 1960s. a programmed instructional format was generally used, that is, instructional information was provided by the computer in small
increments. By responding to questions asked about the material by the computer, the students learned the material and received immediate reinforcement. Programmed instruction, with or without the computer as a vehicle, can be an effective
educational tool, but rigid structure and format often lead to student boredom. This
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is exactly what happened in the 1960s. Additionally, the computers of that time
were too expensive and impractical for common classroom use.
Television and videotape - Most school systems have access to television receivers. Many fine health-related programs, designed with elementary school child in
mind, are available. These include “Bayani”, “Sine Eskwela”. “National Geographic”
and various special programs.
Films - In considering films for instructional devices, keep in mind that a film should
not serve as a sole basis for instruction and that every film must be carefully chosen
and previewed.
MAPEH (Music, Arts, Physical Education and Health)
your objectives for each teaching episode. Never view a single strategy as just one
way of teaching a particular lesson. Decide what you want to achieve and choose
the most suitable approach for achieving that objective.
Therefore in developing a repertoire of teaching approaches and the teaching
skills to support them is only a part of being an effective MAPEH Teacher. Always
remember that: “The real effective teacher is aware of when to use which strategy
and with what type of students; and knows when to change a strategy, if it doesn’t
appear to be sworking”.
Slides - like filmstrips, slides are colorful and are easy to store. If you make your
own slides, the subject matter can include class activities and filed trips, health
fairs, environmental problems in the community and class projects. An advantage in
using a slide is that you can delete or add lides to the sequence as you desire. In
this way, you can keep your slide collection updated.
Transparencies - transparencies are extremely popular as teaching tools. One
unique feature of a transparency is the ability to show a progression by using a
series of overlays.
Records and Tape Recording - selectively used, records and tape recordings
can be valuable
teaching tools. Both are inexpensive and can be stopped anytime as needed for
discussion.
The teaching strategies mentioned are not necessarily exclusive and to be an
effective teacher one must have the ability to switch, mix and blend them to suit
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Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
PART II – ANALYZING TEST ITEMS
ON PHYSICAL EDUCATION
1. When you include the physical fitness levels, physical skills, knowledge,
socio-emotional behaviors, and attitudes toward the activity in your tea ching style, it means that you are analyzing the style of teaching in terms
of –
a. Teacher planning and set up
b. Student behavior during the lesson
c. Teacher behavior during the lesson
d. Student outcome variable
The answer is d (Student outcome variable) because option a ( Teacher planning
and set up) includes lesson plan, organizational arrangements or instructional
devices while option b (Student behavior during the lesson) includes activity
time, waiting, receiving information, management time, and so forth and option
c (Teacher behavior during he lesson) includes instructions, questions, management cues, feedback, and demonstrating.
2. A direct teaching activity that allows students to imitate from demonstra tion or infer from observation the behavior to be learned.
a. Lecturing
c. Modeling
b. Discovering
d. Inquiring
The answer is option c (modeling) because option a (Lecturing) is an activity
where facts, rules, etc. are directly provided, no demonstration is involved while
option b (Discovering) is a cognitive activity that allows the students to seek
answer to the problem and option d (Inquiring) allows students seek answers
for their curiosity.
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
Methods and Techniques of Teaching Physical Education and Health
3. After discussing the parts of the body that are important in making move ments, Miss Garcia proceeded to the next activity for her to find out how
aware her students are with their body. “Find a way to make your body
crooked”, she said. There were many elicited responses. This teaching
style is a type ofa. Guided Discoveryc. Creative Work
b. Movement Interpretationd. Exploration
The answer is d (Exploration) because option a (Guided discovery) can elicit a
single answer while option b (Movement Interpretation) focuses on imitation that
can be in form or characterization or dramatization and option c (Creative Work)
is a technique where students will be creating meaningful movements out of
the basics.
4. For the station approach in a task style of teaching, the following are consi dered , EXCEPT a. Use task cards and tape them on the wall or to boundary cones or
place them on the floor.
b. Give a copy of the tasks on a sheet of paper to take them to each
station.
c. The tasks should cover all the basic skills of an activity.
d. Give an in-depth lecture on the tasks, and then proceed to the activity.
5. In using the convergent style of teaching, which of the following is a complex problem?
a. What are the different ways of tossing the volleyball to your spiker?
b. How can you make your back as close as possible to the floor with your
legs on the air?
c. What is the best offensive solution when a defender is playing a very
tight defense in basketball?
d. In shot put, what is the best angle of release for maximum distance?
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6. Ms. Lopez was successful in dealing with exploration when she taught
movement skills in her class. When asked how she did it, she answered
“I took advantage of the students’ love of movement experimentation and
allowed among them the free exercise of natural curiosity. Above all, I
avoided something that will lead them to imitation and noncreative beha vior.” What did Ms. Lopez avoid?
a. Encouraging, clarifying, and answering questions individually.
b. Demonstrations and praising results early.
c. Motivating efforts, since the student is responsible for being self-directed learner.
d. Offering the students opportunity for self-direction in small doses.
MAPEH (Music, Arts, Physical Education and Health)
b.. Stimulates the students’ curiosity about the subject matter to enhance
their involvement.
c. Explains and demonstrates the activity.
d. Command and tell students to imitate.
11. Miss Regala allowed time for her students to play games, upon observation
she stopped them to offer helpful feedback and refined their play strate gies, and she let them return immediately to play. Miss Regala applied thea. Creative work
c. Mastery Learning
b. Command style
d. Play-teach-play method
7. Which of the following subject matters can creative work be applied?
a. Folk dance
c. Social dance
b. Interpretative dance
d. Square dance
12.
8. After all the physical activities have been done in the class, Mr. Robles
assessed the affective learning of his students. Which of the following a ssessment procedure did Mr. Robles possibly use?
a. Journal entries to monitor feelings
b. Paper-and-pencil test
c. Peer assessment
d. Performance checklist
13. When you assess how the students understood the movement concepts,
you employ –
a. Written test
b. Affective paper-and-pencil survey
c. Performance checklist
d. Task sheet as rubrics
9.
ON HEALTH EDUCATION
If the physical education teacher is assessing the students’ ability to skip
with a mature movement pattern, he is using –
a. Physical fitness test
c. Psychomotor skill assessment
b. cognitive assessment
d. Affective assessment
10. What is the responsibility of the physical education teacher in an inquiry
instruction?
a. Helps the students converge on one right answer.
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14
Mr. Samson is assessing the step-by-step sequence of underhand serve of
his students. What appropriate assessment can he use?
a. Peer assessment
c. Process assessment
b. Performance assessment
d. Self assessment
The following are postulates of successful teaching EXCEPT
a. The most important factor in the educational process is the teacher
b. There is no one best way to teach
c. Adherence to the diagnostic/prescriptive approach is essential
d. The most important factor in the educational process is the student
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
The correct answer is D.The other 3 options are all assumptions of successful
teaching except for option D which pertains to the beneficiary of the teaching
process.
15. As a health educator, Miss Cruz is in-charge of the school clinic the ab sence of a school nurse and physician. She gives first aid to students and
teachers who encounter minor injuries, sends students to the nearest
health center when needed, and assists the MAPEH teachers in appraising
the nutritional status of the students by taking their height and weight.
Which role of Miss Cruz was not mentioned as a part of the school health
team?
a. Counseling
c. Referrals
b. Screening
d. Coordination
The correct answer is A. Option B, C and D are roles clearly described in the
above situation.
16. Mr. dela Cruz is planning to demonstrate the ill effects of cigarette smoking
to a person’s health. Which of the following strategy is best suited to
achieve his objectives?
a. Shield Activity
c. Dilemma
b. Experiment d. Open-ended statements
17. Verbal and Discussion –Oriented strategies have been proven effective in
health instruction except for topics in
a. Family Planning
c. First Aid
b. Drug Education d. Consumer Health
18. Teacher Joyce is using socialized recitation to motivate students to speak
out their views about early marriage. When she called Mario to stand-up
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
Methods and Techniques of Teaching Physical Education and Health
and give his view, he stuttered. Teacher Joyce did not give up and waited
until Mario was able to give his view. The interval between asking a ques tion and the student’s response is referred to as
a. directing
c. commenting/paising
b. probing
d. wait time
19.
A group of students are planning to address the garbage problem in their
community. During their brainstorming several measures were suggested
by all the members. Soon after, they divided the work among themselves to
accomplish the task. Which of the following techniques is illustrated in this
type of activity?
a. limited exploration style
c. problem-solving style
b. unlimited exploration style d. cooperative learning style
20. Most school systems have access to educational television programs.
These include “Bayani”, “Sine Eskwela”. “National Geographic ”,and the
like. To which type of Media instruction do they fall?
a. Television and videotape
b. Computer-Assisted Instruction
c. Records and Tape Recording
d. Films and slide
21. Good places for health-related field trips away from the school include the
following except
a. local health department
c. a food processing plant
b. resort facilities
d. sewage treatment facility
22.
To personalize health concepts, students must relate to health instruction
from the affective domain. An excellent strategy for achieving this goal is
through the use of
a. verbal and discussion-oriented strategies
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Methods and Techniques of Teaching Physical Education and Health
b. values clarification strategies
c. action-oriented strategies
d. use of media
23.
The class of Mr. Reyes is composed of drop-outs and regular students
whose age ranges from 16 to30 years old. What could be a better way of
organizing them for a team project?
a. group them according to age so they can work well
b. let them select their own group so they will not have a problem
c. mix them in a group for cooperative learning
d. let them work as one group with the teacher as the facilitator
24.
Miss Santos wants to reinforce health concepts through vocabulary building. Which of the following can she include as part of her activities?
a. Bulletin boards
c. Debate
b. Lecture-discussion
d. Crossword puzzles
25. In order to present clearly the different systems of the body, which of the
following can Teacher Tess prepare for her lecture?
a. flip chart
c. overlays
b. specimens
d. exhibits
MAPEH (Music, Arts, Physical Education and Health)
PART III – ENHANCING TEST TAKING SKILLS
ON PHYSICAL EDUCATION
1. The teacher directs the students, “Step right foot across the left foot in
front, step the left foot close to the right foot, and step right foot in place!”.
The student complied and participated.
a. Inquiry style of instruction
c. Command style of instruction
b. Exploration
d. Task style of instruction
2.
3. What are the appropriate assessments for gymnastic skills?
a. Physical fitness testing
c. Sharing of thoughts and feelings
b. Affective questionnaire
d. Journal entries to monitor feelings
4. When you give the students activities on movement, exploring the move ment possibilities of “moving as if…” and “moving like…’, you are giving
your students the opportunities for –
a. Mastery Learning
c. Movement exploration
b. Movement interpretation
d. Creative work
5.
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When the physical education teacher uses problem-solving strategy dance
class, his assessment may be in the form of –
a. Task sheet as a rubrics
c. Performance checklist
b. Rubrics for movement skills d. Process evaluation
“Which way seems to give you the most control of the ball?”, “”Use a roll
of your choice to smoothly link two balances.”, and “How can you best protect the ball while dribbling down the court?” are some examples of an
alternative ways to address issues of critical thinking when you use this
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
style of teaching.
a. Indirect style
b. Exploration
c. Direct style
d. Interpretation
6. In this style a specific external reward system is attached to the accom
plishment of the task, and this arrangement increases the motivational
level of the students. The tasks are arranged progressively so that they
increase in difficulty. This type is especially effective with physical activities
that require the development of individual skills.
a. Task instruction
c. Inquiry instruction
b. Contract Instruction
d. Problem-Solving
7. The physical education teacher employed this strategy by arranging her
class with variety of groupings. She lets her students work alone, focusing
on the specific task given. The students rotated through each learning sta tion and work on the assigned tasks.
a. Problem-Solving
c. Contract Instruction
b. Inquiry Instruction
d. Task Instruction
8. This teaching strategy is used by physical educators because they want to
elicit synchronize response from the class.
a. Task instruction
c. Command style
b. Inquiry
d. Exploration
9. This provides instructional strategies that encouraged the processes of
generalization and discrimination for the purpose of forming concepts, pat terns, and abstractions.
a. Deductive Method
c. Inductive Method
b. Direct Model
d. Indirect Model
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
Methods and Techniques of Teaching Physical Education and Health
10.
Mr. Beltran is developing the individual skills of his students. It is possible
that he is using thea. Individualized style
c. Guided Discovery
b. Prpblem –solving method
d. Movement Interpretation
11. When Miss Rodriguez wants her students to create dance movements,
allowing them fully to discover for themselves dance patterns out of the
learned motor skills, she is utilizing –
a. Exploration technique
c. Guided-discovery technique
b. Problem-solving
d. Inquiry
12. What assessment will Mrs. Alonso use, if she wants to focus on perfor mance outcome in terms of measurable increments of what her students
accomplished.
a. Process assessment
c. Written test
b. Product assessment
d. P e r f o r m a n c e c h e c k l i s t
ON HEALTH EDUCATION
13. When engaging in any value clarification activity the teacher must consider
the following except:
a. to allow the students to assess their own feelings about the issue under
examination
b. to allow the students to feel free to assess their values without fear of
being ridiculed
c. to teach own personal values or the “correct” values
d. to allow students to decline from speaking
14. Which of the following objectives is correctly stated in affective domain
a. The student will be able to demonstrate positive attitude towards health
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Methods and Techniques of Teaching Physical Education and Health
situations
b. The student will demonstrate an understanding of cooperation in a giv
en situation.
c. The student will be able to develop positive self concept through rele vant and positive experiences.
d. The student will be able to help others develop a desirable self-concept.
15. Which of the following is not true in the teaching of values in health education?
a. Values are learned through a variety of experiences and interaction
with the environment
b. A teacher’s job is to impose his values on the student so that they will
develop the values expected of them
c. Students will learn values when teachers provide factual information
about health and allowing them to clarify their feelings
d. teachers can help students understand how information, attitudes an
behavior affect quality of life
16.
Which of the following does not belong to values clarification strategies
used in health education?
a. dramatization c. decision stories
b. educational games d. shield activities
17.
The class of Mr. San Pedro is composed of irregular students whose age
ranges from 14 -18 years old. What could be a better way of organizing
them for a team project?
a. group them according to age so they can work well
b. let them select their own group so they will not have a problem
c. mix them in a group for cooperative learning
d. let them work as one group with the teacher as the facilitator
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MAPEH (Music, Arts, Physical Education and Health)
18. Discussion strategies have been proven effective in health instruction ex cept for topics in
a. Family Planning
c. First Aid
b. Drug Education d. Consumer Health
19. A variety of action-oriented or student-centered strategies can be used to
make health instruction livelier. Which of the following best describes these
types of activities
a. These strategies help students discover concepts
b. The strategies incorporate at least two of the senses can greatly facilitate learning
c. These strategies include computers, television and videotape, films,
filmstrips, slides, overhead transparencies, and records & audio-tapes.
d. These activities range from seatwork activities to field trips.
20. Teaching in content areas such as family life, drug education, and HIV edu cation can be a difficult task. To avoid controversies and heated arguments
on sensitive subject matters, a health educator must do the following
except
a. present an accurate and factual information
b. present results of studies obtained from health journals
c. present information from authorities in health
d. present religious beliefs, personal values and attitudes
21. Regardless of the strategy employed, the teacher must strive to create a
classroom environment that is conducive for learning. the following are
things that a teacher can do to facilitate a positive learning climate,
EXCEPT–
a. Identify instructional objectives and discuss them with the students so
that the intent is clear concerning what is expected.
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos
MAPEH (Music, Arts, Physical Education and Health)
b. give careful attention to the physical condition of the classroom.
c. Show familiarity with evaluation devices, instruments and techniques.
d. Handle disciplinary problems with tact and good judgment.
22. One of the simplest and most appropriate values-related activities for
younger students is the Shield Activity. Which of the following describes the
correct procedure?
1. Have the students fill out the shield.
2. Thoroughly introduce the experience.
3. Carry out the task.
4. Go over the experience.
a. 2,1,3,4
c. 2,4,3,1
b. 1,2,3,4
d. 3,1,4,2
23.
Methods and Techniques of Teaching Physical Education and Health
c.
d.
which include drill and practice, tutorial, demonstration, simulations,
instructional games, and problem solving.
The Computer Assisted Instruction helps make verbal explanations
more meaningful because they involve senses.
One of the benefits of CAI is the student involvement in the selection
and evaluation of information.
25. Which of the following can assess the health practices of the students?
a. Objective type of test
c. practical test
b. Inventory checklist
d. Demonstration
Teacher Stephanie invited the school physician to talk about sensitive topics on reproductive health. In contacting the resource, the following information must be provided by teacher Stephanie, EXCEPT –
a. The audio-visual aids to use for the lecture.
b. The time allotted for the open forum for the question & answer session.
c. Information about the class including the developmental level.
d. the specific topic to be discussed.
24. Computers have great potential in the teaching of health education. How ever, there are concerns of which the teacher must be aware such as the
availability of the computer in the classroom, the high cost of software and
the incompatibility of different systems. Which of the following is not true
pertaining to the use of computer assisted instruction?
a. The development of personal computers and CD-ROMs has led to an
increasing use of computers in the classroom.
b. Computer instructional programs tend to make use any of the six types
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Organization and Management of Physical Education and Health
Organization and
Management of
Physical Education
and Health
Prepared by:
Dr. Salve Andes-Favila
Competencies:
1. Relate concepts of organization
and management on different
areas, issues/concerns of PE
and Health activities
2. Apply competition and officiating
techniques
3. Recognize legal liabilities
4. Manage the budget and funding
requirements in competition
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MAPEH (Music, Arts, Physical Education and Health)
PART I - CONTENT UPDATE
Key Concepts
•
The School Physical Education Program.The total physical education program
encompasses the three well-developed, coordinated and integrated aspects of
instruction, intramural and interschool programs.
•
The Coordinated School Health Education Program includes Health Services,
Health Instruction, Healthful Living and School-Community Coordination.
•
Management. The process by which key personnel provide leadership so that
the organization functions efficiently and effectively in achieving the goals for
which the organization exists.
•
Management skills include technical, human, conceptual, political, and leadership skills that take into account various philosophical and theoretical underpinnings of management. These skills, combined with the appropriate measure
of knowledge, sound judgment, experience and training will prepare the con
temporary manager to effectively lead any program or organization as well as
to achieve success and satisfaction.
A philosophy of management for Physical Education and Sport should recognize that the needs and welfare of the people who make up the organization are
paramount to success.
Becoming an effective manager will depend on the level of knowledge and
understanding the manager has of the multidisciplinary approaches available in
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
dealing with business and human resource issues, the degree to which the manager can implement this skill and the manager’s ability to exercise entrepreneurial
strategies.
Management Functions
• Program Planning/Development
• Organizing
• Leading
• Controlling
• Staffing
- Human Resource and Management Supervision
1. Recruitment, selection, retention, and promotion
2. Orientation of new staff
3. Supervision
4. Evaluation
• Facility management
1. Site
2. Building
3. Lighting
4. Environmental climate
5. Plant sanitation
6. Acoustics
• Fiscal Management
1. Budgeting
2. Budget Management
3. Financial Accountability
• Purchase and Care of Supplies and Equipment
1. Selection of Supplies and Equipment
2. Purchase of Supplies and Equipment
Dr. Salve A. Favila
Organization and Management of Physical Education and Health
3. Checking, storing, issuing and maintaining supplies & equipment
4. Risk Management
• Evaluating
Principles for Management and Structure
•
•
•
•
•
•
•
•
•
•
The management structure of an organization should clarify the delegation
of authority and responsibility.
Management work maybe most effectively organized by function
Span of control should be considered in organizational structure
Successful management depends on communication
Coordination and cooperation among various departments in an organization are necessary for effective management.
Staff or task specialization aids effective management
Duties and rights of personnel
Authority must be commensurate with responsibilities, and lines of authority must be clearly drawn.
Organization and social purpose cannot be separated
There is no single correct form of organization
Line and Staff Organization
The most common type of organizational chart is a line and staff. A person in a
line position has direct responsibility and authority for a specific objective or objectives of the organization. A person in a staff position has an indirect relationship to
a specific objective of an organization.
Formal and Informal Organization
Organizational theory and structure require that there must be a need for an
organization to exist, and second, the organization must know the goals it is trying
to achieve. To accomplish these objectives, a structure should be provided that
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Organization and Management of Physical Education and Health
enables the management to plan and make decision, organize, staff, lead, motivate,
control and evaluate. These tasks can be performed through either a formal or an
informal organization.
THE SCHOOL PHYSICAL EDUCATION PROGRAM
I. Physical Education Instructional Programs
Varsity
Athletics
Club
IM
Fitness
Motor Skills Development
Basic Instructional
Physical Education Program
Health-Related Physical Fitness
Cognitive
Affective
The above figure shows the traditional view of the relationship between the
basic instructional or physical activity program, recreational sports and varsity athletics.
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By tradition, the basic instructional physical education program was graphically represented at the base of an isosceles triangle. The part immediately above
the instructional base was the recreational sports program, and at the apex of the
triangle was the varsity athletic program. What the isosceles triangle symbolized in
the past is still true to the effect that a sound physical education program should
serve as a solid base for all other school and community physical activity and sport
programs. The instructional program in physical education is the place to teach
skills, strategies, concepts, and essential knowledge concerning the relationship of
physical activity to physical fitness, motor skill, cognitive, and affective development.
It is a place to challenge, build competence, encourage creativity, promote lifelong
activity, advance critical action skills, instill commitment to personal wellness, and
foster respect for others. It is also a place to introduce an awareness of the development and maintenance of optimal levels of health-related physical fitness.
Skills should be taught from a scientific, theoretical, and progressive approach so that the various mediators and human factors that affect human movement are clearly understood by the participant. Demonstration, videotapes and videodisks, computers, posters, workbooks, and other audiovisual aids and materials
enhance instruction and are useful for optimal learning.
Recreational
Sports
Outdoor
Open
MAPEH (Music, Arts, Physical Education and Health)
The physical education program presented throughout the school years
should be sequential in development and progressive in application. A physical fitness program should also be developmental and progressive in nature, as well
as personalized, starting with the individual’s present state of mental and physical
fitness and gradually moving to higher levels.
Performance objectives should be established and targeted for individual
student progress achievement. When boys and girls advance from one grade to
another, they should have achieved certain objectives in various physical education
activities, just as they achieve various levels of skills, knowledge, and competencies
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
in other school subjects. A plan for assurance of mastery or graduation standards in
physical education must be developed and implemented.
Physical education should involve more than physical activity. As the participant understands more fully the importance of human movement; what happens
to the human body during exercise and stress; the relationship of physical activity to one’s biological, psychological, and socio-cultural development; the history
of various activities; and the role of physical activity in the interdependent global
community, physical education will take on a new meaning, grow in intellectual
respectability, and contribute to building a more healthy and productive society.
A Preschool Physical Education Programs
• The concept of early schooling is no longer regarded as a custodial or
compensatory undertaking.
•
It is viewed as a necessary provision for the normal growth and development of children.
• Child development specialists and sociologists has indicated that the
early years are crucial for the child intellectually, physically, socially, and
emotionally.
•
•
The return of many mothers to the workforce, nursery schools and child
day-care centers has gained wide popularity.
Programs should involve indoor and outdoor play-learning activities.
•
Physical education activities should include the development of fundamental movement skills, fitness, self-testing and team-building activities, creative free play, and rhymes and story plays.
•
Programs are becoming an integral part of educational systems in this
Dr. Salve A. Favila
Organization and Management of Physical Education and Health
country, and physical education should play an important role in such
programs.
B. Elementary School Physical Education Programs
•
Physical education takes on important part of the schools’ instructional
program and is designed to foster development of fundamental motor
skills, health-related fitness, and knowledge and attitude relative to
physical activity through a carefully planned curriculum that includes.
•
Learning experiences help students understand how to move and to
become more aware of their body within the environmental framework
of force, time, space, and flow.
• Physical education at this level should promote the individual child’s
standard of motor performance and establish a physical activity comfort
level so that each child develops an appreciation and enjoyment of
movement.
•
Physical education should foster creativity, challenge, self-expression,
social development, team building, positive self-concepts, and appreciation for the importance and value of health-related fitness.
C. Secondary School Physical Education Programs
•
The secondary program should be based on the developmental tasks of
secondary school students.
•
The program should consist of a variety of age-appropriate activities,
including gymnastics, self-testing activities, rhythm and dance, movement skills, aquatics, physical fitness activities, outdoor education, and
individual dual and team sports.
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Organization and Management of Physical Education and Health
•
The program should provide a thorough understanding of the human
body and the impact of physical activity on its various organic systems.
•
The program should teach variety of skills progressively, eliminate excessive repetition of activities, and ensure the inclusion of lifetime
sports and health-related fitness concepts.
•
The program should be open to all students, including those with varying disabilities, who should be provided an opportunity to function in
the least restrictive environment.
•
The program should encourage vigorous physical activity in and outside
of class, including individual fitness and participation in community, recreational, and varsity sport
MAPEH (Music, Arts, Physical Education and Health)
Others are organized attached to the office of the dean of students
or vice president for student affairs. In some universities, this activity is
operated as a separate entity or as part of the athletic department.
Units and Types of competition
1. Unit of Competition
II. Intramural
•
The intramural program is concerned with the provision of recreational
activities and athletic competition for all students within a school
•
It gives all students an opportunity to develop the athletic skills they
have been taught in the instructional program.
•
Its organization may be based on the educational level, size of the
school, school philosophy.
•
At the elementary and secondary level most intramural/recreational
programs are directed by the physical education department
•
At the college and university level there are varied organizational relationships. Some intramural/recreational programs are organized to
function as departments in schools or colleges of physical education.
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a.
b.
c.
d.
e.
f.
g.
Inter-class
Grades
Age
Height
Clubs
Societies
P.E. Classes
2. Types of Competition
a. Single Elimination. The type of tournament used when there is a big
number of entries or players but short playing days. This type is the ea siest to handle because a team or player that loses once is automatically eliminated.
b. Double Elimination. This type of tournament allows the team/player to
stay in the competition until it loses twice.
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
Organization and Management of Physical Education and Health
c. Round Robin. The most effective type of competition where each team/
player will have a chance to meet all teams or players who entered the
competition.
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Organization and Management of Physical Education and Health
d. Ladder. Lower rank players have the chance to climb the ladder provided
they win over the player occupying the higher step of the ladder.
e. Pyramid. This type of tournament is similar to single elimination but it is de signed in a vertical manner in the diagram.
III. Interschool Program
It is concerned with the provision of competition for the most highly
proficient students in the various sports with teams from other institutions.
IV. Physical Education for the Handicapped Child
•
•
•
The concept of “Mainstreaming”
Least Restrictive Environment
Special Olympics
Administrative Practices for the School Health Program
The aim of the school health program is the development of optimum physical,
mental, emotional, and social health among all pupils. A checklist of administrative
practices which can serve as a guide to the administrator in the accomplishment of
this aim is outlined by Anderson and Creswell:
1.
2.
3.
4.
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MAPEH (Music, Arts, Physical Education and Health)
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Maintain communication with community organizations.
Employ qualified school health service personnel.
Become informed about health problems of the school-age group.
Arrange the school day in accord with sound health practice.
Establish an effective system for keeping health records.
Establish a policy on school health examinations.
Provide for health observations by the teachers.
Establish a systematic referral program.
Promote measures to ensure corrections for every child.
Establish program policies aimed at control of communicable diseases.
Procure necessary materials, facilities, and equipment for health instruction.
Provide time and facilities for health instruction in the secondary school.
Appoint only qualified teachers for health instruction.
Provide a healthful physical environment.
Provide a mentally hygienic environment.
Establish a school safety program.
Provide facilities, personnel, and an established plan to meet emergencies.
Provide health services for professional personnel.
Provide in-service health education for teachers.
Provide for faculty sick leave
Recognize health as a basic objective of education.
Secure and budget adequate funds for the health program.
Keep parents informed of the health program.
Establish an appropriate cooperative relationship with community health
agencies.
PNU LET Reviewer
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
Organization and Management of Physical Education and Health
School–Community Coordination
• Every school must have a physician who will function as a school medical
adviser.
•
•
There must be someone in each school who has a definite responsibility for
the total school health program. This individual is known as the health counselor or health coordinator.
The director of physical education is frequently the health coordinator.
• Educators have associated physical education closely with health values and
objectives.
Dr. Salve A. Favila
•
The physical educator is in a strategic position to perform excellent service.
•
The coach and the physical education teacher come into close informal
contact with the students and thus can gain understanding of their health
problems and needs.
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Organization and Management of Physical Education and Health
The Scope of the School Health Program
MAPEH (Music, Arts, Physical Education and Health)
Health Instruction
The fundamental purpose of health instruction is to equip the student with sufficient knowledge about health to enable him to attain and maintain both in attitude
and practice, the highest possible level of health.
Basic Principles of Health Instruction (Anderson and Creswell)
1. Emphasis is on the positive aspect of health.
2. Health is an end to be gained, not only an academic subject.
3. Instruction is directed to the well , or normal child. Children temporarily
below par will be benefited by the health practices acquired by the whole
class.
4. Throughout the school life, health, health promotion should be one of the
objectives of the whole school program.
5. Learning experiences must be adapted to the physiological, psychological
and social development of the children.
6. Instruction must be based on student’s interests, needs, abilities and back grounds.
7. Learning results from experience, and opportunities must be provided for
experience through participation, doing things, and reacting to situations.
8. Problem solving provides the most effective learning situation.
9. Learning experiences are most effective when the child sees the relation ship of one experience to the whole experience.
10. The objectives of the activity must always be specified in terms of learner
outcomes and must be recognized as personal goals of the child if learning
is to be effective.
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Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
11. Instructional activities must be always related to the actual experiences of
the learners.
12. Learners must be helped in making generalizations and in applying these
generalizations to various new experiences.
13. Integrative learning is most effective.
14. Repetition or drill is justified when the learning must be precise and is useful
as a tool or skill.
Organization and Management of Physical Education and Health
d. Screening tests
e. Teacher-nurse observation
2. The follow-up program
3. Communicable disease control
4. Emergency care procedure
5. Health Supervision of school personnel
6. Student excuses
15. Each child is unique, learns at his own rate and his own way, and thus a
variety of activities and materials is essential.
16. Accompanying incidental learning always takes place and teachers should
be alert for opportunities to make each learning experience yield greater
returns in learning.
17. Health work in the school cannot be fully effective unless integrated with
the life of the home, community and the forces in which both can contribute
to the child’s education.
Healthful School Environment
Healthful school living is a more inclusive term, to be preferred to those that
formerly designated this phase of school health education. This term refers to the
entire environment that surrounds the pupil. It not only involves safe and sanitary
facilities but also i9ncludes careful planning of the school day for study, play, and
rest. Since teachers are also part of the school environment, the establishment
of healthful teacher-pupil relationships is an important aspect of healthful school
living.
School Health Services
The service program embraces the various protective measures assumed by
the school to conserve and improve the health of students. the health services vary
considerably in different institutions, but the minimum essentials of a good program
include the following activities.
1.
Health Appraisal
a. The periodic medical examination
b. The periodic dental examination
c. Psychological examinations
Dr. Salve A. Favila
School-Community Coordination
An effective strategy for promoting the health of school-age students is the development of collaborative efforts between the community agencies and the school.
These coalitions can coordinate and advocate for improving the various aspects of
the comprehensive school health program.
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Organization and Management of Physical Education and Health
PART II – ANALYZING TEST ITEMS
1. Mr. Abando, the head of the Physical Education Department, is planning for
the forthcoming School Intramurals. To ensure the success of the program
he met with all the faculty members and invited key people from the other
departments, some staff and school administrator to chair the working com mittees. Which of the management functions is being illustrated in this si tuation?
A. Planning
C. Evaluating
B. Organizing
D. Staffing
The correct answer is Option D. Mr.Abando has identified people to head the
different committee based on their ability to do the work. Option A and B were
functions done ahead of time by the department head; Option C is still to be done
after the implementation of the activity.
2.
San Pedro High School accepted Allan, a blind student in the regular PE
class. Allan is very good in following directions that is why he can cope up
with the lessons in gymnastics and dance. If the PE teacher allows Allan to
play Volleyball which of the following is the best way do to?
A. Modify instruction
C. Modify equipment
B. Modify activity
D. Modify rules
The correct answer is Option D. The teacher may allow Allan to serve the ball
and be substituted at once to allow continuity of the game so as not to deprive
normal students of the regular game process. Options A, B, and C may only
benefit Allan at the expense of all the regular students in the class.
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3. Performance evaluation should determine the extent by which the employee
is contributing to the overall mission of the organization. This evaluation is
crucial in providing information into the organization’s reward and punish ment system. Which of these is not true about performance evaluation?
A. Employees themselves must refrain from participating in the evaluation
process
B. Evaluation helps members to grow in the job
C. Evaluation to be relevant must be centered on agreed-upon job performance criteria.
D. Evaluation result aids management in the promotion of qualified employee
The correct answer is Option A. Evaluation is a cooperative venture and members must be included in developing criteria for evaluation because they need
to understand the process. Options B, C, and D are goals of good performance
evaluation
4.
In order to accommodate twenty teams for the school intramurals in two
days, which of the following may help the Committee on Games accomplish
the task best?
A. Use Ladder type of game scheduling
B. Use Single Elimination
C. Use Double Elimination
D. Use Round Robin
5. Which of the following management functions does the manager performs
when he creates a shared culture and values, creates a shared communi
cating goals and instilling among employees the desire to perform at a high
level?
A. Controlling
C. Leading
B. Planning
D. Organizing
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
6. This management function requires certain types of steps to be followed to
bring about meaningful course of action.
A. Problem Solving
C. Decision making
B. Coordinating D. Innovating
7. Physical Education and Sports Programs spend thousands of pesos on sup plies and equipment in order to provide a meaningful and varied program of
activities. Because a large expenditure of funds is made for supplies and
equipment, it is important that the management responsibilities be carried
out in a business-like manner. Which of the following statements best des cribes this management responsibility?
A. Supplies and equipment needs must be accurately determined
B. Purchase must be conducted within organizational policy
C. Storage, maintenance and repair of items must be considered for lon gevity of use
D. Selection must be accomplished according to sound judgment.
8. Which of the following best describes the principles in the organization of
comprehensive school health services in the public school setting?
A. Every school must have a physician who will function as a school medical adviser
B. The Physical Education Department Head is frequently the health coordinator
C. The coach and the physical education teacher come into close informal
contact with the students and thus can gain understanding of their
health problems and needs.
D. The physical educator is in a strategic position to perform excellent
health service.
9. The fundamental purpose of health instruction is to equip the student with
sufficient knowledge to enable him to attain and maintain both in attitude
Dr. Salve A. Favila
Organization and Management of Physical Education and Health
and practice the highest possible health. Which of the following is one of the
basic principles of health instruction?
A. Throughout the school life, health and health promotion should be one
of the objectives of the whole school program
B. Instruction must be done in the vernacular language to enable the stu dents to relate to the concepts and health principles
C. Learning experiences must not be prejudicial to community beliefs,
taboos and cultural differences
D. Normal and differently-abled students must be considered in the prepa ration of the curriculum
10.
For the full implementation of the comprehensive school health education
program, which of the following plays a vital role in the absence of personnel, facilities and equipment of any public schools in the Philippines?
A. Teacher-nurse coordination
B. School-community coordination
C. School-health center coordination
D. Teacher-community health worker coordination
11. Organizational design is the deliberate process of configuring processes,
reward systems, practices and policies to achieve the organization’s goals.
Which of the following words is used incorrectly to mean organizational
design?
A. Physical Plant
C. Organization
B. Structure
D. Framework
12.
Any school needs an organization that is dynamic to respond to the changes
in the internal & external environment. To ensure success, the following characteristics must be present in the management of the organization except
A. Active Leadership
C. Commitment of members
B. Knowledge of Management D. Re-designed framework
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13.
The current emphasis on equal education has helped to focus attention on
children with special needs. Physical Education can offer solutions to relevant problems through any of the following except
A. Organizing activity-oriented programs
B. Implement initial screening for classification
C. Counseling of Parents
D. Parental Involvement
14.
Common problems of school administrators in implementing school sports
program includes all of the following except
A. Providing qualified coaches
B. Inadequate facilities and equipment
C. General supervision of the program
D. Sustainability of the program of activities
15.
Class management skills are pre-requisite to instruction. Moving and organizing students quickly and efficiently requires all of these except
A. The teacher’s comprehension of various techniques
B. Students’ effective acceptance of the techniques
C. Adjusting what to be learned to the needs of the learner
D. Organizing students into groups and formations
16.
The students of teacher Flor are preparing the write up of the result of the
health survey in the community. The best way to disseminate the information
in the various sector of the barangay is to:
A. Prepare flyers to be distributed to households
B. Submit written report to the barangay chairperson
C. Present the result in an assembly
D. Coordinate with the barangay to hold a meeting for that purpose
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17.
If PE supplies and equipment are inadequate per class per session, which of
the following could be the best option for a teacher to do in order to ensure
proper conduct of the class?
A. Adapt instruction for the time being
B. Improvise equipment for the teaching of basic skills
C. Divide the class into smaller groups to take turn in the use of equipment
D. Ask students to bring their own equipment
18.
Program organizers find the management of behavior to be the most difficult task in any of school activities. Which of the following best describes
effective behavior management?
A. Reprimand children who break the rules
B. Allow students to participate without encroaching on the rights of others
C. Develop an action plan for modifying and maintaining desired behavior
D. Use praise and facial expressions to acknowledge desired behavior
19.
A relatively small amount of money is needed to operate an intramural program. Which of the following can be the best procedure to ensure the success of the activities without so much budgetary allocations?
A. Use of minimal entry fee from the participating team.
B. Use of Physical Education class equipment
C. Request administrative support for the activity
D. Get the amount from the athletic fee of the students.
20. This management process requires that certain steps be followed to bring
about meaningful actions.
A. Planning
C. Leading
B. Organizing
D. Decision Making
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
21. Which of the following least describes the characteristics of a good leader?
A. Leaders are individuals who are inventive, who takes the risks, and
who are entrepreneurial
B. Leaders provide vision of potential and promise, and they possess the
ability to attract, mobilize, and energize others
C. A good leader tends to influence burnout people to function best in a
structured work in a dynamic, creative environment
D. A good leader helps shape personal philosophies of management,
management style and decision-making.
22. A leader who provides guidance but leaves the decision making to the
group to solve the problem is practicing which type of management style?
A. Laissez-faire
C. Democratic
B. Authoritarian
D. Eclectic
23. For the selection of best athletes, which of the following types of game
scheduling is best to use when time, budget and venue permits?
A. Double elimination
C. Single elimination
B. Round robin
D. Double round robin
24. Students must be involved in as many roles as possible in the organization
and management of school intramurals in any of the following except as;
A. Record/score keepers
C. Officials
B. Managers
D. Team Captain
25. The following are extramural competitions except:
A. Inter-department competition
B. Inter-school competition
C. District Meet
D. Division Meet
Dr. Salve A. Favila
Organization and Management of Physical Education and Health
PART III – ENHANCING TEST TAKING SKILLS
1. Management functions include all of the following except
A. Planning
C. Implementing
B. Organizing
D. Coordinating
2. The fourth year students are organizing the intersection competition. There
are four sections competing so they have agreed to use double elimination.
What is the formula for double elimination?
A. (N-1)X2
C. N(N-1)
B. (NX2)X1
D. 2N(N-1)
3.
A student teacher was tasked to organize the health exhibit for the foundation day. In order to facilitate the work, he requested a group of students
to work with him. He gave them specific committee to chair and the time
table to finish the task. To ensure that each committee’s task is accomplished on time he placed the Gantt Chart in the conference room. What
management functions are described in this situation?
A. Planning and Organizing
C. Coordinating and Budgeting
B. Staffing and Monitoring
D. Directing and Evaluating
4. At the beginning of the school year, the health teacher is tasked to help
the school clinic in taking the height and weight of the students during PE
time as well as the tests for vision and posture during Health Education
time. What specific function of the school health services is delegated to
the MAPEH teacher?
A. Health Inspection
C. Health Appraisal
B. Health Screening
D. Health Evaluation
5. As part of the health team, the health educator does the following functions
except?
A. To organize the community for health education
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B.
C.
D.
To refer the sick child to the nearest community health center in the
absence of doctor or nurse
To refer the malnourished/ undernourished child to the home economics department for feeding program
To organize the first aid team and be part of the safety council
6.
Which of the following can be the best option for a MAPEH teacher in organizing a PE class for instruction which consist 60 students
A. Use of film clips/video
C. Group or peer approach
B. Collaborative approach
D. Demonstration teaching
7.
Which of the following is tolerable during a group activity
A. Noise coming from the discussion
B. Movement of students from one group to another.
C. Going out to buy the things needed for the group work
D. A number of students not participating in the group activity
8. To ensure the successful conduct of the cheering competition as a cul
minating activity in PE 1, which of the following can be done to start and
end the program on time?
1. Preparation and dissemination of the program and invitation to all
participants
2. Preparation and dissemination of the criteria for judging
3. Preparation and dissemination of the sequence of performance
4. Preparation and dissemination of the guidelines for the culmina ting acitvity
A. 1,2,3
C. 2,3,4
B. 1,3,4
D. 1,2,4
9.
To allow special students to showcase their talent and skills in sports and
dance, which of the following can be done by the sports department?
A. Allow special students to perform & compete with the normal students
B. Prepare a special program and competition for them
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C. Allow the special students to compete in special Olympics
D. Prepare a program that will allow them to join the regular students
10. Which of the following does not belong to the unit type competition?
A. Inter-class
C. Club
B. Age
D. Event
11 The function of choosing the entire personnel, assigning people, training
and maintaining favorable conditions for all members of the organization
refers to
A. Staffing
C. Coordinating
B. Controlling
D. Planning
12. This management function ensures the proper execution of plans. It also
means that subordinates must be kept informed through regular reports,
research, monitoring and evaluation concerning performance
A. Leading
C. Staffing
B. Controlling
D. Organizing
13. A leadership style which is described as having democratic approach and
needed only a little guidance where decision-making is left to group members.
A. Authoritarian
C. Eclectic
B. Democratic
D. Laissez-faire
14. It is the skill of influencing the activities, situations, perceptions, and expec tations of an individual or group in an effort to have them willingly strive for
a common purpose of the organization.
A. Decision-making
C. Leadership
B. Policy-making
D. Advisorship
15. It is the most common organizational structure where the person has direct
responsibility and authority for the specific objectives of the organization
A. Formal C. Line and Staff
B. Informal
D. Hierarchical
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
16. An example of a short term budget is
A. Annual budget
C. Operational budget
B. Fiscal budget
D. Capital outlay
17. If a legal issue does arise, seeking advise from the school, institutional or
association legal counsel or hiring a private attorney is recommended.
Which of the following term is synonymous to lawsuit, court case or legal
action ?
A. Litigation C. Asset
B. Liability D. Tort
18. This term means to twist. It is a legal wrong resulting in direct or indirect
injury to another individual or property.
A. Litigation
C. Asset
B. Liability
D. Tort
19. Which of the following formula is used for double elimination?
A. (N-1)X 2
C. (N+1) x 2
B. N X (1-2)
D. (N-1) x 4
20.
The following are responsibilities of supervisors except
A. Exercise authority vested in his position
B. Establish effective means of communication
C. Support the total program
D. Provide leadership and promote staff
21. Which of the following program goals should not be supported by the phy sical education and sport management support?
A. Provide a meaningful psychological experience
B. Develop health-related and motor-performance related fitness
C. Develop skill in a wide-range of physical activities
D. Provide avenue for understanding and appreciation of physical activities
and sport.
Dr. Salve A. Favila
Organization and Management of Physical Education and Health
22. Organizing the community for health literacy could start with any of the
following except
A. A community health survey on the needs of the people in the community
B. Ocular visit of the identified community
C. Planning with the barangay officials
D. Meeting with Non-government and civic organization
23.
To ensure sustainability of the health extension program of the National
High School in the community of informal settlers, which of the following is
the best option of the organizer?
A. Train potential leaders in the community
B. Establish linkages with the Go and NGO for long range adoption
C. Skills training of all sectors for vocational and technical courses
D. Attract foreign aid for sustainability
24. Which two statements are true in the intercollegiate sports program in the
Philippines in the desire to win
1. Unethical recruitment procedures
2. Provision of sound educational programs for athletes
3. Provision of Individualized Education Programs for Persons with
Disabilities
4. Fielding athletes who have high academic standing
A. 1 and 2
C. 2 and 3
B. 1 and 4
D. 2 and 4
25. The comprehensive Individualized Education Program (IEP) for special stu dents can be developed using team approach. The following persons may
be included in the team except
A. Teacher-coordinator
C. Social worker
B. Classroom teacher
D. Physical therapist
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Health Practicum
MAPEH (Music, Arts, Physical Education and Health)
Health
Practicum
Prepared by:
Dr. Salve Andes-Favila
Competencies:
1. Roles and
Responsibilities as
Health Officer
PART I - CONTENT UPDATE
•
The philosophy of Health Education is emphasized as an essential foundation
for building educational programs that can influence positively people’s health,
knowledge, attitudes and practices.
•
Philosophy implies wisdom regarding the principles of reality and of human nature. These principles act as guidepost to the development of the health education programs that work through identifying goals and areas of practice.
•
The philosophy of Health Education includes the history, knowledge, beliefs,
concepts, attitudes, and theory of the health education profession.
•
Health Education philosophy sets the boundaries of educational practices, clarifying the areas of professional concentration; it is the matrix of theory and
practice that culminates in healthful attitudes and behavior and results in improved health status.
QUALITY
OF THE HEALTH
EDUCATOR
AND ADMINISTRATOR:
PREEDUCATION
and POSTEDUCATION
QUALITY OF
ORGANIZATION
AND ADMINISTRATION
OF THE HEALTH
PROGRAM
QUALITY OF
PROGRAM
DEVELOPMENT
IN HEALTH
EDUCATION
QUALITY OF
TEACHING
AND LEARNING
METHODS,
STRATEGIES
AND TECHNIQUES
QUALITY OF
PROGRAM
EVALUATION
AND
ADAPTATION
PHILOSOPHY AND PRINCIPLES OF HEALTH EDUCATION
• The meaning of health education has taken on new meanings throughout the
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Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
years. The committee on Health Education Terminology (1991, 103) stated that
the health education process is the “continuum of learning which enables people
as individual members of social structures, to voluntarily makes decisions, modify and change social conditions in ways which are health enhancing”-(Green and
Kreuter, 1995)
• Health promotion is defined as the aggregate of all purposeful activities designed
to improve personal and public health through a combination of strategies including:
1.
2.
3.
4.
5.
6.
The competent implementation of behavioral change strategies
Health education
Health protection measures
Risk factor detection
Health enhancement
Health maintenance
Health Practicum
• Asceticism (Dark Ages), about Spiritual development
400 to 1000
• Revival of the concept of
the sound body, about 1096
to 1248
Return to a sound body
• The pre-modern period of
health, about 1500 to 1800
No unified health program
• Modern Era of health, about
1850 to the present
Odor-free environment, bacterial cause of
disease, promotion of health, public health
education, and other advancements in hygiene and the health sciences. The modern
era is further subdivided into the
• The MIASMA PHASE (1850-1880),
• The BACTERIOLOGICAL PHASE
(1880-1920),
• The POSITIVE PHASE (1920-1960)
and
• The SOCIAL ENGINEERING PHASE
(1960-present)
The historical development in health and health education are categorized
according to certain period:
Period
Characteristics
• Egyptian health practice from
primitive to1000B.C.
Personal cleanliness
• Hebrew Health Code, about
1500 to 500 B.C.
Formulation of a health code to include
personal cleanliness and public health
measures
• Greek approach to health,
about 1000 to 200B.C.
Emphasis on the sound body
• Roman Health Promotion
about 100 B.C. to A.D.500
Sanitary engineering
Dr. Salve A. Favila
The Coordinated School Health Program
•
Healthful School Environment. This aspect of the school health program includes the physical and psychological environment in which student and
faculty exist. Issues include the social and emotional environment of the
classroom, the development of self-worth and self-esteem, and the fostering of positive relationships for students and school personnel. In addition,
safety hazards on the school grounds and within the buildings are of concern.
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Health Practicum
•
School Health Instruction. This area of the school health program includes
the information presented to students in a way that fosters desirable health
knowledge, attitudes, and practices.
•
School Health Services. These programs seek to promote children’s health
through screening, intervention, and remediation of various health conditions. The school nurse most often coordinates and provides the services.
Screenings for visual or auditory problems, scoliosis as well as first aid
procedures, illness protocol and services for the handicapped are part of
these services.
•
School Physical Education. A comprehensive physical education program
is one that offers a daily program of activities. These programs should be
based on developing wellness among school-age students
•
School Nutrition and Food Services. This component involves training the
food preparation personnel and developing nutritionally sound food programs for the school. Part of this component is helping children to select
nutritionally balanced meals ensuring that food served in the school cafeteria is nutritious, palatable and attractive.
•
School-Based Counseling. This aspect of the program seeks to meet the
needs of the children by providing services such as assertiveness, problemsolving and self-esteem training. Services are also provided by a school
psychologist for children experiencing learning difficulties and behavioral
problems.
• School site Health Promotion. Programs for faculty and staff can provide
benefits by reducing health costs, improving morale and increasing produc tivity.
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•
School, Family, Community Health Promotion partnership. An effective strategy for promoting the health of school-age children is the development of
collaborative efforts between community agencies and school. These coalitions can coordinate and advocate for improving the various aspects of the
comprehensive school health program.
The Health Educator
•
Responsibilities
1.
Assess individual and community needs for health education. The
emphasis is placed on the identification of factors that are most likely
most responsible for unfavorable health behaviors within a particular
group such as peer pressure, and cultural and religious factors.
2. Plan effective health education program. The health educator needs
to be able to develop a detailed plan for the most effective use of educational resources.
3.
Implement health education programs. Once an educational plan
has been completed, the health educator needs to be able to present
and describe the program to groups such as local school board who
would approve the plan.
4. Evaluate the effectiveness of the health education programs’
competency. The health educator needs to be able to demonstrate the
effectiveness of health education program that has been planned and
implemented.
5. Coordinate the provision of health education services. Many health
education programs involve many people and are often based within
larger organizations. Both of these characteristics require the health
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
educator in various settings to assist and encourage personnel in carrying out the educational aspects of the health education program
6.
Act as a resource person in health education. The health educator
should be able to collect and organize general information to meet routine requests and should become aware of community resources for
referring more complex requests.
7. Communicate health and health education needs, concerns, and
resources. Health educators should be able to communicate many dif ferent types of messages involving different types of media. Bear in
mind that these messages will need to be communicated to a wide
variety of individuals and groups
•
Qualities
The following is a list of characteristics and actions that will help one
become a quality health educator
1.
Stay Motivated. The best teachers are, always have been, and always
will be, those who have worked hardest to motivate their students. Motivation is as important a part of any teacher’s teaching as any part of
their lesson plan. One cannot overstate or over estimate the effect of
motivation on the level of intensity of a student’s performance.
Health Practicum
4. Refrain from giving negative opinions to students. This sometimes
happens when a teacher pays attention to teacher’s lounge gossip.
When a teacher prejudges, the student will never have a chance.
5. Find time to listen to students. Communication is a two-way street.
Never be too busy to listen to your students. Genuine communication
does not always require words; it grows out of mutual sense of concern
for others.
6. Show care, love, and concern to students. Teachers should not be
involved in the personal lives of their students. However, they must deal
with problems in students’ personal lives that affect their performance
in class.
7. Be a success yourself. Success is 1% inspiration and 99% perspiration. Successful people invest in themselves. Attend seminars, read a
lot, consult with others and continue schooling. Good luck comes from
hard work.
8.
Be Positive. Positive thinking and unswerving dedication to make a
dream a reality will provide the incentive to carry through whatever hard
times and negativism on the part of the others that lies in your part. A
teacher can’t quit during the hard, frustrating times. Remember that
change is normal and inevitable.
2. Be Organized. Good organization is a habit. Teachers should unders tand that there are no shortcuts to success. Practice organization and
attention to details.
9. Seek role models. Benefit from others. Teachers usually have a
teacher in their past that inspired them. Drive yourself to meet new
challenges and set new goals
3. Be Consistent in relation with students. This doesn’t mean that you
have to treat all students alike. Students have the right to fair and equi
table treatment, attention and discipline. Treat all of them with dignity
and respect.
10. Set goals. Outline your goals clearly. Concrete goals are easily under stood by you and by your students. Set goals and develop a plan to
achieve those goals.
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Health Practicum
11. Work hard. The road to success is never easy. To succeed, work hard.
MAPEH (Music, Arts, Physical Education and Health)
•
Role model behavior through lifestyle Working with Parents
12. Stay updated. No matter how well you are doing what you are doing,
you can do it better by exposing yourself to interests and ideas outside
your immediate day-to-day activities.
1. Notify a student’s parent when an illness or serious deviation from nor mal health occurs
The Health Educator as part of the Health Team
3. Invite administrator to sit in a teacher-parent conference. Explain to pa rents the significance of the child’s health condition, and encourage
them to obtain needed care for the student.
•
Legal Responsibilities as a Teacher
1. “Loco Parentis “in the place of parents”. One major concern of today’s
teacher is liability. Negligence can be charged when students are under
the teacher or school’s supervision.
2.
The primary responsibility of the teacher is to act responsibly to prevent
injury to students. A health teacher must be aware of first aid and emergency procedures in order to care for a student and not to aggravate an
existing injury or illness.
3. Follow the school system’s procedure for filing a report for each accident.
•
Working with Students
1.
150
Counseling students in health-related matters. One of the teacher’s responsibilities is counseling student in health-related matters. Counseling should be straight forward, and free from moral judgment, preaching or scare tactics. In the role of counselor, a teacher must develop
good listening skills and communication skills.
2. Teaching Health Education
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2. Follow school policy on parent notification
4. If parents ask for guidance in seeking care, refer them to proper agency
or person. Follow up any case reported to parents.
•
Working with Other Teachers and School Administrators
1. Keep teachers and administrators informed of health matters related to
the community and students
2. Represent the school in health-related committees of teacher-parent
and community organizations.
3. Plan the Health Education curriculum and make recommendations re garding the health education program
4. Work closely with the administrators when notifying parents about
child’s health referring parents to appropriate health resources and fo llowing up on student cases.
•
Working with the School or Clinic Nurse
1. Help the school nurse understand the health behavior of students
2. Assist nurse in the screening of students
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
3. To refer students who are in need of screening
4. Conduct in-service workshops for other faculty members
5. Can be a member of the disaster brigade
•
Working with Other Agencies
1. Promote health education and awareness in the community
2. Can volunteer to educate the community on health matters
3. Involvement in the local public health programs by providing services to
the students and community
Summary

Health education has evolved from a diverse background

The nation’s emphasis on health education has in turn, led to a need for
effective educators

As an effective educator, a health teacher must concentrate on academic
preparation and personal qualifications



Health Practicum
 Educators who model good health behavior have a positive impact on their
students.

Several specific characteristics and actions will help a teacher become a
quality educator.

Teamwork with parents, school nurse, the school physician, administrators,
community organizations and students is the key to a successful school
health program.

As a part of the health team, the teacher
1. Is aware of his/her legal responsibilities
2. Observes each student for any deviation from normal health
3. Reports to proper authority within the school
4. Is available to refer the student and parent to appropriate community
resource or to counsel the student and/or parent concerning the student’s health
Teaching health is different from other disciplines in the curriculum.
Teachers must be aware that they are modeling health behavior to students
through their lifestyle.
There are several barriers to successfully implementing health education.
 Teachers can overcome these hindrances by keeping their knowledge up dated.
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Health Practicum
PART II – ANALYZING TEST ITEMS
1.
Health teachers play important role in the health assessment of students. In
addition to their skillful observations, they have access to a variety of health
information concerning each student. Which of the following records provide
a rich source of background and current information that can be useful in
promoting good health and identifying potentially handicapping situation?
A. Class Register
B. Permanent Health Record
C. Annual Medical Examination Record
D. Health Screening Record
The correct answer is B. option A contains data on age, sex, absences and the
years in school of the child; Data on option C and D are already consolidated in
the Permanent Health Record.
2. In order to help the school-age child to function very well while at school, the
school health team is tasked to monitor their health status as part of their
routine work. The following are members of the school health team except:
A. Nurse
C. Parent
B. Health teacher
D. Barangay Chairman
The correct answer is D since the Barangay Chairman is not a member of the
school community. The rest of the options are members of the school community.
3. Jennie’s health teacher has recently become concerned about her ability to
see. He has noticed that he looks very closely to the instructions on the
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board and most of the time bumps into objects inside the classroom and in
the corridors. Which of the following is the best way that the teacher can do
to help Jennie with her problem?
A. Use Jenny’s record on visual acuity for referrals
B. Call for a conference with the parents regarding the problem
C. Refer Jennie to the nearest health center
D. Send Jennie to the school clinic for referral
The best answer is D. As the health teacher, Jenny’s teacher can use her screening result to refer Jennie immediately to the clinic for proper referral measures.
Option A is also correct but as a health teacher, he must know Jennie’s health
status after the screening test. Option B can be done by the school clinic personnel and option C is the duty of the school doctor or nurse.
4.
All of the following are some uses of the student’s health record except for
A. Coordinating services
B. Research
C. Medication
D. Developing intervention program
5.
Stephanie Rani, age 16, refuses to drink milk or eat vegetables except corn
and carrots. What methods are available for Teacher Joyce to evaluate the
nutritional adequacy of her diet?
A. Biochemical assessment
B. Dietary assessment
C. Anthropometric assessment
D. Wellness assessment
6. While playing basketball in the gymnasium, Marlu shouted for help as he fell
on the floor. Teacher Ivy immediately ran to the site to see what happened
She saw that Marlu was in pain and pointing to his left ankle. Unluckily, there
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
was no nurse on duty. The nurse comes only on Fridays. What is the best
way to help Marlu?
A. Shout for help and give first aid
B. Bring Marlu to the nearest health center
C. Call for the parents
D. Carry Marlu to the hospital
7.
Poor health practices and habits are responsible for many of today’s health
problems. The Health Education subject offered in the Basic Education Curriculum somehow helps improve the overall quality of the student’s health.
This component of the Comprehensive School Health Education Program is
better known as:
A. Health Promotion
C. Health Instruction
B. Health Services
D. Health Coordination
8.
Involving parents in school’s safety education program encourages consistency of information and practices. This aspect of the Comprehensive School
Health Education Program pertains to
A. School site Promotion
B. School, Family, Community Health Promotion
C. School Health Services
D. School Health Counseling
9. Teaching healthy eating practices taught in school can benefit students from
childhood to adulthood but because of other lifestyle a number of health
problems are now thought to be directly or indirectly related to food in-take.
The following are food-related problems except:
A. Dental carries
C. Cardiovascular disease
B. Obesity
D. Lung cancer
10. As a health education teacher and member of the school health team,
teacher Sheryl is responsible for the following except
A. To act as “Loco Parentis”
Dr. Salve A. Favila
Health Practicum
B. To act responsibly to prevent injury to students
C. Assume the role of a clinic personnel when there is no doctor available
D. To Follow school system’s procedure in reporting/filing report of inci
dence
11. Who among the members of the school health team provides assistance
with mathematical calculations of the nutritional values of foods, recipes and
menus in the school canteen?
A. school nurse
C. dietician
B. home economics teacher
D. canteen manager
12. Filipino children typically eat meals that contain too few ______
A. meat products
C. fruits
B. vegetable products
D. milk products
13. Vitamins are organic substances derived from living substances that are
required in small amounts to maintain life. Vitamins do not provide any calo ries but are essential for a variety of roles, from the processing of nutrients
to the formation of red blood cells. The 13 vitamins are categorized as either
fat-soluble or water-soluble. Which of the following is fat-soluble?
A. Vitamin B12
C. Vitamin A
B. Vitamin C
D. Vitamin B6
14. Which of the following is NOT a component of School Health Program?
A. Health Instruction
B. Health Protection & Prevention
C. Healthful Environment
D. Health Services
15. What could probably be the best reason why smoking in public places is
prohibited?
A. The cigarette butts could become a litter that will plug the drain
age.
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Health Practicum
B. It contributes to air pollution.
C. It should be done in closed places like the home.
D. Its secondary smoke is bad for the health of people nearby.
16. What food group can a health teacher suggest to very active students in or der for them to be provided with heat and energy?
A. Vitamins
C. Carbohydrates
B. Protein
D. Minerals
17.
Labels can help consumer compare and evaluate health products especially
on drugs because
A. it gives the prices
B. it tells about the ingredients
C. it tells about the possible side-effect
D. it includes the expiration date
18.
One of your students have been advised by her doctor to take antibiotics for
her skin disease. But because she was so busy doing school works, she
forgot to drink one after lunch. What would you suggest to her?
A. Shift to a much higher milligram for much effective effect.
B. Stop taking the medicine anyway you failed to follow the frequency
C. Double the dosage in the evening
D. Take one right away and adjust the frequency of medicine intake
19. Proper waste management starts in the home for health and sanitation.
What is the process if discarding waste materials can you share with the
people in the community so that they can be used again?
A. Ecology
C. Garbology
B. Recycling
D. Composting
20. In your community extension work, you were tasked to lecture on cancer
warning signals. Which of these is not a cancer-warning signal?
A. nagging coughs
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B. indigestion or difficulty in swallowing
C. post natal dip
D. change in bowel movements
21. Republic Act 9275 otherwise known as Philippine Clean Air Act aims to pro tect the country’s bodies of water from pollution. What primary agency can
your school or community linked with to help you with your ecological prob lem?
A. DOH
C. Dep ED
B. DENR
D. DPWH
22. Which of the following is most closely referred to as an environmental crisis
resulting from high increase in the rate of population growth?
A. Malnutrition C. Pollution
B. Migration
D. Irrigation
23.
If a person is pale and has a faint pulse after an accident, first aid should
include.
A. having the person stands still
B. having the person lie down
C. giving a stimulant like alcohol
D. having the person move around
24.
Health Appraisal could be done by the ____________ in the absence of
the doctor
A. Health Education Teacher
C. Dentist
B. Guidance Counselor
D. Music Teacher
25.
Watching students work and play provides the teacher with many clues
about potential health problems. This screening tool is known as
A. Health Observation
C. Health Screening
B. Health Inspection
D. Health Assessment
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
PART III – ENHANCING TEST TAKING SKILLS
Health Practicum
dotal records, self-evaluation and standardized tests
A. process evaluation
C. content evaluation
B. product evaluation
D. context evaluation
1.
Daily health inspection provides opportunity for informal health education.
Health educators can help students develop awareness of their own health
through simple questions about many topics such as the following except
A. ”Did you brush your teeth this morning?”
B. ” Do you wash your hands before and after eating?”
C. “Does your neighbor observe traffic rules and regulations?”
D. “Do you throw your trash in the waste can?”
5.
To personalize health concepts, students must relate to health instruction
from the affective domain. An excellent strategy for achieving this goal is
through the use of
A. verbal and discussion-oriented strategies
B. values clarification strategies
C. action-oriented strategies
D. Use of media
2.
Compared with other components of MAPE/H, Physical Education is particularly vulnerable to accidents and injuries due to negligence. Negligence is
defined by the court as conduct that falls below a standard of care established to protect others from unreasonable risk or harm. Which of the following describes a kind of negligence that occurs based on the lack of action
of the teacher in carrying out a duty.
A. Nonfeasance
B. Contributory Negligence
C. Torts
D. Liability
6.
Which of the following is not true about healthful school living
A. provision of safe and healthful physical plant
B. good interrelationship among the students, faculty and staff
C. comprehensive curriculum
D. well-maintained school health services
3.
The following are postulates of successful teaching health except
A. The most important factor in the educational process is the teacher
B. There is no one best way to teach
C. Adherence to the diagnostic/prescriptive approach is essential
D. The most important factor in the educational process is the student
4. The kind of evaluation that is concerned with how far, how accurate, how
many, how much and how fast. This usually makes use of checklists, anec
Dr. Salve A. Favila
7. How can Teacher Joyce best introduce the proper way of brushing the teeth
in one remote community where most students have no toothbrush and
money to buy toothpaste?
A. proceed with the lecture using pictures
B. use salt and twigs of any available edible plant
C. demonstration using soap and the index finger for brushing
D. individualized Instruction for those who brought their toothpaste and
toothbrush
8.
The Health class of Mr. Reyes is composed of drop-outs and regular students whose age ranges from 16 to25 years old. What could be a better way
of organizing them for a team project?
A. group them according to age so they can work well
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Health Practicum
B. let them select their own group so they will not have a problem
C. mix them in a group for cooperative learning
D. let them work as one group with the teacher as the facilitator
9.
Some of your students would come in incomplete uniform. How are you
going to encourage them to wear the prescribed P.E. uniform?
A. tell them it’s a requirement
B. give them additional grade
C. tell them the health and hygienic reason
D. tell them the safety reasons
10. Which of the following strategies is no longer appropriate in the teaching of
health concept for fourth year students?
A. dramatization
C. Values clarification
B. debate
D. Puppet show
11. The following are possible sources of stress among students except
A. separation of parents
C. birth of a brother or sister
B. frequent headaches
D. death in the family
12.
Which of the following is not nutrition -related issue for athletes
A. fast food craze
B. junk food culture of students
C. gain-lose height-weight promo
D. propaganda advertisement
13. The following are characteristics of quackery except
A. that it offers of guaranteed, quick cure for an illness with a “miracle”
drug or treatment.
B. it underrates traditional medical practice
C. that it does not use surgery
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D. that it uses devices, gadgets, researches to convince patients that their
illness is cured
14. Which of the following objectives is correctly stated in affective domain
A. The student will be able to demonstrate positive attitude towards health
B. The student will demonstrate an understanding of cooperation in a
group work.
C. The student will be able to develop positive self concept through rele vant and positive experiences.
D. The student will be able to help others develop a desirable self-concept.
15.
In teaching people in the community, health workers use demonstration to
help explain meaningful concepts to students because they involve other
senses. The following areas are appropriate for their use except
A. teaching of family planning
B. teaching of first aid
C. teaching of nutrition
D. teaching of drugs
16.
As a health educator, teacher Mary plays a vital role in any of the following
except
A. Referral of sick students to the school doctor
B. Counseling of problem students
C. Active role in the safety council of the school
D. Manning the clinic in the absence of a nurse or a doctor
17.
Which of the following can help a health volunteer identify the breeding
place of mosquitoes in the barangay where the school is located
A. Ocular inspection
B. Household Survey
C. DOH report
D. Students’ report
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
18. The common cause of fainting among public school students is:
A. Missing breakfast
C. Poor school environment
B. Hunger
D. Extreme weather condition
19.
During earthquake or fire drill, the teacher must
A. Be the first to leave to lead the students
B. Be the last to leave to clear the area
C. Go with the students
D. Be left in the area
20.
Students are always reminded to follow school rules and regulations. Which
of the following are commonly violated that may pose danger to one’s life
A. Bringing of cellphone
B. Bringing deadly weapons
C. Bringing drugs
D. Joining fraternity
21.
Extension programs of the school are usually conducted in the community.
Which of the following can be the extension program of first year high school
students for their health class
A. Clean and Green C. Family Planning
B. Peace and Order
D. Drug Free Environment
22.
As member of the school health team, the school administrator’s role is
A. To monitor the school health instruction
B. To see to it that the school has a complete medical personnel
C. To ensure the provision of the health services
D. To convene the health council
Dr. Salve A. Favila
Health Practicum
23.
Which of the following is the main reason why students are encouraged to
wear complete PE uniform during PE day?
A. For personal hygiene
C. For conformity
B. For safety
D. For easy identification
24.
Who among the members of the health team can best help students who
suffer from depression due to failing grades
A. Health teacher
B. Subject teacher
C. Guidance counselor
D. Peer counselor
25.
Parents who are members of the health team may help in which of the
following concerns?
A. Follow up and home visitation
B. volunteer for the health center
C. volunteer for peer group facilitators
D. Coordinate school program with the barangay
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Special Education
MAPEH (Music, Arts, Physical Education and Health)
Special Education
Prepared by:
Dr. Salve Andes-Favila
Competencies:
1. Identify the legal bases for special
education
2. Relate theories and principles
of teaching in handling special
students in the mainstream
3. Classify special students
4. Apply approaches in handling
differently-abled persons in
Physical Education and Health
5. Utilize the fitness and health
needs of special students in the
preparation of Individualized
Education Program in PE and
Health Education
6. Evaluate the fitness
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PART I - CONTENT UPDATE
Definition of Terms
•
Autism - is a complex developmental disability that typically appears during the
first three years of life. It is characterized by extreme withdrawal and communication difficulties.
•
Behavior Disorders - are characterized by inappropriate school behavior. It
includes a wide range of disabilities. Most severe are psychotic and schizophrenic individuals.
•
Cerebral Palsy - refers to several non- progressive disorders of voluntary
movement or posture that are caused by malfunction of or damage to the developing brain that occurs before or during birth or within the first few years of
life.
•
Curriculum Adaptation - is an important component of adapting materials for
instruction. This is done by joint planning of by the special education teachers
and the general education teachers.
•
Disability -refers to inability or a decreased capacity to perform a task in a specific way.
•
Exceptional Children - refer to individuals who differ from societal or community standards of normalcy due to significant physical, sensory, cognitive, or
behavioral characteristics.
•
Gifted - exceptional students with intellectual gifts or special abilities and talents in areas such as the arts, sports, and leadership.
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
•
Handicap - refers to the impact or consequence of the disability, not a condition itself.
•
Hearing Impairment-the handicapping condition characterized by an impairment in the ability to hear.
•
Individualized Education Program - a plan developed to meet the special
learning needs of each student with disabilities.
•
Special Education
•
Screening - is the process that involves all students in a school setting and is
part of the “child-find” process. In most situations, screening tests may be
administered without parental permission and are used to make initial identification of students who may need special services.
•
Slate and Stylus - a small hand-held device used to write Braille.
•
Least Restrictive Environment - the most appropriate educational placement
that is closest to the mainstream.
Special Education - is a customized instructional program designed to meet
the unique needs of an individual learner.
•
•
Mainstreaming - involves the practice of placing children with disabilities into
classes with able students.
Special Class - a class in which students with special needs are grouped together in a self-contained class.
•
•
Mental Retardation - deficient mental functioning measured in terms of intelligence quotient. Mildly retardation (IQ ranging from 52-68), Moderate retardation (IQ ranging from 36-52), Severe retardation (IQ ranging from 20-36), profound retardation (IQ under 20).
Special Students - students with special learning needs who require instructional adaptations in order to learn successfully; includes handicapped students, gifted and talented, and students with multicultural heritages.
•
Sign Language - a system of manual communication in which gestures express thoughts.
•
Neuromotor Impairment - an abnormality of or damage to the brain, spinal
cord, or nerves that send impulses to the muscles of the body. This often results
to motor problems that can affect several body systems.
•
Structured Instruction - the method of teaching in which environmental
events are carefully manipulated to bring about change in the learner’s performance of functional skills.
•
Orientation - the ability to determine one’s position in space.
•
•
Programmed Instruction - the method of instruction in which learners progress at their own pace through small incremental steps that provide immediate
feedback about response accuracy.
Visual Impairment - is a term that describes people who cannot see well even
with correction. Students with visual impairment maybe blind, or partially sighted based upon measures of visual acuity.
•
Physical and Health Disabilities - include students with physical impairments
and those with medical conditions that result in chronic health problems.
Dr. Salve A. Favila
Special Education is the individually planned, systematically monitored arrangement of physical settings, special equipment and materials, teaching procedures
an other interventions designed to help exceptional/special children achieve the
greatest possible self-sufficiency and academic success. (Heward and Orlansky)
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Special Education
MAPEH (Music, Arts, Physical Education and Health)
Special Education in the Philippines aims to develop the capabilities of children
who are physically, mentally, emotionally, socially, or culturally disabled as well children with special talents or giftedness. Special children are attended through modified curricula, special services, and physical facilities for the maximum development
of their potential.
Educational programs include the special class plan (in the form of self-contained classroom, resource room plan), special education centers, special schools,
and the itinerant teacher plan.
Mainstreaming or integration of children is the main goal of the special education program to allow them to enjoy normal a life as possible.
A mobile training course is also organized on current trends in classroom management and supervision of special education programs as well as the utilization of
publications on special education, educating the gifted, the Braille Code, basic sign
vocabulary, and regulations and standards for special schools.
How many are PWDs in the Philippines?
Figure 1.
Percent Distribution of Persons with Disability by Type of Disability: 2000
Quadriplegic
5.93%
Loss of one or
both legs/feet
4.60%
Mental
Retardation
7.02%
Mental
Illness
7.14%
Multiple
Impairment
2.92%
Total Blindness
4.67%
Partial Blindness
8.14%
Loss of one or
both arms/hands
3.85%
Low Vision
37.41%
Oral Defect
5.40%
Hard of hearing
4.75%
Partial Deafness
4.35%
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Totsl Deafness
3.81%
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
What are the laws relative to the protection and care of the PWD’s rights?
•
Magna Carta for the Disabled Persons (RA 7277) – March 24, 1992
• Section 4: Definition of Terms
It defines Disabled Persons as those suffering from restriction, as a result
of a mental, physical, or sensory impairment to perform an activity in the manner or within the range considered normal for a human being;
•
ACT NO. 9442,
An Act Amending Republic Act No. 7277, Otherwise known as the
“Magna Carta for Persons with Disability as Amended, and For Other Purposes”
Granting Additional Privileges and Incentives and Prohibitions on Verbal,
Non-Verbal Ridicule Against Persons with Disability
•
Batas Pambansa Blg. 344 – An Act to Enhance the Mobility of Disabled Persons by Requiring Certain Buildings, Institutions, Establishments, and Public
Utilities to install Facilities and Other Devices
The Bureau of Elementary Education
Special Education Division (SPED)
Vision
The State, community, and the family life hold a common vision for the Filipino child
with special needs:
• he/she could be adequately provided with basic education
• education should fully realize his/her own potentials for development and
productivity as well as being capable of self-expression of his/her rights in
the society
• he/she is God-loving and proud of being a Filipino
Dr. Salve A. Favila
Special Education
The fundamental principle of inclusive school is that all children should learn together, wherever possible, regardless of any difficulties or differences they may have
(The Salamanca Statement on Principles, Policy and Practice in Special Education).
Philosophy
• The State shall promote the right of every individual to relevant quality edu cation regardless of sex, age, breed, socio-economic status, physical and
mental condition, social or ethnic 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 citizens (BP Blg.
232).
• Every child with special needs has a right to an educational program that
is suitable to his needs. Special Education shares with regular education
basic responsibilities of the educational system to fulfill the right of the
child to develop to his full potential
Goals and Objectives
The ultimate goal of special education shall be the integration or mainstreaming
of learners with special needs into the regular school system and eventually in the
community.
•
Special education shall aim to develop the maximum potential of the child
with special needs to enable him to become self-reliant and shall be geared
towards providing him with the opportunities for a full and happy life.
The specific objectives of special education shall be the development and maximization of learning competencies, as well as the inculcation of values to make the
learners with special needs a useful and effective member of society.
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Special Education
•
MAPEH (Music, Arts, Physical Education and Health)
Facts
As of Academic Year 2004-2005
*156,270
children with special needs are enrolled in schools
- 77,152
are mentally gifted/fast learners (G/FL)
- 79,118
are children with disabilities
- 32 children with cerebral palsy (CP)
1. Increase student’s sense of belonging.
• Demonstrate respect for the student by using age-appropriate
language, and being a good role model.
• Involve the student in the typical classroom routine.
• Work with your educational and students to find ways for the student
to participate actively in the classroom activities.
• Consult with specialists for ideas, and express your concerns.
• Encourage students to find ways to increase learning opportunities
for classmates who are challenged.
• Promote equality and interactions with other classmates. Remember
to use “friend” instead of “peer tutor” and say “go together” rather
than “take _with you”.
2. Accepting varied learning goals.
3. Making Environmental Accommodation.
4. Team Teaching
5. Cooperative Learning
6. Accommodating personal learning styles.
7. Providing Hands-on instruction
schools offering SPED programs
Providing Opportunities for Functional Practice
- 40,260 learning disabled (LD)
- 11,597 hearing impaired (HI)
- 2,670 visually impaired (VI)
- 12,456 mentally retarded (MR)
- 5,112 behavior problem (BP)
- 760 orthopedically handicapped (OH)
- 5,172 autistic children (Au)
- 912 speech defectives (SD)
- 142 chronically ill (CI)
*2,149
Strategies to Support Mainstreamed Students in the General
Education Classes
- 4 national special schools
- 450 private special schools
- 151 recognized Special Education Centers
- 1,544 regular schools with SPED programs
In addition to hands- on activities, opportunities for functional practice are
also important. When practice is relevant, students can easily see the connection
between what they are practicing and its use in life. The following are some examples:
- 4,034 Special Classes
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Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
Reading Activities
1.
2.
3.
4.
5.
6.
7.
8.
Directions ( for cooking, building a model, repairing appliances
Directional orientation and map reading
Menus
Labels on foods, medicines and clothings
Telephone book
Selecting something to order
Schedules
Signs
Writing Activities
1.
2.
3.
4.
5.
Writing a message to a friend
Writing to request for something
Making a shopping list
Ordering something by filling the form
Writing down telephone message
Rhythmic and Dance Activities
1.
2.
3.
4.
Moving in time with music
Imitating movements
Creating own dance moves
Improvising musical instruments
Encouraging Parental Involvement
Parents play a vital role in determining the student’s educational program.
Knowing the parent’s goals for their child can help everyone work together as a team.
Dr. Salve A. Favila
Special Education
Cooperative Teaching
General and Special education teachers can work together to enhance instruction for students with disabilities through co-planning and co-teaching.
•
Co-Planning-general education and special education teachers plan specific lessons and desired results.
•
The teachers decide who will take the lead in the lesson, who will ensure
that target students’ needs are met and who will provide individual or
small group instruction.
• Co-teaching- both the general education and special education teachers
are both in the classroom during the same lesson and both participative in
the instruction.
•
Co-assessment-grading is an important consideration when students with
disabilities are in general education classrooms. Both teachers assess
student’s performance and output as they share observations and evaluation.
SAMPLE CONTENT OF IEP








STUDENT’S PROFILE
SUMMARY OF PRESENT LEVELS OF PERFORMANCE
ANNUAL GOALS AND SHORT TERM SERVICES
PROPOSED EDUCATIONAL PROGRAM AND RELATED SERVICES
GRADUATION STATUS
ALTERNATIVE DISCIPLINARY PROCEDURES REQUIRED
IEP COMMITTEE MEMBERS
AGREEMENT
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MAINSTREAMING
 REFERS TO THE INCLUSION OF SPECIAL STUDENTS IN THE GENERAL
EDUCATION PROGRAM
MAPEH (Music, Arts, Physical Education and Health)
 Inventive game
 Inventive game
make-up a game with your partner that
includes one ball, a bounce and a catch
INTEGRATING STUDENTS WITH SPECIAL NEEDS INTO THE REGULAR
PHYSICAL EDUCATION PROGRAM
Task Card
 Task or Challenge cards are enjoyable way of individualizing game, dance
and gymnastic activities
 Dance
Develop a routine that includes a clap,
walk, hop, and 3 changes in direction
 The teacher prepares a series of tasks varying from simple to more complex
to adapt to the differences and abilities of the students
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Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
PART II – ANALYZING TEST ITEMS
1. An Act providing for the rehabilitation, self-development, and self-reliance
of disabled persons and their integration into the mainstream of society is known
as
A. RA 7277
B. RA 7394
C. RA 8749
D. RA 344
The correct answer is option A (RA7277). Option B (RA 7394) is Consumer Act of
the Philippines, C (RA 8749) is Clean Air Act, and D (RA 344) is Accessibility Law.
2. Mrs. Pablo handles a regular class with one mainstreamed blind student.
What can she do during PE class
A. Exempt the student
B. Modify instruction
C. Modify activity
D. Give other classroom work
The correct answer is option C. There is no need to modify instruction since there
was no mention that the blind student has other difficulty. It is only in the activity
that the teacher could modify to suit the need of the special student. Option
A is never a good option because PE can help the special student to become
fit. Option D will deprive the blind student of the benefit of physical activity.
Dr. Salve A. Favila
Special Education
3.
A MAPEH teacher happens to handle an ADHD student. What can the teacher do during the PE period when he starts to bully other classmates
A. Reprimand him and take him out of the activity
B. Make him in-charge of the distribution and retrieval of sports equipment
C. Group him with other bullies
D. Make him a leader of a group
4.
A partially sighted student would like to join the dance club. What could
the dance adviser do to accommodate the special student
A. Allow the student to audition together with the other normal students
B. Give special consideration to a special student
C. Do not allow him to join the club because it will difficult for him to adjust
D. Let other dancers tutor him
5. Teacher Joyce is a MAPEH teacher who has five students with special
needs in her Art class. One of the students has emotional and behavior
disorders and has difficulty staying on task, not disrupting others and raising
his hand when he has something to say. Unfortunately, several stu dents seemed to be learning his “bad” behavior instead of him learning
the good behavior of the other students. Which of the following measures
should teacher Joyce use to solve the problem:
A. use peer recognition
B. gnore the situation on purpose
C. use punishment
D. time out
6.
An important factor that positively affects students with physical and
health handicapping situation in Music and Art class is the extent to which
they are busy in purposeful, authentic activities. Which of the following
does not describe adapting for instruction:
A. Look for opportunities for rewards and punishments
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Special Education
B. Use different groupings to give students the opportunity to acquire the skills
C. Modify instruction or the activity
D. Get students interests in accomplishing the task
7. Severe disabilities are often described as a condition in which typical life
activities are significantly affected. Which of the following is not a severe
disability?
A. deaf-blind
C. hard of hearing
B. autisms
D. speech disorder
8.
Tests are a way to find out what students have learned. The best way to discover what students have learned is
A. to use standardized test
B. to use teacher-made tests
C. to use assessment portfolio
D. to use student-friendly tests
9. This law aims to fully integrate differently-abled persons into the mainstream
of Philippine society. It reinforces the rights and privileges of PWDs, who
are now entitled to a minimum of 20 percent discount on various services
such as hotel and lodging, restaurants, recreation centers, theaters, cinemas,
carnivals, and concerts, among others.
A. RA 9442 C. RA 9165
B. RA 344
D. RA 772
10.
Accessibility law is an act that enhances the following except:
A. mobility of disabled persons
B. establishment of public utilities
C. Installation of Devices
D. twenty percent discount for products and services
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11. All of the following statements pertaining to mainstreaming are correct
except.
A. Mainstreaming allows special students to interact with regular class
peers and reduces the effects of labeling.
B. Most special students receive the majority of their education in the
special school.
C. Regular class teacher contributes to the success of mainstreaming by
participating in the assessment, program planning, IEP development
and placement decisions
D. Most special students can succeed in the mainstream.
12. Students are referred to special education if they have special needs which
interfere with their school performance and if their needs cannot be
adequately met within the regular educational program.If a student has difficulty
with one or more senses and mobility, what need must be addressed
by the special school?
A. Classroom behavior needs
B. Physical needs
C. Academic needs
D. Social needs
13. These students are characterized by above average performance on mea sures of intellectual performance; they may excel academically in all
subjects or be particularly advanced in one.
A. Talented students
C. Excellent students
B. Gifted students
D. Advanced students
14. Reinforcements have strong effects upon a preferred behavior if done in
appropriate timing. What type of reinforcement makes use of hugs, positive
comments, and a pat on the back?
A. Tangible reinforcement
C. Social reinforcement
B. Edible reinforcement
D. Activity reinforcement
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
15 Many special students encounter difficulty in social interactions with regular
class peers and teachers. Most common sources of the problem are the
following except
A. The behavior of the special student
B. The attitudes and behavior of the regular students
C. School staff and administration’s lack of knowledge about special
students
D. Parents of special students who are overly protective
16. The following statements about disabilities and handicaps are correct except
A. A student may be disabled without being handicapped.
B. A disability is some sort of impairment.
C. Male students with special needs are more common than female
students.
D. Physical disability is directly related to intelligence.
17. Which of the following statement best explains modification for special
students?
A. When regular students have questions regarding the mainstreamed
students, the teacher must answer them promptly and honestly.
B. Before a special student becomes a member of the class, the regular
teacher prepares the other students by not only talking about the spe cial student’s disability but also about his/her interests, hobbies and
talents.
C. Regular classroom teachers must group students with special needs
with other students with learning needs.
D. Call special attention to mainstreamed students. There should be a spe cial treatment, special assignment and must be given privately.
18. Identify the correct sequence of activities when a regular classroom tea cher wants an individualized instruction
1. selection of the learning task
Dr. Salve A. Favila
Special Education
A.
B.
2. apply skills from the previous concepts
3. present the materials for the task
4. master the learning task
5. practice the learning task
1,2,3,4,5
C. 1,3,5,4,2
1,3,4,5,2
D. 1,2,4,3,5
19. Which of the following is not true about the use of drugs in management
of hyperactivity?
A. Drug treatment should be considered a permanent solution to a
youngster’s problem.
B. During the course of drug treatment, the child should periodically be
drug free.
C. Drugs should be considered only when there is a demonstration of
inordinately inappropriate behavior.
D. Before drug treatment is implemented, behavior modification proce dures or remedial techniques should be attempted.
20.
When is the right time to prepare the IEP?
A. When the resource room is ready
B. When assessment is complete
C. When remediation is completed
D. When the child is enrolled
21.
Special students can earn time to use media such as film, film strips, videotapes, and television as
A. Rewards for appropriate behavior
B. Direct instruction in interpersonal skill
C. An aid in the presentation
D. An aid to monitor independent practice
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22. Mildly retarded students have special needs in academic, classroom beha vior, physical needs and social performance. Which of the following
are indicators of mild retardation?
A. Acting out or withdrawn behavior
B. Sensory impairment
C. Slow rate of learning
D. Excels in one or two areas
23.
The following are descriptions of language disorder except
A. The inability to communicate using symbols
B. Inability to use appropriate grammatical pattern
C. Difficulty in producing sounds
D. Proper use of speech sounds
24.
Which of the following government agencies is in-charge of the special
education program in the Philippines?
A. Commission on Higher Education
B. Bureau of Elementary Education
C. Bureau of Secondary Education
D. Department of Education
25. The following classification of special students have physical needs except
A. Learning disabilities
C. Vision/Hearing Impaired
B. Mental retardation
D. Speech/Language disorder
MAPEH (Music, Arts, Physical Education and Health)
PART III – ENHANCING TEST TAKING SKILLS
1. Which of the following statements is true about special students?
A. Children with special needs can be effectively integrated in the regular PE program.
B. Children with special needs are educated in the least restrictive environment.
C. Students with mental retardation, physical and health disabilities,
and autism are admitted in the mainstream.
D. The Bureau of Secondary Education takes care of the SPED prog rams in the DepEd.
2. Children with the following disability constitute the greatest percentage of
exceptional children in the public school
A. Learning disability
B. Mental retardation
C. Physical and Health handicapped
D. Visual Impairment
3. Students with mild mental retardation has an IQ of
A. 40-50
C. 70-80
B. 50-70
D. 80-90
4. Ten percent of all persons with mental disability are born with a chromo somal abnormality which results to
A. Cerebral Palsy
C. Down Syndrome
B. Hearing Impairment
D. Epilepsy
5. It is a condition of recurring seizures that is initiated by abnormal elec trical charges in the brain.
A. Cerebral Palsy
B. Down Syndrome
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Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
Special Education
C. Seizure Disorder
D. Perceptual-Motor Deficiencies
C. Postural deviations
D. Cardio-respiratory disorders
6. Sensory impairment and neurological disorders include all of the following
except
A. Perceptual-Motor Deficiencies
B. Hearing Impairment
C. Seizure Disorders
D. Visual Impairment
11. The term physically awkward refers to children who do not suffer from a
known neurological or physical disability, yet have difficulty learning and
performing basic motor skills. The following are common warning signs
except
A. Late in walking
C. Difficulty coping with friends
B. Poor catching skills
D. Dislike of climbing equipment
7. The following are contents of the Individualized Education Program (IEP)
except
A. Summary of present level performance
B. Annual goals
C. IEP committee members Agreement
D. Daily goals
12. The following descriptors are inherent in physically awkward children except
A. Poor school achievement
B. Reading difficulties
C. Low self-esteem and self-concept
D. Balance and spatial orientation
8. The following are symptoms of perceptual-motor deficiencies except
A. Body image
B. Balance
C. Hand-eye and foot-eye coordination
D. Tactile awareness
9.
Eating disorders associated with obesity among special students include
anorexia nervosa and bulimia. The criteria for obesity depend upon
the assessment approach used which is
A. Physical Fitness test
C. Treadmill test
B. Skinfold caliper D. Food Intake Analysis
10. This type of impairment denotes any congenital or acquired impairment
that has produced a motor disability.
A. Traumatic brain injury
B. Orthopedic impairments
Dr. Salve A. Favila
13.
Parents, teachers, and school officials have always been concerned about
children’s posture because it has something to do with a child’s personality.
Which of the following is the primary cause postural problems
A. Chronic television watching C. Slanting desks
B. Inadequate daily exercise
D. Poor lighting
14. The organizational structure of station work for special students in physical
education is more effective with the use of
A. Task cards
C. Circuit training
B. Peer tutor
D. Obstacle course
15. Stations are particularly useful when attempting to individualized the
instruction program for the different physical activities. Which of the
following activities is appropriate for three children with moderate limita tions and cannot participate in rigorous activities?
A. Rope climbing
C. Mat activities
B. Small equipment use
D. Vaulting box
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MAPEH (Music, Arts, Physical Education and Health)
16. One major challenge in the field of special education program is inclusion.
Inclusion is originally called
A. Streamlining
C. Integration
B. Mainstreaming
D. Individualizing
21.
17. Students with rheumatic fever can be dealt with which of the following
guidelines?
A. The amount and type of physical activity must be prescribed by a
physician.
B. Teachers should not allow students to participate in physical activities.
C. Parents should report to the teachers the early signs of fatigue.
D. Take the child’s pulse before any physical activity is started.
22. The following guidelines will help teachers integrate students with visual
impairments into the regular physical education program except
A. Use bright colored objects to encourage children to use their residual
vision
B. Use tactile and auditory boundary
C. Use peers to guide children with visual impairment
D. Use children with visual impairments as posts in the given activity
18. Two most common respiratory impairments are asthma and cystic fibrosis.
Most asthmatic children can participate in the regular activities except
when any of these situations is present except
A. Heavy coughing
C. Tightening of chest
B. Heavy wheezing
D. High Fever
23.
19. The State shall therefore promote and maintain equality of access to edu cation as well as the enjoyment of benefits of education by all its
citizens. Which is the legal basis for this?
A. RA 9165
C. BP 344
B. BP 232
D. RA 7277
24. Which of the following types of postural defects belong to the first type of
functional deviation?
A. Kyphosis (Round upper back)
B. Lordosis (hollow back)
C. C-shaped Scoliosis (lateral curvature)
D. S-shaped Scoliosis (Lateral curvature)
20. Studies of the most accommodating teaching and participation effects for
various children with special needs who require great amounts of assis tance emphasize the use of
A. Individualized instruction
C. Collaborative work
B. Peer tutor
D. Group approach
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In terms of the public school system, students who possess this level of
mental disability are classified as educable.
A. Mild or moderate
C. Mild or profound
B. Moderate or severe
D. Profound or moderate
Which of the following can be done to help children with special needs?
A. Early identification of the disability
B. Consultation with parents
C. Consultation with medical practitioners
D. Early intervention for the disability
25. The intramural program provides an excellent opportunity to integrate chil dren with special needs. This can be accomplished by
A. Modifying games
C. Modifying equipment
B. Modifying instruction
D. Modifying facilities
Dr. Salve A. Favila
MAPEH (Music, Arts, Physical Education and Health)
Gymnastics
Prepared by:
Prof. Rosanna A. Diana
Competencies:
1. Define movement skills
and activities
2. Apply Rhythmic and
Artistic Gymnastics Skills
3. Analyze movement
skills for educational
gymnastics and sports
activities.
Prof. Rosanna A. Diana
Gymnastics
PART I - CONTENT UPDATE
In The Beginning
There is no human knowledge available about the earliest times of acrobatic
efforts. There is no doubt, however, that people performed individual tumbling
movements, group acrobatics, and swing from branches early in their history.
The Egyptians and Chinese
Stone cuttings show that people were building human pyramids (along with
stone pyramids!) and balancing stunts in Egypt as early as 2100 BC. Circus- like
acrobatics were performed in ancient Egypt. In the 2nd century BC, men and women of Minoan Crete developed the art of bull leaping. In bull leaping the performer
would run toward a charging bull, grab its horn and upon being tossed into the air,
execute various midair stunts before landing on the bull’s back and dismount with a
flip. The Chinese have probably performed such stunts even before this time.
The Greeks
In Ancient Greece, three distinct programs of gymnastic exercise were deve-loped:
1. For maintenance of good physical condition
2. For military training
3. As part of the conditioning regime for athletes
The early Greek teachers of physical fitness (paidotribes) were the first to design a system of physical activity for both athletes and general citizenry. Such programs, which included gymnastics, were considered central to the formal education
of children. The Greek philosophy portrayed the human body as a temple housing
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Gymnastics
the mind and the soul, and the practice of gymnastics contributed to the health and
functionality of the temple.
They coined the word “gymnastics” from the word “gymnos” meaning “naked
art.” They built elaborate complexes known as “gymnasia” for their physical education training. The philosophers of Greece, Plato, Aristotle, and Socrates would
go into the gym where they would exercise their bodies and debate philosophy to
exercise their minds. The attitude of those early gymnasts was a “sound mind in a
sound body.” With the gathering of young and old alike, the gymnasia were more
like a town hall than just a gym.
The famous Greek physician, Galen, who wrote a treatise called “Caracalla,”
developed a form a medical gymnastics of which we would call physical therapy
today. His work emphasized keeping fit exercises of gymnastics for the masses as
a means for better health. In time, structured gymnastic and calisthenics exercises
were abandoned in favor of game sports.
In 776 BC, the Greeks held the first Olympic Games, which was a festival dedicated to their God Zeus. In this game, there was only a foot race of 200 yards. The
games continued for about 1,100 years with boxing, wrestling, throwing, jumping,
and weightlifting added. The Olympic Games were finally abolished by the Roman
Emperor Theodosius in 392 AD.
The Persians
By 500 BC the Persians had developed the side horse (pommel horse) as a
training devise for their cavalry to learn mounts, dismounts, and swinging movements for combat on speeding horse during battle. Even up to just 50 years ago, the
side horse had a raised neck and a croup (end) like a real horse.
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MAPEH (Music, Arts, Physical Education and Health)
The Romans
The Romans were a battle- tough people who conquered the known world.
After their conquest of Greece, they adopted gymnastics as their own and developed it into a more formal sport. Gymnastic system designed to give strength for
military combat were used extensively by the Romans. Their practical nature turned
sport into warfare. Like the Persians, the Roman Circus practiced horsemanship
and chariot racing in a circle, hence the term circus. Originally designed as a sporting event where Roman soldiers could match their skills and prowess against one
another in an Olympian fashion, it quickly evolved into pure carnage. The bloodier
the spectacle the more popular it became. People killing people, animals killing
animals, animals killing people. It reached its gruesome height under the Emperor
Nero. The gymnasiums were used to train their legions for warfare, but with the
decline of Rome, interest in gymnastics also dwindled and gymnastics would have
been lost completely if it were not for the Medieval Gypsies.
Medieval Gypsies
Gypsies are believed to have arrived in Europe from northern India in the 1400s.
They were called Gypsies because Europeans thought they came from Egypt. This
ethnic minority is made up of distinct groups called “tribes” or “nations”. The Sinti
and Roma spoke dialects of a common language called Romani, based in Sanskrit,
the classical language of India. Many Sinti and Roma traditionally worked as craftsmen, such as blacksmiths, cobblers, tinkers, horse dealers, and toolmakers. Others
were performers, such as musicians, circus, animal trainers, and dancers.
The sad tale of Gypsies being persecuted continues to this day, with the happy
exception of Gypsy dances and music celebrated in 19th century romanticism, for
example, as expressed by (Hungarian) Liszt and as observed particularly in Russia
where there was a famous Gypsy cabaret in Moscow which had trained bears,
acrobats, dancers, and jugglers performed in the Gypsy shows.
Prof. Rosanna A. Diana
MAPEH (Music, Arts, Physical Education and Health)
Modern Gymnastics
By Lee Bjella
Germany, beginning in 1774, began putting its educational concepts into
practice.
Johann Basedow
1723 – 1790) was the first to conduct gymnastics as part
of education. He was the first modern writer and teacher
of organized gymnastics for whom records survive.
Johann Guts Muth (1759 – 1839) the Great Grandfather of Gymnastics
wrote many influential books including carefully chosen
gymnastics exercises for girls in 1818. He wrote Gym nastics for Youth, the first book on modern gymnastics
in 1793. He describes the use of sloping beams, climbing
poles, ladders and ropes along with the balancing
beam and the swinging beam.
Franz Nachtegall (1777-1847), formed a gymnastics club, opened a pri vate gymnasium and through his success encouraged
the government to incorporate training into its school cu rriculum. His gymnastics program in Denmark empha sized mass calisthenics, mass vaulting and drills using
dumbbells and balls.
Gerhard Vieth
Prof. Rosanna A. Diana
(1759 – 1839) published a book of exercises. He also
described the balance beam, jumping ropes, climbing
ropes and poles, the horse, the table and the buck. He
wrote of vaulting over horizontal poles at different heights.
Gymnastics
Per Henrik Ling (1776 – 1839) In Scandinavia, he was one of the great
gymnastics leaders and called the “Father of Swedish
gymnastics.” Hundreds of students would participate in
mass floor exercise drills.
Johann Pestalow (1746 – 1827) was noted as the founder of free exercise
and calisthenics.
Adolph Spiess (1810 – 1858) “Father of School Gymnastics” taught
gymnastics to his classes in Switzerland and added
marching and free exercises to music.
Friedrich Ludwig Jahn (1778 – 1852) “The Father of Gymnastics.”
The American Gymnastics is largely influenced by Europe as evidenced by the
early Turnverein movement in their colleges. Dr. Dudley Sargent was the first
American contributor to gymnastics because he was instrumental in including gymnastics in the school curriculum.
Gymnastics in the Philippines was started by two exponent of Physical Education – Director Candido Bartolome of the University of the Philippines and Mrs.
Francisca Aquino of the Bureau of Public Schools.
“Gymnastics” is a self-motivating activity, where one can manipulate the
different parts of the body into varied positions or movements (Clarita P. Diñoso,
“Gymnastics Book”, 1990).
At present, Gymnastics is recognized as a systematic form of physical exercises
designed for:
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Educational Gymnastics – a program that challenges students to master tactics involving strength, balance, flexibility, agility, and rhythm in a classroom
standard of learning the fundamentals with the maximum safety measures.
MAPEH (Music, Arts, Physical Education and Health)
•
Types of Stunts
Therapeutic or Remedial Gymnastics – a series of selected exercises that
help to relieve physical discomfort or restore function to disabled people.
– Individual Stunts –these are stunts performed by only one person.
Examples: Rocking Chair, Coffee Grinder, Egg Roll, Human Ball,
Dog Walk, Lame Dog Walk, Frog Kick, Frog Jump, Inch Worm, Crab
Walk
Competitive Gymnastics – consist of prescribed sets of events for men and
women, each of which is scored separately in order to determine a winner.
–
Dual Stunts – are stunts performed by two.
Examples: Wring the Disk Cloth, Chinese Get–Up, See–Saw, Jump
Over, Three Partners – One Jump Over
–
Group Stunts – are stunts performed by 3 or more persons.
Examples: Walking Chair, Merry–Go–Round, Skin the Snake
–
Combative Stunts –are stunts where two or more fight each other
showing strength, balance, agility, and endurance.
Examples: Rooster Fight, Indian Wrestle, Tug of War
PHASES OF THE EDUCATIONAL GYMNASTICS PROGRAM
1. Conditioning Program
The exercises are selected for the purpose of preparing the body for more complicated movements and skills. Exercises for the warm-up can also be selected
in his phase. This phase can also be considered as “Calisthenics” since routines
can be made out of the exercises in the conditioning program.
•
Cool Down Exercises – serve to gradually taper off the body from the
stress of exercises. It is as important as warming up because it keeps the
blood circulating around the body to prevent the individual from experiencing some form of dizziness.
2. Stunts
These are activities in the form of play which test one’s strength, flexibility,
balance, agility, endurance, and coordination. This phase is specially suited to
the lower grades.
Some stunts can be considered as conditioning exercise and still some are
preparatory stunts to tumbling skills.
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3. Tumbling (Acrobatic skills)
This is the most important phase of the gymnastics program, because the ability of the performer is tested as he rolls to and fro, twists, turns, and springs
about on the mat, floor, and in the air.
4. Rhythmic Gymnastics
Routines or Exercises accompanied with music are called “Rhythmic Gymnastics”. They are so- called because they are performed in a rhythmical manner
and the movements are flowing. This phase includes the free hand exercise
and all exercise with use of light apparatuses such as wands, rings, hoops,
ribbons, ropes, etc. Gymnastics skills, dance skills, locomotor skills, stunts, and
tumbling skills are combined to form a routine on the floor. This is where the
performer can create and develop her own routine according to her abilities.
Prof. Rosanna A. Diana
MAPEH (Music, Arts, Physical Education and Health)
5. Apparatus Work (Heavy)
This includes exercises done on the balance beam, vaulting horse, parallel bar,
uneven bars, rings, and the trampoline.
Gymnastics
Men’s Artistic Gymnastics (MAG) – Gymnastics discipline played in
six (6) events:
 Floor – built on a springy base, carpeted area 12m X 12m square
marked by a white line and surrounded by a wide sloping safety border.
6. Pyramid Building
 Pommel Horse – stands 120 cm. high, 160 cm. long and 35 cm. wide.
This phase of the program makes a picture (mural) out of body static positions.
The positions should be properly arranged and selected, so that they form the
shape of a pyramid.
 Ring – 18 cm. in diameter and hand 275 cm. above the floor.
 Vault – 160 cm. long, 35 cm. wide and 135 cm in height.
 Parallel Bars – 1.5 m. high, 320 m. long, 35 cm. wide in distance.
 Horizontal Bar – the bar is 240 cm. wide, set at 275 cm. from the floor.
COMPETITIVE GYMNASTICS
1. Artistic Gymnastics (AG) – gymnastics discipline where the gymnasts
perform on top of the heavy apparatus. A competitive event separates men
and women.
Women’s Artistic Gymnastics (WAG) – Gymnastics discipline played
in four (4) events:
 Horse Vault – 160 cm. long 35 cm. wide with an adjustable height of
120 cm. for women.
 Asymmetrical Bars – parallel bars with one bar 2.3 m. high and the
other bar 1.5 m. with an adjustable width of 86 cm. maximum.
 Balance Beam –500 cm. long, 13 cm. wide, set at a height of 120 cm.
The surface is slightly padded to make it slightly springy for protection.
 Floor – a carpeted area 12m X 12m square built on a springy base
and marked by a white line and surrounded by a wide, sloping, safety
border.
Prof. Rosanna A. Diana
2.
Rhythmic Sportive Gymnastics (RSG) – an aesthetic discipline performed to music while using small hand apparatus that seems to be an
extension of the body. A competitive event for women either individual or
group in a bi – annual rotation of four out of five apparatuses.

Rope – no handle, but must be knotted at the end. The length depends
on the height of the gymnast. A very dynamic apparatus requiring agility and good body coordination. The fundamental requirements are
jumps/leaps, skips, and hops.

Hoop – made of plastic material between 80 cm. and 80 cm. in diameter. The apparatus offers greatest variety of movements and technical
skills. The fundamental groups of body movements for hoop are jumps/
leaps, pivot, balance, and flexibility.
 Ball – should be 18 – 20 cm. in diameter and weight 400g. This ap
paratus is by tradition an elegant and “lyrical” rather than dynamic
apparatus. The fundamental movements are flexibility elements.
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 Clubs – made of plastics materials, a great hand game that requires
rhythmic work, psychomotor coordination, and clockwork precision.

3.
Ribbon – is 7m long with 1m folded and sewn on one end. The actual
length of 6m is hooked on the swivel, attached on the wand. This event
requires a large and free- flowing movement that aims to create designs in space. The fundamental body movement is pivots.
Aerobics Gymnastics – gymnastics discipline integrates the difficult elements of gymnastics with aerobic dance steps and movements in order to
create a dynamic choreography for the sports either individual, mixed pair,
three or group.
4. Acrobatics Gymnastics – a gymnastics discipline where boys and girls
take part balancing with partners with selected acrobatics skills and balan ces and dance movements.
PHYSICAL FITNESS is the capacity of the individual to accomplish his/her regular
daily task/activities without undue fatigue and still has an ample amount of reserved
energy to enjoy leisure and meet emergencies.
Physical Fitness Components
Health Related Components
 *Strength – is the capacity to sustain the application of force without
yielding or breaking; the ability of the muscles to exert effort against a
resistance.
 *Endurance / Stamina – is the ability to sustain long-continued contrac tions where a number of muscle groups are used; the capacity to bear or
last long in a certain task without undue fatigue.
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MAPEH (Music, Arts, Physical Education and Health)
 *Flexibility / Suppleness – is a quality of plasticity which gives the ability
to do a wide range of movement.
It involves four basic movements, namely:
a. Flexion – bending a body segment;
b. Extension – straightening a body segment;
c. Abduction – moving a limb away from the body; and
d. Adduction – moving a limb toward the body.
Body flexibility is achieved through stretching specific segments of the
body. To achieve good body flexibility, exercises should be performed daily.
For very tight muscle–joint area, it is highly recommended that flexibility
exercises be done at least twice a day.
Types of Stretching
a.
Passive Assisted Stretching – involves relaxing a specific body part
and just allowing the partner to move the limb of the stretcher to gain
a new range of movement. Done without caution, this type of stretching may cause muscle injury because the person assisting the stretcher cannot adequately determine the sensation of the latter. Thus, the
risk of injury associated with overstretching a specific muscle group is
high for this type of stretching.
b.
Static Stretching – involves slowly stretching a segment of the body
to the farthest point and holding that position for a certain period of
time. Usually performed without a partner, each stretch is easy and
pain – free. Once the stretcher has achieved its full range of movement and begins to feel a mild discomfort (muscle tension) in the body
part being stretched, the position is held statically. The risk of injury
associated with this type of stretching is very minimal.
Prof. Rosanna A. Diana
MAPEH (Music, Arts, Physical Education and Health)
c. Ballistics Stretching – involves a sudden, bouncing or jerking rhyth mic movement of a specific part of the body. In ballistic stretching, the
stretcher does not know how far the soft tissue structures can extend
during the exercise, thus, the probability of tearing a muscle becomes
apparent. In many cases, this type of stretching causes muscle soreness.
d. Proprioceptive Neuromuscular Facilitation (PNF) – involves the
hold – relax (HR) approach to stretching. During the hold – relax, the
partner attempts to move the limb at its lengthened range of motion
and isometrically resist the partner’s attempt to move the limb into a
deeper stretch. Then, the stretcher relaxes the limb and the partner
slowly moves the segment into a new range. PNF is generally used if
range of motion is extremely limited and if active movement causes
pain.
 *Body composition – refers to the proportion between fat weight and total
body weight. It is determined by the amount of fat and lean tissue in the
body.
Skill / Performance Related Components
 Power – refers to the ability of the muscles to release maximum force in
the shortest period of time.
 Agility – is the ability of the individual to change direction or position in
space with quickness and lightness of movement.
 Speed – is the ability to make successive movements of the same kind in
the shortest period of time.
Prof. Rosanna A. Diana
Gymnastics
 Coordination – is the ability to use your senses together with your body
parts or to use two or more body parts together.
 Balance – is the ability to control organic equipment neuro-muscularly; a
state of equilibrium.
Body Awareness refers to the consciousness to the body as a whole. It refers to
the awareness to grasp the different kinds of movement that each body part can do
and the awareness to grasp of its relation to space, time, force, and rhythm. It is the
total awareness of what the body can do and where the body is, which leads to a
greater body control and successful skill learning.
The Body has four (4) major divisions. They are the:
 Head
 Trunk
Chest region
Waist
Abdominal region
Hip region
Buttocks
Back – upper back and the lower back
 Upper Extremities or Arms
Hands – fingers, palm
Wrist
Arms – forearms, elbow
Shoulder girdle
 Lower Extremities or Legs
Feet – toes, heels
Ankles
Legs – thigh, hamstrings, lower legs, knees
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Gymnastics
Planes – the imaginary, two– dimensional surface in which movements are performed.
Three (3) Body Planes corresponding to the three (3) dimension of space:
•
•
•
Frontal / Lateral – divides the body into half (front and back)
Sagittal – divides the body into half (right and left)
Transversal / Horizontal – divides the body into half at a given point
parallel to the ground (upper and lower)
Spatial Directions – the way where the movements are to take place
•
•
•
•
•
Sideward – right and left
Forward and Backward
Diagonally Forward / Backward
Upward and Downward
Clockwise and Counterclockwise
Axes – an imaginary line used to rotate, passing through the center of gravity.
• Horizontal/ Transverse – the axis from one side of the waist to the
other (rolling)
• Vertical/ Longitudinal – the axis from the head to the toe (pirouette)
• Medial – the axis from the front to back (cartwheel)
Level – are positions with reference to height.
•
•
•
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Low Level – usually designated as anything below your own hip level.
Middle Level – is usually any movement or shape that is between
your own hip level and the top of your head when standing normally.
High Level – is anything above your own normal head height and may
include standing on the half toe, movement into the air and upward
movement, or by being lifted.
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MOVEMENTS
Fundamental Movement Skills:
 Locomotor Movement Skills – used to move the body from one location
to another.
• Walking
is a series of steps in all directions.
• Running
is a fast walk with longer strides and there is a push-off
by the foot to suspend the body momentarily in air.
• Hopping
is a spring on one foot and land on the same foot.
• Skipping
is a step and a hop with the same foot in one count.
• Leaping
is a spring on one foot and land on the other foot.
• Sliding
a full contact of the foot on the floor by gliding in any
direction.
• Galloping a combined step and a cut (shift weight or displace the
other foot)
• Jumping is to spring on one or both feet and landing on both feet.
 Non–locomotor Movement Skills – in which the individual does not
have to change location in order to practice an activity
• Bend or Flexion to move the body or part of the body around a wide
axis.
• Stretch, Extend, Straighten to lengthen a part of the body.
• Twist
to move a body around a long axis.
• Lift, Raise to elevate a part of the body or the whole body to a desired level
• Circle
to move a body around a point.
• Rotate/Turn to change direction to move around an axis.
• Swing
to move continuously from one point to the other.
Prof. Rosanna A. Diana
MAPEH (Music, Arts, Physical Education and Health)

Manipulative Movement Skills – used to handle or manipulate play objects, such as ball, wands, hoops, bats etc. They include movements that
increase hand–eye and hand – foot coordination, tracking skills, and dexterity and propulsion skills, such as throwing, kicking and batting.
 Specialized Movement Skills – related to specific sports, games and
apparatus. Skills are structured (specific rules, guidelines and techniques)
Gymnastics
HELD or STATIC POSITION –
these are positions held for 2 or more seconds.
PIKE –
the upper body is bent forward at the hips to an angle equal to or
less than 90 degrees while the legs remain straight.
PRESS –
is the application of steady pressure to a particular muscle or
group of muscles in order to attain a desired stretch.
PRONE
lying face down with the body straight.
–
TERMS IN GYMNASTICS
SCALE
– is a support on one leg with the other leg raised at the back and
the body arch.
ARCH –
is a position where the body is curved like an arc of a circle, with
the hip forward and the head and truck bent backward.
STRADDLE –
the legs are extended sideways.
BASE
a partner who supports the other performer above him.
SUPINE
lying flat on the back, with the body straight.
–
TUCK – is position where the head and the knees are in contact and the
trunk is curved.
MOUNT
–
DISMOUNT –
are stunts performed by a performer to go up on an apparatus.
is a stunt used by a performer to get off on an apparatus.
SPOTTER – is a person who helps a performer to go about a skill for the first
time.
SPOTTING –
is the act of helping a person to go about a skill for the first time.
EXERCISE or ROUTINE – planned series of dance skills, locomotor skills,
gymnastics skills and tumbling skills performed with or without
music.
FLIP
–
a hand spring
Prof. Rosanna A. Diana
–
SPLIT – is a position where the legs are extended forward and backward in
a straight position.
TOP
–
the partner who is supported by the base.
TUMBLING SKILLS
 Forward Roll (movement analysis)
•
•
•
•
•
•
Squat position knees together; place hands in front of the knees flat on the
floor, fingers pointing front.
Tuck the head so the chin touches the chest.
Raise buttocks up to pike position.
Bend arms until the shoulders reach the mat.
Roll on back in tuck position.
Come up to squat position, arms forward.
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Gymnastics
Example of Variations:
Straddle to Straddle
Pike to Pike
 Backward Roll (movement analysis)
•
•
•
•
•
•
With the back facing the mat, squat position; arms in front of the knees,
hands flat on the floor.
For momentum, place weight of the body before the roll.
Sit to tuck position to continue rolling on the back; elbow close to the head;
fingers pointing back.
Continue rolling until the hands touch the mat, (overhead reach position)
Immediately push with the hands to clear the head.
End in squat position, arms forward.
Example of Variations:
Straddle to Straddle
Pike to Pike
 Cartwheel (movement analysis)
• Standing on the left foot, right pointed forward; arms overhead close to the
ears.
• Step the right foot forward at the same time kicks the left leg sideward and
place the right hand on the mat, weight of the body in it.
• Continue the body and leg rotation transferring the body weight on the left
hand; legs in wide stride in air.
• Land on the left leg sideward left, and stand.
 Handstand (movement analysis)
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Hands and Feet Positions
• The hands are place in front of the right foot; the elbows locked.
The shape is a triangle.
• The palms are flat on the floor, fingers are spread and pointing forward.
• The weight of the body is on the heels of the hands, the fingers help in the
balance.
Steps
•
•
•
Starting position: Facing the mat in standing position weight on the left foot,
right foot pointed in front; arms upward close to the ears.
Lower the arms sideward down to arms close to the hips and on the floor
at the same time, step right foot; the left leg kicks upward in rear to vertical
position. (Spotter holds the left leg in that position.)
Have the right leg join the left leg in handstand position. The body should
be well contracted, the head is held up.
Spotting
•
The spotter stands in front of the performer as close as possible to be able
to catch the left leg in the upward kick.
 Front Walkover (movement analysis)
• Start on standing position on one leg, the other leg pointing forward, arms
overhead.
• Lift the pointed leg forward about 6 – 12 inches of the floor, the arms
stretched overhead
• Step the lifted leg forward to a lunge position, lean trunk slightly forward
hands to reach the floor.
Prof. Rosanna A. Diana
MAPEH (Music, Arts, Physical Education and Health)
• Push through the supporting leg to come up to a handstand position, with
leg on a wide split position
• Push body forward, keeping the other leg high and straight as the first
comes down.
• Bring the second leg down to finish on standing position as in starting
position.
 Back Walkover
• Start on standing position on one leg, the other leg pointing forward, arms
overhead.
• Lift the pointed leg as the back arched, the arms stretched overhead to
reach the floor.
• Push through the supporting leg to come up to a handstand position, with
leg on a wide split position.
• Keeping the other leg high and straight as the first comes down.
• Bring the second leg down to finish on standing position as in starting
position.
Gymnastics
PART II – ANALYZING TEST ITEMS
1.
A gymnastics discipline where every gymnast performs to show his or her
prowess on top of the apparatus
A. Rhythmic Gymnastics
C. Artistic Gymnastics
B. Sports Acrobatics
D. Sports Aerobics
2.
When the coach extends the degree of stretch, care should be taken to
prevent tissue tearing, what type of stretching is this?
A. Active Stretching C. Passive Stretching
B. Inactive Stretching
D. Proactive Stretching
3. In doing this skill make sure hands are shoulder- width apart, knees are bent
and head is tucked forward towards the knees. Hands are placed on mat
facing in direction of travel. Rotate body forward along mat transferring
weight onto shoulders then the back, with the body in a tight ball shape.
Recovery can be in a position of own choice.
A. Backward Rolls
C. Toward Rolls
B. Onward Rolls
D. Forward Rolls
4. This is the quick change of direction of the body, and may be improved by
increasing the number of rolls or pre–acrobatic movements done under the
thrown apparatus.
A. Flexibility
C. Speed\
B. Agility
D. Power
5. This program is generally introduced in a form of a play for fun and enjoy ment, as the child develops the fundamentals of tumbling skills.
A. Tumbling
C. Pyramid Building
B. Stunts
D. Apparatus work
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Gymnastics
6. This locomotor movement, which is a combination of a step and a hop,
generally shows speed of action and jolly expression of movement.
A. Leap
C. Gallop
B. Skip
D. Hop
7.
It refers to how fast successive contractions or movements can be executed.
It can be improved by repeated fast movements. Example is increasing the
number of skips in a set time frame.
A. Muscular Endurance
B. Muscular Strength
C. Muscular Speed
D. Muscular Power
8. A Gymnastics position in which one leg is extended forward, the other leg is
extended backward at right angle to the trunk.
A. Scale C. Swan
B. Deep Lunge D. Split
9. These gymnastics equipment like the pommel horse, horizontal bar, horse
vault and parallel bars are being used in this gymnastics event.
A. Men’s Artistic
B. Sports Aerobics
C. Rhythmic Sportive
D. Women’s Artistic
10.
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If a hop is a spring on one foot and land on the same foot, then what is a
jump?
A. A spring on one foot and land on the other foot
B. A spring on one foot or both feet and landing on both feet
C. A spring on left foot and landing on the right foot
D. A spring on both feet and landing on one foot
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11.
A gymnastics discipline integrates the difficult elements of gymnastics with
aerobic dance steps and movements in order to create a dynamic choreog
raphy for the sports either individual, mixed pair, three, or group.
A. Artistic Gymnastics
B. Educational Gymnastics
C. Rhythmic Sportive Gymnastics
D. Sports Aerobics
12.
It is when a muscle performs repeated contractions. The duration of this
muscle work should be gradually extended. Example is the length of time for
continuous straddle jumps 10 secs. . . 15 secs. . . . 20 secs. . . .
A. Muscular Endurance
C. Muscular Speed
B. Muscular Strength
C. Muscular Speed
13. It is a gymnastics position or shape when the body and legs are extended
upward, while the head, shoulder and the bent elbow support the extended
body.
A. Headstand
C. Shoulder stand
B. Handstand D. Stride stand
14.
Gymnastics stunts where one works with someone about his size, height,
and weight that aims to develop coordination, balance, and cooperation.
A. Combative Stunts
C. Dual Stunts
B. Individual Stunts
D. Group Stunts
15. This is the fundamental aspect of skill development. Example is the conti nuous skipping.
A. Speed
C. Flexibility
B. Coordination
D. Agility
Prof. Rosanna A. Diana
MAPEH (Music, Arts, Physical Education and Health)
16. Women’s Artistic Gymnastics (WAG) is a gymnastics discipline where the
gymnast shows a lot of styles, strength, power, and endurance in her rou
tine. One of the apparatuses below is used in one of the four (4) WAG events.
A. Ribbon
C. Asymmetric Bars
B. Trampoline
D. Parallel Bars
17. This phase of the program makes a picture (mural) out of body static posi tions. The positions should be properly arranged and selected, so that they
form the shape of a pyramid.
A. Stunts
C. Rhythmic Gymnastics
B. Pyramid Building
D. Conditioning Program
18.
A program that challenges students to master tactics involving strength,
balance, flexibility, agility, and rhythm in a classroom standard of learning
the fundamentals with the maximum safety measures.
A. Educational Gymnastics
B. Competitive Gymnastics
C. Therapeutic or Remedial Gymnastics
D. Creative Gymnastics
19. This is the most important phase of the gymnastics program, because this
is where the ability of the performer is tested as he rolls to and fro, twists,
turns and springs about on the mat, floor and in the air.
A. Tumbling
C. Rhythmic Gymnastics
B. Stunts
D. Pyramid Building
Gymnastics
21. The preparatory position in backward roll where the feet are held together
with knees straight and truck bent forward towards the legs.
A. Squat
C. Tuck
B. Pike
D. Straddle
22.
The exercises are selected for the purpose of preparing the body for more
complicated movements and skills. Exercises for the warm-up can also be
selected in this phase can also be considered as “Calisthenics.”
A. Cool – Down Exercises
C. Rhythmic Exercises
B. Marching Exercises
D. Conditioning Program
23. An artistic gymnastic terminology for tumbling type movements. Examples
are cartwheel, handspring, etc.
A. Stretchy C. Acrobatic
B. Elastic
D. Supple
24.
It is an aesthetic combination of the body movements to music with portable
apparatus.
A. Artistic Gymnastics C. Rhythmic Sportive Gymnastics
B. Educational Gymnastics
D. Sports Aerobics
25. A gymnastics position in which the legs are separated sideways.
A. Scale
C. Split
B. Straddle
D. Supine
20. A position where the body is curved like an arc of a circle, with the hip
forward and the head and truck bent backward.
A. Arch
C. Split
B. Tuck
D. Scale
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Gymnastics
PART III – ENHANCING TEST TAKING SKILLS
1. It refers to the harmonious relation between body and mind where parts and
segments of the body move in different ways and directions in a gymnastics
routine.
A. Cooperation
C. Concentration
B. Coordination
D. Collaboration
2.
A regulated external force acting to produce a greater range of flexibility in
a relatively inactive muscle.
A. Active Stretching C. Passive Stretching
B. Inactive Stretching
D. Proactive Stretching
3. It means bending or reducing length. It decreases the angle of the joint.
A. Extension
C. Flexion
B. Contraction
D. Reduction
4. Being the first to conduct gymnastics as part of education. He was the first
modern writer and teacher of organized gymnastics for whom records
survive.
A. Per Henrik Ling
C. Johann Basedow
B. Franz Nachtegall
D. Gerhard Vieth
5.
It is a self-motivating activity, where one can manipulate the different parts
of the body into varied positions or movements.
A. Physical Education
C. Gymnastics
B. Physical Fitness
D. Movements
6. A person who helps a performer to go about a skill for the first time.
A. Helper
C. Assistant
B. Spotter
D. Spotting
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7. This locomotor movement, which is a combination of a step and a cut that
shows shifting of weight or displacement of the other foot.
A. Leap
C. Gallop
B. Skip
D. Hop
8.
The Great Grandfather of Gymnastics wrote many influential books including
carefully chosen gymnastics exercises for girls in 1818. He wrote Gymnastics for Youth, the first book on modern gymnastics in 1793. He describes
the use of sloping beams, climbing poles, ladders and ropes along with the
balancing beam and the swinging beam.
A. Johann Guts Muth
C. Friedrich Ludwig Jahn
B. Johann Pestalow
D. Adolph Spiess
9. The muscles move a limb away from the vertical mid–line of the body.
A. Abduction
C. Adduction
B. Extension
D. Rotation
10. Which of these body parts keeps one in state of equilibrium during a one leg
balance?
A. Legs
C. Trunk
B. Arms
D. Head
11. He formed a gymnastics club, opened a private gymnasium and through his
success encouraged the government to incorporate training into its school
curriculum. His gymnastics program in Denmark emphasized mass calis thenics, mass vaulting, and drills using dumbbells and balls.
A. Johann Pestalow
C. Gerhard Vieth
B. Adolph Spiess
D. Franz Nachtegall
12.
A series of selected exercises that help relieve physical discomfort or restore
function to disabled people.
A. Creative Gymnastics
C. Therapeutic or Remedial Gymnastics
B. Competitive Gymnastics
D. Educational Gymnastics
Prof. Rosanna A. Diana
MAPEH (Music, Arts, Physical Education and Health)
13.
Type of “stretching,” when the gymnast uses her own strength to manipulate
the stretch movements produced by muscle contraction.
A. Active Stretching
C. Passive Stretching
B. Inactive Stretching
D. Proactive Stretching
14.
He was one of the great gymnastics leaders and called the “Father of
Swedish gymnastics.”
A. Friedrich Ludwig Jahn
C. Per Henrik Ling
B. Johann Pestalow D. Adolph Spiess
15.
It consists of prescribed sets of events for men and women, each of which
is scored separately in order to determine a winner.
A. Therapeutic or Remedial Gymnastics
B. Competitive Gymnastics
C. Creative Gymnastics
D. Educational Gymnastics
16. The “Father of School Gymnastics” who taught gymnastics to his classes in
Switzerland and added marching and free exercises to music.
A. Adolph Spiess
C. Johann Basedow
B. Franz Nachtegall
D. Gerhard Vieth
Gymnastics
events except one of the following.
A. Pommel Horse
C. Parallel Bars
B. Asymmetrical Bars
D. Ring
20.
A planned series of dance skills, locomotor skills, gymnastics skills, and
tumbling skills performed with or without music.
A. Movements
C. Exercises or Routine
B. Aerobics
D. Rhythmic Activities
21. “The Father of Gymnastics.”
A. Friedrich Ludwig Jahn
B. Johann Pestalow
C. Franz Nachtegall
D. `Adolph Spiess
22. It is a quality of plasticity which gives the ability to do a wide range of
movement.
A. Strength
C. Flexibility / Suppleness
B. Balance
D. Agility
23. This is a mild activity used as the body movement slow down until the pulse
and breathing rates return to normal.
A. Cool Down
C. Warm – up
B. Relaxation
D. Aerobics
17.
Women’s Artistic Gymnastics (WAG) is a Gymnastics discipline played in four
(4) events, except one of the following.
A. Horse Vault
C. Balance Beam
B. Asymmetrical Bars
D. Horizontal Bar
24. An imaginary straight line around which the hand apparatus or body rotates.
A. Axis
C. Union
B. Bloc
D. Coalition
18.
He was the first American contributor to gymnastics because he was instrumental in including gymnastics in the school curriculum.
A. Johann Pestalow
C. Franz Nachtegall
B. Dr. Dudley Sargent
D. Gerhard Vieth
25. Ability to keep the center of gravity over the base of support and to maintain
equilibrium.
A. Balance
C. Solidity
B. Stability
D. Poise
19. Men’s Artistic Gymnastics (MAG) is a Gymnastics discipline played in six (6)
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185
Anatomical, Mechanical and Physiological Bases of Movements
Anatomical,
Mechanical and
Physiological Bases
of Movements
Prepared by:
Prof. Teresita T. Evangelista
Competencies:
1. Analyze body parts in
relation to movements
2. Identify the components
of Physical Education
3. Demonstrate lifetime
wellness program and
activities
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PART I - CONTENT UPDATE
Definition of Terms
• Anatomy – is the branch of science that deals with the structure of the
body parts, their forms and how they are organized
• Physiology- the science that deals with the functions of the body parts what they do and how they do it.
• Kinesiology – is that science that deals with the study of human motion
• Mechanics – is the area of scientific study concerned with the mechanical
aspect of any system. This provides accurate answers to what is happe ning, why it is happening, and to what extent it is happening
o static - the study of factors associated with non moving systems
o dynamics – the study of factors associated with system in motion
 kinematics – the study of the time and space factors of
motion of a system
 kinetics – the study of the forces acting on body that influence its movement
• Biomechanics- is the area of study wherein the knowledge and methods
of mechanics are applied to the structure and function of the living human
system
Introduction
The study of human body has a long history. Our ancestors, who relied on
superstitions and notions about magic to help the sick, became so curious about
how their bodies worked. Through continuous practice and observation, they began
to discover useful ways of treating the human body..
Prof. Teresita T. Evangelista
MAPEH (Music, Arts, Physical Education and Health)
The medical provider and healer coined many new terms to name the body
parts, describe their location and to explain their functions. These terms, most of
which originated from Greeks and Latin words formed the basis for the language of
anatomy and physiology which we relate as scientific names. (Biomechanics, 1990)
Scientist has always been interested in the structure and movement of
the human body. The ancient Egyptians are believed to have been the first people
to study anatomy. In the middle of the 4th century B.C. Hippocrates, known as the
“Father of Medicine”, continue these studies in Greece. Aristotle, known to be the
“Father of Kinesiology” was the first scientist to describe and analyze the actions
of muscle. Galen was the first to introduce the concept of muscle contractions and
named such muscles as the agonist and antagonist muscles.
Today, even with the modern technology, scientist continues to conduct
research to learn more of the human body and how it works. The science of Anatomy provided us with the knowledge about the structure and function of the human
body, while Kinesiology with information about human motion in relation with other
sciences such as physiology, physics and neurology. (Fitness, Theory and Practice,
2002)
The Human Body
The body is the most amazing and miraculous living machine in the universe,
capable of growth, self repair and reproduction as a result of the monitoring power
of the human brain. It is made up of thousands of parts of various sizes and shapes
that work together in an organized manner, each of which have a specific functions
working together to keep as alive. But, the big question is “What is the human body
really made of?”
Prof. Teresita T. Evangelista
Anatomical, Mechanical and Physiological Bases of Movements
•
Cell – are the building blocks of the body. They are the smallest structure
of the body that carries out complex processes. It varies in size, shape,
color and other depending upon its function. It can divide and multiply, Typically a human cell consists of several compartments of organelles sur
rounded by plasma membrane. The organelles can be seen floating in fluid
called cytoplasm. Each cell contains a nucleus where the genetic material
is stored. This coil-like structure is called chromosomes that always comes
in pair and are made up of a chemical called DNA (deoxyribonucleic acid)
where the genetic materials are stored. Each one of us has 46 chromo
somes, from which 23 came from the father and 23 from the mother. This
made us unique from others.
•
Tissue – are group of cells organized into layers or masses that have common function. Cells of different tissues vary in size, shape, organization
and function, those within each type are quite similar in function. The tissues of the human body are of four major types
1. Epithelial – cover all body surfaces, line most internal organs, and
are the major tissues of glands. The epithelial cells reproduce
readily that is why injuries to epithelium heals rapidly as new cells
replace lost or damages ones. Examples are the skin, stomach
and intestine
2.
•
Connective – binds structures, provide supports and protection,
serves as frameworks, fill spaces, store fat, produce blood cells,
protect against infections and help repair tissue damage. Examples are the bones, the tendons , ligaments, muscles, adipose tissue or fats, nervous tissues
Organs – are groups of different tissues that form a complex structure
with specialized functions like the skin, skeleton, stomach, the heart, kidneys, intestine, muscles, brain, blood etc...
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Anatomical, Mechanical and Physiological Bases of Movements
•
Systems – are group of organs that function closely together that constitute the organism
1. Skeletal system – consist of the bones, cartilage and ligaments
that binds bones together. Without the frame to support your body
you would collapse, lose your shapes and be unable to move. This
body frame is called skeleton. It gives your body strength and pro tects the soft parts inside. The bones are light enough to allow you
to move about easily. They have joints that you can bend to allow
the body to do many things. It also produces blood cells and store
inorganic salt.
2.
Muscular system – consist of the different muscles all over the
body. By the contraction and pulling of the skeletal muscles, the
muscles provide forces that cause the body to move. They also
maintain posture and are the main source of body heat. Your heart
beating, your intestine and lungs working are made of muscles
3. Nervous system – consists of the brain, spinal cord, nerves and
sense organs. Nerve cells within this organs use electrochemical
signals called nerve impulses that carries information between the
brain and all parts of the body. The sensory nerve carries signals
to your brain from your senses telling what is happening around
you. When the brain decided what to do it sends signals along the
other set of nerves – the motor nerves that makes your muscles
work.
4.
188
Circulatory system- consist the heart, the blood vessels and the
blood. The blood is pumped all around your body by the heart. It
passes and transport blood through the blood vessels. Arteries
used to transport blood away from the heart while the veins trans-
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port blood towards the heart, while exchange of gases takes place
in the tiny capillaries.
5.
Respiratory System – consist of the air passages from the nose
to the trachea or windpipes, bronchi, to the alveoli or the air sacs
of your lungs. The air that you breathe is made up of different
gasses, mixed together, but the body only needs one of them, oxygen to keep you alive.
6. Digestive system – consist of the mouth that breaks down the
food into tiny bits. Then it travels down the esophagus which is
connected to the stomach where the digestive process is stron gest. Then the food flows down the small intestine. Food nutrients
seep though the thin walls into the blood. The large intestine holds
the food that the body can not digest. Later it passes out the body
through the rectum.
7.
Excretory System – the organs in several systems absorb and
excrete various wastes. The digestive system excrete undigested
food through the rectum, the kidney removes waste from the blood
in the form of urine. The respiratory system gives out carbon dioxide as waste product while the skin gives out perspiration that
even carries salt and fats.
8. Integumentary system – includes the skin and its various acces sory organs such as the nails, hair, sweat glands, and sebaceous
glands. This system protects the underlying tissues, help regulate
body temperature, house variety of sensory receptors and synthe
size certain products.
9. Reproductive system – Reproduction is the process of produ cing offspring. Cell reproduces when they divide and give rise to
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new cells. The reproduction of an organism produces a whole new
organism like itself. This consists of the female organs vagina,
uterus, ovary, egg and egg tube. The male organs include the penis, testes and bladder.
Anatomical, Mechanical and Physiological Bases of Movements
ANATOMICAL TERMINOLOGY
Relative Positions
The terms relative position described the location of one body part with respect to
another which includes the following:
10.
Lymphatic system – consist of the lymphatic vessels, lymph
fluid, lymph nodes, thymus gland and spleen. This system transports some of the tissue fluid back to the blood stream and carries
certain fatty substance away from the digestive organs. The cells
of the lymphatic system are called lymphocytes. They defend the
body against infection by removing the disease causing microorganisms and viruses from the tissue.
11.
Endocrine system – includes all the glands that secrete chemical
messengers called hormones that help control conditions within
the body. They are the pituitary, thyroid, parathyroid, adrenal, pancreas, ovaries, pineal glands and thymus
•
In the field of Physical Education, the study of anatomy is centered on the
systems that are directly involved in movements. The rest of the systems are taken
in passing although it plays a very important role in the development of the body
and in maintaining fitness and wellness. The said focus is given more on the musculoskeletal, cardio respiratory and nervous systems.
•
To communicate effectively with same line of thoughts, using the same
language specifically the physical educators, coaches, choreographers, dancers
and physical therapist, anatomist developed several terms with precise meanings to
describe anatomy. Some of these terms concern the relative positions of the body
parts. The use of such terms assumes that the body is in anatomical position where
the body is standing erect, face forward, the arms at the sides and with palms
facing forward.
Prof. Teresita T. Evangelista
•
•
•
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Superior means that a body part is above another part or is closer to the head.
(The thoracic cavity is superior to the abdominopelvic cavity).
Inferior means that the body part is below another body part or is toward the
feet. (The neck is inferior to the head)
Anterior (or Ventral) – means towards the front (The eyes are anterior to the
brain)
Posterior (or Dorsal) – means towards the back (The pharynx is posterior to the
oral cavity)
Medial – relates to the imaginary midline dividing the body into equal left and
right halves. A body part is medial if it is closer to the line than another part. T
The nose is medial to the eyes)
Lateral – means toward the side with respect to the imaginary midline. (The
ears are lateral to the eyes)
Proximal – describes a body part that is closer to a point of attachment or closer to the trunk to the trunk of the body than other part. (The elbow is proximal
to the wrist)
Distal – means that a particular part of the body id farther from the point of
attachment or father from the trunk than another part. ( The fingers are distal to
the wrist)
Superficial – means situated near the surface (the epidermis is superficial to
the layer of the skin). Peripheral also means outward or near the surface.
Deep – described part that is more internal. The dermis is the inner layer of the
skin).
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Body Section/ Planes
Observing the various locations and organization of the internal body parts requires
cutting or sectioning the body along various planes.
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Sagittal – refers to the lengthwise cut that divides the body into right and left
portion. If the sagittal section passes along the midline and divides the body into
equal parts it is called median (midsagittal)
Transverse (or Horizontal – refers to the cut that divides the body into superior
and inferior potion.
Coronal (frontal or lateral) – refers to a section that divides the body into anterior and posterior portion
Sometimes a cylindrical organ such as the blood vessel is sectioned. In
this case, a cut across the structure is called a cross section, an angular cut is an
oblique section, and a lengthwise cut is a longitudinal section
THE BODY SYSTEMS
I.
THE SKELETAL SYSTEM
The skeleton is made out of 206 bones of different size and shapes. It serves
as the framework that holds the whole body together.
THE BONES
The bones are the living structures consisting of several layers. These include thin, membranous outer surface that has a network of nerves and blood
vessels running through it. Bones is made up of 35% organic materials of fibrous protein called collagen that gives the bone flexibility. The 65% of inorganic
salt and water like calcium and phosphorus that gives the bone strength.
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Functions
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The 206 bones of the human body form a rigid framework (skeleton) to
which the softer tissues and organs of the body are attached.
The vital organs are protected by the skeletal system. The brain is protected by the surrounding skulls, as the heart and lungs are encased by the
sternum and rib cage.
Body movement is carried out by the interaction of the muscular and skeletal systems. For this reason, they are often grouped together as the musculoskeletal system. Muscles are connected to the bones by tendons while
bone are connected to another bone by ligaments. This bone connection is
typically called joints.
Blood cells are produced by the marrow in some bones. An average of 2.6
million red blood cells is produced each second by the bone marrow to
replace those worn out and destroyed by the liver.
Bones served as storage area for minerals such as calcium and phosphorus. When an excess is present in the blood, a build up will occur within the
bones. When the supply of these minerals is low, it will be withdrawn from
the bones to replenish the supply.
Types of Bones
The types of bones are classified on the basis of their form:
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Long bones - leg and arm bones
Short bones – wrist and ankle bones
Flat bones – skull, shoulder blade, ribs, sternum and patella
Irregular – bones of the spinal column
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MAPEH (Music, Arts, Physical Education and Health)
The thigh bones or the femur is the largest and strongest single bone in the
body, while the smallest bone is called stirrup found in the middle ear connected to two other small bones called hammer and anvil that are joined to the
eardrum. This carries sound signals to the brain.
Division of the Skeleton
The human skeleton is divided into two parts:
• AXIAL Skeleton – consist of the bones that form the axis of the body and
support and protect the organs of the head, neck and trunk.
1. Skull
2. Sternum
3. Ribs
4. Vertebral Column
• APPENDICULAR Skeleton is composed of the bones that anchor the
appendages to the axial skeleton.
1. Upper Extremities
2. Lower Extremities
3. Shoulder Girdle
4. Pelvic Girdle (the sacrum and coccyx are considered part of the vertebral column)
The Axial Skeleton
The Skull
The skull is the bony framework of the head. It is comprised of the
eight cranial and fourteen facial bones. The cranial bones make up the pro tective frame of bones around the brain while the facial bones make up the
upper and lower jaw and other facial structures. These are:
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Anatomical, Mechanical and Physiological Bases of Movements
• CRANIAL BONES
1. frontal – forms the forehead (1)
2. parietal – forms the roof and sides of the skull (2)
3. temporal – house the ears (2)
4. occipital – forms the base of the skull and contains the foramen
magnum (1)
5. sphenoid – is considered the key bone of the skull where all bones
are connected to it (1)
6. ethmoid – located between the eyes that forms the part of the
nasal septum (1)
• FACIAL BONES
1. mandible – forms the lower jaw and the only moveable joint in the
head that provide the chewing motion. (1)
2. maxilla – forms the upper law (2)
3. palatine – forms the hard palate or the roof of the mouth (2)
4. zygomatic – are the cheek bones (2)
5. lacrimal – help form the orbits or inner aspect of the eyes(2)
6. nasal – forms the bridge of the nose (2)
7. vomer – form parts of the nasal septum ( the divider between the
nostrils) (1)
8. inferior concha – bones which makes-up the side wall of the nasal
cavity (2)
The Ribs
The ribs are thin, flat curved bones that form a protective cage around
the organs in the upper body. They comprised 24 bones arranged in 12
pairs that form a kind of cage that encloses the upper body. They give the
chest its familiar shape to protect the heart and lungs from injuries and
shocks The ribs also protects parts of the stomach, spleen and kidneys,
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during respiration, the muscles in between the ribs lift the rib cage up to
allow the lungs to expand when you inhale. Then, the rib cage moves down
again, squeezing the air out of your lungs when you exhale.
These bones of the rib cage are divided into three categories namely:
•
TRUE RIBS – are the first seven pairs of bones connected to the spine
(backbone) and directly to the breastbone or sternum by a strip of cartilage called the costal cartilage
•
FALSE RIBS – are the next three pairs of bones directly connected to
the spine at the back and are attached to the lowest true ribs in front.
•
FLOATING RIBS – are the last two sets of ribs the spine but not connected to anything in front.
The Sternum
The sternum is a flat, dagger shaped bone located in the middle of the
chest from where the ribs are connected to it by the costal cartilage.. It is
composed of three parts, the handle called the manubrium, the blade
called body and the tip called xiphoid process
The Vertebral Column
The vertebral column also called the backbone or spinal column con sist of series of 33 irregularly shaped bones called vertebrae, This 33
bones are divide into five categories depending on where they are located
in the backbone.
•
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and support the head. The first cervical vertebra is called the atlas
which allows the head action for the YES and NO.
•
THORACIC VERTEBRAE – are the next 12 vertebrae form the anchor
of the rib cage. The bones of the thoracic vertebrae are larger than the
cervical and increase in size from to bottom.
•
LUMBAR VERTIBRAE – these five bones are the largest vertebrae in
the spinal column that support most of the bodies weight and are attached to many of the back muscles
• SACRUM – is the triangular bone located just below the lumbar verte brae that consist of four of five sacral vertebrae in a child which fused
into a single bone after age 26. This forms the back wall of the pelvic
girdle
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COCCYC – is also called the tailbone consist of 3-5 bones that are
fused together in adult.
The vertebral column turned into 26 movable parts in adults. In bet ween the vertebrae are intervertebral discs made of fibrous cartilage that
acts as shock absorbers and allow the back to move. At age 50 to 55 and
as the person ages this disc compresses and shrink. Resulting in a distinct
lost of height.
Looking at the side, the spine form four curves called the cervical
curve, thoracic, lumbar and the final curve pelvic or sacral curve. These
curves allows human being to stand upright and help maintain their ba lance. Any exaggeration on this curves is a problem. Kyphosis, on the tho racic, lordosis on the lumbar and scholeosis on the side curvature
CERVICAL VERTEBRAE –the first seven vertebrae located on top of the
vertebral column. These bones form a flexible framework of the neck
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Prof. Teresita T. Evangelista
MAPEH (Music, Arts, Physical Education and Health)
The Appendicular Skeleton
Anatomical, Mechanical and Physiological Bases of Movements
3. Fingers or Phalanges – consist of 14 bones called phalanges. The
single finger bone is called phalanx arranged in three rows
The Upper Extremities
The upper extremity consist of parts, the arm, forearm and the hands
• ARM – is the region between the shoulder and the elbow consist of a
single long bone called humerus. The humerus is the longest bone in
the upper extremity. The top or the head is large, smooth and rounded
that fits into the scapula in the shoulder. On the bottom end are two
depressions where the humerus connects to the radius and ulna of the
forearm.
•
FOREARM - is the region between the elbow and the wrist. It is formed
by the radius on the lateral side and the ulna on the medial side when
viewed on anatomical position. The ulna is longer than the radius and
connected more firmly to the humerus. The radius however contributes
more to the movements of the wrist and hand than the ulna. When the
hands are turned over so that the palm is facing downwards, the radius
crosses over the ulna.
• HANDS – have 27 bones and are consist of three parts, the wrist,
palms and fingers.
1. Wrist or Carpals – consist of 8 small bones called carpal bones
that are tightly bound by the ligament. These bones are arranged
in two rows of four bones each
2.
Palm or Metacarpal – consist of 4 metacarpal bones one aligned
with each of the fingers. The bases of the metacarpal bones are
connected to the wrist bone and the heads are connected to the
bones of the fingers that form the knuckles of a clenched fist.
Prof. Teresita T. Evangelista
Lower Extremities
The lower extremities are composed of the bones of the thigh, leg, foot
and patella (kneecap). The bones of the lower extremities are the heaviest,
largest and strongest bones in the body because they must bear the entire
weight of the body when a person is standing in the upright position.
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THIGH – the region between the hip and the knee composed of a single bone called femur or thighbone. The femur is the longest , largest
and strongest bone in the body
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LEG - it is the region between the knee and the ankle. It is formed by
the fibula on side away from the body and the tibia or the shin bone.
The tibia connects to the femur to form the knee joint. The tibia is larger that the fibula because it bears the weight while the fibula serves
as an area for muscle attachment.
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FOOT – contains 26 bones of the ankle, instep the five toes. The ankle
is composed of 7 tarsal bones the largest of which is called calcaneus
or heel bone. The talus rest on top of the calcaneus and is connected
to the tibia that allows the ankle to flex and extend
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PHALANGES or Metatarsal – bones of the foot are similar in number
and position to the metacarpal and phalanges of the hands
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KNEECAP or Patella – is a large triangular sesamoid bone between
the femur and the tibia. The patella protects the knee joint and strengthens the tendons that forms the knee
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The Shoulder Girdle
The shoulder girdle is also called pectoral girdle composed of four bones:
2 clavicles and 2 scapulae. The pectoral girdle serves as an attachment point
for the numerous muscles that allows the elbow and the shoulder joint to move.
It also provides the connection between the upper extremities and the axial
skeleton.
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CLAVICLE – is also known as collar bone. It is a slender S-shaped bone
that connects the upper arm to the trunk of the body and holds the shoulder joint that allow a greater freedom of movement. One end of the clavicle
is connected to the sternum and one end is connected to the scapula
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SCAPULA – is a large triangular, flat bone on the back side of the rib cage
commonly called the shoulder blade. It overlays the second through the
seventh ribs and serve as attachment for several muscles.
The Pelvic Girdle
The pelvic girdle also called the hip girdle composed of coxal bones that
support the weight of the body from the vertebral column. This basin–shaped
pelvis supports the upper half of your body and protects the soft parts and other
body systems. This coxal bone is composed of the ilium, ischium and pubis
The pelvic girdle differs between man and woman. In man the pelvis is
more massive and the iliac crest is closer together. In woman, the pelvis is
more delicate and the iliac crest is rather apart that reflects the role of women
in pregnancy and in the delivery of children.
The Joints
The joints or articulation is the place where two bones come together. There
are three types of joints classified according to their degrees of movement.
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•
IMMOVABLE or Synarthroses – in this joint the bones are in a very close
contact and are separated only by thin layer of fibrous connective tissue.
The sutures are the joints of the skull. The parietal bones are joined by
the sagittal suture. Where the parietal bones and frontal bones meet is the
coronal suture, the parietal and the occipital is joined by lomboidal suture
while the suture between the parietal and temporal is referred to squamous
suture. This site is the most common location of the fontanelles on the
head of the baby
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SLIGHTLY MOVABLE or Amphiarthroses – this joint is characterized by
bones that are connected by hyaline cartilage (fibro cartilage). Example:
The ribs that are connected to the sternum.
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FREELY MOVABLE or Diarthroses – most of the joint in the human body
are freely movable which are of six types:
1. Ball-and-Socket – this type has a ball shaped end on one bone that
fits into a cup shaped socket of the other bone allowing the widest
range of motion including rotation. Example: shoulder and hip joints
2. Condyloid – oval shaped condyle fits into elliptical cavity of another a llowing angular motion but not rotation. This occur between the meta carpals (bones in the palm of the hands) and the phalanges (fingers)
and between the metatarsals(foot bones excluding heel) phalanges
(toes)
3.
Saddle – this type of joint occurs when the touching surface of two
bones have both concave and convex regions with the shapes of the
bones complementing one another and allowing a wide range of
movement. Example: only the thumb.
4. Pivot – the rounded or conical surface of one bone fits into a ring of
one or tendon allowing rotation. Example: the joint between the axis
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MAPEH (Music, Arts, Physical Education and Health)
and atlas of the neck.
5. Hinge – a concave projection of one bone fits the concave depression
in another that allows only two movements, flexion and extension.
Example: knee joint and elbow joints
6. Gliding – Flat or slightly flat bones move against each other allowing
sliding or twisting without any circular movement.
Example: carpals or wrist bone and tarsals of the ankle
Types of Motion
Joints can move in many directions such as:
• FLEXION – is the act of bringing two bones closer together which de crease the angle between two bones
• EXTENSION – is the act of increasing the angle between two bones
that results in straightening motion
• ABDUCTION – is the movement of an extremity away from the midline
(an imaginary line that divides the body from head to toe
• ADDUCTION – is movement towards the midline
• CIRCUMDUCTION – a continuous motion from flexion, extension, ab duction, adduction and hyperextension
• ROTATION – allows a bone to move around one central axis. A pivot
motion when you turn the head from side to side.
• PRONATION – the forearm turns the hand so the palm is facing downward
• SUPINATION – turns the hand to face upward.
Note:
• The bones of the spine are the vertebrae. On top of the vertebrae are two
bones called the atlas and the axis, that fits together to allow the head to
nod and turn from side to side.
Prof. Teresita T. Evangelista
Anatomical, Mechanical and Physiological Bases of Movements
• The spine can only curve gently, if it bends any farther, it could damage
your spinal cord or the nerve cable that carries message to and from the
brain
• From the side, the spine looks curved like a letter S. it helps you to stand
up straight
• The ribcage have 12 pairs of ribs are attached to the raw of bones in your
spine.
• Your hip joint is where the end of the thighbones or the femur fits into a
socket in your pelvis. This joint helps you to bend your body in almost half
• The arms can only bend at the elbow .The muscles that control the thumb
and the fingers begin here. They are attached to the two arm bones, called
the radius and the ulna
• Your ankle is a joint, it is made up of bones in the foot and the end of the
legs bones called tibia and the fibula
II. MUSCULAR SYSTEM
The Muscles
You have about 650 muscles in your body. While bones give the body structure and support, they cannot move by themselves. Muscles are need for all
body movements like walking, running , talking, breathing and others. The three
functions of muscles are movement, maintenance of posture, production of
body heat and muscles help give our body its shape.
3 Types of Muscles
There are three types of muscle
•
SKELETAL MUSCLES are connected to the bones. A skeletal muscle fiber
is long, cylindrical, multinucleated and contains an alternation light and
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dark striations. They are also called voluntary muscles because the movements they produce are under your control that maybe rapid or forceful.
Contraction stabilizes the joint.
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SMOOTH MUSCLES are long and spindle-shaped with no striation. It is
located in the walls of tubular structures and hollow organs such as the
digestive tract, the blood vessels and other internal organs except the heart
•
CARDIAC MUSCLES are involuntary muscles found only in the heart that
works nonstop for life. Its contraction occurs involuntarily and is rhythmic
and automatic. When the body is at rest the heart generally beats about 60
to 70 times in a minute.
Characteristics of Muscles
The muscles whether they are skeletal, smooth or cardiac have four characteristics in common:
• CONTRACTIBILITY – When the muscle shortens or contracts, it reduces
the distance between the parts of its content or the space that it surrounds.
The contraction of skeletal muscles which connects a pair of bones brings
the attachment point closer together which causes the bone to move.
When cardiac muscles and other smooth muscles contract they squeeze
out the blood causing the surrounding blood vessels to relax and increase
in diameter to allow the passage of blood in these tubes and to decrease
upon contraction
•
EXCITABILITY (Irritability) – is the ability of the muscle and the nervous
cells (neurons) to respond to certain stimuli by producing electric signals
called action potentials or impulses.
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EXTENSIBILITY – is the ability to be stretched. Like when the biceps muscle contracts to lift the bone, the triceps muscle then extends or stretched.
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• ELASTICITY – the ability of the muscles to return in its original length when
relaxing.
Muscle Contraction
Skeletal muscle is attached to the bone by long ropy strands called tendon.
The skeletal muscles contract or shorten, to move the bones. A muscle only
pulls in one direction. It needs another muscle to pull in the muscle in the oppo
site direction in order to return a bone to its original position. When you straight
en the arm the triceps contracts pulling the biceps back to a relax position,
•
•
ISOTONIC – when muscles contract they shorten and movements occurs
ISOMETRIC – when the muscles contract but the muscles do not shorten
or produce movement...
Muscle Tone
The muscle tone is the state when two muscles work against each other,
and is always at the state of slight contraction and ready to pull. Muscle tone is
particularly important in maintaining the posture. If the muscles of the neck,
trunk and legs suddenly relax, the body collapses.
Oxygen Debt
Oxygen Debt is the condition when we continuously breathe deeply and
pant after strenuous exercise or work. This continued intake of oxygen is required to complete the metabolism of lactic acid (acid causing pain to muscles)
that accumulated during the exercise.
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MAPEH (Music, Arts, Physical Education and Health)
Naming Muscles.
Muscles are named by location, size, and direction, number of origin, location of origin, insertion and action; however, not all muscles are named in this
manner.
• location
frontalis (forehead)
• size
- gluteus maximus ( largest muscles in the buttocks)
• direction of fibers - external abdominal oblique
• number of origins - biceps (two-headed muscles in the humerus)
• location of origin - sternocleidomastoid ( origin is the sternum, clavicle. maseter)
• action
flexor
- flexor carpi ulnaris ( flexes the wrist)
extensor - extensor carpi ulnaris (extends the wrist)
levator - raises or lowers body parts
depressor- depresses the corner of the mouth
Anatomical, Mechanical and Physiological Bases of Movements
2. Deltoid is a thick triangular muscle that covers the shoulder joint.
that causes the upper arm to abduct
3. Pectoralis Major is located at the anterior part of the chest that
flexes the upper arm and helps and helps to abduct the upper arm.
4. Serratus – is the anterior chest that moves the scapula forward
and helps to raise the arms
5. Biceps Brachii – is the muscle located at the upper arm to the
radius that helps to flex the lower arm
6. Triceps Brachii – is found at the posterior arm to the ulna that
helps extend the lower arm
7. Extensor and Flexor Carpi Muscle Group – are muscles that ex tend from the anterior and posterior forearm to the hand. This
group moves the hand
8. Extensor and Flexor Digitorum Muscle Groups – extends from the
anterior and posterior forearm to the fingers. It moves the fingers
•
Skeletal Muscles
The following sets of muscles are those directly responsible in produ cing major body movements:
• MUSCLES OF THE NECK
1. Sternocleidomastoid are large muscles extending diagonally down
sides of the neck. Possible movements are flexion, extension and
rotation (twist) of the head
•
MUSCLES OF THE UPPER EXTREMITIES
1. Trapezius is a large triangular muscles located at the upper sur face of the back that moves the shoulder and extends the head
Prof. Teresita T. Evangelista
MUSCLES OF THE TRUNK
1. External Intercostals - are found between the ribs. It raises the ribs
to help breathing
2. Diaphragm - is a dome-shaped muscle separating the thoracic
and abdominal cavities. This helps to control breathing
3. Rectus Abdominis – is an abdominal muscle that extends from the
ribs to the pelvis that compresses the abdomen
4. External Oblique – is located at the anterior edge of the last eight
ribs that depresses the ribs, flexes the spinal column and compresses the abdominal cavity
5. Internal Oblique – is found directly beneath the external oblique
with fibers running in the opposite direction that depresses the
ribs, flexes the spinal column and compresses the abdominal
cavity
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•
MUSCLES OF THE LOWER EXTREMITIES
1. Gluteus Maximus – is the buttocks muscle that stretches the fe mur and rotates it outward
2. Gluteus Medius – a muscle that extends from the deep femur to
the buttocks and the injection site. Its function is to abduct and
rotates the thigh
3. Tensor Faciae Latae - is a flat muscle found along the upper lateral
surface of the thigh that flexes abduct and medially rotates the
thigh
4. Rectus Femoris – is the anterior thigh that flexes the thigh and
extends the lower leg
5. Sartorius – is also called tailor’s muscle. It is a long, strap-like
muscle that runs diagonally across the anterior and medial surface
of the thigh that flexes and rotates the thigh and legs.
6. Tibialis Anterior – is located in front of the tibia bone that dorsifle xes the foot which permits walking on heels
7. Gastrocnemius – is the calf muscle flexes the lower muscles that
points the toes
8. Soleus – is abroad flat muscle found beneath the gastocnemius
that extends the foot
9. Peroneus Longus – is a superficial muscle found on the lateral
side of the leg that extend and everts the foot and support the
arches
Muscle Structure and Size
Muscles will only change in size but not in the number of cells. Muscles
that have been injured can regenerate only to a limited degree. If the muscle
damage is extensive, then the muscle tissue is replaced by connective tissue
(scar) Muscles that are not used will atrophy (shrink in size and reduced in
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strength) and those that are used excessively will hypertrophy (increase in size).
Muscles that are over exercised or worked will have a tremendous increase
of connective tissue between the muscle fiber. This causes the skeletal muscle
to become tougher.
Notes:
• The largest muscle in your body is the gluteus maximus located in your
thigh and buttocks.
• If you stand on tip toe, you can see the calf muscle in the back of your leg
• The longest muscle in your body is the sartorius muscle in the upper leg
• Some of your arm muscles are attached to the bones in your bacl. This
strong anchor enables you to pick up the heavier things
• The muscle of the hands allows to make a delicate, accurate and power ful movement. Your flexible fingers have many small muscles which are
useful for precise job. Your fingers and thumb work together to let you
grasp things tightly to support you if you hang on the bar or support your
body when the body is on an inverted position on a handstand.
• Muscles are attached to the bones that make them move. They can only
pull; they cannot push which is why they always move in pair.
Role of Muscles
Muscles have various role in a given movement which is dependent on
the requirement of that movement.. Those roles are designated as prime mover,
antagonist, and synergist.
• MOVERS or AGONIST – is a muscle that is directly responsible to produ cing a movement.
1. Prime movers – are muscles that do most of the work to produce
movement.
2. Assistant movers – are the muscles that help to perform the move ments but seem to be of less important.
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MAPEH (Music, Arts, Physical Education and Health)
• SYNERGIST – are muscles that act as neutralizers or stabilizers. These
aids in the production of the desired motion use to indicate cooperative
muscle functioning in various roles.
1. Stabilizer, fixator, supporting muscles – are the muscles that con tracts statically, to steady or support some part of the body against the
pull of the contracting muscle , against the pull of gravity or any other
force that interferes with the desired movement
2. Neutralizer – is a muscle that acts to prevent an undesired action of
the mover,
•
ANTAGONISTS – are muscles that cause the opposite movement from that
of the movers.
Muscle Food
To keep the muscle working properly, you need a diet that includes protein
like eggs, cheese, milk and dried beans.
Effect of Training on Muscle Efficiency
•
•
•
•
Improved coordination of all muscles involved in a particular activity
Improvement in the respiratory and circulatory system to supply the needs
of an active muscular system
Elimination and reduction of excess fat
Improved joint movement involved with that particular muscle activity
Effect of Training on Muscle Strength
STRENGTH (capacity to do work) is increased by proper training. Training
can have the following effects on skeletal muscles:
•
•
Increase in muscle size
Improved antagonistic muscle coordination, where antagonistic muscles
Prof. Teresita T. Evangelista
Anatomical, Mechanical and Physiological Bases of Movements
•
are relaxed at the right moment and do not interfere with the functioning
of the working muscle
Improved functioning in the cortical brain region, where the nerve impulses
starts muscular contraction
Common Exercise and Sports Injuries
•
Muscle Strain – is a tear in the muscle resulting fro excessive use. There
is a limited bleeding inside that can result swelling and pain ( ice pack
helps to stop bleeding and swelling)
•
Muscle Spasm (cramp) - is a sustained contraction of the muscle that may
occur due to overuse of muscle. Cramps are caused by the build –up of
a waste substance called lactic acid. Too much lactic acid built up un the
muscle causes there muscle to contract very sharply and painfully.
•
Rotator Cuff – is an inflammation of group of tendons that fuse together
and surrounds the shoulder joint. This occurs due to repetitive overhead
swinging a tennis racquet or pitching a ball
• Shin Splint – is an injury to the muscle tendon in the front of the shin that
occurs in jogging. Using the correct running shoes may prevent such an
injury
• Tennis Elbow – is an inflamed tendon that connects the arm muscle to
elbow.. this may occur carrying heavy luggage, playing tennis or pounding
hummer.
Note:
•
•
It is quite important that before you begin to make any strenuous movements, you should always start with a warm up doing gentle loosening-up
and stretching exercise.
It is also important that you end up with a cool-down exercise to relax the
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•
muscle that had bee forced to contract during the activities.
Muscles are able to adapt gradually to the amount of work they have to do,
so regular exercise can build the up and make them healthier.
III. CIRCULATORY SYSTEM
The circulatory system is the longest system of the body which includes the
following organs:
•
HEART – is the muscular pump which is responsible for circulating blood
throughout the body
•
BLOOD VESSELS – which includes the arteries, veins and capillaries are
the structures that takes the blood from the heart to the cells and return
blood from the cells back to the heart
• BLOOD – carries oxygen and nutrients to the cells and carries the waste
products away
•
LYMPH – return excess fluid from the tissue to the general circulation, The
lymph nodes produce lymphocytes and filter out pathogenic bacteria
The Heart
The heart is a four chamber muscular organ about the size of a closed
fist that functions as a powerful pump. It is located in the chest between the
lungs behind the sternum and above the diaphragm, just to the left of center.
The heart continuously pumps blood through the body’s extensive network of
arteries and veins, delivers oxygen and nutrients and removes waste products.
Chambers
The human heart is divided into right and left halves by the septum and
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each half is divided into two parts, thus creating four chambers. The upper
chambers are the right and left atrium (auricle) and the lower chambers are the
right and left ventricle
Valves
The heart has two pairs of valves that regulate blood flow within. These
valves prevent the from flowing back blood as the heart open and close during
contraction.
• ATRIOVENTRICULAR or A V – are valves located between the atria and the
ventricle.
1. Tricuspid valve – is a valve with 3 points of attachment positioned
between the right atrium and right ventricle. It allows the blood to flow
from the right atrium down to the right ventricle.
2. Bicuspid – a 2 point attachment valve located at the left side of the
heart, regulating the blood flow from the left atrium down to the left
ventricle
• SEMI-LUNAR Valve – are valves located where the blood will leave the
heart.
1. Pulmonary – is found at the orifice (opening) of the pulmonary artery
where the blood travels from the right ventricle into the pulmonary
artery then into the lungs.
2. Aortic –is found at the orifice of the aorta. This valve permit the blood
to pass from the left ventricle into aorta to the different body parts.
Sounds
The sound of the heartbeat is created by the two sets of heart valves clo
sing during the cardiac cycle that can be heard through the stethoscope and
are described phonetically as “lub-dub”. The lub sound is produced by the
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MAPEH (Music, Arts, Physical Education and Health)
closing of the AV valve called systole. The dub sound is made by the closing of
the semi-lunar valves known as diastole
Anatomical, Mechanical and Physiological Bases of Movements
•
SYSTEMIC CIRCULATION – occurs when the oxygenated blood returns to
the heart and pumps the blood throughout to the different systems of the
body and back to the heart
Cardiac Cycle
Cardiac cycle refers to the alternating contraction and relaxation of the
heart during one heartbeat. It takes about four fifths of a second to complete
then repeat continuously. The cycle consist of two phases, in systole the ventricle contract, forcing the blood into the arteries out of the heart. In diastole the
ventricle relaxes and fill it with blood,
The Blood
The blood contains the red and white blood cells that float inside a liquid
called plasma, it also contains thousand of different substances needed in the
body .Blood carries all these things around the body and also removes the
waste products. It is part of the bodies communication system, that carries chemical messengers called hormones that switch organs on and off as required.
Blood Circulation
The heart functions as a double pump. Two major functions occur each
time the heart beats. The pumping actions occur at the same time. Each time
the ventricle contracts, blood leave the right ventricle to go to the lungs to be
oxygenated, and the blood leaves the left ventricle to go to the aorta carrying
oxygen and nutrients to the cells and tissues.
•
RIGHT HEART – the deoxygenated blood flows into the heart from the
superior and inferior vena cava, to the right atrium down to the right ventricle to the pulmonary artery towards the lungs for the exchange of gases
•
LEFT HEART – the oxygenated blood from the lungs flows into the heart
through the pulmonary vein to the left atrium down the left ventricle, to the
aorta to general body circulation
Types of Circulation
•
PULMONARY CIRCULATION – is the shorter blood circuit where the used
blood is pumped into the lungs, picks up oxygen and discard carbon dioxide, then the blood returns into the heart
Prof. Teresita T. Evangelista
Functions
•
RESPIRATORY – transporting oxygen from the lungs to the tissues and
release carbon dioxide from the tissues to the lungs
•
REGULATORY - transport hormones and other chemical substances that
control the proper functioning of many organs. It also controls body temperature by circulating excess heat to the body surfaces and to the lungs
through which it is lost. It maintain water balance and a constant environment for tissue cells
• NUTRITIVE – transport nutrient molecules from the small intestine to the
tissues
•
PROTECTIVE – circulate the antibodies and defensive cells throughout the
body to fight against infection and disease.
•
EXCRETORY – transporting waste product like lactic acid, urea and creatinine from the cells to the excretory organs
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Blood Cells
In one tiny drop of blood, there are red cells, white cells and platelets, all
floating in a liquid called plasma.
• RED BLOOD CELLS (Erythrocytes) - transport oxygen to the tissues picks
up carbon dioxide away from the tissues and give up carbon dioxide to the
lungs.
•
WHITE BLOOD CELLS (Leucocytes) – are blood cells manufactured in
both red marrow and lymphatic tissues. It helps protect the body against
infections and injuries
•
BLOOD PLATELETS ( Thrombocytes) - are the smallest of the solid components of the blood. The platelets function in the initiation of the bloodclotting process. The platelets are then stimulated to produce sticky projecting structure creating a platelet plug to stop the bleeding.
Blood Types
The knowledge of one’s particular type of blood is important in cases of
blood transfusions and surgery. A test called type and cross match is done
before giving blood transfusion to test blood compatibility.
There are four main types of blood
• O – is the blood type that can only receive type O blood, but is a uni versal donor to all blood types
• A - is a blood type that can receive A and O only but can donate blood
to A and AB only
• B – is a blood type that can receive B and O only and AB. This letters
refer to chemicals on the surface of the red blood cells.
• AB – is a universal recipient, that can receive blood type A, B, AB, O
but can donate only to AB blood type
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The Blood Vessels
Blood flows around your body through a network of tubes called blood
vessels. There are three types of blood vessels namely arteries, veins and
capillaries.
• ARTERIES – carries oxygenated blood away from the heart to the capilla ries except the pulmonary arteries that carries deoxygenated blood from
the heart to the lungs. Because the blood in arteries comes straight from
the heart and is pumped under pressure, so the artery walls are thick and
muscular
•
VEINS – carries deoxygenated blood away from the capillaries, towards
the heart. Because the pressure is now lower, the veins have thinner wall
that the arteries.
•
CAPILLARIES – are the smallest blood vessels where the exchange of gases and nutrients takes place. It is so narrow that the RBC has to squash
themselves up to pass through
Pulse
The pulse is a throbbing beat that can be felt on the inside of your wrist and
in the side of your neck. It is the alternating expansion and contraction of an
artery as blood flows through it.
Heart Rate
The heart rate is the number of times that the heart contracts in a minute.
The practical ways of taking your pulse rate is by finding the pulse on your wrist
or neck and gently holding your fingers (the index and middle fingers) on it and
counting the number of beats per minute.
Prof. Teresita T. Evangelista
MAPEH (Music, Arts, Physical Education and Health)
Blood Pressure
When the heart pumps blood into the arteries the surge of blood filling the
vessels create pressure against the wall. The pressures measured at the moment of the contraction is the systolic pressure while the lessen force of the
blood measured when the heart relax is the diastolic pressure. The average
blood pressure is recorded as 120/80 with a normal pulse pressure of 40
IV. Respiratory System
The body requires a constant supply of energy for the cells to perform their
many chemical activities. Oxygen facilitates the release of energy stored in nutrient molecules. It must be in constant supply to the body because without
oxygen a human being can live no more than few minutes at best.
Functions
•
•
Provide the structures for the exchange of oxygen and carbon dioxide in
the body through respiration
Responsible for the production of sounds through the larynx that contains
the vocal cord. When air is expelled from the lungs it passes over the vocal
chord and produces sounds
PATHWAYS OF RESPIRATION
When you breathe you draw air into the nose and into the lungs. Air travels
down from the nose to the pharynx, the larynx, down to the trachea or the wind
pipes those branches out to bronchial tube to smaller branches the bronchi, the
bronchioles to the air sacs called alveoli. The oxygen is absorbed through the
thin walls of the alveoli and releases carbon dioxide to be breathed out as waste
product.
Prof. Teresita T. Evangelista
Anatomical, Mechanical and Physiological Bases of Movements
The Lungs
The lungs are two fairly large, cone-shaped organs filling up the two lateral
chambers of the thoracic cavity. The lung tissue is porous and spongy, due to
the alveoli and the large amount of air it contains the alveoli is about 0.2mm
across. The walls of the alveoli are very thin so oxygen and carbon dioxide can
easily pass through. There are 300 million estimated numbers of alveoli in the
lungs.
Breathing Process
Most of the breathing in the lungs is cause by the contraction of a sheet
of muscle called diaphragm. This curved muscle sheet separates the content of
the chest from the abdomen. When you inhale the ribs are lifted upward outward, the diaphragm contracts and flatten, the size of chest increase which
causes the pressure of the lungs to drop, so air rushes in. When you exhale the
ribs move down the diaphragm relaxes, it becomes curved again and forces the
air out of the lungs.
The breathing process becomes faster and deeper when you exercise in
order to get more oxygen. This helps break down the sugar and provide more
energy for the muscles to work.
Normally you only breathe out about 10% of the air in your lungs. But when
you are panting very hard or running you may use about 60% of the air. Yet 20%
will always be permanently trapped in the alveoli
It is harder to breathe at high altitude because the air is thinner so there is
less oxygen in it. While under water the pressure of the water would prevent the
lungs from expanding enough to draw the air in.
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Most healthy people can hold their breath for about 60 to 90 seconds but
it soon becomes very uncomfortable. Because breathing is a normal process,
we never think about it. If you try to hold your breath you can override this
process only for a while but the brain will not let carbon dioxide build up too
much and will soon force you to breath
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Nerves also extend message to the internal organs to keep lungs, heart,
digestive system, reproductive and other organs working and responding properly. The nerves that control these involuntary activities form the unconscious
autonomic parts of the nervous system.
Nerve Cells
IV. NERVOUS SYSTEM
The nervous system is the body’s main communication network, helping
all the body systems to work properly. It is made up of billions of tiny cells that
carry electrical signals throughout the body. It consists of:
•
CENTRAL NERVOUS SYSTEM – consists of the brain which contains more
that 12 billion active nerve cells and the spinal cord, which extends from
the base of the brain all the way down to your back. It is protected by the
rings of your bone in your spine. Together, they act as the central processing unit, collecting information from every part of the body. The messages
flow around the body through a highly complex system of nerves, while
some information is acted on immediately, others are stored.
•
PERIPHERAL NERVOUS SYSTEM – is the network of small nerves that
extends to all parts of the body. It comprises cranial nerves that emerge
from the brain and spinal nerve in the spinal cord.
•
AUTONOMIC NERVOUS SYSTEM –is includes peripheral and ganglia or
the group of cell bodies outside the central nervous system that carry impulses to involuntary muscles and glands
Nerves carry messages of sensation, proprioception and movement in
structions to muscles. Some impulses are so fast that they do a loop on the
spinal cord sending back an instant message to the muscle (reflexes).
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Nerve cells or neurons make up the nerves that carry messages around the
body. They have a star-shaped body containing the cell nucleus with a threadlike fiber called the axon. The tip of the axon is branched and touches other
neurones to which it derives messages or nerve impulses. Neurones have many
smaller threads and branches called dendrites which receives other messages
from other neurones
Types of Nerve Cells
There are three types of neurones with different functions
• MOTOR NEURONES – are neurones that control muscle works
• SENSORY NEURONES – are neurones that carry messages from
the sense organs
• CONNECTOR NEURONES – are those that pass messages be
tween different parts of the nervous systems
Synapse
SYNAPSE is the point where the tiny bulb on the tip of a nerve fiver contacts
another neurone. It is a point where transmitter substance carries the electrical
signal from the neurone to the next.
Prof. Teresita T. Evangelista
MAPEH (Music, Arts, Physical Education and Health)
Nerve Impulse
NERVE IMPULSE is like a very simple message either on or off. Because
there are so many neurones connected to one another, this simple signal is
enough to carry the most complicated messages throughout the whole of the
body’s nervous system
As a nerve impulse arrives at the junction between two nerve cells, it is
carried across the gap or the synapse by the chemicals called neurotransmitters. These contact sensitive areas in the next nerve cell, and the nerve
impulse is carried along.
Reflex Movement
REFLEXES are automatic reaction that takes place without your needing to
think about them. Like if you prick your finger, you jerk your arm instantly even
before your brain becomes aware that some damage has taken place. These
reflexes take place in the spinal cord where instructions are given to the muscles to pull your arms away as soon as the nerves have detected pain or damage. Reflexes also take place in the body maintaining normal conditions. Like
when food enters the stomach the flow of digestive juice immediately starts.
Another example is the blink when dirt enters in your eye and tears flows out to
cleans the eye
The Brain
THE BRAIN is the largest organ of the central nervous system and the
body’s control center. It coordinates all the messages that pass through the
nervous system, giving as the ability to learn reason and feel. It also controls
the body’s automatic functions such as breathing, heart beat, digestion growth
and blood pressure. The bony cranium that surrounds the brain is cushioned by
Prof. Teresita T. Evangelista
Anatomical, Mechanical and Physiological Bases of Movements
three layers of tough membranes called the meninges. They are filled with
liquid in which the brain floats. The cavities inside the brain are filled with the
same liquid so that the soft tissue does not flap about. The brain tissue has
three main layers
•
Inner layer which surrounds the ventricle consist of nerve cells that controls instinctive behavior
• Middle layer of white matter consist of primary nerve fibers control instinctive behavior
• Outer surface layer called the cerebral cortex or gray matter which con sist of layers of nerve cells that controls conscious though, movement and
sensations
Parts of the Brain
The brain is divided into three main regions each with different function.
• CEREBRUM – is the part of the brain that gives you your intelligence and
emotions. It makes up almost 90% of the brain’s tissue. Its grey surface is
made up of millions of nerve cells. The white layers beneath is mostly made
of the nerve fibers connecting them. A narrow strip across the top of cere brum called the cerebral cortex is concerned with organizing your move ment. Another part of the cerebrum is the sensory cortex, where senses
such as touch, vision and hearing are controlled. This part shows the re lative importance of some of our senses. A large part of the cerebrum is
concerned with the hands, eyes and mouth because they are highly
sensitive areas.
•
CEREBELLUM – is the smaller hemisphere that sits below the cerebrum.
It controls posture, balance, maintenance of muscle tone and muscle coordination. Fine movements are possible because the cerebellum filters
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instruction from other parts of the brain. It monitors these instructions and
insures that the muscles work together. This part of the brain is well under
stood. Its neurones are arranged in a regular pattern tha makes it possible
to trace the electrical circuit from one neurone to another.
• BRAIN STEM – connects the brain to the spinal cord. The brain stem is
sometimes called the oldest, part of the brain. This is because it keeps the
whole body alive. Even if the other parts of the brain are destroyed, the
brain stem often keeps a person alive for some time. It contains the mid
brain controls eye and hearing reflexes and conduct impulses that controls
the sleep-wake cycle. the pons controls respiration, chewing and taste and
the medulla that controls crucial function of the heart, lungs, stomach and
blood vessels
The Spinal Cord
The spinal cord continues down from the brain. Like the brain it is sub
merge in cerebro-spinal fluid and is surrounded by the three meninges. The
gray matter in the spinal cord is located in the internal section and the white
matter composes the outer part. The spinal cord functions as a reflex center
and as a conduction pathway to and from the brain
VI. PHYSICS OF LIFE
Terminology
•
•
MOTION is a change in position in a certain amount of time.
SPEED is the rate at which an object moves. A speed that does not change
is called constant speed. Average speed is the ratio of distance traveled
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• VELOCITY is speed in a given direction
• ACCELERATION is the rate of change in velocity.
• MOMENTUM Is equal to the mass of an object and the velocity with which
it is traveling. All moving objects have momentum and the more momen tum an object has and the harder it is to stop. The total momentum of an
object remains the same unless outside force act on it The momentum lost
by one object is gained by another ( Conserved momentum)
• FORCE is either a push or a pull. It gives energy to an object causing it to
start moving, stop moving or change direction.
• FRICTION is a force that acts in a direction opposite to the motion of the
moving object. Friction will cause a moving object to slow down and finally
stop.
• GRAVITY is the force of attraction that exists between all objects in the
universe.
• WEIGHT is a measure of the of the force of gravity on an object.. (gravitational force)
• MASS is a measure of the amount of matter in an object.
• PROJECTILE is a motion when objects are thrown or shot through the air
which can either be horizontal or vertical.
• PRESSURE is a force that acts over a certain area.
• WORK is a product force applied to an object times the distance through
which the force is applied
• POWER is the rate at which work is done
NEWTON’S LAW OF MOTION
When ever you describe something that is moving, you are comparing it
with something that is assumed to be stationary. The Newton’s Law of Motion
explains the principles of better performance.
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First Law – An Object at rest remains at rest and an object in motion will remain in motion unless acted upon by an outside force.
• Force is used any time an object begins moving, stops moving or change
direction
• Force can slows down or make it move fast.
• Speed is a measure of how fast or how slow an object moves
• Speed changes when the motion of an object changes called acceleration.
Example: In serving volleyball, simply holding it with one hand will not put
the ball in flight unless you hit it forcefully with the other hand. And it will not
return back unless another player hit back.
Second Law – The greater the mass of an object the greater the force is needed to accelerate it. The greater the force given to an object the greater the
acceleration
• This explains that the size of acceleration depend on the strength of the
force and the mass of the object.
• Near Earth’s surface, gravity causes the falling object to accelerate, and all
objects accelerate at the same rate regardless of mass
• Air resistance acts in the opposite direction that in which the object is
moving
• Any object thrown or shot horizontally or vertically through the air is called
projectile. The horizontal velocity is constant while the vertical velocity
which is affected by gravity is accelerated.
• When an objects moves along a circular path it is accelerated towards the
center of the circle
• When an object is influenced only by gravity the object is said to be free fall
so it should be free from gravity.
Prof. Teresita T. Evangelista
Anatomical, Mechanical and Physiological Bases of Movements
Third Law – For every action, there is an equal and opposite reaction.
• The forces in an action reaction pair are always equal in size and opposite
in direction.
• All moving objects have momentum. The momentum of objects is the pro duct of its mass and velocity.
• The total momentum of a set of objects is conserved unless a net force acts
on the set.
The Newton’s Law of Universal Gravitation
This law states that all the objects in the universe attracts each other by the
force of gravity. The size of the force depends in two factors: the mass of the
object and the distance between them.
Pressure and Gravity
As a result of gravity , the pressure a liquid exerts increases as the depth
increases. Air pressure decreases as altitude increases.
Buoyancy
Buoyancy is the phenomenon caused by the upward force of the fluid pressure.
•
•
•
The buoyant force of an object is equal to the weight of the fluid displaced
by the object.
An object float in the fluid when the buoyant force on the object is greater
than or equal to the weight of the object.
An object will float in a fluid if lit isles than the density of the fluid.
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Machine
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• Wheel and axel is a simple machine made up of two circular objects
with different diameter
Machines are device that makes our work easier to do. It can increase a
force or change the direction of the force
A machine changes either the size or direction of an applied force
• Effort force is force applied to a machine. The work put into the machine is
work input
• Work that comes out of the machine is work output. Work output over
comes the resistance force.
• Efficiency is the comparison between the work output and the work input
• The mechanical advantage is the amount a machine can increase its force
Simple Machines
• Lever is a rigid bar that is free to move about a fulcrum when an effort
force is applied. There are three classes of levers depending upon the
locations of the fulcrum, the effort force, and the resistance force
1. First Class Lever – the fulcrum is between the effort arm and
the resistance arm
2. Second Class Lever – the resistance arm is between the ful
crum and the effort arm
3. Third Class Lever – the effort arm is between the resistance
arm and the fulcrum.
•
208
Pulley is a chain, belt or rope wrapped around a grooved wheel. a fixed
pulley changes the direction of an effort force
•
Inclined Plane is a slanted surface.
•
Wedge is a moving inclined plane
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•
Screw is an inclined planned wrapped around a cylinder.
Energy
Energy is the ability to do work.. Energy appears to have many forms.
•
Mechanical energy – is associated with motion like when you walk, ride
a bike or hit a ball and the blood flowing through your blood vessels
• Heat Energy – the atoms that are constantly moving produces energy. The
faster the particle moves the more heat energy is produced. As when you
rub your hands using friction convert the mechanical energy into heat
energy
•
Chemical energy – energy is required to bond atom, when the bonds
are broken it produces energy. When you digest food bonds are broken to
release energy for you to use
Kinetic and Potential Energy
•
Kinetic Energy is energy of motion. This type of energy is dependent on
both mass and velocity. Example: a tossed ball that hit you may not hurt
much, not like when the ball came from a spike.
•
Potential energy is energy of position or shape. Example: In Archery, the
bow has a potential to send an arrow gliding towards the target
Prof. Teresita T. Evangelista
MAPEH (Music, Arts, Physical Education and Health)
Anatomical, Mechanical and Physiological Bases of Movements
VII. MAINTAINING HEALTH
Health
Being healthy involves far more than simply not being ill. Heath as defined
by the WHO is the state of completer physical mental social and emotional wellbeing of an individual and not merely the absence of disease or infirmity. If
you feel in good health, your organs will be working properly and you will have
the energy to live life to the full. This feeling of wellbeing affects your mind and
your body.
PHYSICAL FITNESS
Physical fitness is an important part of health, and this means that your
heart, lungs, skeleton and muscles all work together smoothly to carry out your
daily activities.
Generally, physical fitness is defined as the ability of an individual to per
form regular day to day activities without undue fatigue and still has the energy
to enjoy leisure and to meet emergencies.
Basic Fitness Components
There are two basic fitness components. These are the health-related and
skill-related components. The health-related fitness component pertains to the
total functioning of the body. The skill-related fitness component refers to the
quality of movement of one’s skills.
•
Health-Related Fitness
1. Cardio-respiratory Endurance – The ability of the heart and the lungs
to function efficiently and effectively over a prolonged period of time.
Prof. Teresita T. Evangelista
•
3min-Step Test
2. Muscular Strength – The amount of force that particular muscle
group can generate to work against resistance
• Bent Knee Curl-ups
• Push–ups /Bent-Knee Arm Push-up
3. Muscular Endurance – It is the ability of a muscle group to perform
minimum resistance in a maximum repetition or to stabilize a fixed
contraction (isometric) for a prolonged period of time.
• Flexed Arm Hang
4. Flexibility – It is defined as muscle suppleness to accommodate the
full range of motion available at a joint.
• Sit and Reach
5. Body Composition – This refers to the relative amount of fats and lean
body tissue or fat free mass (muscle, bones and water) that comprise
the body.
• Skinfold Test
•
Skill-Related Fitness
1. Balance – The process of orienting yourself in space which involve
muscle reflexes, visual cues and reaction time for the maintenance of
equilibrium. It can either is static or dynamic balance.
• Static balance – One-Leg-Balance ( Closed Eyes)
• Dynamic balance – Leap and Pick
2. Coordination – The ability to shift smoothly the body or parts of the
body from one motion or position to another.
• Wand Juggling
3. Agility – The ability to move the entire body accurately to a sudden
change of a direction.
• Shuttle Run
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4. Speed – It is the ability of the body to perform any movements in the
shortest possible time.
• 50 meter Sprint
5. Power – It is the ability to transform energy into an explosive force that
will cause the body to move as fast or spring about.
• Standing Long Jump
• Vertical Jump
6. Reaction Time – It is the time needed for a muscle group to move in
response to a given stimulus called reflexes
• Ruler drop.
Exercise
Exercise is a physical activity that is planned, structured, repetitive and
purposive in the sense that improvement or maintenance of physical fitness is
an objective.
Basic Parts or Phase of an Exercise Program
1.
2.
Warm –up
Exercise Proper
• Strength
• Flexibility
• Endurance
3. Cool Down
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2.
3.
4.
5.
• Frequency
Specificity
Individuality
Recovery
Reversibility
Note
• Exercise is important because it keeps the bones, joints and muscles
healthy. You cannot expect an older person to take vigorous exercise but
they are encourage for guided workout
• Carefully planned and performed exercises helps prevent joint and muscle
injuries
• Walking and even swimming helps the circulation and keeps the joint
supple.
• Follow professional advice on proper exercise level to avoid any damage to
their body particularly that of those who are under medical treatment.
• Regular exercise helps you tone up the muscles and the circulatory system. • Regular exercise strengthens the muscles and improves muscle tone.
• Regular exercise can improve body shape and posture
• Regular exercise strengthen the heart and improves your blood flow
• Regular exercise promote sound sleep and rest.
General Principles of Exercise
1. Overload
• Intensity
• Duration
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Prof. Teresita T. Evangelista
MAPEH (Music, Arts, Physical Education and Health)
PART II – ANALYZING TEST ITEMS
Competency No.1 Analyzing body parts in relation to movement.
1.
The degree of motion at a joint is determined by:
A. the amount of synovial fluid in a joint
B. the number of bursa around a joint
C. the bone shape and joint structure
D. the unusual amount of exercise
The correct answer is C
The joint is a point where two bones meet. They are classified into three main
types according to the degree of movement: They are immovable, partially movable and the freely movable. The skull has an immovable joint that protects
the brain, eyes and ears. The rib cage are slightly movable that helps in the
breathing process while the shoulder, hip, elbow and knee joints allows a wider
degree of movement.
Competency No.2 Identify components of Physical Fitness
2. The lasting power of the heart, lungs and skeletal muscle as a result of re gular exercise such as walking jogging, swimming and aerobic dancing is
referred to as
A. Flexibility
C. Power
B. Strength
D. Stamina
The correct answer is D
Stamina refers to the ability of the body to exert energy for extended period of
time. Stamina is derived from a combination of cardio-respiratory and muscular
endurance acquired from regular aerobic exercise that strengthen the heart and
increased lung capacity.
Prof. Teresita T. Evangelista
Anatomical, Mechanical and Physiological Bases of Movements
Competency No. 3 Demonstrate lifetime wellness program and activities
3. When the body systems work together smoothly to carry out your daily life
activities, you are said to have:
A. Strength
C. Full of energy
B. Physical Fitness
D. Healthy lifestyle
The correct answer is B
Physical Fitness is an important part of health which simply mean that when
there is a smooth relationships with the work of you body systems, you are fit
And keeping fit will help you lead a more active life.
4. Walking is an example of
A. Catalyst
B. Kinetic energy
C. Matter
D. Potential energy
5. Forward movement of a part of the body in a plane
A. Insertion
C. Protraction
B. Obstruction
D. Extension
6.
When Joe White put out his arm to receive money from his father which pair
of action are involved
A. pronation and rotation
C. flexion and inversion
B. flexion and abduction
D. extension and supination
7. The component of a second-class lever are positioned in this sequence
A. Pivot , resistance, effort
C. Pivot, effort, resistance
B. Resistance, pivot, effort
D. Effort, pivot , resistance
8. The carpometacarpal joint of the thumb
A. Saddle joint
C. Hinge joint
B. Pivot joint
D. Gliding joint
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MAPEH (Music, Arts, Physical Education and Health)
17. The blood circulation that carries blood from the heart to lungs & back to heart
9. The longest and strongest bone in the body
A. Humerus
C. Femur
B. Tibia
D. Fibula
A. Coronary
B. Fetal
10. The muscle in the upper arm used as the injection site
A. Biceps
C. Triceps
B. Deltoid
D. Trapezius
18. The blood vessel that carries blood away from the heart to the lung
A. Pulmonary artery
C. Aorta
B. Pulmonary vein
D. Vena cave
11. Muscle fatigue is caused by a built-up of
A. ATP
C. Lactic acid
B. Oxygen
D. Glycogen
19.
12. The strongest muscle of the body is the buttocks also called
A. Gastrocnemius C. Gluteus
B. Trapezius
D. Rectus femoris
20. The type of bone that usually functions as a lever
A. Flat bone
C. Irregular bone
B. Short bone
D. Long bone
13. The biggest part of the human brain consisting of the frontal, parietal, tem poral and occipital lobe
A. Cerebellum
C. Cerebrum
B. Midbrain
D. Brain stem
21. The blood flow to the brain during moderate exercise
A. Increases
C. Remains unchanged
B. Decreases
D. Initially increase then decreases
14. The nerve which contains fibers that both send and receive messages
A. Afferent nerve
C. Mixed nerve
B. Efferent nerve
D. Sensory nerve
15. The blood type found in the largest percent of the population
A. Type AB
C. Type B
B. Type A
D. Type O
16.
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The valve between the right atrium and the right ventricle that prevents the
back flow of blood
A. Tricuspid valve
C. Bicuspid valve
B. Aortic semi-lunar valve
D. Pulmonary semi-lunar valve
PNU LET Reviewer
C. Cardiopulmonary
D. Portal
In archery, the amount of pull given to the bow will determine the speed
and distance of the arrow upon its release.
A. First Law of Motion
C. Third Law of Motion
B. Second Law of Motion
D. Newton’s Law of Gravitation
22. A person’s blood pressure is generally taken with a cuff around the humerus
A. The subclavian artery
C. Brachial artery
B. The humeral artery
D. Radial artery
23. Lifting a 2 lbs dumbell with one arm is like a
A. Third class lever
C. Second class lever
B. First class lever D. Inclined plane
24. The force that pushes your body off the water in swimming is
A. Gravity
C. Pressure
B. Hydraulics
D. Buoyancy
25. Dribbling as a require skill in basketball proves the Newton’s Law of Motion
A. First Law of Motion
C. Third Law of Motion
B. Second Law of Motion
D. Newton’s Law of Gravitation
Prof. Teresita T. Evangelista
MAPEH (Music, Arts, Physical Education and Health)
Principles, Strategies
and Coaching
and Officiating
Techniques
Prepared by:
Prof. Julio Victor B. Santarin
Competencies:
1. Apply Concepts, Principles
and Techniques in Coaching
and Officiating Sports
Events
2. Exhibit positive values in the
performance of Duties and
Responsibilities
Prof. Julio Victor B. Santarin
Principles, Strategies and Coaching and Officiating Techniques
PART I - CONTENT UPDATE
Coaching is a craft that is best learned through practical experience, developing effective relationships with athletes and by application of knowledge. Knowledge
is the foundation for all coaches whether beginning or practicing coaches as long as
they are seeking improvement.
I. Philosophy – simply the manner you see facts and the things you gain in life
What is coaching? The word “coaching is the most frequently utilized to include a wide range of activities, usually to help somebody prepare for something. Coaching in sports has been depicting as the original condition of support
to an athlete or a group of athletes to assist them to develop and improve
performance. Coaching involves teaching, training, instructing and others. It
also recognizing, understanding and supplying for the other needs of athletes
such as social and emotional as well as more apparent needs related to sport
and competition.
The roles of a Coach – As a coach you will perform many functions that some
will be willingly and others may not that desirable, but still it is equally important. All these work or responsibilities contribute to being a successful coach.
Ask yourself “do I or can I act”:
1.
2.
3.
4.
5.
6.
As a teacher – teaching knowledge, skills and ideas
As a trainer – enhancing fitness
As an instructor – directing activities and practices
As a motivator – create a positive and decisive approach
As a disciplinarian – establishing a system of rewards and punishments
As a manager – systematize and preparation
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7. As an administrator – attending to paper work
8. As a publicity agent – work out with the media
9. As a social worker – psychoanalysis and advising
10. As a friend – supporting and follower
11. As a scientist – investigate, evaluating and problem solving
12. As a student – ready to pay attention, study and seek for brand new
knowledge
•
LEADERSHIP STYLE
AUTHORITARIAN
COOPERATIVE
CASUAL
Philosophy
Objectives
Win centered
Task objectives
No emphasis
No objectives
Decision making
Coach makes all
decisions
Telling
Athlete centered
Social and task
objectives
Decision are guided
by coach, but shared
Telling, asking,
listening
high
Athlete development
Motivation
Training structures
214
Little or none
Judge by coach
Little or no trust in
the athlete
Sometimes
motivates
In flexible
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• Philosophy in action –
1. Why do you coach?
2. How do you like your athletes portray you?
3. What coaching style do you mostly use?
4. What is the most important area you must develop to be a better
coach?
II. Anatomy and Physiology – Knowledge of the basic structures of the body
and how they functions together.
Comparison of the Three Major leadership Styles
Communication
style
Communication
development
What is “winning”
MAPEH (Music, Arts, Physical Education and Health)
Athletes makes
decision
Listening
None
judge by athlete and
coach
Trust in the athlete
Not defined
Trust not shown
Motivates all
No motivation
Flexible
None
Cell – Building block of life. All living things are made up of millions of cells.
It makes up our skin, bones, muscles and brains, and all other parts of the
bodies. All the things we do involves cells of different shapes and sizes
working together. There are several types of cell or group of cells task to do
different job. resulting to different looks, some cells are designed to:
• Carry messages – nerve cells transport electrical messages
• Carry chemicals – red cells in the blood transmit oxygen around the
body
• Support the body – bone cells build up the skeleton
• Move the body – muscles cells generate forces
1.
Each cell has its own function, they live, grow and die, to be replaced by
new cells.
2. The Skeleton – is a system of bones and other supporting materials
which functions to :
• It gives support to the body like the frame work of a building
• It gives protection to vital and fragile organs of the body.
• It provides anchorage for muscles to move not only in parts but also
the entire body with precision and control.
In the human body there are over two hundred bones. Some are long, some
short, some round, some flat, but all bones have the same basic structure.
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
3.
Muscles – use to control movements consisting of bundles of long, thin
cells called muscles fibers. At each end of the muscles all these linking
sheaths join together molding into tendons which attached the muscle to
the bone. Movement is triggered by muscles pulling on a bone. Muscles
can only pull, they cannot push. This is why muscles are arranged in opposing pairs. When one muscle tenses and contracts, its partner relaxes and
stretches to allow movement. If both muscle groups contract at the same
time and with equal force the joint is fixed and there is no movement.
Muscles Fiber types:
• Fast twitch fibers
• Slow twitch fibers
How Muscles Pull
• Dynamic contractions result in a change in muscle length and
movement at a joint or joints.
• Static contractions or sometimes called the isometric contraction
where there is not lengthening or shortening of the muscles.
4.
The Nervous System – getting information from Place to Place
Muscle pulls the moment they receive signals from the brain telling what to
do. These signals carried by special nerves cells. The nervous system is
the central network which includes the brain, spinal cord and the other
nerves that branch from the spinal cord to all parts of the body. THE nervous system indicate to the muscles determines the number of fibers that
contract. When a light load is placed on a muscle only few fibers of the
entire muscle need to contract to do the task. As the load increases more
and more muscles fibers must indicate to contract.
5. Energy system – There are three energy systems operating in the bodies
of the athletes.
• Aerobic System – the muscles energy system which requires oxygen.
Prof. Julio Victor B. Santarin
Principles, Strategies and Coaching and Officiating Techniques
• Anaerobic Alactic System – The stored start up system which does
not require oxygen and does not produce lactic acid.
• Anaerobic Lactic System – The system that not requires oxygen but
produces lactic acid.
6. The cardio respiratory system – accountable for getting oxygen, fuel
and nutrients to the performing muscles. It is made of the lungs, the heart,
the blood vessels and blood
• Lungs – getting oxygen to the blood
• Heart – life pump
• Blood vessels and the blood – the transport system:
1. Carrying oxygen from the lungs and food from the digestive sys tem to the cells of the body. Red cells in the blood carry oxygen.
2. Carrying carbon dioxide from the cells to the lungs where it is
removed and breathed out of body.
3. Carrying waste materials from the body tissues to the kidneys
where they are excreted.
4. Preventing infection by healing wounds and fighting germs.
7. Individual Difference – individuals appear in all shapes and sizes which
are categorized into three body types. These are:
Endomorph type – these individuals tend to have a less well defined
body outline and can become fat very easily
• Mesomorph type – individuals who are perfectly proportioned and
muscular
• Ectomorph type – thin individuals who likely to be tall
•
8. Body Composition – refers to the relationship between lean body weight
and excess fat.
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III. Biomechanics – Knowledge of what produces movement and to analyze
movement
1. Force – is simply a pull or push
2. Linear Motion – movement along a straight line
3. Rotational Motion – movement is usually about an axis of rotation
4. Velocity – how fast a thing is moving and in which direction
5. Acceleration – how fast the velocity of something is changing
6. Momentum – quality of motion a body has and is a product of weight and
velocity
7. Laws of Motion
• Newton’s First Law of Motion – All bodies continue in a state of rest
or uniform motion in a straight line unless acted upon by an external
force
• Newton’s Second Law of Motion – The acceleration of a body is
proportional to the force causing it and takes place in the direction the
force acts.
• Newton’s Third Law of Motion – To every action, there is an equal
and opposite reaction
8. Center of Gravity – is a force which is always present and is pulling force
in the direction of the center of the earth.
IV. Growth and Development – knowing the period that take place to come up
with decision of identifying the physical needs of the individual.
1. Physical Development
• Patterns of Growth – changes in proportions
• Pattern of Growth – change in size
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•
•
•
Growth spurt
Difference between boys and girls
Early and Late developers
2. Structure of the Body – from cartilage to bones especially in the growth
palates
3. Children and Exercise – the younger the athlete the harder their bodies
must work to provide oxygen their muscles need.
• Implication to Coach
a. Think about the growth stages rather than ages
b. Think how changes in physical proportions will affect performance
c. Help children understand the changes taking place in their bodies
d. Set standard of performance according to developmental age not
chronological age
e. Group children according to physical development, using height
and weight as a guide
f. Encourage skill learning for all your athletes; late developers could
be very successful later
g. Don’t use exercise which place excessive force on the bone
growth regions during periods of maximum growth
h. Avoid weights before adolescence
4. Developing Control of Movements
• What determines Children’s Skill
• Maturation
• Experience
• Teaching
• Difficulty of the task
5. Children’s basic movements
• How to help children learn
• Children’s basic capabilities
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
6. Principles for Structuring Practice
• Big movements before Small movement
• Simple to Complex
• Parts and Whole
• Continuous Practice or Broken Practice
• Practice and competition Conditions
7. Social Development
8. Self – Image
• How Children See Themselves
• Influence of Others
• The Influence of Parents
• The Influence of Other Children
• Influence of the Coach
9. Ability and Effort
• When mistakes happen
10. Play, Sport and Competition
• Children’s play
• Adult play
• Children’s understanding of Competition
11. Adapting Sports for Children
• Modifying Techniques
• Adapting Equipment
• Modifying Rules
V. Training Theory – putting together all information about sports from social
and scientific sources.
1. What is Fitness? Is how well a person is tailored to and competent of
living a confident survival?
Prof. Julio Victor B. Santarin
Principles, Strategies and Coaching and Officiating Techniques
2. Law of Overload – causes fatigue, and recovery and adaptation allow the
body to overcompensate and reach higher level of fitness.
3. Law of Reversibility – “If you don’t use it, You lost it”
4. Law of Specificity – the specific nature of a training load produces its
own specific response and adaptations.
• Summary of Training Principles
a. The body is capable of adaptation of training loads.
b. Training loads of correct intensity and timing cause overcompensation.
c. Training loads that increases progressively cause repeated over
compensation and higher level of fitness.
d. There is no increase in fitness if loading is always the same or too
apart.
e. Overtraining, or incomplete adaptation, occurs when training loads
are too great or too close.
f. Adaptation is specific to the specific nature of the training.
5. Principle of Individualization
• The Individual’s Response to Training – each individual is unique.
• Heredity – athletes inherit physical, mental and emotional characteris tics form their parents.
• Developmental Age – each athlete is unique.
• Training Age the number of years an athlete has trained.
6. Principle of Variety – different training load
7. Principle of Active Involvement – the athlete must want to actively and
willingly participate for the training program to be effective
8. Bio-motor abilities
• The components of fitness
a. Strength – the ability of the body to exert force
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b. Endurance – the ability to perform work on a given intensity over
a period of time
c. Speed – the capacity to travel or move very quickly
d. Flexibility – is the ability to perform joint actions through a wide
range of motion
e. Coordination
9. Planning the Training Program
10. Periodization
• Volume and Intensity
Volume refers to the quantity of training. The total of all exercises,
repetitions, and other activities being done during training proper such
as jumps, throws, runs, carries and others performed by the athletes.
Intensity refers to the quality of training such as speed of execu tion, time of performance and in between rest, rates of executions in
terms of jumps, throws, runs, carries and others performed by the
athletes.
• Preparation Period – the first and the longest period of training prog ram. The athlete performed different activities from general to specific
training. All round general fitness through gradually increasing the
volume of load are being develop in this phase. The volume of load
should be increased in such a way as a stairs where there is rest to
have time for recovery and overcompensation.
• Competition Period – the volume of training for overall fitness is gra dually decreased and intensity for training increase in relation to the
characteristics of competitions. The training loads should be heavier to
keep the athlete’s fitness developing and lighter to keep the athlete’s
energy and enthusiastic in high level for competition. The athlete will
develop the athletic shape that will show up in the last part of the
competition period where there are ready for the big event – the competition proper.
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•
Transition Period – comes in the end of a season sometime refer to
as the “active rest”. The main objective of this period is to have athletes to recover from the physical exhaustion received from previous
competition and have the opportunity to recover mentally and physically from the two previous period of training. Light activities are being
given in this period to keep the condition of athlete to its high level and
be ready for the next cycle of training.
11. Planning the Training Session
• Warm – Up – done gradually increasing the load that involves all mu scles to move in preparation for the main activities.
• Skill Units – starts from known unit gradually progressing to unknown
or new unit, where athlete should be given time to execute the skill in
a competition like simulation.
• Fitness Unit – is the parts where physical conditionings are being de velop for the athletes to perform the skill with efficiency and accuracy.
• Cool Down – gradually lower the body temperature and heart rate.
Opportunity to evaluate the completed unit.
VI. Skill Teaching – Helping athletes to acquire knowledge, physical skills and
attitudes.
1. Techniques and Skills
• Open and Closed Environment
Open environment is the situation where athlete needs to respond to
outside factors during competition such as reacting to his opponents
and to come up with strategies.
Closed environment is the situations where athlete performance is
stable and predictable in executing skill
• Simple and Complex Skills
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
Simple skill – where an individual athlete can perform with little
practice.
Complex skill – where an individual athlete find more difficult to prac tice and needs longer time to acquire.
• Skill Learning – involves the nervous system, the brain and memory.
In practicing a skill the memory of the previous attempts is the basis
for performing the same action again. Precise memory of the action is
formed with the continuous practice of a particular skill which is being
recalled for used as the need arises.
2. Stage of Learning
• Beginning Stage of Learning – the thinking stage – working out what
to do
• The Intermediate Stage of Learning – the learning stage – trying out
ways to do it
• The Advance Stage of Learning – the skilled stage – performing the
skill
3. Methods of Teaching Simple Skills
• The Imitation Method – simple imitation is time and again the best
way for athletes to learn. The athlete is required to concentrate on what
to be copied or imitated
• The Demonstration / Explanation / Practice / Correction Method –
this method should follow the different steps:
1. Demonstration with explanation
2. Allow time to practice. Observe carefully, look for errors and corrections
3. Provide information even as practice continues, if you must stop
practice and prove correct action and if needed make suggestion
to correct errors.
4. Allow additional practice and put right more point, if needed
Prof. Julio Victor B. Santarin
Principles, Strategies and Coaching and Officiating Techniques
4. Methods of Teaching Complex Skills
• Shaping a Complex Skill – Making the whole action simpler
• Chaining a Complex Skill – Breaking a Skill into Simpler parts
• Shaping vs. Chaining
5. Planning a Skill Unit
• Plan an explanation and demonstration
• Plan how the athletes will practice the skill
• Provide feedback during practice
• Use effective communication skills
6. Feedback
• Intrinsic Feedback
• Augmented Feedback
7. Effective Verbal Feedback
• Specific not general
• Constructive not destructive
• Sooner not later
• Checked for clarity not left misunderstood
• Directed at behavior which is changeable?
• Corrects one fault at a time
VII. Sports Psychology – Factors that influence performance and how these
factors may be controlled by utilizing mental aptitude
1. Mental Skills – Psychological preparation is as important as physical conditioning
2. Personality – People will interpret the same piece of information as physical conditioning
3. Motivation – how much an individual wants to achieve a goal and to
understand motivation we need to know what goals an individual has.
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4. Goal Setting
• Knowing What Your Athletes Want to Achieve
• Acceptable Goals
• Difficulty of Goals
• Specific Goals for Measuring Success
• Recording Goals
5. Emotional Control – Learning how to control anxiety
• Worry
• Psychological Arousal
6. Communication – two way process of exchanging information between
the athlete and coach, and assists motivation, goal setting and all skill
learning.
7. Developing Effective Communication Skills
• Gaining the Athlete’s Attention
• Learning to Use Your Voice
• Developing Non – Verbal Skills
• Developing Listening Skills
MAPEH (Music, Arts, Physical Education and Health)
•
•
Water – hydration of the bodies
Fiber – laxatives
4. The Nutrient Balance – a person must take in the entire nutrients that
require being healthy.
5. The Balance Diet – is one that maintains an individual’s nutrient balance
6. The Digestive System
• Changing food to fuel
• Pre – competition Nutrition – eating to win
7. Analysis of Local Diet
IX. Injuries and First Aid – Being aware of sports events and training or com petition situation includes an element of hazard or risk.
1. Prevention of Injury
2. Prevention through skill
1. Calories
3. Prevention through Fitness
• Strength
• Endurance
• Flexibility
2. The Energy Balance
4. Prevention through Nutrition
VIII. Nutrition – All the food a person eats and drinks.
3. Nutrients
• Proteins – growth and repair foods
• Carbohydrates – energy food
• Fat – slow energy food
• Vitamins – booster food
• Minerals – support food
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5. Prevention through Environment
• To stretch the muscle and tendons, particularly those that are going to
be used.
• To heat the body particularly the deep parts like the muscle and joints
• To prepare athletes for what is to follow by stimulating them mentally
and physically.
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
Principles, Strategies and Coaching and Officiating Techniques
6. Prevention through Treatment
• Equipment
• Surface
• Personal Clothing
7. Stages of Injuries
• The Acute Stage (0 – 24 hours)
• Middle Stage (24 – 48 hours)
• Final Stage (48 hours +)
8. Care of Soft Tissue Injuries
• R – Rest
• I – Ice
• C – Compress
• E – Elevation
•
•
•
•
Cycling
Weight Training
Recreational Walking
Stretching and Relaxation
SPORTS OFFICIATING
I.
NATURE OF SPORTS OFFICIATING
A. Definition of Sports Officiating
That phase of competitive sports management, which deal directly with the
proper conduct of the game.
9. Soft Tissues Injuries
• Mild
• Moderate
• Severe
New officials generally desire to officiate the sport that they played at the
high school or collegiate level. There are many new officials; however, they
pursue a sport that they love to watch. The game is something that is
played by athletes; officials are assigned to “work” the games.
10. Injuries to the Ankle
• Mild
• Moderate
• Severe
B. Primary Function of Sports Officiating Officials: To cause the game to
progress with as little interference as possible.
11. Rehabilitation of Sports Injuries
• Full flexibility, 100% range of motion
• Full strength return in the injured part
• Absence of pain
• Psychological readiness, absence of fear
12. Activity Guide for Injured Athletes
• Water Training
Prof. Julio Victor B. Santarin
Officiating is very addictive; once you get started, you can’t get enough of
it. It is important that you begin by working no more than two sports, as
this will allow you to focus and learn the rules and the ins-and-outs of the
officiating world.
C. Types of Officiating
1. Decision on every action: in this type of officiating a decision be
made on every single action that keeps place. Ex. Tennis
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2. Discriminating Judgment: decision depend upon the effort created
by the players and the rule that permit the official to exercise discretion. Ex. Basketball
D. Kinds of Game Officials:
1. Field or court officials” Those who position or stay in the court of field
of play. They may either be stationary (Ex. Volleyball and Badminton) or
moving (basketball and Soccer).
2. Table Officials
E. Knowledge of the Rules
The rules of the game provide direction of play. Insure the neither team is
given an unfair advantage. The intent of the rules should be foremost in the
philosophy of all good officials. Knowledge of the rules, maintaining this
knowledge and the proper application of this knowledge to the game situation are absolutely essential to good officiating. With good training and
positive mental attitude, you can learn how to apply the rules and get into
position to make the calls.
II. FOUNDATION OF SPORTS OFFICIATING
A. General Requirements
1.
Ability: the natural talent for the job. This should be discovered and
exploited to the fullest. If you played the game of basketball, for example, you have developed a feel for the game, and this will help you
understand the advantage/disadvantage aspect of the game.
2. Preparation: The action or process of getting something ready for
some duty. One of the most important aspects of sports officiating is
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appearance. Like in your day-to-day business, officials are judged on
how they look. The expression, ”you never get a second chance to
make a good first impression,” applies specially to sports officiating.
Your officiating clothes must b neat and pressed, and shoes must be
polished. Also, you are judged on how you dressed for the game.
3. Experience: the amount of time work is being done and the skill or
knowledge gained by actually doing. Excellent rules knowledge comes
not only from studying them. But also from on the job training. There
is no substitute for getting on the court or field and applying the rules
to game situations.
B. Qualities of an Official
1. Essential Qualities
a.) The potential of Presence: “Be felt not heard, as mush as possi ble.” Through the influence of the presence, he causes players to avoid
rile violations. His presence felt but he himself is not noticed. Mecha nics refers to the positioning of the officials when working a game. You
must be knowledgeable of your area of responsibility. Many calls are
missed each year because an official was out of position. This is a big
no-no in officiating.
b.)
Official-Player Rapport: “Win friends, but don’t violate principles” a
personal relationship that breeds friendliness and trust and not antagonism is essential to successful game control. The art of being one’s
self and being able to sense the correct approach to each situation is
the secret of establishing the correct rapport.
c.) Good Public Relations: “Be pleasant, but firm and fearless.’’ Remem ber that the sport was created for the players and not for the official.
Dominate the game but be noticed as little as possible.
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
2. Requisite Qualities
a.) Knowledge of the rules: Know the rules thoroughly and the intentions
or spirit behind them.
b.) First-Hand Experience in the Game: Having played the game is a
great factor. Participation provides the official with a better unders tanding of the fundamentals and strategy and the practical application
of the rules in actual game situations. This will be enabling him to
anticipate and follow the participants and the game situations more
closely.
c.) Physical Fitness – the quality of officiating performance can be limited
by the physical condition of the official. Good conditioning is necessary
throughout the game to enable the official to:
1) Be where he should be
2) Maintain his alertness and good judgment
3) Hold up his end of the teamwork with his fellow official
3. Personal Qualities
a.) Good Judgment – the ability to see a situation and to make the cor rect response to that situation. Good judgment is made up of three
parts:
1) Perception: the ability to look at s situation and ascertain what is
truly taking place.
2) Position
3) Experience
b.) Concentration – Defined as being aware of only the present. It means
having one’s complete conscious mental attention on only an indivi dual’s present performance, to the complete exclusion of all other inProf. Julio Victor B. Santarin
Principles, Strategies and Coaching and Officiating Techniques
ternal and/or external stimuli. Concentration is a very fundamental and
important mental skill, which must be learned by all aspiring officials.
c.)
Good Mechanics – mechanics of officiating is a system designed as a
practical working method to facilitate the tasks of the officials on the
court. It is intended to help the referees concentrate on obtaining the
best possible position and to follow the progress of the game enabling
judgmental decision to be taken. Its primary objective is to achieve
proper control. The two primary areas of mechanics are “signaling”
and “positioning”. Where more than one officials involved, “teamwork”
becomes a third category, and additional signaling and positioning responsibilities are then necessary. The mechanics of signaling, positioning and teamwork are all of essential importance to assure professional performance. Signals may be executed by circumstance, sharp,
unhesitating and unhurried signals are necessary both to communicate decision and to build the confidence of participants and observers
in your abilities. Correct positioning is necessary to permit you to see
(rather than guess) what you are hired to see. Teamwork procedures
are necessary to provide balance coverage of all conceivable actions to
minimize or eliminate disagreement between/among the officials.
When proper mechanics are observed precisely the game progresses
without confusion or unnecessary delay.
d.)
Officiating is about teamwork. You must be able to get along with
the men and women that work in your crews. If your partners dislike
you, it is going to be very tough (perhaps impossible) for you to be a
successful official. Many retiring officials state that the camaraderie
with fellow officials is what they will miss the most. After joining the
officiating community, you will notice that fellow officials will be some
of your best friends, and remain so the rest of your life. If you are not a
likeable person; that is, if you are arrogant, conceited or act like a
know-it-all, it is very doubtful that you will have any semblance of sucPNU LET Reviewer
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cess as an official. Officiating games is a very humbling experience,
where you will make many mistakes. If you are a person who has a
hard time accepting constructive criticism, it is better to stay away
from joining the officiating ranks.
The first two obligations of new officials are to:
1) Learn and understand the playing rules,
2) Develop the correct habits involved in officiating mechanics.
e.) Hustle – Means to move and act with resolute energy. It includes
mental readiness, physical movement and a genuine interest in the
game. Game must be taken to avoid two extremes:
1) Pointless running to give the impression of the hustle;
2) The ‘rocking chair” official who calls the entire game from the
same spot.
f.)
Cooperation – The ability to team with fellow officials is absolutely essential to a well – handed game. The officials should gauge their
decisions so that they are as uniform as possible. Each must have faith
in the other, and harmony must exist between them. Any tendency for
one official to attempt to dominate the game may cause a poorly administered game. Each should welcome the support to the play. Each
should be ready realize that he is not always in an advantageous position to see all the action, even though he is close to the play. Each
should be ready to cover play for the other when one is momentarily
caught out of position.
g.)
Consistency – Applying the correct rule interpretation and administering the rules to each situation a distinct separate part of the game. No
two officials possess the same judgment; although individual differences do exist, these effects are minimized by the use of correct rule
interpretation. The rule interpretation applied uniformly by all officials’
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lead to the high level of consistent officiating. Conscientious, intelligent
effort coupled with experience will develop consistency for most
officials.
h.)
Decisiveness – The decisive official converts a controversial or judgmental decision into accepted decision through decisiveness. A good
official will “sell” his call to the game participants. This selling process
starts with a firm blast on the whistle. The second is the hand signal.
Finally, the proper hand signal must be given.
i.) Confidence – Confidence and decisiveness are closely related. Con fidence deals more with the attitude of the official and impression he
makes, while decisiveness is concentrated on the mechanics of offi ciating. Anxiety and self – doubt have no place in the mind of the good
officials. Confidence is gained through experience and knowledge of
the game. The confident official is aware of all the possible situations
that can arise and he is prepared with the correct response. Confi dence is reflected in the attitude, voice projection, and game control.
Decisive action that is not hasty but has no element of hesitation is
highly desirable. It leaves no doubt in the mind of others. It portrays
possessiveness that wins acceptance. A resonant strong voice is a
great asset to an official. By means of a clear strong voice, the official
is able to convey to all the exact decisions he has made. Baritone qua lity is probably best; a high pitched voice is the poorest. The use of the
voice supplemented by pantomime for clarity in signaling decisions is
desirable. The whistle blown sharply has the effect of saying “Attention
Please” and alerting everyone to the field that an important decision is
to be announced.
j.) Poise/ Calmness – Poise is complete self – control and is not always
the easiest thing to maintain. However, it is essential to the good offi cial. Amid the chaos, the official must stand as the steadying force.
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
Maintaining control requires a great deal of concentration on the part
of the official.
k.)
Courage – The ability to give decision with a firm conviction. Courage
is a personal quality, but it also largely based upon understanding and
accepting officiating responsibilities. Competitive rules empower & obligate the official to make the indicate rulings to the best of his ability.
Two most unfavorable things that can be done are:
1) Avoid a decision where a decision is required.
2) To make a decision merely because it is demanded
Principles, Strategies and Coaching and Officiating Techniques
III. BASIC PHILOSOPHY
A. Essential Objectives
1. Each official should have a clear concept of his over-all responsibility
when he reports for duty.
2. If all officials possessed the same conception, there would be uniformi ty in administration of all contests.
3. The key to excellent officiating is adherence to the advantage-disad vantage philosophy, or stated in another manner “realistic officiating”.
l.)
Objectivity – Treating facts without distortion by personal feelings or
prejudices. As human beings, various pressures can influence officials.
But the official is not supposed to be influenced by external pressures.
Most officials benefit from: consciously recognizing their own susceptibility to being influenced; and seriously attempting to improve their
complete objectivity in each game. Otherwise, the temptations of a
given moment in the competition can lead the normally well meaning
individual to make a popular decision rather than a correct decision.
4. The essence of Mr. Oswald Tower’s philosophy: “It is the purpose of the
rules to penalize a player who by reason of an illegal act has placed his
opponent at a disadvantage.”
m.)
Reaction Time – the ability to respond to a given stimulus as quickly
as possible. Assuming that judgment is correct, decisions, which are
made quickly, have a great chance of being accepted without question.
An official with fast reaction frequently can make the decision and simultaneously with the moment of the action (split-second decision).
This qualification is a must, because one either has quick reaction time
or one does not simply have it. The best method of gaining the confidence of players is to make decision at the time a player is going
through his maneuver. Therefore, a “subtle influence” on the game is
quickly and firmly established.
The primary function and aim of officiating can be better obtained by
adhering to the following basic principles:
Prof. Julio Victor B. Santarin
5. It represents a realistic approach to guide a judgment of officials in
making decisions on all situations where the effect upon the play is the
key factor on determining whether or not a rule violation has occurred.
B. General Principle of Officiating
1.
2.
3.
4.
5.
Uniformity in the interpretation
Close collaboration between coaches and officials
Keep close to the play
Don’t imagine or suspect – see it happen
Decide or rule on acts completed
Call what you see anywhere
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10. Carry information around the body by electrical signals
a. Nerves b. Ligaments
c. Cells
PART II – ANALYZING TEST ITEMS
11. Uses oxygen and produces easily disposed waste products
a. Aerobic lactic
b. Anaerobic lactic
c. Anaerobic alactic
Energy System Energy System Energy System
Test I. Multiple Choice: Write the letter of your answer.
1, Little or no trust in the athlete
a. Authoritarian
b. Cooperative
c. Casual
2. Athlete with a flexible training structure
a. Cooperative
b. Authoritarian
c. Casual
3. Athletes make all the decisions
a. Casual
b. Authoritarian
MAPEH (Music, Arts, Physical Education and Health)
c. Cooperative
4. Support the body like the frame work of a building
a. Skeleton
b. Muscles
c. Bones
12. Intense activity for less than 10 seconds
a. Aerobic lactic
b. Anaerobic lactic
c. Anaerobic alactic
Energy System Energy System Energy System
13 The energy system most used by the 400 meter racer
a. Aerobic lactic
b. Anaerobic lactic
c. Anaerobic alactic
Energy SystemEnergy SystemEnergy System
14. Begins when adolescence finishes
a. Childhood
b. Adolescence
c. Adulthood
c. Skeleton
15. From birth to two years of age
a. Childhood
b. Adolescence
c. Infancy
6. Approximately 200 in human body
a. Tendons
b. Bones
c. Muscles
16. Period for learning basic movements
a. Childhood
b. Adolescence
c. Infancy
7. Can only pull not push
a. Bones
b. Muscles
c. Tendons
17. Stages of sexual development
a. Childhood
b. Adulthood
c. Puberty
8. Joins bone to bone
a. Cells
c. Ligaments
18. Period for developing athletic event specific skills
a. The skill stage
b. The learning
c, The thinking stage
stage
5. Joins muscle to bone
a. Muscles b. Tendons
b. Nerves
9. Unit of living material that is the base building block of life
a. Ligaments
b. Cells
c. Nerves
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19. Working out what to do
a. The skill stage
b. The learning
stage
c. The thinking stage
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
Principles, Strategies and Coaching and Officiating Techniques
20. Performing the skill
a. The skill stage
b. The learning
stage
c. The thinking stage
21. Trying out ways of doing it
a. The skill stage
b. The learning
stage
c. The thinking stage
1. The ability to exert force?
a. Flexibility
b. Coordination
22. Fitness reduces when training stops
a. Law of Specificity b. Law of Overload
c. Law of Reversibility
23. Specific adaptation to applied training loads
a. Law of Specificity b. Law of Overload
2. Capacity to travel or move very quickly
a. Flexibility
c. Speed
b. Coordination
d. Endurance
c. Law of Reversibility
24. Results in overcompensation
a. Law of Specificity b. Law of Overload
c. Law of Reversibility
25. Which of the following is an essential quality of an official?
a. Knowledge of the game
c. Official – player rapport
b. Physical fitness
d. First hand experience
PART III – ENHANCING TEST TAKING SKILLS
c. Strength
d. Endurance
3. Perform and learn skills well
a. Flexibility
b. Coordination
c. Strength
d. Endurance
4. Resistance to fatigue
a. Flexibility
b. Power
c. Strength
d. Endurance
5. Gradually reduces with age
a. Flexibility
b. Coordination
c. Speed
d. Endurance
6. Volume of training is gradually reduces and intensity increased
a. Competition Period
c. Preparation Period
b. Transition Period
7
Prof. Julio Victor B. Santarin
Volume of training gradually increases
a. Competition Period
c. Preparation Period
b. Transition Period
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Principles, Strategies and Coaching and Officiating Techniques
8. Motor programs develops most
a. Intermediate stage
b. beginning stage
c. Advanced stage
MAPEH (Music, Arts, Physical Education and Health)
16. Which of the following is not a personal quality of an official?
a. Body mechanics
c. Hustle
b. Physical Fitness
d. Concentration
9. Athletes need to practice skill under different and difficult conditions
a. Intermediate stage
c. Advanced stage
b. beginning stage
10. Completed when the athlete can perform a rough form of the skill
a. Intermediate stage
c. Advanced stage
b. beginning stage
18. Which of the following is not the primary function and aim of officiating?
a. Uniformity in interpretation
c. Call what you see
b. Decide on act completed
d. The potential of presence
11. Body repair and growth
a. Protein
b. Vitamins
19.
c. Minerals
d. Carbohydrate
12. Essential fuel control rate of chemical reactions
a. Protein
c. Minerals
b. Vitamins
d. Carbohydrate
13. Adds non-digestible bulk to food
a. Protein
b. Fiber
c. Minerals
d. Carbohydrate
14. 50% - 70% of the body
a. Water
b. Vitamins
c. Minerals
d. Carbohydrate
15. Slowly digested fuel
a. Fat
b. Vitamins
c. Minerals
d. Carbohydrate
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17. Which of the following statements referred to as essential quality of an official?
a. Knowledge of the game
b. Physical fitness
c. Official – player rapport
d. First hand experience
Who is responsible for establishing program, funding and evaluation of the
program?
a. Director
c. Student Leader
b. Council
d. Volunteers
20. Which of the following statement is a function and aim of officiating?
a. Difference in interpretation
c. Call what you see
b. Decide on act not completed d. The potential of presence
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
Individual,
Dual and
Combative Sports
Prepared by:
Prof. Julio Victor B. Santarin
Competencies:
1. Analyze playing skills
and performance in
actual play/ game
Individual, Dual and Combative Sports
PART I - CONTENT UPDATE
ATHLETICS
Athletics, commonly known as Track and Field, is a collection of sports events
that involve running, throwing and jumping. The name “athletics” is derived from the
Greek word “athlos” meaning “contest”.
RUNNING: events conducted on a track (generally 400 meter, except indoors):
 Sprints: events up to and including the 400 meters. Common lengths include:
1. 60 meters (indoors only)
2. 100 meters
3. 200 meters
4. 400 meters (quarter mile)
 Middle Distance Events:
events from 600 meters to the mile. Common lengths include:
1. 600 meters (indoor)
2. 800 meters (half mile)
3. 1,000 meters (indoor)
4. 1,500 meters (metric mile)
 Long Distance Events:
events over, and including, the 3000 meters (3 k). Common lengths include
1. 3,000 meter run
2. 3,000 meter steeplechase
3. 5,000 meter run
4. 10,000 meter run
 Hurdles: events that require the runner to jump over evenly spaced barriers
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PNU LET Reviewer
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Individual, Dual and Combative Sports
during the race. Common lengths include
1. 60 meter hurdles (indoor)
2. 100 m hurdles (women)
3. 110 m hurdles (men)
4. 400 m hurdles
5. 3000 m Steeplechase
 Relays: races in which four athletes participate as a team, passing a baton in
between. Common lengths include:
1. 4 x 100 meter relay Non-visual pass
2. 4 x 400 meter relay Visual pass
 Road Races:
Common lengths are:
1. 5000 meters (5 km)
2. 10,000 meters (10 km)
3. Half marathon (21.0975 km)
4. Marathon (42.195 km). The marathon is the only common road-racing
distance run in major international athletics championships, such as
the Olympics.
Field Events
 Throwing Events
1. Javelin
2. Shot Put
3. Hammer Throw The “hammer” used for the hammer throw is diffe rent, whether the event is indoors (often a large ball, resembling a me dicine ball, with a handle attached) or outdoors (basically a shot with a
handle attached)
4. Discus
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 Jumping Events
1. High Jump
2. Pole Vault
3. Triple Jump
4. Long Jump
 Heptathlon: the Heptathlon includes the following seven events:
Outdoors (usually only women):
1st day
1. 100 meter L hurdles 2. High Jump 3. Shot Put
4. 200 meters
2nd day
5. Long Jump
6. Javelin Throw
7. 800 meters
 Decathlon: the Decathlon includes the following ten events:
1st day
2nd day
1. 100 meters 6. 110 meter H hurdles
2. Long Jump
7. Discus
3. Shot Put 8. Pole Vault
4. High Jump 9. Javelin
5. 400 meters 10.1500 meters
 Race walking: Common lengths are:
1. 10 km
2. 20 km
3. 50 km
Rules
Track events
1. Starting
 The start of a race is marked by a white line 5cm wide. In all races that
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
are not run in lanes the start line must be curved, so that all the athletes start the same distance from the finish

Starting blocks must be used for all races up to and including 400 m
(including the first leg of the 4 x 200 m and 4 x 400 m) and may not
be used for any other race. No part of the starting block may overlap
the start line or extend into another lane.
 All races must be started by the report of the starter’s gun or approved
starting apparatus fired upwards after he or she has ascertained that
athletes are steady and in the correct starting position
 An athlete may not touch either the start line or the ground in front of
it with his hands or his feet when on his marks
 At most international competitions the commands of the starter in his
own language, in English or in French must, in races up to and inclu ding 400 m, be “on your marks” and “set”. When all athletes are “set”,
the gun must be fired, or an approved starting apparatus must be
activated

False start: An athlete, after assuming a final set position, may not
commence his starting motion until after receiving the report of the
gun, or approved starting apparatus. If, in the judgment of the starter
or recallers, he does so any earlier, it is considered a false start.
 It is deemed a false start if, in the judgment of the starter an athlete
fails to comply with the commands “on your marks” or “set” as appro priate after a reasonable time; or an athlete after the command “on
your marks” disturbs other athletes in the race through sound or otherwise.
 Any athlete making a false start must be warned.
Prof. Julio Victor B. Santarin
Individual, Dual and Combative Sports
Running the race
 In all races run in lanes, each athlete must keep within his allocated lane
from start to finish. This also applies to any portion of a race run in lanes.
 Any athlete who jostles or obstructs another athlete, in a way that impedes
his progress, should be disqualified.
The finish
 The athletes must be placed in the order in which any part of their bodies
(i.e. torso, as distinguished from the head, neck, arms, legs, hands or feet)
reaches the vertical plane of the nearer edge of the finish line.
High Jump
The Competition
1. An athlete shall take off from one foot.
2. An athlete fails if:
(a) After the jump, the bar does not remain on the supports because of the
action of the athlete whilst jumping; or
(b) He touches the ground including the landing area beyond the vertical
plane through the nearer edge of the crossbar, either between or out
side the uprights with any part of his body, without first clearing the bar.
Pole Vault
The Competition
1. An athlete fails if:
(a) after the vault, the bar does not remain on the pegs because of the ac tion of an athlete whilst vaulting
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(b)
he touches the ground, including the landing area beyond the vertical
plane through the back end of the box with any part of his body or with
the pole, without first clearing the bar after leaving the ground he places his lower hand above the upper one or moves the upper hand
higher on the pole.
(d)
during the vault an athlete steadies or replaces the bar with his hand/s.
All jumps shall be measured from the nearest break in the landing area
made by any part of the body to the take-off line, or take-off line extended (see Rule 185.1(f)).The measurement shall be taken perpendicular to the take-off line or its extension.
Triple Jump
The Rules for the Long Jump apply to the Triple Jump with the following additions:
The Competition
1. The Triple Jump shall consist of a hop, a step and a jump in that order.
2. The hop shall be made so that an athlete lands first on the same foot as
that from which he has taken off; in the step he shall land on the other foot,
from which, subsequently, the jump is performed.
C. THROWING EVENTS
 Personal Safeguards
(a)
An athlete shall not use any device of any kind -e.g. the taping of two
or more fingers together or using weights attached to the body -which
in any way provides assistance when making a trial. An athlete may
use tape on the hand when needed to cover an open cut or wound. An
athlete in the Hammer Throw may tape individual fingers.
(b) An athlete shall use gloves in the Hammer Throw only.
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(c) In order to obtain a better grip, an athlete may use a suitable substance
on his hands only. In addition, hammer throwers may use such subs tances on their gloves, and shot putters may use such substances on
their neck.
(d) In order to protect the spine from injury, an athlete may wear a belt of
leather or other suitable material.
Trials
In the Shot Put, Discus Throw and Hammer Throw, implements shall be thrown
from a circle and in the Javelin Throw from a runway. In the case of trials made from
a circle, an athlete shall commence his trial from a stationary position inside the
circle. An athlete is allowed to touch the inside of the rim. In the Shot Put he is also
allowed to touch the inside of the stop board described in Rule 188.2.
It shall be a failure if an athlete in the course of a trial:
(a) Improperly releases the shot or the javelin,
(b) after he has stepped into the circle and begun to make a throw, touches
with any part of his body the top of the rim or the ground outside the circle,
(c) in the Shot Put, touches with any part of his body the top of the stop board,
(d) in the Javelin Throw, touches with any part of his body the lines which
mark the runway or the ground outside. It shall be a failure if the shot, the
discus, the hammerhead or the tip of the javelin in contacting the ground
when it first lands touches the sector line or the ground outside the sector
line.
17. An athlete shall not leave the circle or runway until the implement has touched
the ground
(b) In the case of the Javelin Throw, when an athlete leaves the runway, the
first contact with the parallel lines or the ground outside the runway shall
be completely behind the white line of the arc at right angles to the parallel
lines.
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
Individual, Dual and Combative Sports
18. After each throw, implements shall be carried back to the area next to the circle
or runway and never thrown back.
Hammer Throw
Measurements
1 An athlete, in his starting position prior to the preliminary swings or turns,
is allowed to put the head of the hammer on the ground inside or outside
the circle.
2. It shall not be considered a failure if the head of the hammer touches the
ground inside or outside the circle, or the top of the rim.
3. The athlete may stop and begin the throw again, provided no other Rule
has been breached.
4. If the hammer breaks during a throw or while in the air, it shall not count as
a failure.
In all throwing events, distances shall be recorded to the nearest 0.01m below
the distance measured if the distance measured is not a whole centimeter.
20. The measurement of each throw shall be made immediately after the trial:
(a) From the nearest mark made by the fall of the shot, discus and hammer
head, to the inside of the circumference of the circle
Along a line to the centre of the circle;
(b) In Javelin Throw, from where the tip of the javelin first struck the ground to
inside edge of the arc, along a line to the
Centre of the circle of which the arc is part.
Markers
21. A distinctive flag or marker may be provided to mark the best throw of each
athlete, in which case it shall be placed along, and outside, the sector lines. A
distinctive flag or marker may also be provided to mark the existing World Record and, when appropriate, the existing Area, National or Meeting Record.
Shot Put
The Competition
1.
The shot shall be put from the shoulder with one hand only. At the time an
athlete takes a stance in the circle to commence a put, the shot shall touch
or be in close proximity to the neck or the chin and the hand shall not be
dropped below this position during the action of putting. The shot shall not
be taken behind the line of the shoulders.
Prof. Julio Victor B. Santarin
The Competition
Javelin Throw
The Competition
(a)
(b)
(c)
The javelin shall be held at the grip. It shall be thrown over the shoulder or
upper part of the throwing arm and shall not be slung or hurled.
A throw shall be valid only if the tip of the metal head strikes the ground
before any other part of the javelin.
Until the javelin has been thrown, an athlete shall not at any time turn completely around, so that his back is towards the throwing arc.
2. If the javelin breaks during a throw or while in the air, it shall not count as a
failure.
Combined Events Competitions
The Men’s Decathlon consists of ten events which shall be held on two consecutive
days in the following order:
First day:100m;Long Jump; Shot Put; High Jump; 400m.
Second day:110m Hurdles; Discus Throw; Pole Vault; Javelin Throw;1500m.
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WOMEN Heptathlon
The Heptathlon consists of seven events, which shall be held on two consecutive
days in the following order:
First day: 100m Hurdles; High Jump; Shot Put; 200m.
Second day: Long Jump; Javelin Throw; 800m.
The Women’s Decathlon consists of ten events which shall be held on two consecutive days in the following order:
First day:100m;Discus Throw; Pole Vault; Javelin Throw; 400m.
Second day:100m Hurdles ;Long Jump; Shot Put; High Jump; 1500m.
General
7. At the discretion of the Combined Events Referee, there shall, whenever possible, be an interval of at least 30 minutes between events, for any individual
athlete. If possible, the time between the last event and the start of the first
event on the succeeding day should be at least 10 hours.
9. The Rules for each event constituting the competition will apply with the following exceptions:
(a In the Long Jump and each of the throwing events, each athlete shall be
allowed three trials only.
(b) In case Fully Automatic Timing is not available, each athlete’s time shall be
taken by three Timekeepers independently.
(c) In the track events, an athlete shall be disqualified in any event in which he
has made two false starts.
Officials of the Competition
The Organising Committee of a competition shall appoint all officials, subject to
the Rules of the Member in whose country the competition is held and, in the case
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of competitions under Rules 1.1(a),(b),(c)and (f), subject to the Rules and procedures of the appropriate international organisation.
The following list comprises the officials considered necessary for major International Competitions. The Organizing Committee may, however, vary this according
to local circumstances.
MANAGEMENT OFFICIALS
-One Competition Director
-One Meeting Manager
-One Technical Manager
-One Event Presentation Manager
COMPETITION OFFICIALS
-One Referee for the Call Room
-One (or more) Referee for Track Events
-One (or more) Referee for Field Events
-One (or more) Referee for Combined Events
-One (or more) Referee for events outside the Stadium
-One Chief Judge and an adequate number of Judges for Track Events
-One Chief Judge and an adequate number of Judges for each Field Event
-One Chief Judge and five Judges for each Track Race Walking Event
-One Chief Judge and eight Judges for each Road Race Walking Event
-Other Race Walking Competition officials, as necessary,
Including Recorders, Posting Board operators, etc.
-One Chief Umpire and an adequate number of Umpires
-One Chief Timekeeper and an adequate number of Timekeepers
-One Start Coordinator and an adequate number of Starters and Recallers
-One (or more) Starter’s Assistant
-One Chief and an adequate number of Lap Scorers
-One Competition Secretary and an adequate number of assistants
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
-One Chief and an adequate number of Marshals
-One (or more) Wind Gauge Operator
-One Chief Photo Finish Judge and an adequate number of
Assistant Photo Finish Judges
-One (or more) Measurement Judge (Electronics)
-One Chief and an adequate number of Call Room Judges
ADDITIONAL OFFICIALS
-One (or more) Announcer
-One (or more) Statistician
-One Advertising Commissioner
-One Official Surveyor
-One (or more) Doctor
-Stewards for Athletes, Officials and Press
FACILITIES AND EQUIPMENT
Individual, Dual and Combative Sports
Badminton
Badminton is a racquet sport played by either two opposing players (singles) or
two opposing pairs (doubles), who take positions on opposite halves of a court
that is divided by a net. Players score points by striking a shuttlecock with their
racquet so that it passes over the net and lands in their opponents’ court. A rally
ends once the shuttlecock has struck the ground, and the shuttlecock may only
be struck once by each side before it passes over the net.
History and development
Badminton was called “Poona” in India during the 18th century, and British
Army officers assigned there took an energetic Indian type back to England
in the 1860s, where it was introduced as an upper class amusement. Isaac
Spratt published a booklet, “Badminton Battledore - a new game” in
1860, but unfortunately no copy has survived.
The International Badminton Federation (IBF) (now known as Badminton
World Federation) was established in 1934 with Canada, Denmark, England,
France, the Netherlands, Ireland, New Zealand, Scotland, and Wales as its
founding members. India joined as an affiliate in 1936. The BWF now governs international badminton and develops the sport globally.
Although originated in England, international badminton has usually dominated by Asian countries, plus Denmark from Europe.
China, Indonesia, South Korea and Malaysia are among the nations that
have consistently produced world-class players in the past few decades and
dominated competitions on the international level, with China domination in
recent years.
Badminton strokes
Prof. Julio Victor B. Santarin
Badminton offers a wide variety of basic strokes, and players require a high
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level of skill to perform all of them effectively. All strokes can be played either
forehand or backhand.
A player’s forehand side is the same side as his playing hand: for a righthanded player, the forehand side is his right side and the backhand side is
his left side. Forehand strokes are hit with the front of the hand leading (like
hitting with the palm), whereas backhand strokes are hit with the back of the
hand leading (like hitting with the knuckles). Players frequently play certain
strokes on the forehand side with a backhand hitting action, and vice-versa
Service
The service presents its own array of stroke choices.
The serve is restricted by the Laws so that it must be hit upwards.
The server can choose a low serve into the forecourt (like a push), or a lift to
the back of the service court, or a flat drive serve.
Lifted serves may be either high serves, where the shuttlecock is lifted so
high that it falls almost vertically at the back of the court.
Strategy
To win in badminton, players need to employ a wide variety of strokes in the
right situations.
These range from powerful jumping smashes to delicate tumbling net returns. Often rallies finish with a smash, but setting up the smash requires
subtler strokes. For example, a net shot can force the opponent to lift the
shuttlecock, which gives an opportunity to smash. If the net shot is tight
and tumbling, then the opponent’s lift will not reach the back of the court,
which makes the subsequent smash much harder to return. Deception is
also important. Expert players make the preparation for many different
strokes look identical, and use slicing to deceive their opponents about the
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speed or direction of the stroke. If an opponent tries to anticipate the stroke,
he may move in the wrong direction and may be unable to change his body
momentum in time to reach the shuttlecock.
Singles
The singles court is narrower than the doubles court, but the same length,
with the exception that a serve in the single can reach the end of the court
while a serve in the doubles could not. Since one person needs to cover the
entire court, singles tactics are based on forcing the opponent to move as
much as possible; this means that singles strokes are normally directed to
the corners of the court. Players exploit the length of the court by combining
lifts and clears with drop shots and net shots. Smashing is less prominent in
singles than in doubles because players are rarely in the ideal position to
execute a smash, and smashing often leaves the smasher vulnerable if the
smash is returned.
Doubles
Both pairs will try to gain and maintain the attack, smashing downwards
when possible.
Whenever possible, a pair will adopt an ideal attacking formation with one
player hitting down from the rear court, and his partner in the mid court intercepting all smash returns except the lift. If the rear court attacker plays a
drop shot, his partner will move into the forecourt to threaten the net reply.
If a pair cannot hit downwards, they will use flat strokes in an attempt to gain
the attack. If a pair is forced to lift or clear the shuttlecock, then they must
defend: they will adopt a side-by-side position in the rear mid court, to cover
the full width of their court against the opponents’ smashes. Both pairs will
try to gain and maintain the attack, smashing downwards when possible.
Whenever possible, a pair will adopt an ideal attacking formation with one
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
player hitting down from the rear court, and his partner in the mid court intercepting all smash returns except the lift. If a pair is forced to lift or clear
the shuttlecock, then they must defend: they will adopt a side-by-side position in the rear mid court, to cover the full width of their court against the
opponents’ smashes. Both pairs will try to gain and maintain the attack,
smashing downwards when possible. Whenever possible, a pair will adopt
an ideal attacking formation with one player hitting down from the rear
court, and his partner in the mid court intercepting all smash returns except
the lift.
Mixed doubles
In mixed doubles, both pairs try to maintain an attacking formation with the
woman at the front and the man at the back. This is because the male players are substantially stronger, and can therefore produce more powerful
smashes. As a result, mixed doubles requires greater tactical awareness
and subtler positional play. Clever opponents will try to reverse the ideal
position, by forcing the woman towards the back or the man towards the
front. In order to protect against this danger, mixed players must be careful
and systematic in their shot selection
DEFINITIONS
Player: Any person playing Badminton.
Match: The basic contest in Badminton between opposing sides each of
one or two players.
Singles: A match where there is one player on each of the opposing sides.
Doubles: A match where there are two players on each of the opposing sides
Serving side: The side having the right to serve.
Receiving side: The side opposing the serving side.
Rally: A sequence of one or more strokes starting with the service, until the
shuttle ceases to be in play.
Stroke: A forward movement of the player’s racket.
Prof. Julio Victor B. Santarin
Individual, Dual and Combative Sports
The Laws of Badminton
COURT AND COURT EQUIPMENT
The court shall be a rectangle marked out with lines 40 mm wide as shown
in Diagram A. The lines marking out the court shall be easily distinguishable
and preferably be colored white or yellow. All the lines shall form part of the
area which they define.
POST
The posts shall be 1.55 meters in height from the surface of the court and
shall remain vertical when the net is strained as provided in Law 1.10. The
posts or its supports shall not extend into the court. The posts shall be
placed on the doubles side lines as in Diagram A irrespective of whether
singles or doubles is being played.
NET
The net shall be made of fine cord of dark color and even thickness with a
mesh of not less than l5 mm and not more than 20 mm. The net shall be
760 mm in depth and at least 6.1 meters wide. The top of the net shall be
edged with a 75 mm white tape doubled over a cord or cable running
through the tape. This tape shall rest upon the cord or cable. The cord or
cable shall be stretched firmly, flush with the top of the posts. The top of the
net from the surface of the court shall be 1.524 meters at the centre of the
court and 1.55 meters over the side lines for doubles. There shall be no
gaps between the ends of the net and the posts. If necessary, the full depth
of the net at the ends shall be tied to the posts
SHUTTLE
The shuttle shall be made of natural and / or synthetic materials. From whatever material the shuttle is made, the flight characteristics generally shall be
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similar to those produced by a natural feathered shuttle with a cork base
covered by a thin layer of leather. Feathered shuttle shall have 16 feathers
fixed in the base. The feathers shall have a uniform length between 62 mm
to 70 mm when measured from the tip to the top of the base. The tips of
the feathers shall lie on a circle with a diameter from 58 mm to 68 mm. The
feathers shall be fastened firmly with thread or other suitable material. The
base shall be 25 mm to 28 mm in diameter and rounded on the bottom.
The shuttle shall weigh from 4.74 to 5.50 grams. Non-Feathered Shuttle The skirt, or simulation of feathers in synthetic materials, shall replace nat
ural feathers. However, because of the difference in the specific gravity and
other properties of synthetic materials in comparison with feathers, a variation of up to 10 per cent shall be acceptable. Subject to there being no variation in the general design, speed and flight of the shuttle, modifications in
the above specifications may be made with the approval of the Member As
sociation concerned, in places where atmospheric conditions due to either
altitude or climate make the standard shuttle unsuitable.
RACKET
238
The racket shall be a frame not exceeding 680 mm in overall length and
230 mm in overall width consisting of the handle is the part of the racket
intended to be gripped by a player. The stringed area is the part of the racket
with which it is intended that a player hits the shuttle. The head bounds the
stringed area. The shaft connects the handle to the head. The throat (if present) connects the shaft to the head shall be flat and consist of a pattern of
crossed strings either alternately interlaced or bonded where they cross. The
stringing pattern shall be generally uniform and, in particular, not less dense
in the centre than in any other area; and shall not exceed 280 mm in over
all length and 220 mm in overall width. However, the strings may extend into
an area which otherwise would be the throat, provided that: the width of the
extended stringed area does not exceed 35 mm; and the overall length of
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MAPEH (Music, Arts, Physical Education and Health)
the stringed area does not then exceed 330 mm. The racket: shall be free
of attached objects and protrusions, other than those used solely and spe
cifically to limit or prevent wear and tear, or vibration, or to distribute weight,
or to secure the handle by cord to the player’s hand, and which are reason
able in size and placement for such purposes; and shall be free of any de
vice that makes it possible for a player to change materially the shape of the
racket.
TOSS
Before play commences, a toss shall be conducted and the side winning
the toss shall exercise the choice in either to serve or receive first; to start
play at one end of the court or the other. The side losing the toss shall then
exercise the remaining choice.
SCORING SYSTEM
A match shall consist of the best of three games, unless otherwise arranged.
A game shall be won by the side which first scores 21 points, except if the
score becomes 20-all, the side which gains a two point lead first, shall win
that game and if the score becomes 29-all, the side scoring the 30th point
shall win that game. The side winning a rally shall add a point to its score. A
side shall win a rally, if the opposing side commits a “fault” or the shuttle
ceases to be in play because it touches the surface of the court inside the
opponent’s court. The side winning a game shall serve first in the next game.
CHANGE OF ENDS
Players shall change ends: at the end of the first game; at the end of the
second game, if there is to be a third game; and in the third game when a
side first scores 11 points. If the ends are not changed it shall be done so as
soon as the mistake is discovered and when the shuttle is not in play. The
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
existing score shall stand. If the ends are not changed it shall be done so as
soon as the mistake is discovered and when the shuttle is not in play. The
existing score shall stand
Individual, Dual and Combative Sports
positions within their respective courts, which do not unsight the opposing
server or receiver.
SINGLES
SERVICE
In a correct service: neither side shall cause undue delay to the delivery of
the service once the server and the receiver are ready for the service. On
completion of the backward movement of server’s racket head, any delay in
the start of the service shall be considered to be an undue delay; the server
and the receiver shall stand within diagonally opposite service courts with
out touching the boundary lines of these service courts; some part of both
feet of the server and the receiver shall remain in contact with the surface
of the court in a stationary position from the start of the service until the service is delivered; the server’s racket shall initially hit the base of the shuttle;
the whole shuttle shall be below the server’s waist at the instant of being
hit by the server’s racket. The waist shall be considered to be an imaginary
line round the body, level with the lowest part of the server’s bottom rib; the
shaft of the server’s racket at the instant of hitting the shuttle shall be pointing in a downward direction; the movement of the server’s racket shall
continue forwards from the start of the service until the service is delivered;
the flight of the shuttle shall be upwards from the server’s racket to pass
over the net so that, if not intercepted, it shall land in the receiver’s service
court (i.e. on or within the boundary lines); and in attempting to serve, the
server shall not miss the shuttle. Once the players are ready for the service,
the first forward movement of the server’s racket head shall be the start of
the service. Once started the service is delivered when the shuttle is hit by
the server’s racket or, in attempting to serve, the server misses the shuttle.
The server shall not serve before the receiver is ready. However, the receiver
shall be considered to have been ready if a return of the service is a tempted. In doubles, during the delivery of service, the partners may take up any
Prof. Julio Victor B. Santarin
Serving and receiving courts.
The players shall serve from, and receive in, their respective right ser vice courts when the server has not scored or has scored an even number
of points in that game. The players shall serve from, and receive in, their
respective left service courts when the server has scored an odd number of
points in that game. Order of play and position on court in a rally, the shuttle
may be hit by the server and the receiver alternately, from any position on
that player’s side of the net, until the shuttle ceases to be in play.
Scoring and serving
If the server wins a rally the server shall score a point. The server shall
then serve again from the alternate service court. If the receiver wins a rally,
the receiver shall score a point. The receiver shall then become the new
server.
DOUBLES
Serving and receiving courts
A player of the serving side shall serve from the right service court when
the serving side has not scored or has scored an even number of points in
that game. A player of the serving side shall serve from the left service court
when the serving side has scored an odd number of points in that game.
The player of the receiving side who served last shall stay in the same ser vice court from where he served last. The reverse pattern shall apply to the
receiver’s partner. The player of the receiving side standing in the diagonally
opposite service court to the server shall be the receiver. The player of the
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receiving side who served last shall stay in the same service court from
where he served last. The reverse pattern shall apply to the receiver’s partner. The player of the receiving side standing in the diagonally opposite service court to the server shall be the receiver. Order of play and position on
court after the service is returned, in a rally, the shuttle may be hit by either
player of the serving side and either player of the receiving side alternately,
from any position on that player’s side of the net, until the shuttle ceases to
be in play (Law 15).
Scoring and serving
If the serving side wins a rally, the serving side shall score a point. The server shall then serve again from the alternate service court. If the receiving
side wins a rally, the receiving side shall score a point. The receiving side
shall then become the new serving side. Sequence of serving in any game,
the right to serve shall pass consecutively: from the initial server who started
the game from the right service court to the partner of the initial receiver.
The service shall be delivered from the left service court to the partner of the
initial server to the initial receiver, to the initial server and so on. No player
shall serve or receive out of turn, or receive two consecutive services in the
same game, except either player of the winning side may serve first in the
next game, and either player of the losing side may receive first in the next
game. No player shall serve or receive out of turn, or receive two consecutive services in the same game, except either player of the winning side may
serve first in the next game, and either player of the losing side may receive
first in the next game.
SERVICE COURT ERRORS
service court error has been made when a player: has served or received out
of turn; or Has served or received from the wrong service court; if a service
court error is discovered, the error shall be corrected and the existing score
shall stand.
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FAULTS
It shall be a “fault”: if a service is not correct; if, in service, the shuttle: is
caught on the net and remains suspended on its top; after passing over the
net, is caught in the net; or is hit by the receiver’s partner; if in play, the
shuttle: lands outside the boundaries of the court (i.e. not on or within the
boundary lines); passes through or under the net; fails to pass over the net;
touches the ceiling or side walls; touches the person or dress of a player;
touches any other object or person outside the court; (Where necessary on
account of the structure of the building, the local badminton authority may,
subject to the right of veto of its Member Association, make bye-laws dealing with cases in which a shuttle touches an obstruction); is caught and
held on the racket and then slung during the execution of a stroke; is hit
twice in succession by the same player. However, a shuttle hitting the head
and the stringed area of the racket in one stroke shall not be a “fault”; is hit
by a player and the player’s partner successively; or touches a player’s racket and does not travel towards the opponent’s court; if, in play, a player:
touches the net or its supports with racket, person or dress; invades an opponent’s court over the net with racket or person except that the striker may
follow the shuttle over the net with the racket in the course of a stroke after
the initial point of contact with the shuttle is on the striker’s side of the net;
invades an opponent’s court under the net with racket or person such that
an opponent is obstructed or distracted; or obstructs an opponent, i.e. prevents an opponent from making a legal stroke where the shuttle is followed
over the net; deliberately distracts an opponent by any action such as shouting or making gestures; if a player is guilty of flagrant, repeated or persistent offences under Law 16
LETS
“Let” shall be called by the umpire, or by a player (if there is no umpire), to
halt play. It shall be a “let, if: the server serves before the receiver is ready;
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
during service, the receiver and the server are both faulted; after the service
is returned, the shuttle is: caught on the net and remains suspended on its
top, or after passing over the net is caught in the net; during play, the shuttle
disintegrates and the base completely separates from the rest of the shuttle;
in the opinion of the umpire, play is disrupted or a player of the opposing
side is distracted by a coach; a line judge is unsighted and the umpire is
unable to make a decision; or any unforeseen or accidental situation has
occurred. When a “let” occurs, play since the last service shall not count
and the player who served last shall serve again.
SHUTTLE NOT IN PLAY
A shuttle is not in play when: it strikes the net or post and starts to fall towards the surface of the court on the striker’s side of the net; it hits the
surface of the court; or a “fault” or a “let” has occurred.
Table tennis
Table tennis, also known as ping pong, is a sport in which two or four players
hit a lightweight, hollow ball back and forth to each other with paddles (also
known as ‘bats’ or ‘rackets’). The game takes place on a hard table divided by a
net. Players must allow a ball played towards them only one bounce on their side
of the table and must return it so that it bounces on the opposite side. Points are
scored when a player fails to return the ball within the rules. Play is fast and demands quick reactions. A skilled player can impart several varieties of spin to the
ball, altering its trajectory and limiting an opponent’s options to great advantage.
The game is controlled by the International Table Tennis Federation (ITTF), founded in 1926. Since 1988, table tennis has been an Olympic sport which includes
four events: men’s singles, women’s singles, men’s teams, and women’s teams.
The sport is played with two or four players hitting a ball with rackets back and
forth to each other on a table, in a manner similar to tennis. The rules are slightly
Prof. Julio Victor B. Santarin
Individual, Dual and Combative Sports
different, but the concept is quite similar. In singles play, the serve is not required
to cross from the server’s right-hand court to the receiver’s right-hand court (or
left to left) as it is in tennis. The sport is played with two or four players hitting a
ball with rackets back and forth to each other on a table, in a manner similar to
tennis. The rules are slightly different, but the concept is quite similar. In singles
play, the serve is not required to cross from the server’s right-hand court to the
receiver’s right-hand court (or left to left) as it is in tennis.
The sport is played with two or four players hitting a ball with rackets back and
forth to each other on a table, in a manner similar to tennis. The rules are slightly
different, but the concept is quite similar. In singles play, the serve is not required
to cross from the server’s right-hand court to the receiver’s right-hand court (or
left to left) as it is in tennis. However, serving across is required in doubles play.
Ball spin, speed, placement, strategy and tactics play an important part in competitive table tennis matches. The speed of the ball can vary from slow serves
with much spin to smashes that travel as fast as 112.5 kilometers per hour (70
mph).
Facilities and Equipment
The Racket – A wooden rubber faced as mandated by the rules
The Ball – Celluloid spherical white or yellow in color 40 mm in diameter
The Table – measured 5’ X 9’ and 30” above the surface of the floor
Net – 6’ long and 6” wide stretched across the center of the table and
extend in both sides by 6”
Analysis of the Game
The Grip – Forehand/Backhand
Serving – push shot serve, top spin serve, back spin serve
Foot work and /stance –proper stance and footwork in serving or receiving
are important consideration
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Strokes
Forehand/backhand Push shot or half volley
Forehand/backhand top spin
Forehand/backhand drive
Forehand/backhand chop
Forehand/ backhand Smash
Rules of the Game
Single
1. A game is won by the player who wins 11 pts. except when the score
is 10 all, where an advantage of two points is needed in order to win
2. The service and receiving is decided by a toss
3. Server is given 2 service delivery
4. Match is consist of 4 winning games
Service
A good service is done by placing the ball in the open palm of the free hand
away from and above the table. The ball must first bounce in the table side
of the server before going over the net and bouncing on the table side of
the receiver. The receiver must strike the ball after it bounce in his table
side in returning to the server.
Points, Let and Scoring
Point is an outcome of any violations
A let is an outcome of a rally which is not score
Rally points is being used
ARNIS
One of the oldest systematic martial arts of the Filipinos. Patterned to a
bladed weapon from Malay Known as “Kali” a large bladed weapon use by
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the Indonesians for fencing called “Tjakalele” (Yukalele). An extension of
the arms was used which is a stick and the fighting form was called Arnis
de Mano which has three forms of plays Known as: Espada y Daga – a
combination of a long and short dagger. Solo Baston – single stick is used.
Sinawali – two sticks being swing in an intricate movement of a criss-cross
fashion. Espada y Daga – a combination of a long and short dagger. Solo
Baston – single stick is used. Sinawali – two sticks being swing in intricate movements of a criss-cross fashion. Modern Arnis attracted many
practitioners because of its interesting features and for being known as
Filipino Martial Arts. Its inclusion to the Physical education classes of the
Filipinos truly promotes it as an indigenous game.
Equipment
 Rattan Stick – 28” - 32” long and a diameter of ¾ to 1”
 Body Armor – use for official competition in Arnis
Fighting Form
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12 Striking Technique
Defensive Stance
Redondo
Single Sinawali
Double Sinawali
Stance and Posture
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Straddle Stance
Forward Stance
Back Leaning Stance
Forward Leaning stance sideward direction
Forward Leaning stance facing the back
Cross Stance
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
Footwork
 Reverse Triangle
 Left and Right side Stepping
 Left side triangle
Essential Elements to Become Good Fighter
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Techniques
Alertness and Awareness
Speed
Power
Timing
Proper Delivery of Strikes
Endurance and Stamina
Determination
Confidence
Yelling
SWIMMING
Swimming is the movement by humans or animals through water, usually without artificial assistance. Swimming is an activity that can be both useful and
recreational. Its primary uses are bathing, cooling, travel, fishing, escape, and
sport. Animals with lungs have an easier time floating than those without. Almost all mammals can swim by instinct, including bats, kangaroos, moles and
sloths. The few exceptions include apes and possibly giraffes and porcupines.
Land birds can swim or float for at least some time. Ostriches, cassowaries and
tortoises can swim. Juvenile penguins drown if they accidentally fall in water
since their down cover is not suited to water.
Prof. Julio Victor B. Santarin
Individual, Dual and Combative Sports
History
Swimming has been known since prehistoric times; the earliest recording
of swimming dates back to Stone Age paintings from around 7,000 years
ago. Written references date from 2000 BC. Some of the earliest references include the Gilgamesh, the Iliad, the Odyssey, the Bible (Ezekiel 47:5,
Acts 27:42, Isaiah 25:11), Beowulf, and other sagas. 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
Richard Cavill introduced the front crawl to the Western world. In 1908, the
world swimming association, Fédération Internationale de Natation (FINA),
was formed. Butterfly was developed in the 1930s and was at first a variant
of breaststroke, until it was accepted as a separate style in 1952.
Non-aquatic animals
Humans do not swim instinctively, but nonetheless feel attracted to water,
showing a broader range of swimming movements than other non-aquatic
animals (Bender 1999: 119-169). In contrast, many monkeys can naturally
swim and some, like the proboscis monkey, crab-eating macaque, and
Rhesus macaque swim regularly.
Competitive swimming
The goal of competitive swimming is to be the fastest over a given distance.
Competitive swimming became popular in the nineteenth century, and
comprises 34 individual events - 17 male events and 17 female events.
Swimming is an event at the Summer Olympic Games, where male and
female athletes compete in 13 of the recognized events each. Olympic
events are held in a 50 meter pool. Competitive swimming internation
al governing body is FINA (Fédération Internationale de Nation), the Inter
national Swimming Federation. The four competitive strokes are the butter
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fly, backstroke, breaststroke, and freestyle (front crawl). While “freestyle”
and “front crawl” are often used interchangeably, freestyle is the more
common name and is used in almost all competitive, club-swimming or
international competitions. Swimmers generally choose to swim front crawl
in a freestyle event since it is the fastest and easiest stroke. Disqualification
will occur if the stroke is not swum correctly, for example if the swimmer
does not touch the wall with two hands during breaststroke or butterfly.
These strokes can be swum individually or together in an individual medley (IM).
The IM order is:
1) Butterfly, 2) backstroke, 3) breaststroke, and 4) freestyle.
There are two types of relays: medley and freestyle.
The medley relay order is:
1) Backstroke, 2) breaststroke, 3) butterfly, and 4) freestyle.
Each of the four swimmers in the relay swims a predetermined distance, dependent on the overall length of the relay.
The three relay lengths are 200 meters or yards, 400 meters or yards, and 800
meters or yards (which is only swum freestyle).
In a 50 meter pool, each swimmer swims one length for the 200 relay, two
lengths for the 400 relay, and four lengths for the 800 relay.
In a 25 meter or yard pool, each swimmer swims two lengths for the 200 relay,
four lengths for the 400 relay, and eight lengths for the 800 relay.
There have also been 100 yard relays that have been done by 8 and under
swimmers, but are very rare except in summer recreation leagues.
Many full-size competition pools in the United States have a length of 50 meters and a width of 25 yards (the Olympic pool size, allowing both short course
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(25 m or 25 yd pool) and long course (50 m pool) races to be held.
There are several types of judges:
a starter sends the swimmers off the blocks and may also call a false-start if a
swimmer leaves the block before the starter sends them; finish judges make
sure the swimmers touch the wall with the appropriate number of hands (one
hand for freestyle and backstroke, two for breaststroke and butterfly with the
swimmer’s hands touching the wall at the same time, not one after another)
turn judges check that the swimmers’ turns are within rules; stroke judges
check the swimmers’ strokes; time keepers time the swims; referee along with
the starter and the officials make sure everything is running smoothly. If an
official catches a swimmer breaking a rule concerning the stroke he or she is
swimming, that swimmer is said to be disqualified (commonly referred to as a
“DQ”) and the swim is not considered valid.
There are two types of meets:
‘A’ meets are official meets that allow qualification for a special or bigger meet
if the qualifying time is met. Scores are kept to see how each team did at the
end of the season.
‘B’ meets are used as practice meets, where the normal or prime stroke is
swum if not yet qualified. Scores are not kept. Masters swimming is a club
sport for adults who have a competitive spirit. Swimming at this level differs
from competitive club swimming.
In swim meets masters are allowed to compete in the 50, 100 and 200 of
backstroke, fly and breaststroke and the 50, 100, 200, 500 and 1650 of fre
style.
The age groups are organized into 5 year increments (Masters, 1). “Swimming
has continually been identified as the best way to exercise. Stress reduction,
weight control, cardiovascular fitness, reduced cholesterol, muscle tone and
endurance are all positively influenced by exercise.
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
Masters Swimmers swear by it (Masters, 1).” Shoulder injuries are the most
common because of the repetitive motion of freestyle, butterfly, and backstroke.
Knee injuries often occur from breaststroke due to the unnatural kick. Incorrect
stroke technique can also lead to injuries.]
Changes to the sport
Swimming times have dropped over the years due to better training techniques
and to new developments.
The first four Olympics competitions were not held in pools, but in open water
(1896- The Mediterranean, 1900- The Seine River, 1904- an artificial lake,
1906- The Mediterranean). The 1904 Olympics’ freestyle race was the only one
ever measured at 100 yards, instead of the usual 100 meters.
A 100 meter pool was built for the 1908 Olympics and sat in the center of the
main stadium’s track and field oval. The 1912 Olympics, held in the Stockholm
harbor, marked the beginning of electronic timing.
Male swimmers wore full body suits until the 1940s, which caused more drag
in the water than their modern swim-wear counterparts.
Competition suits now include engineered fabric and designs to reduce swimmers’ drag in the water and prevent athlete fatigue. Also, over the years, pool
designs have lessened the drag. Some design considerations allow for the reduction of swimming resistance, making the pool faster.
Namely, proper pool depth, elimination of currents, increased lane width, energy absorbing racing lane lines and gutters, and the use of other innovative
hydraulic, acoustic and illumination designs.
The 1924 Summer Olympics were the first to use the standard 50 meter pool
with marked lanes. In the freestyle, swimmers originally dove from the pool
walls, but diving blocks were incorporated at the 1936 Summer Olympics.
Prof. Julio Victor B. Santarin
Individual, Dual and Combative Sports
The flip-turn was developed by the 1950s and goggles first were used in the
1976 Olympics.
There were also changes in the late 20th century in terms of technique.
Breaststrokers are now allowed to dip their head completely under water, which
allowed for a longer stroke and faster time. In addition, a split stroke in the
breaststroke start and turns have been added to help speed up the stroke.
Backstrokers are now allowed to turn on their stomachs before the wall in order
to perform a “flip-turn”. Previously, they had to reach and flip backwards.
Recreational swimming
The most common purpose for swimming is recreation. Recreational swimming is a good way to relax, while enjoying a full-body workout. Several
swimming styles are suitable for recreational swimming; most recreational
swimmers prefer a style that keeps their head out of the water and has an
underwater arm recovery. Breaststroke, side stroke, head up front crawl
and dog paddle are the most common strokes utilized in recreational swimming, but the out-of-water arm recovery of freestyle or butterfly gives rise
to better exploitation of the difference in resistance between air and water.
A recreational breaststroke swimmer. The butterfly stroke, which consists of out-of-water recovery with even symmetry in body movements,
is most suited to rough water swimming.
For example, in a record-setting example of
endurance swimming, Vicki Keith crossed the
rough waters of Lake Ontario using butterfly.
Most recreational swimming takes place in swimming pools, and calm natural
waters (sea, lakes, and rivers), therefore front crawl is suitable
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Swimming as exercise
Swimming is an excellent form of exercise. Because the density of the hu man body is very similar to that of water, the body is supported by the water
and less stress is therefore placed on joints and bones. Swimming is fre quently used as an exercise in rehabilitation after injuries or for those with
disabilities.
Resistance swimming is one form of swimming exercise. It is done either
for training purposes, to hold the swimmer in place for
stroke analysis, or to enable swimming in a confined
pace for athletic or therapeutic reasons. Resistance
swimming can be done either against a stream of mo
ving water (often termed a swimming machine) or by
holding the swimmer stationary with elastic attach ments.
Swimming is primarily an aerobic exercise due to the
long exercise time, requiring a constant oxygen supply
to the muscles, except for short sprints where the muscles work anaerobically. As with most aerobic exercise
swimming is believed to reduce the harmful effects of
stress. Swimming can improve posture and develop a
strong lean physique, often called a “swimmer’s build.”
The risks of swimming
A sign warns hikers on the trail to Hanakapiai Beach. Swimming is a healthy activity and enjoys a low risk of injury compared with many other sports.
Nevertheless there are some health risks with swimming, including the
following: Drowning, inhalation of water arising from adverse water condi-
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tions swamping or overwhelming the swimmer or causing water inhalation.
Actions of others pushing under water accidentally in play or intentionally,
exhaustion or unconsciousness, incapacitation through shallow water
blackout, heart attacks, carotid sinus syncope or stroke, adverse effects of
immersion
Secondary drowning, where inhaled salt water creates foam in the lungs
that restricts breathing, salt water aspiration syndrome. Thermal shock af ter jumping into water can cause the heart to stop. Exostosis, which is an
abnormal growth in the ear canal due to the frequent, long-term splashing
of water into the ear canal (Known as Swimmer’s ear.)
Exposure to chemicals, Disinfectant Chlorine will increase the pH of the
water, if uncorrected the raised pH may cause eye or skin irritations. Chlorine inhalation; breathing small quantities of chlorine gas from the water
surface whilst swimming for long periods of time may have an adverse effect on the lungs, particularly for asthmatics. This problem may be resolved
by using a pool with better ventilation, with an outdoor pool having the best
results. Chlorine also has a negative cosmetic effect after repeated long
exposure, stripping brown hair of all color, turning it very light blonde. Chlorine damages the structure of hair, turning it “frizzy.” Chlorine can dissolve
copper which turns blonde hair green. Proper pool maintenance can reduce the amount of copper in the water, while wetting the hair before entering a pool can help reduce the absorption of copper. Chlorine will often
remain on skin in an anhydrous form, even after several washings. The
chlorine becomes odorous once it is back in an aqueous solution (when
salivated on, during a shower, etc.).
Infection
Water is an excellent environment for many bacteria, parasites, fungi and
viruses affecting humans depending on water quality. Skin infections from
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
both swimming and shower rooms can cause athletes foot (boat bug). The
easiest way to avoid this is to dry the space between the toes. Microscopic
parasites such as Cryptosporidium can be resistant to chlorine and can
cause diarrhea illness when swimmers swallow pool water. Ear infections,
otitis media, (otitis external). When chlorine levels are improperly balanced,
severe health problems may result, such as chronic bronchitis and asthma.
Swimmers own actions
Overuse injury; competitive butterfly stroke swimmers for example may develop some back pain, including vertebral fractures in rare cases, and
shoulder pain after long years of training, breaststroke swimmers may develop knee pain, and hip pain, and freestyle and backstroke swimmers may
develop shoulder pain, commonly referred to as swimmer’s shoulder (a
form of tendinitis). Hyperventilation in a bid to extend underwater breathhold times lowers blood carbon dioxide resulting in suppression of the urge
to breathe and consequent loss of consciousness towards the end of the
dive, see shallow water blackout for the mechanism. Adverse water and
weather conditions Currents, including tides and rivers can cause exhaustion, can pull swimmers away from safety, or pull swimmers under water.
Wind increase waves and can blow a swimmer off course.
Hypothermia, due to cold water, can cause rapid exhaustion and uncon sciousness. Sunburn severity can be increased by reflections in the water
and the lack of clothing worn during swimming. Long-term exposure to the
sun contributes to risk of skin cancer.
Objects in the water
Propeller damage is a major cause of accidents, either by being run over
by a boat or entanglement on climbing into a boat. Collision with another
swimmer, the pool walls, rocks or boats. Diving into a submerged object,
Prof. Julio Victor B. Santarin
Individual, Dual and Combative Sports
or the bottom, often in turbid water. Snagging on underwater objects, particularly submerged branches or wrecks. Stepping on sharp objects such
as broken glass. Aquatic life Stings from jellyfish and some corals.
Piercing caused by sea urchins, zebra mussels, stingrays. Bites from
sharks and other fish and snakes, and pinches from lobsters or crabs. Electrocution from electric rays and electric eels. Organizations publish safety
guidelines to help swimmers avoid these risks.
Swimming lessons
A Styrofoam flotation aid can help chil
dren learn to swim. Children are often
given swimming lessons, which serve
to develop swimming technique and
confidence. Children generally do not
swim independently until 4 years of age.
In Sweden, Denmark, Norway and Fin
land, the curriculum for the fifth grade
states that all children should learn how
to swim as well as how to handle emergencies near water. Most commonly,
children are expected to be able to swim 200 meters (220 yards) – of
which at least 50 meters (55 yards) on their back – after first falling into
deep water and getting their head under water. Even though about 95
percent of Swedish school children know how to swim, drowning remains
the third most common cause of death among children. In both the Nether lands and Belgium swimming lessons under school time (schoolzwemmen,
school swimming) are supported by the government. Most schools provide
swimming lessons. There is a long tradition of swimming lessons in the
Netherlands and Belgium, the Dutch translation for the breaststroke swim ming style is even schoolslag (schoollstroke). The children learn a variant of
the breaststroke which is technically not entirely correct.
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In many places, swimming lessons are provided by local swimming pools,
both those run by the local authority and by private leisure companies.
Many schools also include swimming lessons into their Physical Education
curricula, provided either in the schools’ own pool, or in the nearest public
pool. In the UK, the “Top-ups scheme” calls for school children who cannot
swim by the age of 11 to receive intensive daily lessons. These children
who have not reached Great Britain’s National Curriculum standard of
swimming 25 meters by the time they leave primary school will be given a
half-hour lesson every day for two weeks during term-time. In Canada
and Mexico there has been a call for swimming to be included in the public
school curriculum.
Swimsuits
Most standard clothing is impractical and unsafe for swimming. In historical cultures, it has been common to swim nude, but in those with taboos against nudity, specialized swimwear has been the norm. Most cultures to
day expect swimsuits to be worn for public swimming. Modern men’s
swimsuits are usually shorts, either skintight (jammers) or loose fitting
(swim trunks), covering only the upper legs or not at all. Almost always, the
upper body is left uncovered. In some cultures, custom and/or laws have
required tops for public swimming. Modern women’s swimsuits are generally skintight, either two pieces covering only the breasts and pelvic region,
or a single piece covering them both plus the torso between them. Skirts
are uncommon and short when included, but have been required and
sometimes as much as full length in some cultures.
Competitive swimwear seeks to improve upon bare human skin for a speed
advantage. For extra speed a swimmer wears a body suit, which has rubber
or plastic bumps that break up the water close to the body and provides a
small amount of thrust--just barely enough to help a swimmer swim faster.
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For swimming in cold water, wetsuits provide thermal insulation. Swim
caps keep the body streamlined.
II. SWIMMING FUNDAMENTALS
People can swim in any body of water large enough to permit free movement. These areas include ponds, lakes, rivers, the ocean, and pools. Most
people enjoy swimming in water that is between 18° and 29°C (64° and 84°F).
Learning to Swim
In many parts of the world, people learn to swim by imitating others, most
often their parents, brothers, sisters, and friends. Most youngsters take lessons
at swim clubs, centers, schools, or recreational facilities. In addition, the
Philippine Red Cross sponsors programs that teach volunteers about water
safety. Instructors teach students skills that will make them safe, efficient, and
confident swimmers. Beginners first put their heads in the water and blow
bubbles by exhaling. Gradually, students progress to floating, treading water,
and ultimately, learning the techniques of the major strokes. Students use various pieces of equipment during these lessons.
Water-wings are inflatable worn around the upper arms; they allow children
to float easily. Kickboards are buoyant boards that students can rest their arms
on; this keeps their upper bodies afloat and allows them to concentrate on kicking correctly. Paddles are small, firm boards fitted over the hands; they force
students to pull their arms through the water correctly. Fins worn on the feet
allow swimmers to go faster and to develop proper body position and power.
Hazards and Safety Measures
Individuals should not swim in conditions that their ability and experience
will not allow them to handle. For inexperienced recreational swimmers, many
safety hazards exist even in a pool.
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
These hazards include:
Misjudging a dive and hitting one’s head on the bottom
Holding one’s breath too long
Becoming exhausted
Experiencing sudden cramps while too far from shore or other swimmers.
In rivers and oceans, all swimmers should respect the power of nature.
Powerful waves, tides, and currents can easily overpower even the most
experienced swimmers, sweeping them out beyond safety or throwing
them into coral or rocks.
Caves pose additional dangers because swimmers can be trapped inside
them.
Swimmers must follow the instructions of lifeguards and obey posted infor mation about water conditions, tides, and other dangers such as jellyfish or pollution.
A good precaution for children is the buddy system, in which each child is
paired with another while in the water.
This system ensures that no person is swimming alone and that if an emer gency does happen, the lifeguard can be notified immediately.
THE MAJOR STROKES
Four of the five main swimming strokes:
1. Crawl
2. Backstroke
3. Breast Stroke
4. Butterfly Stroke
Individual, Dual and Combative Sports
How to Swim the Freestyle Stroke
The freestyle is a swim style also known as front crawl or sidestroke. It is
used in competitions but there is no real regulation on how it has to be swum.
Most swimmers chose to swim front crawl during freestyle competition because it is the fastest technique. For individual freestyle competitions, however,
a swimmer can use any stroke they want, but during medley competitions they
cannot use the breaststroke, butterfly stroke or backstroke.
Step 1 - Visualize a line running down the center of your body from your chin
to your chest. This line is the axis upon which your whole body should pivot,
and it should extend horizontally in the direction you are swimming.
Step 2 - Keep your legs straight, but not rigid, with your toes pointed out, and
kick up and down. Continue kicking the entire time.
Step 3 - Move your arms in a windmill motion opposite each other. While one
arm is extended completely out, the other should be all the way back, al most against the side of your body.
Step 4 - Keep your hands flat, thumb separated from the index finger and pull
the extended arm through the water beneath your body. Bend your arm at
the elbow and draw your fingertips along the imaginary line down the cen ter of your body.
Step 5 - Lift your other arm out of the water and move it all the way forward
as the first arm is pulling beneath you. Bend at the elbow and drag your
fingertips along the surface of the water. Penetrate the water with your
fingertips and completely extend the arm.
Step 6 - Breathe on one side by turning your head to that side as the arm
comes out of the water.
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How to Swim the Backstroke
Ever wonder how people do the backstroke? Floating on your back, use an
up-and-down freestyle kick and windmill stroke to propel yourself. Follow the
steps below to learn to get from point A to point B on your back.
Step 1 - Floating on your back in a horizontal position, kick your legs up and
down. Keep your legs straight, but not entirely rigid. Your toes should be
pointed out. Try not to make a big splash with your kick; just churn the
surface of the water.
Step 2 - Pivoting slightly at the waist and rotating your shoulders, windmill your
arms. Keep one arm straight as you raise it out of the water from your waist
to a fully extended position. At the same time, the other arm should be bent
and pulling a cupped hand along your side in the water, from the extended
position back down to your side. Your hand should enter the water pinkyfirst.
Step 3 - Keep your head floating back in the water, with your eyes looking up.
Breathe normally.
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Step 2 - Kick out and apart with your legs, and then quickly squeeze them to gether. Try to imitate the way a frog kicks. After the kick, streamline your
body by pointing your toes and extending your arms completely.
Step 3 - Glide for a moment with your arms fully extended, then turn your palms
outward and pull with both hands out and around in a circular motion, so
that they end up in their original position, together against your chest.
Step 4 - Use the thrust of the pull with your hands to pull your head up and out
of the water to take a breath. As your head goes back down, your arms
should be just beginning to plunge forward with the next kick.
Step 5 - Glide for a moment, and then repeat the entire motion.
How to Swim the Butterfly Stroke
Ever wonder how swimmers do the butterfly stroke? They whip their legs
together and stroke with both arms simultaneously and symmetrically to dive
and glide like a dolphin in the water. Here are a few steps to get you swimming
like a pro.
Step 1 - Hold your legs together and extend your arms above your head.
How to Swim the Breaststroke
This can be a relaxing and gliding swim stroke, or it can be a quick, intense
motion if you’re racing. It’s accomplished by a strong pull, froglike kick and then
a long glide. Practice these techniques to improve your breast stroke or to learn
it properly for the first time.
Step 1 - Keep your legs close together and pull them up toward your chest. At
the same time, hold your palms together and up against your chest, as if in
prayer.
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Step 2 - Kick your legs up and down once in a whipping motion generating from
the hips and bending at the knees, as if you were a dolphin.
Step 3 - Pull both of your arms simultaneously and symmetrically through the
water beneath your body along with the big kick, helping to propel your
body forward and out of the water.
Step 4 - Lift your head up and breathe as you quickly pull both arms out of the
water and swing them forward. Head and arms reenter the water together
in a diving motion.
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
Step 5 - Glide momentarily, performing a smaller follow-up kick.
Step 6 - Execute another pull-through motion with your arms, with your legs
performing a full kick to propel you up and out again.
How to Swim the Sidestroke
Swimming on your side is one of the most relaxing recreational strokes.
Here’s a step-by-step guide to doing it correctly.
Lie in the water on whichever side feels more comfortable. The lower side of
your head is in the water, your legs are close together and extended, and your
toes are pointed. Holding your feet together, draw your heels up toward your
seat as far up as comfortable. Move your top leg forward and your bottom leg
backward with your knees bent, so your lower legs resemble scissors opening
up. Snap your legs together in a scissor kick. When your legs meet they should
be extended as in the starting position. Extend your bottom arm ahead of you,
palm down beneath the surface of the water. Your top arm lies alongside your
top leg. Sweep your bottom arm from its extended position down through the
water. When it’s pointed nearly straight down, bend your elbow and sweep your
hand up to your chest. Slide your top hand sideways through the water from
your thigh to your chest. The force of your stroke is transferred from your bottom hand to your top hand. Sweep your top arm back down to the starting position, pushing water down toward your feet, while extending your bottom arm
forward again. Synchronize the timing of your arms and legs so you’re snapping
your legs together at the same time your arms meet at your chest. Glide at the
end of each stroke.
Individual, Dual and Combative Sports
PART II – ANALYZING TEST ITEMS
Athletics
1. 5,000 M.R is _____ lap in the oval.
a. 25
b. 13
c. 7
d. 4
2. There are ____ water jumps in steeplechase.
a. 5
b. 12
c. 7
d. 14
3. One round in the oval is ____
a. 100 M
b. 500 M
d. 400M
4. Triple jump is done by a ____, step, and jump.
a. hop
b. walk
c. run
d. skip
5. There are ____ hurdles in the hurdling events.
a. 10
b. 12
c. 14
d. 16
6. Heptathlon is composed of _____
a. 6
b. 7
d. 9
events.
c. 8
7. Decathlon is composed of ____ running events.
a. 8
b. 4
c. 6
d. 3
8. 100 M, 400 M and ____ meter are all sprint events.
a. 800M
b. 1,500 M
c. 200 M
d. 300 M
9. There are ____ obstacles including the water jump in the steeplechase
a. 3
b. 4
c. 5
d. 6
10.
Prof. Julio Victor B. Santarin
c. 600 M
The official responsible for the proper carrying out of the program in an
Athletic meeting is the ____.
a. Technical Manager
b. Clerk of Court
c. Field Manager
d. Meet Manager
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Badminton
11. A game is played to ____ points?
a. 11
b. 15
c. 20
d. 21
12. Any infraction of the rules where the resulting penalty is loss of serve?
a. Fault
b. Rally
c. Side Out
13. An overhead stroke hit downward with force -usually used to score a point?
a. Clear
b. Drive
c. Drop Shot
d. Smash
14. Playing singles, your score is 4, the opponent 3, which serving court do you
serve from?
a. Left
b. Right
c. Center
15. A high shot that travels to the back of your opponents court?
a. Clear
b. Drive
c. Drop Shot
d. Smash
16. The service box in a singles game is:
a. short and narrow
b. long and narrow
c. long and wide
d. short and wide
17.
A legal service is done by hitting the shuttle
a. between your waist and shoulders
b. anywhere from your shoulders down
c. anywhere below your wrist
d. below the knee
18.
Your score is 8, where you going to serve?
a. left service box across to the right
b. left service box straight across to the left
c. right service box straight across to the right
d. right service box across to the left.
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19. Before the start of the game, the winners of the racquet spin or shuttle toss
may choose:
a. to serve or to receive
b. to serve and side of court
c. to serve or side of court
d. to give the options to your opponent
20. The most common service being used in doubles games is:
a. short and low
b. long and low
c. high and long
d. short and high
Table Tennis
21.
When the ball hits permanent fixtures during play it is called:
a. A ‘let’ and the point are replayed.
b. A good hit and play continues.
c. Fault by the player who strikes it
d. A dead ball
22.
In a game of doubles the serve is taken from –
a. Behind the back line.
b. The service court of the serving teams choice.
c. The left service court.
d. The right service court.
23.
What happens if the ball touches the net during the serve but continues to
land in the correct service area?
a. It is referred to as a ‘let’ and the serve is taken again.
b. It is a fault and service is awarded to the opponent.
c. Play continues, as it is a correct serve.
d. The point is awarded to the receiver.
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
24.
Individual, Dual and Combative Sports
If the player in the act of service misses the ball completely –
a. They may serve again from the same area.
b. They may serve again but from the other service court.
c. They lose the serve.
d. Their opponent receives a point but they continue to serve.
25. An overhead stroke hit downward with force -usually used to score a point?
a. Clear
b. Drive
c. Drop Shot
d. Smash
26. A game is played up to ____
a. 11 points
b. 15 points
27.
c. 20 points
d. 21 points
If a player in the act of service misses the ball completely –
a. he may serve again from the same area.
b. he may serve again but from the other service end.
c. he lose a point
d. he lose a point but continue to serve
28. The length of the table is ___
a. 9 ft.
b. 7 ft.
c. 8 ft.
29.
The winner of the toss has the option:
a. to serve or to receive
b. to serve, not to serve, or side of court
c. to serve or side of court
d. to serve or to give the opponent the option
30.
In serving the ball must:
a. be nearer to the table than server’s body
b. be dropped before being hit
c. be place on the palm of the server’s free hand
d. be anywhere at the end of the table of the server
Prof. Julio Victor B. Santarin
d. 10 ft.
ARNIS
31. What is the Filipino martial art of stick fighting?
a. Kali
b. Kuntao
c. Arnis
32. Who is the father of modern arnis?
a. Ernie A. Presas
c. Remy A. Presas
d. Escrima
b. A. Soteca
d. Roberto Presas
33. Tjakalele is a native Indonesian fencing art with technique closely similar
to_____.
a. Kali
b. Arnis
c. Espada y Daga d. Redonda
34. This is a system of fighting with bladed weapons among maharlikas known
as_______
a. Kali
b. Arnis
c. Espada y Daga d. Redonda
35. What school is teaching kali to the children as part of the curriculum during
the reign of the datus of Panay?
a. Bothoan
b. Kuntao
c. Moro-moro
d. Maojapahit
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SWIMMING
PART III – ENHANCING TEST TAKING SKILLS
36. The stroke that is being interchangeably known as freestyle
a. Crawl
b. Breast
c. fly
37. Almost all mammals can swim by instinct excerpt:
a. kangaroos
b. bats
c. porcupines
38. A standard Olympic pool measure:
a. 50 m
b. 75 m
c. 100 m
39. The official who looks if the swimmers do the correct strokes in competition
is:
a. Turn judge
b. Stroke judge c. referee
40. The fastest stroke use in competitive swimming is the:
a. Backstroke
b. Crawl
c. Butterfly
ATHLETICS
1. The athletic meet official who is responsible for the preparation of the Re sult cards, timekeeping cards and all other implements for competition Is
the ____.
a. recorder
c. technical manager
b. meet manager
d. referee
2.
Who is the official responsible for allowing only officials on duty and competitors taking part in the events that are in progress to be in the area?
a. the referee
c. the marsha
b. announcer
d. manager of the meet
3. The officials on duty at the change-over zones is relay races are the ____
a. Track Judges
c. Marshals
b. umpires’ d. Asst. Technical Manager
4. In all National & International Meetings, starting blocks must be used for all
races up to and including.
a. 400M
b. 200M
c. 800M
d. 110M
5.
Any breach of the rules that is observed by the ____ should be indicated
immediately by the raising of a red flag.
a. technical manager
c. chief judge
b. meet manager
d. referee
6. The official who is responsible to allocate duties to the judges is the
a. technical manager
c. chief judge
b. meet manager
d. ury of appeal
254
PNU LET Reviewer
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
7.
A distinctive flag or marker may be used to mark the best throw of each
competitor in the following events.
a. javelin only
c. for all throwing event
b. hammer & discus only
d. for all throwing event except shot put
8.
A throw made by a competitor in the discuss event is disqualified because
a. The competitor leaves the circle before the discus has landed
b. The discus breaks after landing
c. He has put rising powder on his hands
d. The discuss lands within the landing area and rolled out.
BADMINTON
9.
If the serving player misses the shuttle he:
a. may serve again from the same area.
b. may serve again but from the other service court.
c. lose the serve.
d. may reserve again
10.
During service when the shuttle touches the net but continues to land in the
proper service box it is:
a. a ‘let’ and the serve is taken again.
b. a fault and service is lost to the opponent.
c. a good serve.
d. A fault and a point is awarded to the receiver.
11.
A player shouts “out” to prevent his partner to hit the shuttle is a:
a. Form of assistance from a team member.
b. Communication between partners that is not allowed.
c. Technical violation of team members.
d. Stoppage of game and warning should be given to the team.
Prof. Julio Victor B. Santarin
Individual, Dual and Combative Sports
12.
One of the following is a serving violation:
a. The foot of the server is toeing the short service line
b. One foot is not in contact to the ground.
c. Feet are far apart
d. The feet are in contact to the ground.
13.
In a game of doubles the first serve is taken from –
a. The long service line of the right service box
b. The doubles alley of the serving teams choice.
c. The left service box.
d. The right service box.
14. When a shuttle touches a permanent fixture it is:
a. a ‘let’.
b. a good return
c. a fault.
d. a must for the opponent to reach for it.
15.
When serving, the racket head should:
a. be pointing to the floor.
b. be higher than the waist
c. be below the knees at impact.
d. be below the racket hand at impact.
TABLE TENNIS
16.
The ball is ____ from the last moment at which it is stationary on the
palm of the free hand before being intentionally projected in service until
the rally is decided as a let or a point.
a. Dead
b. Alive
c. Let
d. Serve
PNU LET Reviewer
255
Individual, Dual and Combative Sports
17. A ____ is the period during which the ball is in play.
a. rally
b. Alive
c. Let
18. A ____ is a rally of which the result is not scored.
a. Dead
b. Alive
c. Let
MAPEH (Music, Arts, Physical Education and Health)
ARNIS
d. Serve
d. Serve
26. A sharp pointed hardwood stick hardened by fire called
a. Muton
c. Kali
b. Espada y Daga
d. Dolo-dolo
19. The player due to strike the ball second in a rally.
a. Server
c. Server’s partner
b. Receiver
d. Receiver’s partner
27. Depict the traditional striking technique of arnis in a form of free hand
exercise.
a. Sinawali
b. Anyo
c. Doblete
d. Redonda
20. A ____ is a rally of which the result is scored.
a. Dead
b. Alive
c. Let
28.
d. Point
21. Anything that a player ____ includes anything that he was wearing or
carrying, other than the ball, at the start of the rally.
a Used
b Wear
c Bear
d Bring
22. The ____ is the hand carrying the racket.
a Left hand
c Racket hand
b Right hand d Free hand
23.
The ball shall be regarded as passing ____ the net assembly if it passes
anywhere other than between the net and the net post or between the net
and the playing surface.
a Over
b Under
c Around
d About
In what aspect of arnis does the learner taught the how and where to deliver a strike?
a. Blocking Technique
c. Striking Techniques
b. Stances
d. Body shifting
29. Double stick striking criss-across fashion and strike called:
a. Sinawali
c. Banday-banday
b. Redonda
d. Palis-palis
30. What is the target vital area of single sinawali?
a. Temple/Knee
c. Forehead/leg
b. Shoulder/hip
d. Chest/abdomen
24. The ____ is the hand not carrying the racket; the free arm is the arm of the
free hand.
a Left hand
c Racket hand
b Right hand d Free hand
25. A player ____ the ball if he touches it in play with his racket, held in the
hand, or with his racket hand below the wrist.
a Strike
b Hit
c Smash
d Drive
256
PNU LET Reviewer
Prof. Julio Victor B. Santarin
MAPEH (Music, Arts, Physical Education and Health)
Team Sports
Prepared by:
Dr. Rosalina Elizabeth N. Edralin
Competencies:
1. Recall the historical
background of the different
team sports.
2. Identify the facilities and
equipment use in the
sport.
3. Mechanical analysis of the
basic skills.
Team Sports
PART I - CONTENT UPDATE
TEAM SPORTS
BASKETBALL
A. HISTORY
1. Basketball came to existence through the ingenuity of Dr. James Naismith.
2. It was first played in 1891 at Springfield, Massachusetts, YMCA.
3. The first ball used was a soccer football, because of its ability to bounce
uniformly.
4. The first baskets were peach baskets suspended from the traditional
running track of so many gymnasiums built in that period.
5. Heights of the baskets were determined by the running track or balcony
height.
6. The first team had nine players, three forwards, three centers, and three
guards.
7. Later it became optional to reduce five, and finally five was selected as the
best number.
8. As late as 1950, a total of 16 foreign nations had hired Americans to teach
the game abroad, conduct clinics, and act as consultants in schools and
cities.
9. Basketball was first used in Olympic Games in 1936 in Berlin where the
United States toyed with all oppositions.
B. FACILITY AND EQUIPMENT
1. Playing Court – Length – 28 meters; Width – 15 meters
- Boundary line
Dr. Rosalina Elizabeth N. Edralin
PNU LET Reviewer
257
Team Sports
- Center line, center circle and semi-circles
- Free throw lines, restricted areas and free-throw rebound places
- Three point field goal area
- Team bench areas
2. Equipment
- Backstop units, consisting of:
• Backboards
• Baskets comprising rings and nets
• Backboard support structures including padding
- Basketballs
- Game clock
- Scoreboard
- Twenty-four second device
- Stopwatch or suitable device (not the game clock) for timing time-outs
- Two separate, distinctly different and loud signals
- Score sheet
- Player foul markers
- Team foul markers
- Alternating possession arrow
C. MECHANICAL ANALYSIS OF THE BASIC SKILLS
1. PASSING – Regardless of which pass is used, certain factors are common
to all passes.
a.
b.
258
For firm control, hold the ball with the thumb and finger pads and not
with the palms of the hands.
Passer step forward in the direction of the receiver. Passes should be
made with a quick arm extension and a snap of the wrists, with thumbs
and fingers providing momentum.
PNU LET Reviewer
MAPEH (Music, Arts, Physical Education and Health)
c. After the pass is released, the palms should be facing the floor.
d. Avoid telegraphing the direction of the pass. Learn to use peripheral
vision and keep eyes moving from place to place to develop an aware ness of the teammates’ positions.
e.
Anticipate the spot toward which a teammate will be moving to receive
the pass.
2. CATCHING – Receiving the ball is a most important fundamental skill.
Many turn overs involve failure to handle a pass properly.
a. Move toward the pass with the fingers spread and relaxed, reaching
for the ball with elbows bent and wrists relaxed.
b. Hands “give” as the ball comes in.
3. DRIBBLING – It is used to advance the ball, break for a basket, or maneu ver out of a difficult situation.
a.
b.
c.
The knees and trunk are slightly flexed, hands and eyes forward. Peripheral vision is important. Do not look beyond the ball and see it in
the lower part of the visual area.
The ball is propelled by the fingertips with the hand cupped and relaxed. There is a little arm motion. Push rather than slap the ball.
The dribbling hand should be alternated.
4. SHOOTING – The primary objective of the game is to score goals.
a. Both the toes and the shoulders face the basket. The weight is evenly
distributed on both feet. The ball is held between the shoulder and eye
level.
b. A comfortable grip, with fingers well spread and the ball resting on
the pads of the fingers is essential. One should be able to see daylight
between the palm of the hand and the ball.
Dr. Rosalina Elizabeth N. Edralin
MAPEH (Music, Arts, Physical Education and Health)
c. The eye is fixed on the target (the rim or the backboard) for the rest of
the shot. As the shot starts, the wrist is cocked.
d. The follow-through imparts a slight backspin to the ball. The arms are
fully extended, the wrist is completely flexed, and the hand drops down
towards the floor. The arch should be 45 degrees or a little higher.
5. PIVOTING – It is a maneuver that protects the ball by keeping the body
between the ball and the defensive player.
a. The ball is held firmly in both hands, with elbows out to protect it.
b. One foot, the pivot foot, must always be in contact with the floor. Tur ning on that foot is permitted, but it must not be dragged away from
the pivot spot. The lead foot may, however, step in any direction.
SOFTBALL
A. HISTORY
1.
2.
3.
George Hancock of Chicago, Illinois, started the game softball in 1889 and
Lewis Rober of Minnesota in 1895.
The game took different names at different times such as playground ball,
kitten ball, recreation ball, four old cats, and ladies ball.
Walter Hakanson gave the official name of Softball.
B. FACILITY AND EQUIPMENT
`1. Playing Field – It is the area within which the ball may be legally played
and fielded. It has a clear and unobstructed area within the minimum ra dius of 220 ft. for junior and women fast pitch; or 250 ft. for junior and men
fast pitch.
Dr. Rosalina Elizabeth N. Edralin
Team Sports
• The One meter (3 ft.) line is drawn parallel to and 0.91 m (3 ft) from
the baseline, starting at a point halfway between home plate and first
base.
• The Batter’s On-Deck circle is a 1.52m (5 ft) circle 0.76m (2 1/2 ft)
radius placed adjacent to the end of players’ bench or dugout area
closest to the home plate.
• The Batter’s Box, one on each side of home plate, 3 ft by 7 ft.
• The Catcher’s Box 10 ft in length from the rear outside corners of the
batters’ boxes and 8’ 5” wide.
• Each Coach’s Box is behind a line 15 ft drawn outside the diamond.
The line is parallel to and 12 ft5 from the first and third baselines,
extended from the bases toward home plate.
• The Home Plate is made of rubber. It is a five sided figure 17 inches
wide, across the edge facing the pitcher. The sides is parallel to the
inside lines of the batter’s box and 8 ½ inches long. The sides of the
point facing the catcher are 12 inches long.
• The Pitcher’s Plate is made of rubber 24 inches long and 6 inches
wide.
a. The top of the plate shall be level with the ground
b. The front line of the plate shall be the following distance from the
outside corner of home plate:
•
1. Male Fast Pitch (Adult and Junior) – 14.02m (46 ft);
2. Female Fast Pitch (Adult and Junior) – 13.11m (43 ft)
The Bases, other than home plate is 15 inch square and shall be made
of canvas or other suitable material, and not more than 5 in inches
thickness. The bases should be securely fastened in position.
2. Bat is round and smooth and not more than 34 inches long and 38 ounces
in weight.
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Team Sports
3. Ball is 12 ½ inches in circumference and 6 ¼ ounces in weight.
5. Gloves and Mitts – Any player may wear a glove, but only the catcher and
first baseman may use mitts.
4. Shoes should be worn by all players.
C. MECHANICAL ANALYSIS OF THE BASIC SKILLS
1. Gripping the Ball
a. The thumb is on one side, the index and middle fingers on top, and the
other fingers supporting along the other side.
2. Throwing
Overhand Throw
a. Secure a firm grip on the ball, raise the throwing arm to shoulder
height and bring the elbow back.
b. The hand with the ball is then brought back over the head so it is well
behind the shoulder at about shoulder height.
c. The left side of the body is turned in the direction of the throw, and the
left arm is raised in front of the body.
d. The weight is on the back (right) foot, with the left foot advanced and
the toe touching the ground.
e. The arm comes forward with the elbow leading, and the ball is thrown
with a downward snap of the wrist.
f. The body weight is brought forward into the throw, shifting to the front
foot.
g. There should be a good follow-through so the palm of the throwing
hand faces the ground at completion of the throw.
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PNU LET Reviewer
MAPEH (Music, Arts, Physical Education and Health)
h. The eye should be on the target throughout, and the arm should be
kept free and loose during the throw.
Sidearm Throw is much the same as the overhand throw, except that the
entire motion is kept near a horizontal plane. It is used for shorter, quicker
throws and employs a whip like action.
a.
b.
c.
Swing the arm out from shoulder and around parallel to the ground.
The throw curves more because a side-spinning action is usually parted to the ball on release.
There is generally some body lean toward the side of the throwing arm.
Underhand Throw
a.
b.
c.
d.
The throwing hand and arm brought back, with palm facing forward, in
a pendulum swing. The elbow is bent slightly.
The weight is mostly on the back foot.
The arm comes forward, almost in a bowling motion, and the ball is
tossed. The weight shift to the front foot during the toss.
The flight of the ball should remain low & arrive at about waist height.
3. Pitching
Slingshot Delivery
a. Grip the ball with index finger and middle finger on top of the ball with
the ring finger to the side and thumb underneath. Both feet must be in
contact with pitcher’s plate, facing the batter, and holding the ball mo
mentarily in front with both hands.
b. The pitcher takes one hand from the ball, extends the right arm for ward, and brings it back in pendulum swing, positioning the ball well
behind the body.
Dr. Rosalina Elizabeth N. Edralin
MAPEH (Music, Arts, Physical Education and Health)
c.
d.
e.
A normal stride taken toward the batter with the left foot begins the
throwing sequence for a right-handed pitcher.
The arm is brought forward with an underhanded slingshot motion,
and the weight is transferred to the leading foot.
Only one step is permitted. The follow-through motion is important.
Windmill Delivery is an alternate pitching motion in which the arm des cribes a full arc overhead, moving behind the body and then forward to ward the batter.
a. The arm goes into full extension on the downward swing in the back,
gathering momentum as the forward motion begins.
b. The pitch is otherwise the same as the normal motion.
4. Fielding
Fly Balls
a. For a low ball, the fielder keeps the fingers together and forms a basket
with the hands.
b. For a higher ball, the thumbs are together, and the ball is caught in
front of the chin.
c. The fielder should give with her hands, and care must be taken with a
spinning ball to squeeze the hands sufficiently to stop the spinning.
d. The eye is on the ball continually until it hits the glove or hands.
e. The knees are flexed slightly when receiving and aid in giving when the
ball is caught.
Grounders
a. The fielder should move as quickly as possible into the path of the ball
and then move forward and play the ball on a good hop.
Dr. Rosalina Elizabeth N. Edralin
Team Sports
b.
c.
d.
The eyes must be kept on the ball, following into the hands or glove.
The feet are spread, the seat is kept down, and the hands are carried
low and in front. The weight is on the balls of the feet or on the toes,
and the knees are bent to lower the body.
As the ball is caught, the fielder straightens up, takes a step in the
direction of the throw, and makes the throw.
5. Batting
a. The batter stands with the left side of the body toward the pitcher. The
feet are spread and the weight is on both feet.The body should be facing the plate.
b. The bat is held with the trademark up, and the left hand grasps the bat
lower than the right. The bat is held over the right shoulder, pointing
both back and up. The elbows are away from the body.
c. The swing begins with a hip roll and a short step forward in the direc tion of the pitcher. The bat is then swung level with the ground at the
height of the pitch.
d. The eyes are kept on the ball until it is hit. After the hit, there must be
good follow-through.
6. Base Running
a.
b.
c.
In running to first base, run in all out sprint. Run through first base to
the other side without slowing.
In rounding bases, touch base with outside foot, do not break stride.
Use banana approach, turn sharply and accelerate away from base.
In sliding, the slide begins 10 feet from base. Hands and arms are
extended in most of the slides.
PNU LET Reviewer
261
Team Sports
VOLLEYBALL
A. HISTORY
1.
2.
3.
4.
William G. Morgan of Holyoke City, Massachussetts created a game called
Mintonette in 1895.
Dr. A. F. Halstead renamed it to Volleyball.
Elwood S. Brown introduced it in the Philippines in 1910.
It was first played as demonstration sport in the 1964 Tokyo Olympics.
B. FACILITY AND EQUIPMENT
1. Playing Area – It includes the playing court and the free zone. It shall be
rectangular and symmetrical.
a) The playing court is a rectangle measuring 18 x 9 m, surrounded by a
free zone which is a minimum of 3 m wide on all sides.
The free playing space is the space above the playing area which is
free from any obstructions. The free playing space shall measure a minimum of 7 m in height from the playing surface.
MAPEH (Music, Arts, Physical Education and Health)
Warm-up Area
Penalty Area
2. Net
a. The net is placed vertically over the center line whose top is set at the
height of 2.43 m for men and 2.24 m for women.
b. It is 1 m wide & 9.50 to 10 m long, made of 10 cm square black mesh.
c. Two side bands are fastened vertically to the net and placed directly
above each sideline.
d. An antennae is a flexible rod 1.80 m long and 10 mm in diameter. It is
fastened at the outer edge of each sideband.
3. Posts
a. The posts supporting the net are placed at a distance 0.50 -1.00 m
outside the sidelines. They are 2.55 m high and preferably adjustable.
b. The posts are rounded and smooth, fixed to the ground without wires.
4. Balls
Lines on the Court
Boundary lines
Center line
Attack line
a.
b.
c.
Zones and Areas
Front Zone
Service Zone
Substitution Zone
Libero Replacement Zone
C. MECHANICAL ANALYSIS OF THE BASIC SKILLS
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PNU LET Reviewer
The ball shall be spherical, made of a flexible leather or synthetic leather case with a bladder inside made of rubber or a similar material.
Its color may be a uniform light color, or a combination of colors.
Its circumference is 65-67 cm and its weight is 260-280 g.
1. SERVING
Underhand Serve
Dr. Rosalina Elizabeth N. Edralin
MAPEH (Music, Arts, Physical Education and Health)
a. The server stands facing the net with the left foot slightly forward and
the weight on the right foot.
b. The ball is held in the left hand with the left arm across and a little in
front of the body.
c. The ball is lined up with a straight forward swing of the right hand. The
left-hand fingers are spread, and the ball rests on the pads of these
fingers.
d. On the serving motion, the server steps forward with the left foot,
transferring the weight to the front foot, and at the same time brings
the right arm back in preparatory motion.
e. The right hand now swings forward and contacts just below the center.
The ball can be hit with an open hand or with the fist (facing forward or
sideward).
f. An effective follow-through with the arm ensures a smooth serve.
Overhand Serve
a. The server stands with the left foot in front and the left side of the body
turned somewhat toward the net. The weight is on both feet.
b. The ball is held in the left hand directly in front of the face. The ball
must be tossed straight up and should come down in front of the right
shoulder.
c. As the ball is tossed, the weight shifts to the back foot. The height of
the toss is a matter of choice, but from 3 to 5 feet is suggested.
d. As the ball drops, the striking arm comes forward, contacting the ball
a foot or so above the shoulder. The weight is shifted to the forward
foot, which can take a short step forward. The contact is made with the
open palm or with the fist. An effective serve is one that has no spin – a
floater.
Dr. Rosalina Elizabeth N. Edralin
Team Sports
2. Passing (or Returning)
Forearm Pass (Underhand Pass)
a. The body must be in good position to ensure a proper volley. The player
must move rapidly to the spot where the ball is descending to prepare
for the pass.
b. The trunk leans forward and the back is straight, with a 90 degree
angle between the thighs and the body. The body is bent, and the body
is in partially crouched position, with the feet shoulder apart.
c. The hands are clasped together, so that the forearms are parallel. The
clasp should be relaxed, with the type of handclasp a matter of choice.
The wrists in either case are turned downward, and the elbow joints
are reasonably locked.
d. The forearms are held at the proper angle to rebound the ball, with
contact made with the fists or forearms between the knees as the
receiver crouches.
Overhand Pass
a.
b.
c.
d.
The passer moves underneath the ball and controls it with the finger
tips. Feet should be in an easy, comfortable position, with knees bent.
The cup of the fingers is made so that the thumbs and forefingers are
close together and the other fingers are spread. The hands are held
forehead high, with elbows out and level with the floor.
The passer contacts the ball at above eye level and propels it with the
force of spread fingers, not with the palms. At the moment of contact,
the legs are straightened and the hands and arms follow-through.
If the ball is a pass to a teammate, it should be high enough to allow
for control. If the pass is a return to the other side, it can be projected
forward with more force.
PNU LET Reviewer
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Team Sports
3.
Spiking
a.
b.
c.
d.
Approach – Take 3-4 steps near the side and attack lines with the last
step taken with the stronger leg.
Step-close take –off- Transfer the momentum of the body into a vertical direction. Heels of both contact the floor with the weight shifted
forward to the toes during the last step.
Arm movements – Swing both arms forward and upward during the
take- off. Extend left arm directly upward above the shoulder and the
right arm is bent into a throwing position. Left elbow leads the swing,
followed by an extension of the spiking arm. Contact ball with the heel
of the open hand. To impart a spin, snap wrist over the ball.
Blocking – Jump into the air directly in front of the spike, with the arms
extended in an effort to block the ball and at the same time to rebound
it off the arms into the spiker’s court.
MAPEH (Music, Arts, Physical Education and Health)
PART II – ANALYZING TEST ITEMS
Competency No. 1. Recall the historical background of different team sports.
1. Who created the game of basketball?
A. Walter A. Hakanson
C. Kareem Abdul Jabbar
B. James A. Naismith
D. William J. Morgan
The correct answer is B.
Dr. James A. Naismith was a member of the teaching staff of the International
Training School at Springfield, Massachusetts. He conceived the game as a solution to the problem of the school’s winter Physical Education program. A peach
basket was first used as the hoop. After each score the ball had to be taken out
of the basket before the play could be resumed.
Option A and D: they we both inventors of sports. Walter A. Hakanson was the
first person to first call the game softball while William J. Morgan created a game
called Mintonette or volleyball.
Option C: Kareem Abdul Jabbar was one of the best players in the NBA.
Competency No. 2. Identify facilities and equipment.
2. What equipment is worn by the catcher in softball for safety?
A. Mask and body protector
C. Mask and Mitt
B. Glove and Uniform
D. Spikes and Mask
264
PNU LET Reviewer
Dr. Rosalina Elizabeth N. Edralin
MAPEH (Music, Arts, Physical Education and Health)
The correct answer is A.
A mask, throat guard and chest guard must be worn by catcher in fast pitch
and are recommended in slow pitch softball.
Option B: Glove and uniform is required to be worn by all players in a softball;l
game.
Option C: Mask is worn by the catcher, but mitt s is limited to first baseman
and catcher.
Option D: Spikes or any other type of sharp projections on the shoes are
usually prohibited except in higher levels of competition.
Competency No. 3. Recognize bio-mechanics and skills.
3.
What is the position of the spiker’s hand at the beginning of the forward
swing to hit the ball?
A. Over the spiker’s head
B. Over the spiker’s right shoulder
C. Out to the side of the spiker’s shoulder
D. Above and slightly behind the spiker’s head
The correct answer is D.
The ball is contacted just in front of the hitting shoulder. The greater the distance the ball is in front of the spiker, the lower it drops before contact and the
greater the chance of it being hit into the net.
Options A, B, and C: All three options results in one common error. Balls contacted over the right, out to the side of the piker’s shoulder, and over the spiker’s
head, the hard driven spike consistently go-out-of bounds.
Dr. Rosalina Elizabeth N. Edralin
Team Sports
BASKETBALL
4. What was the original type of basket used for basketball?
A. peach basket
B. sewing basket
C. fish basket
D. trash basket
5. Which is used for timing periods of play and intervals between them?
A. 24-second device
B. Game clock
C. Stopwatch
D. Wristwatch
6.
Which movement would be most efficient when shooting a lay-up from the
right side of the basket?
A. Take off from the left foot, shoot with right hand.
B. Take off from right foot, shoot with right hand.
C. Take off from left foot, shoot with both hands.
D. Stand on both feet, shoot with right hand.
7.
Which statement concerning the pivot is untrue?
A. It is an offensive maneuver.
B. It is a defensive maneuver.
C. It is a method of evading an opponent.
D. It is executed by lifting both feet from the floor.
8.
What is the most significant factor to stress when executing a pass?
A. handling the ball with the fingers
B. using a wrist snap upon release
C. stepping into the pass
D. keeping the elbows in
9.
What is the most executed factor in the execution of an accurate bounce
pass?
A. Lowering the release point
B. Rotating the wrists inward
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Team Sports
C. Initiating the pass with a stride
D. Having correct point of contact on the floor
10.
Where should a player’s eyes be focused when dribbling?
A. downward in order to control the ball
B. forward in order to pass to a teammate
C. forward in order to alternate hands quickly
D. downward in order to see the feet of a defensive player.
SOFTBALL
11. In what city did softball originate?
A. Springfield, Massachussetts C. Chicago, Illinois
B. Detroit, Michigan
D. Cleveland, Ohio
12. What equipment is worn by the catcher for safety?
A. mask and mitt
C. glove and uniform
B. cleats and mask
D. mask and body protector
13. When is the sidearm throw used most often?
A. When the pitcher is pitching
B. when the infielders used to make a good throw
C. When the right fielder is attempting to throw out a base runner at the
first base
D. When the catcher is attempting to throw out a runner stealing second
base
14.
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Which grip should be used if the batter wants to hit a long ball?
A. hands spread about 2 inches
B. hands together at the bottom of the bat
C. hands together about 1 inch from the bottom of the bat
D. hands together about 3 inches from the bottom of the bat
PNU LET Reviewer
MAPEH (Music, Arts, Physical Education and Health)
15.
What is the most important consideration for an infielder when fielding a
ground ball?
A. Charging the ball
B. Getting in front of the ball
C. Getting the glove down immediately
D. Keeping the weight on the balls of the feet
16. What technique is used to pitch an incurve?
A. rotate wrist upward
C. rotate wrist downward
B. rotate wrist to the left
D. rotate wrist to the right
17.
What is the correct procedure for a right- handed person to use on an over
head throw?
A. Face the target, step ahead on the left foot.
B. Face the target, step ahead on the right foot.
C. Left shoulder toward target, step ahead on the right foot.
D. Left shoulder toward target, step ahead on the left foot.
VOLLEYBALL
18. William G. Morgan invented a game in 1895. What team sport is this?
A. Volleyball
C. Softball
B. Basketball
D. Soccer Football
19. What is the dimension of the volleyball playing court?
A. 28 meters x 15 meters
C. 9 meters x 18 meters
B. 225 feet x 220 feet
D. 22 feet x 40 feet
20.
In hitting the forearm pass, what is the reason for hitting the ball on the inner
part of the forearms?
A. So the pass will be legal.
B. So the ball can be hit below the waist.
Dr. Rosalina Elizabeth N. Edralin
MAPEH (Music, Arts, Physical Education and Health)
C. So there is a flat surface for rebounding the ball.
D. So the speed of the oncoming ball can be absorbed.
21.
What movements contribute to the height of the jump in hitting a spike?
A. leg extension
B. arching the back
C. upward movement of the arms
D. leg extension and upward movement of the arms
22.
What parts of the hands should contact the ball in hitting the overhand
pass?
A. the finger pads and thumbs
B. the heels of the hands, finger pads, and thumbs
C. the palms of the hands, finger pads, and thumbs
D. the thumbs and finger pads of the first two fingers
23.
When should the blocker extend his or her arms upward for the block?
A. just before reaching the peak of the jump
B. as he or she jumps upward to block the ball
C. as he or she moves into position to jump for the block
D. as the spiker begins the forward motion for the spike
24.
What direction should a player face when preparing to jump to block a
spike?
A. sideways to the net
C. facing the opposing team’s setter
B. squarely facing the net
D. facing the line of the spiker’s approach
25.
Where is the ball held when the server is going to hit an overhand serve?
A. Waist high, diagonal to the right side line
B. Waist high, directly toward the right side line
C. chest high, toward the net and in line with the right shoulder
D. Chest high, toward the net and in line with the left shoulder
Dr. Rosalina Elizabeth N. Edralin
Team Sports
PART III – ENHANCING TEST TAKING SKILLS
1.
When does the timer stop the clock?
A. When the official gives the hand signal.
B. When the scorers’ buzz alerts the official of a substitution.
C. When the official’s whistle blows.
D. When two opposing players collide attempting to get a loose ball.
2. How many seconds may a defensive player stay in the lane?
A. 3 seconds
C. 10 seconds
B. 5 seconds
D. No time limit
3.
If after receiving a pass a player makes a two-step stop, what is he permitted to do?
A. Pivot in any directions on the front foot.
B. Pivot in any directions on the back foot.
C. Pivot in any directions on either foot.
D. Pivot in any directions on both feet.
4.
A foul is committed against a player who is able to make the goal in spite of
the fouls. Does the shot counts?
A. No, a free throw is awarded.
B. No, a jump ball is called.
C. Yes, a free throw is awarded.
D. Yes, the other team takes the ball out of bounds
5. The offensive team plays a fast break, what is the best shot for the player
close to the basket do?
A. Lay-up shot
C. Jump shot
B. Set shot
D. Fall away shot
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Team Sports
6. A violation is committed by the defensive team and the ball is out of play. The
ball situation is called
A. Jump ball
C. Time-out
B. Dead ball
D. Delay of game
MAPEH (Music, Arts, Physical Education and Health)
12.
A batter-runner successfully hit a fair ball and reaches first base. The next
batter in the line-up hits a fly ball and was caught by a fielder. When does
the base-runner advance to another base?
A. As soon as the ball is hit
B. As soon as the ball is caught
C. As soon as the ball leaves the pitcher’s hand
D. The base runner may not advance to another base on a fly ball
13.
The bases are loaded and the on-deck batter interferes with the defensive
player’s opportunity to make a play on the runner. Who is calledout?
A. The batter
C. The runner on second
B. The runner on first
D. The runner on third
9. An inning is that portion of a game within which the teams alternate on of fense and defense. For an official game the minimum number of innings is
A. Seven
C. Five
B. Six
D. Four
14.
Softball is played in innings and run is the unit in scoring. What determines
the winner of a game?
A. The team that scores five runs first
B. The team that makes the fewest errors
C. The team that has the most hits in a regulation game
D. The team that scores the most runs in a regulation game
10.
For a pitch ball to be counted as a strike it must pass over the strike zone.
Where is the batter’s strike zone?
A. Between the shoulders and ankles and over the home plate.
B. Between the neck and the top of the knees and over the home plate.
C. Between the armpits and the top of the knees and over the home plate.
D. Between the waist and the top of the knees and over the home plate.
15. The outfielders support the basemen in fielding balls. Which base is usually
not backed up by the pitcher?
A. First base
C. Third base
B. Second base
D. Home
11
A legally batted ball is said to be fair when it
A. settles in fair territory in the infield.
B. touches fair territory and rolls foul in the infield.
C. rolls outside third base into the outfield.
D. hits foul territory in the outfield and bounces fair.
7.
Player A is cutting for the basket and runs into Player B who has established
a guarding position. What is the official’s decision?
A. Blocking on Player A
C. Charging on Player B
B. Blocking on Player B
D. Charging on Player A
8.
An offensive player happened to return the ball to the back court and a violation occurs. What is the penalty for the violation?
A. Jump ball
C. Two free throws
B. One free throw
D. Opponent’s ball out-of-bounds
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PNU LET Reviewer
16.
The bases are loaded with no outs. The batter swings and misses a third
strike. How is the batter put out?
A. The catcher must hold the ball to put the batter out.
B. The catcher must tag the batter to make the out.
C. The catcher must throw to first to put the batter out.
D. The batter is automatically out.
Dr. Rosalina Elizabeth N. Edralin
MAPEH (Music, Arts, Physical Education and Health)
17.
What position in the serving order a player takes if he/she re-enters the
game?
A. His or her original position
C. The left front position
B. The serving position
D. Any position
18.
A toss coin is performed by the first referee between the two team captains
before the match. What choices does the winner of the toss coin have?
A. First serve or team area in that game
B. First serve in the first or second game
C. First serve and team area in that game
D. First serve in the first and second game
19.
A hit is any contact with the ball by a player in play. When may a player hit
the ball twice in a row?
A. Never
B. When the first hit was an attempted block
C. When the hits are made with different body parts
D. When the first hit was a ball recovered from the net
20. A back row player on the serving team spikes the ball into the opponent’s
court. The spike was behind the attack line when jumping to make the spike.
What was the decision?
A. Legal play
C. Side-out
B. Point
D. Replay
21.
Team Sports
22.
A block attempt is the action of blocking without touching the ball. If two or
more players attempt to block a spike at the same time what is this called?
A. A team block
B. An attack block
C. A multiple block
D. A simultaneous block
23. The officiating officials cause the game to progress with as little interference
as possible. Which of these directs the match from the start until the end?
A. Head official
C. Umpire
B. First refereev
D. Head Referee
24. A playing area does not have the required clearance above the court. A
serve hits the ceiling. What is the ruling?
A. Play continues
C. Second serve
B. Reserve
D. Side-out
25.
A player is permitted to penetrate into the opponent’s space under the net,
provided that this does not interfere with the opponent’s play. Which event is
a center line violation?
A. Stepping on the center line
B. Touching the opponent’s playing area with the hands
C. Stepping on center line and opponent’s playing area
D. Having one or both feet on or above the center line
The service is the act of putting the ball in play. What is the most important
aspect of the serve?
A. The placement of the ball
B. The height of the ball
C. The speed of the ball
D. The spin on the ball
Dr. Rosalina Elizabeth N. Edralin
PNU LET Reviewer
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Team Sports
PRE-BOARD EXAMINATION
1.
A player makes a two-step stop after receiving a pass. What is the player
permitted to do?
A. Pivot in any directions on the front foot.
B. Pivot in any directions on the back foot.
C. Pivot in any directions on either foot.
D. Pivot in any directions on both feet.
2.
What is the purpose of arching shots toward the basket?
A. so the ball will go a longer distance
B. so the ball will be dropping into the basket
C. so there will be a less chance of a guard blocking the shot
D. so the players will have time to get into rebounding positions.
3. Where should the ball be in relation to the body when using a speed dribble?
A. in front
B. to the side when closely guarded
C. slightly toward the dribbling-hand side
D. in front and slightly toward the non dribbling-hand side
4.
Where is the strike zone?
A. Between the shoulders and ankles and over the plate.
B. Between the neck and the top of the knees and over the plate.
C. Between the armpits and the top of the knees and over the plate.
D. Between the waist and the top of the knees and over the plate.
5. What is the most important thing to remember when catching a ball above
the waist?
A. to catch with the gloved hand only
B. to wait for the ball to drop to waist level
C. to hold the hands out in front of the body
D. to keep the thumbs together and fingers pointed up
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PNU LET Reviewer
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6.
What position is best for fielding a ground ball?
A. side stride, one knee on the ground, glove waist high
B. forward stride, one knee on the ground, glove waist high
C. side stride, knees bent and hips lowered, glove touching the ground
D. forward stride, knees bent and hips lowered, glove touching the ground
7. Which parts of the hands supply the primary force in hitting an overhand
pass?
A. the finger pads and thumbs
B. the finger pads of the last three fingers
C. the heels of the hands, finger pads, and thumbs
D. the thumbs and finger pads of the first two fingers
8. What movements contribute to the height of the jump in hitting a spike?
A. leg extension
B. arching of the back
C. upward movement of the arms
D. leg extension and upward movement of the arms
9.
When should the blocker extend his or her arms upward for the block?
A. just before reaching the peak of the jump
B. as he or she jumps upward to block the ball
C. as the spiker begins the forward motion for the spike
D. as he or she moves into position to jump for the block
10.
A player is blocking a spike. How far apart should the player’s thumbs be?
A. 1 to 2 inches
B. 6 inches apart
C. touching each other
D. slightly less than the width of the ball apart
Dr. Rosalina Elizabeth N. Edralin
MAPEH (Music, Arts, Physical Education and Health)
Personal, Community,
Environmental Health,
Safety Education and
First Aid
Prepared by:
Prof. Minerva Y. Atanacio-Brillante
Competencies:
1. Apply learning relative to health
education
• Proper handling of the in jured and victim of accidents
• Diseases and drugs
• Environmental issues and
concerns
• Personal care and hygiene
Prof. Minerva Y. Atanacio-Brillante
Personal, Community, Environmental Health, Safety Education and First Aid
PART I - CONTENT UPDATE
PERSONAL HEALTH
PERSONAL CARE
Having healthy skin, hair, and nails is a part of looking and feeling your best.
These are the first things people see when they look at you.
A. SKIN
MAIN LAYERS OF THE SKIN
1.
Epidermis - the layer just below the skin’s surface that continually produces new cells. These cells are nourished by the blood vessels that run
through the skin. As cells are produced here, older cells are pushed to the
surface. Since there are no blood vessels at the surface, the cells are deprived of nourishment and die.
2.
Dermis - it contains muscle fibers, blood vessels, and nerves. The blood
vessels bring nutrients to the skin, and carry away waste products. The
nerves in the dermis help you sense your environment. They transmit messages of pain that warn you of possible danger of injury.
SKIN CARE
•
A balanced diet, regular exercise, and sleep are essential for healthy skin.
BASIC STEP SKIN CARE
1. Cleanse - Soap should only touch your skin from the neck down. Do
not cleanse too often.
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2. Expoliate - Scrubs work by removing the top layer of dead skin cells
that tend to dull your complexion.
3. Moisturize - A basic rule of beauty is that if you have dry skin, you
should invest in a basic moisturizer. But be careful not to over-moistu rize for this can clog pores.
4. Apply sunscreen - The #1 cause of wrinkles is sun damage, so it’s
important to use a sunscreen of at least 30 SPF from your early years
B. HAIR
•
•
•
•
Hair helps to insulate your body from the cold and the heat.
Eyelashes and the hair in your nostrils and ears keep dust and dirt out of
your eyes, nose and ears.
Eyebrows help to keep sweat from running into your eyes.
The hair on your arms and legs helps you sense when something is on or
close to your skin.
HAIR CARE
• Frequent, gentle brushing helps to remove dirt and makes your hair shine
• Shampooing washes away built-up oil.
HAIR SPA Treatment
A hair spa involves oil massage of the scalp, shampooing and conditioning.
It starts with oiling the scalp and the hair, which is followed by shampooing. After shampooing, conditioning treatment is done. It may take around one hour
for this treatment at a salon. Hair spa treatment is said to be best for those,
who are facing hair loss and those with dull and damaged hair. This treatment
is claimed to arrest hair fall and regain the lost sheen and bounce of the hair.
Even hair problems, like, dandruff, itchy scalp, etc., can be reduced with this
treatment.
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Scalp is massaged for at least 10 minutes during shampooing. After the
shampoo, a deep conditioning mask is applied and it is massaged for 20 -25
minutes. Then a cream is applied from the root of the hair to the tip. The whole
process takes almost 40-45 minutes.
HAIR CARE TIPS
General
• A healthy lifestyle will mean healthier hair for you. Excessive stress, smo king, not exercising and not eating nutritious foods are not healthy for your
hair
• Get enough sleep
Hair product
• Avoid using hair styling products with alcohol which dries out hair.
• Avoid putting hair styling products directly on your scalp to avoid clogging
of pores.
Swimming
• Wet your hair with tap water before entering the pool to soak up the initial
water instead of the chlorinated water.
• When swimming wear a cap to protect your hair from chlorinated water
• If you choose not to wear a cap make sure you shampoo and condition your
hair right after you are done swimming
Drying
• Hot air can damage your hair so use the cool setting
• Don’t leave the blowdryer in one spot for more than a few seconds, kee it
moving and at a good distance from your hair
• Gently use your finger or a pick to untangle knots while your hair is drying
Combing/ Brushing
• Avoid brushing hair when it’s wet ,or it will cause breakage. Wait until your
Prof. Minerva Y. Atanacio-Brillante
MAPEH (Music, Arts, Physical Education and Health)
Personal, Community, Environmental Health, Safety Education and First Aid
hair is almost dry.
• Use brushes/combs with widely spaced bristles/teeth and smooth tips.
Sharp tooth combs can damage your hair, cause split ends and scratch
your scalp.
• Begin by combing your hair gently at the ends to get any tangles out and
work way up to the base of your hair.
•
•
Shampooing and Conditioning
• Buy shampoo & conditioners that match your hair type. Trial and error is the
best way to find out what specific hair product is best for your hair.
• When shampooing, rinse your hair then apply shampoo into your scalp and
massage it gently with your finger tips. Then thouroughly rinse out your hair
to remove any shampoo residue
• Try rotating the shampoo and conditioner periodically, hair responds differ
ently to different products
• Use a conditioner after shampooing; it gives extra protection, add shine,
reduce static
• When conditioning your hair, try to spread conditioner evenly throughout
your hair and leave it for a couple of minutes before rinsing out your hair.
• Put the conditioner in at about an inch away from the scalp, the roots of
your hair contain the most oils and don’t need the extra conditioning.
Nail treatments are some of the quickest and most cost-effective ways to
pamper yourself such as manicure and pedicure.
C. NAILS
•
•
•
Fingernails and toenails, like your hair, are outgrowths of the skin that protect the sensitive upper surfaces of the tips of your fingers and toes.
If your hands are in water frequently, your nails will become brittle.
White spots on nails are the result of minor injuries.
NAIL CARE
•
Brush regularly
Prof. Minerva Y. Atanacio-Brillante
Clip or file so edges are smooth
Some spas offer services aimed at improving your nails. Overlays, silk
wraps and hardening treatments can strengthen your natural nails so you
no longer need artificial nails.
NAIL TREATMENT
D. EYES
THREE LAYERS OF THE EYES
SCLERA - the outside layer of our eye which is white. Muscles attached to it
allow the eye to move within its socket
OPTIC NERVE - the nerve that transmit visual information to the brain.
CONJUCTIVA - covers the front part of the sclera and the inside of the eyelid.
RETINA- light-sensing part of the eye.
EYE CARE
Avoid eye strain
Be sure to have adequate light when reading
Regular examination
Use protective glasses or goggles
E. EARS
PARTS of the EARS
OUTER EAR includes auricle, ear canal and eardrums
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MIDDLE EAR contains three small bones- hammer, anvil and stirrup
INNER EAR structures in the inner ear help you maintain your balance.
Vestibule – fluid filled chamber that senses the position of your head
Semicircular canals- a set of three hollow tubes detects changes in body
position
EAR CARE
Wet washcloth to clean your outer ear
Never insert a cotton-tipped swab into your ear canal to clean it.
Wear ear plug when swimming
D. TEETH
TYPES OF TEETH
INCISORS-teeth with sharp edges used to cut food
CANINES- teeth with single point that are used for tearing food
PREMOLARS- have flat surfaces with rounded ridges for crushing food
MOLARS-have large flat surface used to grind food
DENTAL CARE
Eat a balance diet low in sugar
Brushing teeth 3 x a day
See dentist regularly
HOW TO BRUSH TEETH
• Place toothpaste on your toothbrush
• Brush teeth for a full two minutes
• Hold the brush at a 45-degree angle against your teeth.
• Brush the outer and inner surface of teeth, the chewing surface of your
gums
• Brush teeth after each meal.
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HOW TO FLOSS
• Floss a minimum of once every day.
• Slide the floss between your teeth with a back and forth movement, not
up and down. The floss should move against both teeth and go up to
the gums.
• Floss between all teeth including the back teeth that are against gums.
COMMUNITY HEALTH
THE USE AND MISUSE, AND ABUSE OF DRUGS
DRUG - is any substance that causes a physical or emotional change in a person.
Categories of drugs:
1. HERBAL DRUGS - herbal drugs can be classified as drugs because they
have an effect, though mild, on the body. Because they are mild, herbal
drugs are not controlled by law.
2. OVER-THE-COUNTER DRUGS - can be legally bought without the doctor’s
prescription.
a. ANALGESIC - are used to relieve pain. Three kinds are aspirin, acet
aminophen, and ibuprofen.
b. SEDATIVES - are drugs that slows down body functioning and make
you sleepy.
c. STIMULANTS - are opposite of sedatives, they make you more alert.
Commonly used stimulant is caffeine.
3.
PRESCRIPTION DRUGS - are drugs that require a doctor’s prescription. A
prescription is a doctor’s written order to a pharmacist that a patient is
allowed to purchase a drug. A prescription drug includes the drug’s name,
direction for use and amount of drugs to be used.
Prof. Minerva Y. Atanacio-Brillante
MAPEH (Music, Arts, Physical Education and Health)
4. TOBACCO PRODUCTS- it contains:
a. Tar - solid material in tobacco smoke that condensed into a thick li quid. They are tiny particles that when they enter the lungs they con dense and form a sticky coating on the bronchial tubes. It damages
the tiny hairs in the tube and so they will not be able to protect him
from getting a serious respiratory disease
b. Nicotine- is the psychoactive chemical in tobacco. It causes a change
in a person’s mood and behavior. It is very addictive. A person who is
addicted to nicotine has trouble functioning without it.
c. Carbon Monoxide-an extremely dangerous gas released by burning
cigarettes.
EFFECTS OF NICOTINE
BRAIN - smoking restricts oxygen flow and causes a narrowing of the blood
vessels in the brain, which can lead to stroke
LUNGS - cigarette smoke introduces cancer-causing agents directly to the
lung tissue. It also impairs the cilia’s ability to clear these and other harmful
foreign substances from the lungs.
HEART- nicotine increases heart rate and blood pressure, and constricts
the blood vessels, which can lead to a heart attack.
RISK of “PASSIVE SMOKING”
• Mainstream smoke- passes through the tobacco and filter when the
smokers inhale
• Side stream smoke- rises from the cigarette during the time the smok
er is not inhaling. Almost 75% of the smoke that comes from a burning
cigarette is side stream smoke.
Prof. Minerva Y. Atanacio-Brillante
Personal, Community, Environmental Health, Safety Education and First Aid
ALCOHOL
• It irritates the throat and esophagus on its way into the stomach and into
the intestine.
• From there alcohol is absorbed into the bloodstream going to all cells and
tissues including the brain.
• About 20% of the alcohol is absorbed into the blood stream through the
stomach wall.
• Alcohol remains in the blood stream until it can be metabolized by the liver.
• When ALCOHOL REACHES THE LIVER, IT BREAKS DOWN INTO CARBON
DIOXIDE AND WATER. The more a person drinks, the harder his liver will
work to get rid of the alcohol.
Three phases of addiction to alcohol:
1. ABUSE- when a person drinks alcohol he cannot do so in moderation or at
appropriate times.
2. DEPENDENT- people in the dependent phase of alcoholism feel they need
the drug to function properly. They have a very strong and constant desire
for alcohol. Alcohol is beginning to dominate their lives.
3. ADDICTION- dependence on alcohol becomes physical or psychological.
Being addicted means putting the drug before anything else. Sometimes
they substitute alcohol from food which can lead to serious health prob lems such as malnutrition.
Long Term Effect
•
•
Hepatitis - is an inflammation or infection of the liver that can cause fever,
a yellowing of the skin, weakness and sometimes death.
Cirrhosis - occurs when liver cells are permanently replaced with useless
scar tissue. People with cirrhosis often suffers from serious digestive problems because their liver no longer able to metabolize food properly.
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•
•
•
Alcohol can damage the heart . It causes fat deposits on heart muscles.
Alcohol kills brain cells which cannot be replaced.
Long term used can increase one’s changes of suffering from cancer of the
liver, esophagus, pharynx, and larynx.
ENVIRONMENTAL HEALTH
MAPEH (Music, Arts, Physical Education and Health)
ENVIRONMENTAL POLLUTION
1. WATER POLLUTION- the contamination of water bodies (e.g. lakes, rivers,
oceans and groundwater. Water pollution occurs when pollutants are dis
charged directly or indirectly into water bodies without adequate treatment
to remove harmful compounds.
ENVIRONMENTAL HEATH- Environmental health is the branch of public health
that is concerned with all aspects of the natural and built environment that may
affect human health.
THE ENVIRONMENT AND HEALTH
•
•
•
•
ECOSYSTEM - a system made of living things and their physical surroundings. Every living thing is part of the ecosystem.
INTERACTIONS - one characteristic of an ecosystem is that its living and
non-living parts interact with each other.
INTERDEPENDENCY - whatever happens to one part of the ecosystem
affects other parts.
HOMEOSTASIS - the tendency of any living thing to maintain a balance in
its inner system.
ELEMENTS OF A HEALTHY ENVIRONMENT
• WATER- water is vital to all living things. Sixty five to seventy percent of our
body is water and eighty percent of the brain. In addition we use water to
drink and to use for personal and household cleanliness, food preparation
and recreation.
• AIR – another substance that is vital to all living things. Oxygen allows us
to obtain energy from food. Carbon dioxide traps the sun’s heat and is used
by plants to make food that animals need.
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Diseases spread by water pollution
• Cholera
• Typhoid
• Cancer
• Birth defects
• Gastro-intestinal disorders
• Kidney and liver disorders
WATER POLLUTION CAUSES
The causes of water pollution vary and may be both natural and anthropogenic.
However, the most common causes of water pollution are the anthropogenic
ones including:
1.
Agriculture runoff – carrying fertilizers, pesticides/insecticides/herbicides
and other pollutants into water bodies such as lakes, rivers, ponds). The
usual effect of this type of pollution consists in algae growing in affected
water bodies. This is a sign of increased nitrates and phosphates in water
that could be harmful for human health.
2. Mining activities – mining activities involve crushing the rock that usually
contains many trace metals and sulfides. The left material may easily gene rate sulfuric acid in the presence of precipitation water.
3. Accidental leaks and spills – associated with handling and storage of
chemicals may happen anytime and, although they are usually contained
Prof. Minerva Y. Atanacio-Brillante
MAPEH (Music, Arts, Physical Education and Health)
soon after they occur, the risk of polluting surface and groundwater exist.
An example are ship accidents such as Exxon Valdez disaster which spilled
large amounts of petroleum products into the ocean.
4. Intended/illegal discharges of waste while such occurrences are less
common today, they may still happen due to the high cost of proper waste
disposal; illegal waste discharges into water bodies were recorded all over
the world.
5. Burning of fossil fuels – the emitted ash particles usually contain toxic
metals (such as As or Pb). Burning will also add a series of oxides including
carbon dioxide to air and respectively water bodies.
6.
Disposal of personal care products and household chemicals (including detergents and various cleaning solutions) – this is a serious
problem since the releases to water are unpredictable and hard if not impossible to control. It is up to each of us to minimize this contribution to
water pollution by controlling our consumption and disposal of such prod
ucts as well as trying to recycle as much as we can.
EFFECTS of Water Pollution
Water pollution affects plants and organisms living in these bodies of water
in almost all cases. The effect is damaging not only to individual species and
populations but also to the natural biological communities. Water pollution is
harmful to the health of humans and animals. Water pollution may not damage
our health immediately but can be harmful after long term exposure. Different
forms of pollutants affect the health of animals in different ways:
•
Heavy metals from industrial processes can accumulate in nearby lakes
and rivers. These are toxic to marine life such as fish and shellfish, and
subsequently to the humans who eat them. Heavy metals can slow development; result in birth defects and some are carcinogenic.
Prof. Minerva Y. Atanacio-Brillante
Personal, Community, Environmental Health, Safety Education and First Aid
• Industrial waste often contains many toxic compounds that damage the
health of aquatic animals and those who eat them. Some of the toxins in
industrial waste may only have a mild effect whereas other can be fatal.
They can cause immune suppression, reproductive failure or acute poisoning.
•
Microbial pollutants from sewage often result in infectious diseases that
infect aquatic life and terrestrial life through drinking water. Microbial water
pollution is a major problem in the developing world, with diseases such as
cholera and typhoid fever being the primary cause of infant mortality.
•
Organic matter and nutrients causes an increase in aerobic algae and depletes oxygen from the water column. This causes the suffocation of fish
and other aquatic organisms.
•
Sulfate particles from acid rain can cause harm the health of marine life in
the rivers and lakes it contaminates, and can result in mortality.
•
Suspended particles in freshwater reduces the quality of drinking water
for humans and the aquatic environment for marine life. Suspended particles can often reduce the amount of sunlight penetrating the water, disrupting the growth of photosynthetic plants and micro-organisms.
Harmful Effects of Water Pollution
•
A number of waterborne diseases are produced by the pathogens present
in polluted water, affecting humans and animals alike.
•
Pollution affects the chemistry of water. The pollutants, including toxic chemicals, can alter the acidity, conductivity and temperature of water.
•
Polluted municipal water supplies are found to pose a threat to the health
of people using them.
•
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cable diseases due to the consumption of contaminated drinking water.
• The concentration of bacteria and viruses in polluted water causes in crease in solids suspended in the water body, which, in turn, leads to health
problems.
• Marine life becomes deteriorated due to water pollution. Lethal killing of
fish and aquatic plants in rivers, oceans and seas is an aftereffect of water
contamination only.
•
•
Diseases affecting the heart, poor circulation of blood and the nervous system and ailments like skin lesion, cholera and diarrhea are often linked to
the harmful effects of water pollution.
Carcinogenic pollutants found in polluted water might cause cancer.
•
Alteration in the chromosomal makeup of the future generation is foreseen,
as a result of water pollution.
•
Discharges from power stations reduce the availability of oxygen in the
water body, in which they are dumped.
• The flora and fauna of rivers, sea and oceans is adversely affected by water
pollution.
2. AIR POLLUTION - is caused by the release of toxic gases and particles into the
atmosphere by automobiles, factories, power generating plants and bur ning trash. These pollutants can be carried long distance by the wind or
can rise up to the upper levels of the atmosphere where they can cause
major worldwide problems.
MAPEH (Music, Arts, Physical Education and Health)
used to describe the warming effect of certain gases in the atmosphere that
trap heat from the sun’s rays.
• Carbon dioxide
• Water vapor
• Methane
• Ozone
• Nitrous oxide
• CFC’s
Agricultural and Industrial consumer practices are increasing the amount
of green house gases in the atmosphere At the same time trees which consume
carbon dioxide and give off oxygen, the overall effect of these changes is what
we call global warming.
Indoor Air Pollution - Indoor air pollutants in tightly sealed buildings may be
more
• Asthma
• Bronchitis
• Heart disease
• Emphysema
3. LAND POLLUTION - is the spoiling of the land so that it is unfit to be inhabited
by living things. But the greatest land pollution problem is the accumulation
of wastes that are produced and discarded by humans.
a. SOLID WASTE
Destruction of the OZONE layer. Ozone layer completely surrounds the planet and protects living things from the ultra violet rays of the sun.
The most common of dealing with solid waste has been to drum them
“as far as possible. But these are breeding grounds for disease-carrying
insects and rodents.
Global warming and the Green House Effect. The green house effect is
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Most solid waste is now placed in sanitary landfills. At these sites, the
Prof. Minerva Y. Atanacio-Brillante
MAPEH (Music, Arts, Physical Education and Health)
waste are covered with a layer of spoil to prevent the spread of disease.
Personal, Community, Environmental Health, Safety Education and First Aid
•
•
Sounds of 140 or more can cause pain
At 180 dB, irreversible hear loss may occur.
EFFECTS:
•
•
When covered with soil, some materials often escape from landfills to
pollute the air and water
When burned, it reduces the amount of solid waste because they may
cause injury, illness or death.
b. HAZARDOUS WASTE
Certain types of wastes are classified as hazardous waste because
they may cause injury, illness or death.
•
•
Heavy metals such as lead, and mercury are toxic and may block the
digestive system causing starvation or even death.
Nuclear waste-exposure to a large dose of radiation from nuclear
wastes can be deadly. It can cause bone marrow damage, skeletal abnormalities, cataract as well as leukemia and other types of cancer.
4. NOISE POLLUTION - Loud or constant noise not only can damage your hea ring but also can cause:
1. Fatigue, Stress, Irritability, Anger, Tension, Anxiety
2. Prolong exposure can rupture eardrums and may cause permanent hearing loss.
• The slightest sound that the human ear can detect has a loudness of 0 decibels (dB)
• Sound in the 40-60 dB range are comfortable
• Constant exposure to 70 dB can be annoying and may begin to damage
your hearing
• Exposure to sounds to 120 dB may result to serious damage.
Prof. Minerva Y. Atanacio-Brillante
PROTECTING NATURAL RESOURCES AND THE ENVIRONMENT
CONSERVATION - is the protection and wise use of natural resources by using less
of the materials we take from the environment, particularly those resources that are
nonrenewable. It also means protecting the environment from pollutants by using
products that are less toxic.
RECYCLING AND REUSING - Many of the materials that we discard can be reused.
Ways or reusing materials:
•
•
•
Recycling- the reusing of materials either directly or indirectly by making
them into another products.
Composting- the conversion of organic matter into fertilizer by allowing it
to be broken down by the action of bacteria.
Pulverizing and Compacting- the pounding of solid wastes into bricks that
can be used in constructing landfills, roads and other structures.
REDUCING PERSONAL POLLUTION
1. Preserving the Air:
•
•
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•
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•
•
Walk, bicycle or carpool
Purchase safer alternatives to products sold in aerosol cans.
Choose not to smoke or spend time with those who do.
Keep the car well tuned,& have the exhaust system checked frequently
Avoid purchasing products that contains formaldehyde or CFCs
Use less electricity
Plant trees
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2. Preserving the water
•
•
•
Use only biodegradable, low-phosphate detergents.
Fix leaks faucets and toilets quickly
Take shorter shower.
3. Reducing Solid and Chemical Waste
• Recycle and reuse whenever as possible
• Reduce household trash by purchasing reusable items and products
with minimal packaging
• Start a compost pile for biodegradable garbage
• Limit the use of chemical fertilizers and pesticides
• Purchase environmental safe cleaning products.
Environmental issues in the Philippines
•
The Philippines are prone to natural disasters, particularly typhoons, floods,
landslides, volcanic eruptions, earthquakes, and tsunamis, lying as it does
astride the typhoon belt, in the active volcanic region known as the “PACIFIC RING OF FIRE” and in the geologically unstable region between the
Pacific and Eurasian tectonic plates.
•
the Philippines also suffers major human-caused environmental degradation aggravated by a high annual population growth rate, including loss of
agricultural lands, deforestation, soil erosion, air and water pollution, improper disposal of solid and toxic wastes, loss of coral reefs, mismanagement and abuse of coastal resources, and overfishing.
•
According to Greenpeace SouthEast Asia, the Philippines major historical
river, the Pasig River is now biologically dead due to negligence and industrialization. Currently, the Philippines’ Department of Environment and
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Natural Resources has been busy tracking down illegal loggers and been
spearheading projects to preserve the quality of many remaining rivers that
are not yet polluted.
Anti- Nuclear movement in the Philippines
• The anti- nuclear movement in the Philippines aimed to stop the construc tion of nuclear power facilities and terminate the presence of American
military bases, which were believed to house nuclear weapons on
Philippine soil.
•
Anti-nuclear demonstrations were led by groups such as the Nuclear-Free
Philippines Coalition and No Nukes Philippines.
•
A focal point for protests in the late 1970s and 1980s was the proposed
Bataan Nuclear Power Plant, which was built but never operated. The project was criticised for being a potential threat to public health, especially
since the plant was located in an earthquake zone.
•
The demand of the anti-nuclear movement for the removal of military bases culminated in a 1991 Philippine Senate decision to stop extending the
tenure of US facilities in the Philippines. Tons of toxic wastes were left behind after the US withdrawal and anti-nuclear and other groups worked to
provide assistance for the bases’ cleanup.
AIR
Air pollution - is the introduction of chemicals, particulate matter, or biological
materials that cause harm or discomfort to humans or other living organisms, or
damages the natural environment into the atmosphere.
The atmosphere is a complex dynamic natural gaseous system that is essential
to support life on planet Earth. Stratospheric ozone depletion due to air pollution has
Prof. Minerva Y. Atanacio-Brillante
MAPEH (Music, Arts, Physical Education and Health)
long been recognized as a threat to human health as well as to the Earth’s ecosystems.
Personal, Community, Environmental Health, Safety Education and First Aid
Pollutants
Indoor air pollution and urban air quality are listed as two of the world’s worst
pollution problems in the 2008 up to now.
•
•
•
•
•
•
•
Greenhouse gases have already reached dangerous tipping point.The total
“long-term” carbon dioxide equivalent of greenhouse gases in the atmosphere
has already reached 455 parts per million. (Intergovernmental Panel on Climate
Change Report) This level is considered a tipping point.
“The amount of greenhouse gas in the atmosphere is already above the threshold that can potentially cause dangerous climate change. We are already at
risk...It’s not next year or next decade, it’s now.” (Tim Flannery, climate change
expert)
The research shows carbon emissions have grown sharply since 2000, despite
growing concerns about climate change. During the 1990s, carbon emissions
grew by less than 1% per year. Since 2000, emissions have grown at a rate of
3.5% per year. No part of the world had a decline in emissions from 2000 to
2008.
Climate disasters are on the rise. Around 70 percent of disasters are now climate related – up from around 50 percent from two decades ago.
These disasters take a heavier human toll and come with a higher price tag. In
the last decade, 2.4 billion people were affected by climate related disasters,
compared to 1.7 billion in the previous decade. The cost of responding to disasters has risen tenfold between 1992 and 2008.
Destructive sudden heavy rains, intense tropical storms, repeated flooding and
droughts are likely to increase, as will the vulnerability of local communities in
the absence of strong concerted action.
Unless we can reduce the amount of carbon dioxide in the atmosphere to 350
parts per million, we will cause huge and irreversible damage to the earth.
Prof. Minerva Y. Atanacio-Brillante
Schematic drawing, causes and effects of air pollution: (1) greenhouse effect,
(2) particulate contamination, (3) increased UV radiation, (4) acid rain, (5) increased
ozone concentration, (6) increased levels of nitrogen oxides
An air pollutant is known as a substance in the air that can cause harm to
humans and the environment. Pollutants can be in the form of solid particles, liquid
droplets, or gases. In addition, they may be natural or man-made.
Pollutants can be classified as either primary or secondary. Usually, primary pollutants are substances directly emitted from a process, such as ash from a
volcanic eruption, the carbon monoxide gas from a motor vehicle exhaust or sulfur
dioxide released from factories.
Secondary pollutants are not emitted directly. Rather, they form in the air when
primary pollutants react or interact. An important example of a secondary pollutant
is ground level ozone — one of the many secondary pollutants that make up photochemical smog.
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Major primary pollutants produced by human activity include:
•
Sulfur oxides (SOx) - especially sulfur dioxide, a chemical compound with
the formula SO2. SO2 is produced by volcanoes and in various industrial
processes. Since coal and petroleum often contain sulfur compounds, their
combustion generates sulfur dioxide. Further oxidation of SO2, usually in the
presence of a catalyst such as NO2, forms H2SO4, and thus acid rain.[2]
This is one of the causes for concern over the environmental impact of the
use of these fuels as power sources.Nitrogen oxides (NOx) - especially nitrogen dioxide are emitted from high temperature combustion. Can be seen
as the brown haze dome above or plume downwind of cities. Nitrogen dioxide is the chemical compound with the formula NO2. It is one of the several
nitrogen oxides. This reddish-brown toxic gas has a characteristic sharp,
biting odor. NO2 is one of the most prominent air pollutants
•
Carbon monoxide - is a colourless, odourless, non-irritating but very poisonous gas. It is a product by incomplete combustion of fuel such as natural
gas, coal or wood. Vehicular exhaust is a major source of carbon monoxide.
•
Carbon dioxide (CO2) - a greenhouse gas emitted from combustion but is
also a gas vital to living organisms. It is a natural gas in the atmosphere.
•
Volatile organic compounds - VOCs are an important outdoor air pollutant. In this field they are often divided into the separate categories of methane (CH4) and non-methane (NMVOCs). Methane is an extremely efficient
greenhouse gas which contributes to enhanced global warming. Other
hydrocarbon VOCs are also significant greenhouse gases via their role in
creating ozone and in prolonging the life of methane in the atmosphere,
although the effect varies depending on local air quality. Within the NMVOCs,
the aromatic compounds benzene, toluene and xylene are suspected carcinogens and may lead to leukemia through prolonged exposure. 1,3-butadiene is another dangerous compound which is often associated with industrial uses.
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MAPEH (Music, Arts, Physical Education and Health)
•
•
Particulate matter - Particulates, alternatively referred to as particulate
matter (PM) or fine particles, are tiny particles of solid or liquid suspended
in a gas. In contrast, aerosol refers to particles and the gas together. Sources
of particulate matter can be man made or natural. Some particulates occur
naturally, originating from volcanoes, dust storms, forest and grassland fires,
living vegetation, and sea spray. Human activities, such as the burning of
fossil fuels in vehicles, power plants and various industrial processes also
generate significant amounts of aerosols. Averaged over the globe, anthropogenic aerosols—those made by human activities—currently account for
about 10 percent of the total amount of aerosols in our atmosphere. Increased levels of fine particles in the air are linked to health hazards such as
heart disease,[3] altered lung function and lung cancer.
Toxic metals, such as lead, cadmium and copper.
•
Chlorofluorocarbons (CFCs) - harmful to the ozone layer emitted from
products currently banned from use.
•
Ammonia (NH3) - emitted from agricultural processes. Ammonia is a compound with the formula NH3. It is normally encountered as a gas with a
characteristic pungent odor. Ammonia contributes significantly to the nutritional needs of terrestrial organisms by serving as a precursor to food
stuffs and fertilizers. Ammonia, either directly or indirectly, is also a building
block for the synthesis of many pharmaceuticals. Although in wide use,
ammonia is both caustic and hazardous.
•
•
Odors — such as from garbage, sewage, and industrial processes
Radioactive pollutants - produced by nuclear explosions, war explosives,
and natural processes such as the radioactive decay of radon.
Secondary pollutants include:
•
Particulate matter formed from gaseous primary pollutants and compounds
Prof. Minerva Y. Atanacio-Brillante
MAPEH (Music, Arts, Physical Education and Health)
in photochemical smog. Smog is a kind of air pollution; the word “smog” is
a portmanteau of smoke and fog. Classic smog results from large amounts
of coal burning in an area caused by a mixture of smoke and sulfur dioxide.
Modern smog does not usually come from coal but from vehicular and industrial emissions that are acted on in the atmosphere by sunlight to form
secondary pollutants that also combine with the primary emissions to form
photochemical smog.
•
Ground level ozone (O3) formed from NOx and VOCs. Ozone (O3) is a key
constituent of the troposphere (it is also an important constituent of certain
regions of the stratosphere commonly known as the Ozone layer). Photo
chemical and chemical reactions involving it drive many of the chemical
processes that occur in the atmosphere by day and by night. At abnormally
high concentrations brought about by human activities (largely the combustion of fossil fuel), it is a pollutant, and a constituent of smog.
•
Peroxyacetyl nitrate (PAN) - similarly formed from NOx and VOCs.
Minor air pollutants include:
A. Anthropogenic sources (human activity) mostly related to burning different
kinds of fuel
•
“Stationary Sources” include smoke stacks of power plants, manufacturing facilities (factories) and waste incinerators, as well as furnaces
and other types of fuel-burning heating devices
•
“Mobile Sources” include motor vehicles, marine vessels, aircraft and
the effect of sound etc.
•
Chemicals, dust and controlled burn practices in agriculture and forestry management. Controlled or prescribed burning is a technique some
times used in forest management, farming, prairie restoration or greenhouse gas abatement. Fire is a natural part of both forest and grassland
Prof. Minerva Y. Atanacio-Brillante
Personal, Community, Environmental Health, Safety Education and First Aid
ecology and controlled fire can be a tool for foresters. Controlled burning stimulates the germination of some desirable forest trees, thus
renewing the forest.
•
Fumes from paint, hair spray, varnish, aerosol sprays and other solvents
•
Waste deposition in landfills, which generate methane.Methane is not
toxic; however, it is highly flammable and may form explosive mixtures
with air. Methane is also an asphyxiant and may displace oxygen in an
enclosed space. Asphyxia or suffocation may result if the oxygen concentration is reduced to below 19.5% by displacement
•
Military, such as nuclear weapons, toxic gases, germ warfare & rocketry
B. Natural sources
• Dust from natural sources, usually large areas of land with little or no
vegetation.
•
•
Methane, emitted by the digestion of food by animals, for ex. cattle.
Radon gas from radioactive decay within the Earth’s crust. Radon is a
colorless, odorless, naturally occurring, radioactive noble gas that is
formed from the decay of radium. It is considered to be a health hazard.
Radon gas from natural sources can accumulate in buildings, especially
in confined areas such as the basement and it is the second most frequent cause of lung cancer, after cigarette smoking.
•
Smoke and carbon monoxide from wildfires.
•
Volcanic activity, which produce sulfur, chlorine, and ash particulates.
Health effects
The World Health Organization states that 2.4 million people die each year from
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utable to indoor air pollution. has shown a strong correlation between pneumonia
related deaths and air pollution from motor
Acid rain
MAPEH (Music, Arts, Physical Education and Health)
SAFETY EDUCATION AND FIRST AID
SAFETY EDUCATION is recognizing the risks or hazards and practicing behavior
that promotes safety.
SAFETY – the condition of being protected against physical, social, spiritual, financial, political, emotional, occupational, psychological, educational or other types or
consequences of failure, damage, harm or any other event which could be considered non-desirable.
WHY SOME PEOPLE LACK SAFETY AWARENESS?
•
•
•
•
Ignorance and lack of caution – which can lead to death
Use of alcohol and other drugs- it increases risk behavior and carelessness
A person’s emotional state- example: an angry person is likely to act on
impulse and with little or no regard for what might happen
Peer pressure can influence individuals to take unnecessary risks
FACTORS THAT HELP PREVENT ACCIDENTS
Acid rain is a rain or any other form of precipitation that is unusually acidic,
i.e. elevated levels of hydrogen ions (low pH). It can have harmful effects on plants,
aquatic animals, and infrastructure through the process of wet deposition. Acid rain
is caused by emissions of compounds of ammonium, carbon, nitrogen, and sulfur
which react with the water molecules in the atmosphere to produce acids. Governments have made efforts since the 1970s to reduce the production of sulfur dioxide
into the atmosphere with positive results. However, it can also be caused naturally
by the splitting of nitrogen compounds by the energy produced by lightning strikes,
or the release of sulfur dioxide into the atmosphere by volcano eruptions.
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•
•
•
•
\
Knowledge and awareness- Becoming aware of the different dangers at
home, on the streets, at work or in any place and knowing what action to
take to help reduce the risk of injury.
Ability- A person who is equipped with appropriate skills in doing a certain
activity keeps him from accidents.
State of Mind- A person, who is tired, distressed or under the influence of
drugs is more likely to be injured or may cause injury to others. So by being
alert and ready in all situations a person can keep himself away from meeting accidents.
Environmental Conditions- Identify any possible source of harm in the environment. A safe physical condition of the environment can keep a person
from harm.
Prof. Minerva Y. Atanacio-Brillante
MAPEH (Music, Arts, Physical Education and Health)
CLASSIFICATIONS
OF ACCIDENTS
1. VEHICULAR
ACCIDENTS
PREVENTIONS
•
•
•
•
•
•
Obey traffic signs
Use safety belt always
Never drive under the influence of drugs or liquor
Never drive when sleepy
Don’t tailgate
Wear corrective eyeglasses when necessary
2. ACCIDENTS AT
HOME
• Electrical wiring must be checked regularly
• Sharp tools and poisonous products should be kept
away from children
• Handrails should be sturdy and step non-slip
• Floors and stairs should be free of materials that may
cause accidents
• Always keep the floor dry
3. EARTHQUAKES
• If outdoors, get away from building and other tall
objects
• If inside the car, pull over but stay inside the car
• If indoors, stand in a doorway or get under a heavy
table. Stay away from windows and door with glass
panels
4. ASSAULTS
• When at home, keep door locked. Never unlock a
door for strangers
• Never let strangers know that you are alone
• Avoid deserted area, alleys and poorly lighted parks
when walking at night.
• Keep the doors locked when inside a car
• If you are attacked let good judgment determine your
action, escape if you can.
Prof. Minerva Y. Atanacio-Brillante
Personal, Community, Environmental Health, Safety Education and First Aid
FIRST AID
First Aid is the immediate care given until professional medical personnel arrive at
the scene of an accident or sudden illness.
FIRST STEPS IN EMERGENCY
1. SURVEY THE SCENE - evaluate the situation and the area for possible dan ger to you or to the victim. Determine what happened and how many people
were injured. Look for bystanders who can help you.
2.
RESCUE - next step is to rescue anyone whose life is in danger. Otherwise,
never moved an injured person until medical help arrives. Moving someone
who has a head, neck or spine injury could cause further serious or fatal
injury.
3. SEND FOR MEDICAL HELP - Ask for help. Do not leave the injured person
until you have checked for a life- threatening conditions.
INITIAL ASSESSMENT PRIORITIES
1. Determine whether the victim is conscious or unconscious
2. Check ABC’s ( Airway, Breathing, Circulation of the blood)
3. Cardiopulmonary Resuscitation (CPR)- a lifesaving procedure designed to
revive a person who is not breathing and has no heartbeat. At this stage the
person is TECHNICALLY DEAD.
4. Control Bleeding- If breathing and circulation is adequate, the next priority is
to stop severe bleeding that is life threatening.
a. Direct pressure
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b. Elevation
c. Tourniquet
5. Treat Poisoning- as soon as the victim’s ABC’s are in order and bleeding stopped,
the next to be treated is poisoning.
WOUNDS
OPEN WOUNDS
FIRST AID
1. Laceration-the skin is torn. It
usually bleeds freely and risk of
infection is small if the wound is
kept clean.
• Stop severe bleeding
2. Incision- clean cut, as made by a
knife or sharp piece of glass.
• Cover with clean sterile dressing
• Wash with soap and water
MAPEH (Music, Arts, Physical Education and Health)
OPEN WOUNDS
FIRST AID
5. Avulsion- skin or another part or
the body is torn off, or nearly torn
off and attached by a flap of skin.
• Use direct pressure on the wound
to stop bleeding
• If a flap of skin is cut off or hanging loose, gently lay it back in
place before bandaging the
wound.
• If the body part has been removed,
send it to the hospital with the
victim.
• Treat for shock.
3. Abrasion- skin is sapped or torn. A • Rinse carefully under running
skinned knee from falling off a
water
bicycle is an example
• If dirt or other matter is stuck in
the abrasion, try to remove larger
pieces by wiping very gently with
a clean, damp cloth or tissue.
• Cover with bandage
4. Puncture- a hole through the
• Encourage the wound to bleed, to
skin and into the deeper tissue.
help it clean
They seldom bleed and risk of
• Wash the area around the wound
infection is greater than with other
to prevent infection
kinds of wounds.
• Have an up-to-date tetanus shots
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Prof. Minerva Y. Atanacio-Brillante
MAPEH (Music, Arts, Physical Education and Health)
PART II – ANALYZING TEST ITEMS
1.
There are several reasons why a person becomes drug dependent or Drug
Abuser. Who can help him/her best to get freed from his dependency?
A. Family and friends
B. Institutions who cater for this group of people
C. Self
D. Government
The correct answer is C.
Although harmonious relationship among family members and friends are
needed to avoid drug addiction, it is the person’s responsibility to get out of such
mess he went into. It is his responsibility
2.
There are several ways to prevent from drug addiction. Which of these is the
best way to be free from being hooked to drugs?
A. Believe and trust yourself
B. Have a healthy lifestyle
C. Be friendly and go out with friends
D. Isolate yourself from the crowd
The correct answer is B.
Having healthy attitude towards self and others help an individual to be contented and to live a happy life. A contented person will live a healthful lifestyle
and who need drugs after all?
3. Which of the following is not an advantage of the availability of over-the counter drug?
A. Self-administered treatment
B. Feed physician from serving people whose illnesses are worst than
them
Prof. Minerva Y. Atanacio-Brillante
Personal, Community, Environmental Health, Safety Education and First Aid
C. People engaged in self-diagnosis
D. Determined a course for their own treatment
The correct answer is A.
It is advisable to always consult specialists. Self-medication might pose more
problems
4.
Which of the following has pollution the greatest effect?
A. Economic and social planning
B. People’s physical health
C. Values
D. Technological innovations
The correct answer is B.
All living things are affected by the harmful effects of type of pollution.
5.
Hair is as important as the rest of the body parts. Which of the following is
not a good reason of why we need to give importance to our hair?
A. It helps insulate our body from cold and heat
B. Keep dust and dirt out of our eyes, nose and ears
C. Help sweat from running into our eyes
D. They are made of dead a cell that needs to be nourished.
6.
Labels can help consumer compare and evaluate health products especially
on drugs because____.
A. Tells about the side effects
B. It gives the price
C. Tells about the ingredients
D. It includes expiration dates
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MAPEH (Music, Arts, Physical Education and Health)
7.
The danger of burns depend on_________.
A. Depth , size and location
B. Size, location but not depth
C. Depth and location only
D. Depth, size but not location
12.
Drug is considered a friend because_______
A. It treats anxiety and tensions
B. Of its overall medical importance
C. It is used as anesthetics for surgical procedures
D. It treats different diseases
8.
Water is vital to all living things. What is the percentage of water in our body?
A. 65 to 70%
B. 75% to 100%
C. 55% to 65%
D. It depends on the size and age of a person
13.
There are four critical areas of the body. What are they?
A. Face, feet, hands and genitals
B. Torso, genitals, feet and legs
C. Hands, feet, arms and legs
D. Head, chest, hand and genitals
9.
If you are caught in an open area during lightning, lying down on a dry land
is the best way to avoid accident. Which of these is not the reason of such
decision?
A. Water is a conductor of electricity
B. The tallest building is often hit by lightning
C. Those inside the building are often struck by lightning
D. Tall and isolated trees are commonly hit by lightning
14.
During earthquakes one has to observe the following except:
A. If outdoor get away from buildings
B. Get out of the car and run inside a building for safety
C. If indoors stand in a doorway
D. If swimming out in the sea, get to the shore as fast as possible
10.
A victim of car accident has pain in his neck. Upon checking, you found out
the neck is swollen and tender. What should you do?
A. Ask the patient to remain quite and not to move
B. Splint the neck
C. Ask the patient to bend his head from side to side
D. Ignore it and tell the patient, it is nothing
15.
A conscious victim has broken leg and blood is gushing from a big cut on
the arm. What would you do first?
A. Splint the leg
B. Stop the bleeding
C. Check the breathing
D. Raise his arm
11.
Which of the following is not an effect of changes in the atmosphere?
A. Agriculture and industrial consumer practices
B. Cutting of trees which consume carbon dioxide
C. Water pollution
D. Noise pollution
16.
Wrong use of drugs can cause great harm to our body. Which of the following should we practice to get the full benefit from drug?
A. Illegal use of drug
B. Taking drugs for a different purpose
C. Following the correct dosage
D. Taking a substance for its intended use but not in appropriate amount
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PNU LET Reviewer
Prof. Minerva Y. Atanacio-Brillante
MAPEH (Music, Arts, Physical Education and Health)
Personal, Community, Environmental Health, Safety Education and First Aid
17.
Certain types of wastes are classified as hazardous wastes, which of these
has the greatest hazardous effect on mankind?
A. Lead and mercury
B. Nuclear waste
C. Garbage
D. Chemical waste
22.
An accident is an event that cannot be predicted. Which of these is not an
element that characterized accidents?
A. Accidents can make us rich because of insurance
B. Accidents may result to damage to properties
C. Accidents may result to unsuccessful performance
D. Accidents may happen anytime to anyone
18.
One of the following is not a common reason why people lack safety awareness, what is it?
A. Ignorance and lack of caution
B. Education
C. Person’s emotional state
D. Peer pressure
23.
The following are first aid treatment for Open Wound. Which of these is to
be avoided?
A. Clean wound with soap and water
B. Use hydrogen peroxide to clean the wound
C. Clean out all the dirt
D. Apply any ointment even if the wound has not been cleaned yet
19.
Checking the victim’s breathing is important. This is because
A. A few minutes without oxygen can cause brain damage
B. An aider needs to decide if the patients needs CPR
C. To find out if the patient is still alive
D. Anything that blocks the victim’s mouth or throat should be removed
20.
Problems such as tooth decay can be prevented by the following
A. Eat a balance diet low in sugar
B. Brushing teeth thrice a day
C. See dentist regularly
D. Eat sweet foods and high in cholesterol
24.
You have been advised to take antibiotics for your skin disease. But because
you are so busy you forgot to take one after lunch. What would you do?
A. Take one right away and adjust the frequency of medicine intake
B. Shift to a much higher milligram
C. Double the dosage in the evening
D. Discontinue taking the pills
21.
There are different ways to stop bleeding but what among the following is
the best first aid to simple cuts?
A. Tourniquet
B. Direct pressure
C. Inhalation
D. None of these
25.
There are different ways of reducing personal pollution. What among the
following is not recommendable?
A. Preserving the air
B. Preserving the water
C. Reducing solid and chemical waste
D. Depend on the program of different health organization
Prof. Minerva Y. Atanacio-Brillante
PNU LET Reviewer
289
Personal, Community, Environmental Health, Safety Education and First Aid
PART III – ENHANCING TEST TAKING SKILLS
1. This is the first thing to do in an emergency
A. Rescue the victim
C. Give CPR
B. Check victims breaths
D. Treat wounds
2.
Heart attack involves a clot in one of the blood vessels that supply the heat.
What of the following should be avoided
A. Remove the victim from the source of heat
B. Open the airways
C. Cool the patient by means of cold water bath or cold moist towel
D. Watch out for convulsions or vomiting
3. IT is a drug primarily employed in surgery on the membranes lining the nose
and throat.
A. Shabu
C. Barbiturates
B. Cocaine
D. Amphetamines
4. Second degree burns has_____
A. Open tissues
C. Black painful blisters
B. Few or no blisters
D. Red blisters
5. What is the most common reason why people turn to drugs?
A. Forced by parents
C. Necessity
B. Curiosity
D. Drugs are available
6. It is the branch of public health that is concerned with all aspects of the
natural and environment that may affect human health.
A. Safety Education
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MAPEH (Music, Arts, Physical Education and Health)
B. Environmental Health
C. Community Health
D. Environmental Pollution
7. AN old woman is unable to move one side of her body, her speech is hard to
understand. She might be suffering from______
A. Heat stroke
C. Heat exhaustion
B. A stroke
D. Heart attack
8. It slows down the brain function and other parts of the nervous system
A. Chocolate
C. Coffee
B. Alcohol
D. Tea
9. It is prescribed to control extreme pain
A. Sedative
C. Morphine
B. Antibiotic
D. Opium
10. This is a simple scrape-type wounds which can be contaminated and infec ted due to dirt and bacteria
A. Laceration
C. Incision
B. Punctured
D. Abrasion
11. What drugs increase heart rate, blood pressure and breathing rate?
A. Inhalants
C. Depressants
B. Hallucinogens
D. Stimulants
12.
First degree burns could be treated first by ______
A. Ordinary water sprinkle
B. Pouring oil on the affected area
C. Application of burn ointment
D. Pouring cold water on the burn
Prof. Minerva Y. Atanacio-Brillante
MAPEH (Music, Arts, Physical Education and Health)
13. How does first aider check breathing of victims?
A. check the pulse at the neck C. ask the patients
B. check the eyes
D. Listen at his breathing
14. Prevention of drug addiction is the responsibility of
A. Parents
C. Self
B. Government
D. None of these
5.
In hair spa treatment, scalp is massaged for at least 10 minutes after shampooing. After the shampoo, a deep conditioning mask is applied and it
should be massaged for:
A. 10- 15 minutes
C. 15-20 minutes
B. 20-25 minutes
D. 20-30 minutes
16. This is a simple scrape type which can be contaminated and infected due to
dirt and bacteria
A. Laceration
C. Incision
B. Puncture
D. Abrasion
17. What drugs are used to treat people who have trouble sleeping?
A. Sedative
C. Tranquilizer
B. Alcohol
D. Antibiotics
18. A person with symptoms such as fever with chills, muscle aches, nasal
congestion and sore throat is suffering from:
A. Pneumonia
C. Typhoid
B. Common colds
D. Bronchitis
19. What will you check after you rescue a little girl from the bottom of a pool?
A. Breathing
C. Broken bones
B. Pulse
D. Head injury
Prof. Minerva Y. Atanacio-Brillante
Personal, Community, Environmental Health, Safety Education and First Aid
20. The protection & wise use of natural resources by using less of the materials
we take from the environment.
A. Recycling
C. Conservation
B. Reducing
D. Re-using
21. An injury in which the end of the bone comes out of its joint, swollen and
deformed is called______.
A. Sprain
C. Dislocation
B. Strain
D. Fracture
22.
To lessen assaults, the following should be observed except:
A. Tell a stranger that you are alone that is why you cant entertain them
B. Keep door locked
C. Walk with friends and avoid deserted areas
D. Do not bring valuable if alone
23. The following are signs for shocks except:
A. Rapid, shallow breath
C. Blue lips
B. Pinkish skin
D. Nausea and weaknesses
24.
Healthy skin is one of the things people see when they look at you. What are
essentials for healthy skin?
A. A regular body scrub
B. Taking vitamins needed for healthy skin
C. A balanced diet, regular exercise and sleep
D. Bathing regularly and applying lotion
25. A stretched or torn muscles or tendons is called_____
A. Strain
C. Fracture
B. Sprain
D. Dislocation
PNU LET Reviewer
291
Philippine Folk and Ethnic Dances
Philippine
Folk and
Ethnic Dances
Prepared by:
Prof. Lordinio A. Vergara
Competencies:
1. Identify the fundamentals
of folk dance
• Dance Terms
• Dance Steps
• Historical and
Sociological Context
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PART I - CONTENT UPDATE
A. Basic Concept of Folk Dance
• Folk dancing is the oldest form of dance probably one of the earliest forms
of communication. It is this self –expression that separates folk dancing
from the functional aspects of games and gymnastics in the physical education program.
•
Dance is the expression of oneself through rhythmic movement. Folk
dance, which is also the expression of oneself, is an expression through
patterned movements. It is this patterning that traditionally separates folk
dance forms from other dance forms. It is probably this characteristic of
folk dance that has turned many youngsters off to dance – their inability to
perform a set of patterned movements.
• Folk dance may be defined as the traditional dance of a given country
which evolved naturally and spontaneously with everyday activities, e.g.
occupations, customs, festivals, rituals, and innumerable themes common
to all people everywhere. Genuine folk dances are handed down form ge neration to generation and are danced by everyday folk of all ages. They
are more or less fixed in their pattern, but may differ in various areas of
provinces.
Prof. Lordinio A. Vergara
MAPEH (Music, Arts, Physical Education and Health)
B. PHILIPPINE FOLK AND ETHNIC DANCES
Philippine Folk and Ethnic Dances
Example of Dances among the Cordillera Groups
Ethnolinguistic
Group
• Bontoc
Title of Dance
1. Pattong
2. Balangbang
3. Takik/ Dongadong
4. Palakis
• Ifugao
1. Talip
2. Intaneg
3. Bumayah
Five Major Classifications of Philippine Folk Dances
4. Monghimong
The Dances of the Cordillera Groups
• The ethnic dances in the Philippines are found in the different regions
from the northern part to the southern part of the country. The Cordillera
groups composed of the Bontocs, Ifugao, Benguet, Apayao, Kalinga, Itneg,
Ilonggot, and Gaddang (BIBAKIIG) have their own unique customs and tra ditions reflected in their dances.
• Most of the dances are reflections of daily living.
• They used metal gongs called ganza and other percussive instruments to
accompany their dances during rituals, festivities, and other social gatherings.
Prof. Lordinio A. Vergara
5. Dinuya
• Benguet
1. Bendean
2. Tarektek
3. Chumnu
Dance Description
 A war dance depicting a mock
fight of two warriors.
 A victory dance performed after
head hunting.
 A courtship and wedding dance.
 A courtship dance from Western Bontoc
usually performed at wedding celebrations
& during festivals like the canao & begnas.
 A courtship dance of the Ifugaos, where
a man lures a woman with a blanket to
be placed on the woman’s shoulder.
 A wedding dance among the Ifugao
 A festival dance among the Ifugao
for thanksgiving in their gods.
 A festival dance among the Ifugaos
where men turn up in a mass at the
burial of a murdered tribal member.
 A festival from Lagawe, Ifugao performed
by men and women during major feasts.
 A festival and victory dance.
 A courtship dance where two female
tarektek (woodpeckers) try to get the
attention of the male tarektek by brandishing their blankets over each other to
show their affections.
 A female dance performed during celebrations of tribal victory and bountiful harvest.
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Philippine Folk and Ethnic Dances
Ethnolinguistic
Group
• Apayao
Title of Dance
1. Turayen
2. Say - Yam
• Kalinga
MAPEH (Music, Arts, Physical Education and Health)
Dance Description
 An Apayao dance imitating the high
flying bird.
 A major feast held to celebrate the taking
of a head of an enemy.
1. Pattong
 A dance of revenge vowed for the death of
the slain warrior.
2. Salip
 A courtship dance where the rooster – like
males swoops around the maiden.
3. Ragragsakan  A work – dance of Kalinga women where
they carry basket on their heads.
4. Takiling
 A victory dance after successful head
hunting.
5. Tadjok
 Kalinga’s most famous village dance.
6. Idaw
 A mock battle dance ensues between two
tribes.
7. Lumagen
 A dance performed at Kalinga festivals to
celebrate thanksgiving.
8. Palok
 A festival dance performed by Kalingas in
any social gathering.
• Itneg
1. Idudu
 A dance where the men lull their babies
to sleep while the women till the fields and
process the harvest.
• Gaddang
1. Bumbuwak
 In this dance, the gaddang imitate birds
attracted to tobacco trees.
Western Influenced Dances
•
When the Spaniards came to the Philippines in the 16th century, they
brought with them the Spanish religion and European arts and culture. The
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native religion and culture slowly gave way to Christianity and Western
civilization. The natives started to lose most of their ancient traditions in
the literary, visual, and performing arts. In no time, dances from Spain,
France, and other European countries, such as the jota, balse, pandanggo,
habanera, escotis, mazurka, paseo, marcha, and paso doble were adopted
and adapted to the tastes and needs of a colonial society and the conditions of a tropical archipelago.
Examples of Dances with Western Influenced
Types of
Dances
• Quadrille
Dances
Title of Dance
1. Rigodon de Honor
2. Lanceros de
Tayabas
3. Birginia
4. Pasakat
5. Los Bailes de Ayer
or Maharlika
6. Lanceros de
Lingayen
7. Lanceros de
Negros
Dance Description
 A quadrille dance commonly performed in formal gatherings in a
quadrille formation.
 A quadrille dance from Tayabas,
Quezon performed by old folks during
the early days.
 A quadrille form of dance of the
Americans, the “Virginia Reel”
inspired the Cagayanos to develop a
Filipino version called Birginia.
 A quadrille dance from Sta. Rosa,
Laguna.
 A quadrille dance from Tarlac.
 A version of lanceros from Pangasinan.
 A dance from Silay, Negros Occidental
which was not in quadrille formation
but in linear formation.
Prof. Lordinio A. Vergara
MAPEH (Music, Arts, Physical Education and Health)
Types of
Dances
• Jota
•Fandanggo
Title of Dance
Dance Description
1. La Jota Moncadeña  A festive dance from Moncada, Tarlac
which was originally danced during a f
funeral procession in the early times.
2. Jota Gumaqueña
 A jota version from Gumaca, Quezon.
3. Jota Cabangan
 A courtship dance form Zambales.
4. Jota Cagayana
 A lovely dance which is an adaptation
from the Spanish Jota performed by
the early Spanish settlers in the
Cagayan valley.
5. Jota de Manila
 Manila’s version of the famous Jota
with its typical Spanish stampas,
cobradas and clicking of bamboo
castanets bearing Hispanic culture.
6. Jota de Paragua
 A version of the Jota, which bears
Spanish stampas and cobradas from
Paragua, the old name of Palawan.
7. Jota Bicolana
 A jota version from Bicol Region
performed during social gatherings.
8. Jota Rizal
 A jota version from Batangas popular
during the time of Dr. Jose Rizal.
9. Jotabal
 A festival dance originated in Camohaguin, Gumaca, Quezon which
derived from the words jota and balse
1. Pandanggo Rinconada
2. Pandanggo sa Ilaw
Prof. Lordinio A. Vergara
Philippine Folk and Ethnic Dances
 A festival dance from the province of
Bicol depicting the happy and contented
life of the people.
 A dance from Mindoro using tinghoy
or oil lamps placed on the top of the head
and one on each hand.
• Balse
3. Pandanggo sa
Sambalilo
4. Pandanggo Ivatan
5. Pandang Pandang
 A pandanggo dance from Camiling,
Tarlac.
 A wedding dance from Batanes.
 Is an exciting and extraordinary
wedding dance from Antique.
1. Valse Vieja
 A festival dance from Pangasinan
meaning old waltz.
 A dance from Camalaniugan, Cagayan
meaning waltz of the Ybanag people.
 A dance performed after the Lutrina, a
religious procession.
 The famous national dance of the
Philippines depicting the character of
Filipina maiden’s modesty and humility.
 A dance performed during thanksgiving feasts after a good harvest, during
balaihan, weddings, or religious
occasions.
2. Valse Ybanag
3. Balse Marikina
4. Cariñosa
5. Sayaw Sta. Isabel
• Habanera
1. Habanera
Narcisena
2. Habanera Botolena
3. Habanera De
Soltera
4. Habasinan
 A Habanera named after San Narciso
town in Zambales.
 A dance which was supposedly
performed in the earlier days in honor
of a departing priest. Later on it
became a dance performed during
social gatherings in Botolan, Zambales.
 A dance performed by betrothed
couple during one of the ceremonies
before the wedding.
 From the word “haba” in habanera and
“sinan” form Pangasinan is a courtship
dance.
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Philippine Folk and Ethnic Dances
Types of
Dances
• Mazurka
• Polka
Title of Dance
Dance Description
1. Mazurka de Cuyo
 A social dance from Cuyo Island, and
early Spanish settlement in Palawan.
2. Mazurka de Jagna  A mazurka named after Jagna town.
3. Mazurka Mindoreña  A premiere dance of the elite in
Mindoro, and Don Antonio Luna, who
considered best dancer of his time
popularized it.
4. Mazurka Boholana  A traditional dance from Bohol which
was originally performed by couples
informally gathered in the ballroom
with no definite sequence steps.
5. Mazurka Val
 A combination of the two dances,
mazurka and valse, which features the
skill of coordination of movement of
both dancers as the boy carries the girl
on his feet while dancing.
1. Polkabal
2. Polka Tagala
3. Maliket-A-Polka
4. Sileleddaang
5. Polka sa Nayon
6. Polka Sala
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 A dance which acquired its name from
two well-known steps polka and valse,
corrupted into one word as polkabal,
by the people of Atimonan, Quezon.
 A dance from Bataan, where one of
the figures, the ladies pick their voluminous skirts forward and backward to
show-off their beautiful lace petticoats.
 A dance from Pangasinan which
means happy polka.
 A dance which means laden with
sorrow in Ilocos Norte.
 A polka dance version from Batangas.
 A polka dance version from Mindoro.
Dances of the Muslim Groups
• Down in the southern part of the country are the muslim groups. The ethnic
groups are the Maranao, Maguindanao, Tausug, Yakan, Samal, Java
Mapun, and Badjao.
• The dances performed by these groups describe the everyday living of the
people.
• Common to their dances are the use of fingers to express feelings and
emotions.
• Some believe that Muslim dances are influenced by Malays and Indone sians due to their geographical setting.
Example of Muslim Dances
Group
• Maranao
Title of Dance
Dance Description
1. Singkil
 A Marano dance derived from the
sounds of the bell anklets worn by
the Princess as she leaps in & out
2. Kakulangan
 Maranao women walk nobly with
their distinctive movements particularly their graceful sway.
 A fan dance of Maranao maidens
showcasing their simplicity and
character.
 A warrior dance that depicts the
hero – warrior prince Bantugan’s
preparation for the war, the actual
combat and the victory
 A dance in memory of Bantugan’s
fighting evil spirits whom he can
hear but can’t see.
of the criss-crossed bamboo poles.
3. Pig-apir
4. Sagayan
5. Karatong
Prof. Lordinio A. Vergara
MAPEH (Music, Arts, Physical Education and Health)
Group
Title of Dance
6. Kappa Malong
Malong
7. Kapiil sa Munsala
Dance Description
 Also called Sambi sa Malong, this
Maranao dance shows the many
ways of donning the malong, a
tabular circle of cloth used as
skirt, shawl or mantle.
 A handkerchief dance from Lanao
commonly performed by girls.
• Maguindanao
Asik
 A doll dance for girls.
• Badjao
Tauti
 A dance of fishing scenario.
• Yakan
1. Paunjalay
2. Pindulas
• Tausug
1. Pangalay ha Patong
2. Janggay
3. Sua – ku - Sua
• Samal
Maglanka
Prof. Lordinio A. Vergara
 A pre-nuptial dance of the Yakan
tribe of Basilan. performed by the
bride.
 A dance depicting the movements
of fish at it wades in the water.
 A dance imitating the graceful
movement of the swift vinta as well
as of the birds and fish of the
Tausug world.
 A Tausug female dance using
extended fingernails.
 A dance from Jolo, Sulu with an
influence of Chinese movements
meaning “my pomelo tree”.
 A Samal dance class of girls and
women. This dance depicts the
training of Samal girls and women
on the languid and flexible movements of the arms which signifies
good breeding.
Philippine Folk and Ethnic Dances
Dances of the Lesser Known Groups/Ethnic Dances
•
•
•
Also known as the lesser-known-groups are ethnic groups living in the
different locations in the country that are untouched and never been influenced by the Westerners.
These tribal groups are the Bukidnons, Bagobo, Manobo, Tiboli or Tagabili,
Tagbanua, Mansaka, Mandaya, B’laan, Tagakaolo and Tiruray.
These tribal groups believe in “shamans” or spirits which are primarily reflected in most of their dances.
Example of Ethnic Dances
Group
• Bukidnons
Title of Dance
1. Dugso
2. Hinaklaran
Dance Description
 A dance by women commonly wearing
a bell anklets done during thanksgiving
for driving away bad spirits.
 A festival and ritual dance of three
Kaamulan datus, with chanting and
dancing around an altar,
• Manobo
1.Binabua-bua
and Pangaliyag
2. Binanog
3. kinugsik kugsik
 Fertility dance and courtship dance
among the Manobos.
 Version of a hawk dance.
 A dance imitating the movements of
the squirrel.
• Bagobo
1. Todak
 A Bagobo dance on the rice planting
and harvesting cycle.
 A Bagobo dance representing the
quivering of the leaveas of the baliti
tree.
2. Baliti
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Philippine Folk and Ethnic Dances
Group
• T’boli
Title of Dance
1. Kadal Tajo
2. Kadal Iwas
• Tagbanua
• Mansaka
1. Pagdiwata
1. Gapakaungod
2. Inamo sa Sayaw
MAPEH (Music, Arts, Physical Education and Health)
Dance Description
 A mimic dance of the beautiful birds
performed by young T’boli girls.
 A dance imitating the movements of
the monkey.
 A ceremonial rite performed during
bilug (full moon) for the purpose of
healing the sick, imploring or in thanks
giving for a good and bountiful harvest.
 A wedding dance among the Mansaka
people.
 A monkey dance for two.
• Mandaya
1. Kinabua
 A dance imitating the movements of a
hawk.
• Talaandig
1. Pig-Agawan
 Young women of the Taalandig tribe try
to outdo each other in attracting an
eligible man with the use of colorful
scarves.
• Higaonon
1. Binaylan - banog  A typical dance of the Higaonons
depicting a mother hen and her chicks
being attacked by a ferocious hawk,
three hunters save the hen from the
clutches of the “Banog” or hawk.
• Subanon
1. Sohten
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 An all male dance that dramatizes
the strength and stoic character of the
Subanon male. The Subanon warrior
calls the attention of the diwatas with
the sound of the leaves.
Dances of the Countryside
• Dances that typically characterize the nature and kind of work of the people.
• Commonly performed by ordinary groups of people depicting daily activities.
• Dances were light and more informal.
Some Examples of countryside Dances and their Descriptions:
 Binasuan – a dance which requires a skill in balancing glasses of wine on
the top of the head and one on each hand.
 Bulaklakan – a dance using arches festooned with flowers.
 Karatong – bamboo noisemakers played by Cuyunen men to accompany
gaily dressed ladies in a boisterous street parade.
 Maglalatik – a playful dance of young men beating coconut shells, reflec tive of a mock battle over the “latik” or coconut residue.
 Pandango sa Ilaw – a dance which requires a skill in balancing glasses
of Tinghoy lamps, one on top of the head and one on each hand.
 Oasiwas – a dance using lighted glasses wrapped in scarves and swayed
like beacons for the homecoming of the fisherman.
 Pasikat sa Baso – a Pangasinan dance that requires skill in balancing
glasses of wine on the head and hands while on top of a bench.
 Salakot – a wide brimmed hat used to protect Filipinos from the heat and
rain.
 Subli – a dance from the province of Batangas that reveals the reverence
given by the performers to a wooden cross.
 Tinikling – derived from the long-legged Philippine bird called “tikling”
trapped from the bamboo poles.
 Bati – a dance performed during Easter Sunday.
 Gayong-gayong – a game dance.
 Binislakan – which means sticks, is a Pangasinan dance that bears the
Prof. Lordinio A. Vergara
MAPEH (Music, Arts, Physical Education and Health)
Chinese influence.
 Pabirik – depicts the stages of gold panning.
 Kalapati – depicts the movements of doves.
 Inalisan – a lively festival dance from Nangalisan, Laoag, Ilocos Norte.
Innalis means to transfer from one place to another.
 Pantomina – very popular wedding dance in the Bicol regions.
 Sinalampati – dance from Tanjay, Negros Oriental which depicts the ac tions of mother doves fondling, caressing, and feeding their young.
 Katsutsa – very interesting courtship dance from San Pablo, Laguna.
 Sayaw Ed Tapew na Bangko – dance which means “Dance of a Bench”.
A lively and skillful dance from the barrio of Pangapisan, Lingayen,
Pangasinan.
 Biniganbigat – courtship dance from Bangued, Abra portraying a story of
a boy who is very much in love with a girl.
C. CHARACTERISTICS OF PHILIPPINE FOLK DANCES
1. As rule, dances begin and end with a saludo. A saludo is a three-step-turn
in place and a bow to either partner or audience.
2. In general, dancers are far apart. A distance of about 6-8 feet from each
other is normal.
3. There is very little, if any, body contact although holding hands is common.
4. Most of the dances are done in pairs. Hand movements play a very important role.
5. Most of our dances are done in long formation.
6. Our dances are performed by both young and old and by both sexes.
D. CLASSIFICATION OF PHILIPPINE FOLK DANCES
1. Geography
1.1
National Dances – These are the traditional dances throughout the
Prof. Lordinio A. Vergara
Philippine Folk and Ethnic Dances
Philippines with a common basic movement or pattern but with light
variation. Examples are: Carinosa, Kuratsa, Balitaw, Rigodon, Pan danggo, and Surtido.
1.2
Local or Regional Dances – these are dances found in certain
localities or regions only. Examples are: Esperanza (Nabua, Camarines Sur), Alcampor (Leyte), Rogelia (La Union), Maglalatik (San
Pablo, Quezon) and Biniganbigat (Abra).
2. Nature
2.1 Occupational Dances – depicting action of certain occupation,
industry or human labor. Examples: Planting, Harvesting, Pounding,
Winnowing, Pabirik, Mananguete,etc.
2.2 Religious or Ceremonial Dances – performed in connection with
religious vows and ceremonies. Examples: Dugsu, Sua-ku-Sua,
Putong, Sta Clarang Pinong-pino.
2.3 Comic Dances – depicting funny movements for entertainment.
Examples: Makonggo, Kinoton.
2.4 Game Dances – with play elements (dance mixers) Examples:
Pabo, Sineñalan, and Lubi – Lubi.
2.5 Courtship Dances – depicting love making. Examples: Hele-Hele,
Bago Quire, Maramion, Tadek, Daling-Daling, Rogelia, Lulay.
2.6 Wedding Dances – performed during wedding feast. Examples:
Pandang-Pandang, Soryano and Pantomina.
2.7 Festival Dances – suitable for special occasion or any social ga thering. Examples: Kuratsa, La Jota, Pandanggo, Surtido.
2.8 War Dances – showing imaginary combat or duel. Examples:
Sagayan, Palu-Palo.
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Philippine Folk and Ethnic Dances
3. Movements
3.1 Fast or Active – with fast energetic movement. Examples: Tinikling,
Maglalatik, Polkabal, Sakuting, etc.
3.2
Moderate – Examples: Carinosa, Tagala, Habanera, Purpuri, ect.
3.3
Slow – Examples: Pasakat, Kundiman
3.4 Slow and Fast – Examples: Putritos, Ba Ingles, Habanera Botolena,
Alcampor.
4. Formation
4.1
Square or Quadrille – Examples: Rigodon, Los Bailes de Ayer, etc.
4.2 Long Formation – (two or more parallel lines) Examples: Lulay,
Sakuting
4.3 Set – consisting of two or more pairs as a unit, partners facing each
other or standing side by side. Examples: Binadyong, Haplik, Kakawati, etc.
E. SPECIAL CLASSIFICATION
1. Dances with Songs – Examples: Abaruray, Manang Biday, Lulay, Rogelia,
Lawiswis, Kawayan, etc.
2. Old Ballroom Dances – Examples: Polka, Mazurka, Choits, Valse, etc.
3. Dances with Implements – Examples: Maglalatik,. Sakuting, Jota Moncadeña, Tinikling, Salakot.
4. Dances with Combined Rhythm – Examples: Surtido, Pantomina, Los
Bailes de Ayer, etc.
MAPEH (Music, Arts, Physical Education and Health)
F. COMMON DANCE TERMS
1. Arms in Lateral Position – both arms are at one side, either right or left;
at shoulder, chest, or waist level.
2. Brush – weight on one foot, hit the floor with the ball or heel of the other
foot, and lift that foot from the floor to any direction.
3. Bilao – to turn palms of hands up and down alternately, hands at waist le vel in front, elbows close to waist.
4. Cabeceras - the couples occupying the width of the hall when the dancers
are in square formation (head couple).
5. Clockwise – like the motion of the hands of the clock. R shoulder is toward
the center of an imaginary circle.
6. Counterclockwise – the reverse direction of clockwise, L shoulders to ward the center. Movement is toward right when facing center of circle.
7. Costados – the couple occupying the length of the hall when dancers are
in square formation (side pairs).
8. Crossed Arms – Partners facing each other or standing side by side join
their L hands together and the R hands together; either R over L or L over
R hands.
9. Cut – to displace quickly one foot with the other.
10. Do- si- do (Dos-a-Dos) – Partners advance forward, pass each other’s
right (or left) side, step across to the right (or left) move backwards without
turning around , pass each other left (or right) side to proper places.
11. Free Foot – the foot not bearing the weight of the body.
12. Free Hand – the hand not placed anywhere, or not doing anything.
13. Hayon – Hayon – to place one forearm in front and the other at the back
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Prof. Lordinio A. Vergara
MAPEH (Music, Arts, Physical Education and Health)
of the waist.
14. Hop – a spring from one foot landing on the same foot in place or in any
direction.
15. Inside Foot – the foot nearer the partner when partners stand side by side.
16. Jaleo – partners turn around clockwise (with R elbows almost touching) or
counterclockwise (with L elbows touching) using walking or any kind of
dance step.
17. Jump – a spring on one foot or both feet landing on both feet in any
direction.
18. Kumintang – moving the hand from the wrist either in a clockwise or
counterclockwise direction.
19. Leap – a spring from one foot, landing on the other foot in any direction.
Philippine Folk and Ethnic Dances
27. Sarok – cross the R (or L) foot in front of the L (or R) bend the body slightly
forward and cross the hands down in front with the R (or L) hand over the
L (or R).
28. Set – a dance formation like a square or a unit formation composed of two
or more pairs.
29. Slide – to glide foot smoothly along the floor.
30. Stamp – to bring the foot forcibly and noisily on the floor.
31. Step – to advance or recede by moving one foot to another resting place
with a complete transfer of weight from one foot to another.
32. Supporting Foot – the foot that bears the weight of the body.
33. Tap – to rap slightly with the ball or toe of the free foot keeping weight of
the body on the other foot. There is no transfer of weight.
20. Outside Foot – the foot away from one’s partner, when partners stand side
by side.
34. Whirl – to make fast turns by executing small steps in place, to right, or to
left.
21. Outside Hand – the hand away from one’s partner when partners stand
side by side.
 Regional Classification of Published Filipino Dance Terms
22. Place – to put foot in a certain position without putting weight on it; the
sole of the foot rests on the floor.
Region
Dance Terms
Tagalog
Bilao
Hapay
Jaleo
Panadyak
Salok
Visayan
Hayon-Hayon
Sarok
Ilocano
Patay
Kumintang
Ibanag
Masiwak
23. Pivot – to turn with the ball, heel, or whole foot; on fixed place or point.
24. Point – touch the floor lightly with the toes of one foot, weight of the body
on the other foot.
25. Salok – swinging the arm downward – upward passing in front of the body
as if scooping; the trunk is bent forward following the movement of the arm
doing the salok.
26. Saludo – partners with feet together bow to each other, to the audience,
opposite dancers, or the neighbors.
Prof. Lordinio A. Vergara
PNU LET Reviewer
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Philippine Folk and Ethnic Dances
MAPEH (Music, Arts, Physical Education and Health)
H. COMMON DANCE STEPS
Dance Steps/Time
Signature
Polka Series – 2/4
• Plain Polka
• Hop Polka
• Heel and toe
Polka
• Slide Polka
Waltz Series – ¾
• Native waltz
• Waltz
balance
• Cross waltz
Counting
Step Pattern
No. of
Measures
1&2&
Ah, 1 & 2 &
1, 2, & 2 &
Step, close step (pause)
Hop, step, close step pause
Heel-place, toe-point; step,
close step (pause)
Step, close step (pause)
1
1
2
Step, close, step
Step, close and raise heels
Up, down
Cross-step, close, step
1
1
1 & 2 &, 1 & 2 &
1, 2, 3
1, 2, 3
1, 2, 3
Sway Balance
Series – ¾
• With a point
• With a waltz
1, 2, 3 1 2, 3
1, 2 3 1 2 3
• With a hop
1, 2 3 1 2 3
•
•
•
•
With a brush
With a raise
With a close
Double sway
balance
• Bacui – ¾
302
2
2
2
1,2 3 1,2 3 1,2 3 Cross-point step/Cross-step
1,2,3
(rear) step/Cross-step(front)
Step/Close (pause)
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1,2 3
Heel-place, close
Heel-place, close
1
1
• Change Step
– 2/4
1&2
Step, Close, Step
1
• Cross Change
Step – 2/4
1&2
Cross-step, close, step
1
• Contra-ganza
– 2/4
1&2
Leap (sideward), cross-step,
step
1
• Habanera – 2/4
12&
Step, close, step
1
Step, step, hop, hop, step,
step, step (turning), hop,
hop, step, step, step (turning) hop, hop, step, step,
close (pause)
8
Slide, cut, hop
2
Step, heel-brush, heel-step
(3x to the right)
Repeat same to the left
Step, close, step, step,
close, step
Step, close, step, step,
close, step (turning)
16
• Haplik – 2/4
12121&212
1 & 2 1 2 1 2 1, 2
1
Step, cross-step/Step, point
Step, cross-step/Step, close.
step
Step, cross-step/Step, raise,
hop
Step, cross-step/Step brush
Step, cross-step/Step raise
Step, cross-step/Step close
Step, cross-step/Step point/
Cross-step, step/point
1, 2 3 1 2, 3
1, 2 3 1 2, 3
1, 2 3 1 2, 3
1, 2 3 1 2, 3 1, 2
3 1, 2, 3
• Bleking 2/4
or 3/4
• Mazurka – 3/4
123
• Mudansa – 3/4
1 2 3 (4x) R & L
alternately
123123
123123
(turning)
2
2
2
2
4
• Redoba – 2/4
123
Slide, cut, cut
1
• Sagamantica
1 2,3 1 2,3 1 2,3
1 2,3
Step, close, step, close,
step, close, raise, heel-place
4
Engaño Series – ¾
• With a waltz
1,2 3 1 2 3
2
• With a close
1,2 3 1 2, 3
Step (sideward) cross; step,
close, step
Step (sideward); step, close
2
Prof. Lordinio A. Vergara
MAPEH (Music, Arts, Physical Education and Health)
Dance Steps/Time
Signature
• Paso Español
- 3/4
Philippine Folk and Ethnic Dances
Counting
Step Pattern
No. of
Measures
123123123
123
Step, close heels up, (forward) down; step, close, and
heels up, down (backward);
Step, brush-swing hop, step,
brush-swing, hop
4
Step, cross-step,cross-point,
step, cross-step, cross-step
4
Step, close, circle in air
1
Step, close, step, hop
1
• Papuri – 3/4
1,2 3 1,2,3 1,2 3
1,2,3
• Sangig – 3/4
123
• Escotis – 4/4
1234
PART II – ANALYZING TEST ITEMS
Identify the dance terms and steps used in Philippine Folk dances.
Question No. 1 – Mr. Rioflorido instructed his students to do the kumintang.
What will be the correct movements execution of his students in doing the
kumintang?
A. The students will move their hand from the wrist in a clockwise or counterclockwise direction.
B. The students will move their hand from the elbow in a clockwise or
counterclockwise direction.
C. The students will move their hand from the shoulder in a clockwise or
counterclockwise direction.
D. The students will move their hand from the upper extremities in a clock wise or counterclockwise direction.
The correct answer is option A. The correct movement of a Kumintang is moving
the hand from the wrist in a clockwise or counterclockwise direction. Option B,
C and D are all incorrect since movements from the elbow, shoulder, and upper
extremities will not describe the correct movement for Kumintang.
Question No. 2 – The class of Mr. Cruz is dancing the Polkabal. One of the basic
steps in the dance is the contraganza. If Mr. Cruz will demonstrate the step
pattern of the dance step, which of the following will show the correct move ment pattern?
A. Step, close, step
C. Slide, cut, cut
B. Cross-step, close, step
D. Leap, cross-step, step
Prof. Lordinio A. Vergara
PNU LET Reviewer
303
Philippine Folk and Ethnic Dances
The correct answer is option D. Based on the book of Mrs. Francisca Aquino,
“Fundamental Dance Steps and Music”, the contraganza step is described as
leap, cross-step, step. Option A is the correct dance step pattern for change
step. Option B describes the dance step of cross change step. Option C is the
step pattern for redoba step.
Question No. 3 – Which of the following is a dance step in 4/4 time music?
A. Espunti
C. Mudansa
B. Mazurka
D. Escotis
The correct answer is option D. Among the dance steps mentioned in the choices Escotis is the only dance steps performed in 4/4 time music. Espunti, Mudansa, and Mazurka are dance steps performed in ¾ time music.
Question No. 4 – All of the following are correct except _________.
A. waltz – ¾ time signature
B. mazurka – ¾ time signature
C. polka – ¾ time signature
D. sway balance – ¾ time signature
The correct answer is option C. The question is asking the one that is not appropriate in the given association. Option C is the only dance step that is not
performed in ¾ time signature because it is a dance step commonly used in 2/4
time music. Option A, B and D are all dance steps in ¾ music.
Question No. 5 – It is a work-dance of Kalinga women where they carry baskets
on their heads.
A. Idudu
C. Bumayah
B. Ragragsakan D. Bendian
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The correct answer is option B. Ragragsakan is a dance among Kalinga women
that carries baskets or pots that are filled with goodies on their heads. The dance
is also a festival dance among the Kalingas. Option A is incorrect because the
dance Idudu is a dance among the Tinggians that shows the role of a father in
making lullabies. Option C is not a Kalinga dance but an Ifugao festival dance.
The dance is not an all-female dance. Option D is also incorrect because it is a
dance from Benguet province. It is an all female dance but does not use baskets
carried on their heads.
6.
Of the following patterns of movements, the one that best describes the
mazurka step is ______.
A. slide, cut, hop
C. slide, slide, hop
B. hop, slide, close D. hop, cut, and slide
7. Which of the following associations is incorrect?
A. Cordillera dances of Luzon
C Mangyan dances of Nueva Viscaya
B. Tausug dances of Mindanao D. Ibanag dances of Cagayan
8.
Each of the following pairs of folk dance steps can be performed in combination except the _________.
A. waltz and reboda
C. waltz balance and paso español
B. polka and mazurka
D. cross waltz and step, swing, hop
9. Which of the following dance steps has an incorrect time signature in 2/4
time music?
A. haplik C. polka
B. contraganza
D. sagamantica
10. All are four measures of music and beyond except ____________.
A. double sway balance
C. haplik
B. mudansa
D. mazurka
Prof. Lordinio A. Vergara
MAPEH (Music, Arts, Physical Education and Health)
Philippine Folk and Ethnic Dances
11. Common among rural or countryside dances are the use of implements in
their dance. They offer the glass of wine, a hanky, a hat, or even their own
hands to somebody as a sign of invitation or love. This characterizes to a
dance term which means ___________.
A. salokB. sarok
C. hapay
D. bilao
12. Which of the following dance steps has eight measures?
A. bacui B. chotis
C. haplik
D. sagamantica
19. Which is called the unit of formation?
A. cabaceras
C. home position
B. costados
D. set
13. Masiwak is a common dance term among the ___________.
A. Ilocano B. Ibanag
C. Tagalog
D. VIsayan
14.
Joseph is demonstrating the correct movement of hayon-hayon. Which of
the following is the correct movement pattern that King June Four will show?
A. He will place his forearm in front and the other at the back of his waist.
B. He will cross his arms in front and open it to second position.
C. He will place both his arms at one side.
D. He will scoop his one arm up to fifth position.
15.
Romeo is instructed by his PE teacher to do the habanera step. The step
pattern that he will use is step, close, step, step and the counting to follow
is __________.
A. 1 and 2 B. 1 2
C. 1 2 and
D. 1 2 3
16.
Kheeno is performing a sway balance with a waltz in his dance class. The
counting that he will use when doing the sway balance with a waltz is ____.
A. 1, 2 3/1 2 3
C. 1,2 3/ 1,2 3
B. 1, 2 3/ 1 2, 3
D. 1,2 3/ 1,2,3
17. Mr. Reyes asked his students to do a combination of the following dance
steps; change, step, heel and toe change step, polka, heel and toe polka.
He advises his students to get a folk dance music to accompany the combiProf. Lordinio A. Vergara
nations. What time signature the students will look for?
A. 2/4 time music
C. 4/4 time music
B. ¾ time music
D. 6/8 time music
18. Which of the following is a Visayan d ance term?
A. Bilao B. Jaleo
C. Salok
D. Sarok
20. Of the following folk dances, which has a combined rhythm?
A. Alitaptap
C. Lanceros de Negros
B. Tiklos
D. Los Bailes de Ayer
21. Which of the following folk dances can be performed in ¾ time music?
A. Cariñosa
C. Polka sa Nayon
B. Tiklos
D. Polka Antigo
22. What is the rythm pattern of escotis?
A. uneven B. even
C. broken
D. syncopated
23. Which of the following is an occupational dance?
A. Polka sa Nayon
C. Biniganbigat
B. Lanceros de Negros
D. Mananguete
24.
You are instructing your class to do one sway balance with a waltz right
and left alternately, two waltz steps right and left, and one waltz turn. How
many measures are there in the combination?
A. 6 measures
C. 12 measures
B. 8 measures
D. 16 measures
25. Which dance is very popular in the Bicol Region that is commonly performed
during wedding celebrations?
A. Kuratsa B. Pandango C. Sinakiki
D. Pantomina
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PART III – ENHANCING TEST TAKING SKILLS
1. The waltz is done in what tempo?
A. slow
C. moderate
B. marching
D. fast
2. This is a kind of movement wherein the dancer glides one foot forcibly on
the floor with or without transfer of weight. It is called _______.
A. step
C. pivot
B. tap
D. slide
3. Which type of dance is performed in social gathering to honor the guest?
A. Pantomina
C. Papuri
B. Pandanggo
D. Putritos
4. What is a Samal dance class of noble women which shows off women’s
dexterity and flexibility of the shoulders, elbows and wrist joints?
A. Sua-ko-Sua
C. Janngay
B. Maglanka
D. Kancingan
5. What is the national dance of the Philippines?
A. Singkil
C. Rigodon
B. Cariñosa
D. Tinikling
6. Which of the following dances use fighting implements?
A. Lanceros
C. Rigodon
B. Sagayan
D. Pabo
7. A dance step of sixteen measures is ______________.
A. haplik
C. papuri
B. sagamantica
D. mudansa
8. What is an Ibanag dance term wherein the dancers turn their hands from the
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wrists halfway clockwise then raise and lower wrist once or twice?
A. panadyak
C. free hand
B. masiwak
D. kumintang
9. This is done by bending halfway the knees and body slightly with a bow of
the head. It is called ____.
A. curtsy
C. Dip
B. do-si-do
D. Draw
10. This dance term is executed by swinging the arm downward passing infront
of the body as if scooping with the trunk bending forward following the
movement of the arm. The term for this is __________.
A. slide
C. salok
B. swing
D. sarok
11. When two people walk toward each other, pass by right shoulder, step side ward to the right and return to position, walking backward, passing left
shoulder the movement is called _______.
A. cross-over
C. counterclockwise
B. do-si-do
D. clockwise
12. The toe or ball or free foot is placed momentarily on floor and lifted again
immediately again is called ________.
A. touch
C. pivot
B. step
D. tap
13. The free foot is drawn toward the foot which supports the body weight by
pressing the toes against the floor as the close is made is called _________.
A. bow
C. brush
B. draw
D. cut
14. Subli is a dance honoring the wooden cross. It originates from _______.
A. Bohol
C. Cavite
B. Batangas
D. Mindoro
Prof. Lordinio A. Vergara
MAPEH (Music, Arts, Physical Education and Health)
15. It is a dance among the Apayaos imitating the high – flying bird and is called
________.
A Bendian
C. Say - yam
B. Pattong
D. Turayen
16. Who are called “Peacocks of the mountain”?
A. Bontocs
C. Kalingas
B. Benguets
D. Apayaos
17. Which is a dance among the Maranaos which displays the women’s simpli city and elegant walk with the use of beautifully decorated umbrellas?
A. Sagayan
C. Pag-aper
B. Kapamalong
D. Kakulangan
18. This is Palawan’s famous ceremonial rite of healing the sick, imploring and
thanksgiving for a good and bountiful harvest. Its name is _______.
A. Pagdidiwata
C. Binaylan
B. Blit-Blaan
D. Sohten
19.
Which of the following folk dances are classified as ceremonial dances?
1. Dugso
2. Putong
3. Pandang-Pandang
4. Daling-Daling
A. 1 and 2
B. 3 and 4
20.
C. 3 only
D. 4 only
The National Artist in dance who is also known as the Mother of Folk Dance
is ______.
A. Lucrecia Urtula
C. Leonor Orosa Goquingco
B. Corazon Iñigo
D. Francisca Reyes Aquino
Prof. Lordinio A. Vergara
Philippine Folk and Ethnic Dances
21.
Which steps have the same time signature?
A. polka and redoba
B. change step and waltz balance
C. kuradang and contraganza
D. espunti and sangig
Read the paragraph below and answer the questions that follow.
You are teaching a unit of folk dance to your first year students. They will be learning
the dance Subli. Answer the following questions that will help your class understand thoroughly the nature and characteristics of the dance.
22.
What is the sociological context of the dance?
A. Subli is a festival dance from Quezon.
B. The dance comes from two tagalog words “sumubsob” at “bumali”.
C. It is a dance in honor of the Mahal na Poong Sta. Krus.
D. The dance showcases the use of bamboo sticks.
23. What is the correct time signature of the music used in the dance?
A. 2/2 time signature
C. ¾ time signature
B. 2/4 time signature
D. 4/4 time signature
24. Which of the following steps are common to the dance?
A. Change step
C. Mincing steps
B. Mazurka
D. Polka steps
25. What are the basic arm movements used in the dance?
A. Bilao and Hayon-hayon
C. Hapay and Salok
B. Sarok and Kewet
D. Masiwak and Forearm turn
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Research in MAPEH
MAPEH (Music, Arts, Physical Education and Health)
PART I - CONTENT UPDATE
Research in MAPEH
Prepared by:
Dr. Larry A. Gabao
Competencies:
1. Determine appropriate
research methods for Music,
Arts, Physical Education and
Health.
2. Define and Review the
various types of research in
MAPEH.
3. Apply theories and principles
in conducting MAPEH
Research.
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Definition of Terms
Applied Research Type of research that has direct value to practitioners but
in which the researcher has limited control over research
setting.
Basic Research Type of research that may have limited direct application
but in which the researcher has careful control of the
situation.
Biomechanics The application of the physical laws of motion to the study
of biological systems.
Case Study Form of descriptive research in which a single case is
studied in depth to reach a greater understanding about
other similar cases.
Categorical Response Type of closed question that offers the subject only two
responses such as “yes” or “no.”
Categorical Variable A kind of independent variable that cannot be manipula ted because it is categorized by age, race, sex, and soon;
also called moderator variable.
Central Tendenc
A single score that best represents all score.
Closed Question
Category of question found in the questionnaires or inter
views that requires a specific response and that often
takes the form of rankings, scaled items
Dr. Larry A. Gabao
MAPEH (Music, Arts, Physical Education and Health)
Content Validity Condition that is claimed (usually in educational settings)
when a test adequately samples what was covered in the
course.
Cross-sectional Study Methods of research in which samples of subjects from
different age groups are selected in order to assess the
effects of maturation.
Cross Validation Technique to assess the accuracy of a prediction formula
in which the formula is applied to a sample not used
when the formula was developed.
Dependent variable The effect of the independent variable; also called the
yield.
Descriptive Research Type of research concerned with status, including tech niques such as surveys, case studies, and developmental
research.
Developmental
Research
Study of changes in behavior across the life span.
Empirical Describes data or a study that is based on objective observations.
External Reliability
The content of the data in qualitative research that determines the degree to which a study can be repeated.
Experimental Type of research that involves the manipulation of treatResearch ments in an attempt to establish cause-effect relation
ships.
External Validity
Dr. Larry A. Gabao
The generalizability of the results of the study.
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Historical Research Type of research that deals with events that have already
occurred
Hypothesis
The anticipated outcome of the study or experiment.
Independent Variable The part of the experiment that the researcher is manipu lating; also called the experimental or treatment variable.
Internal Reliability The extent of agreement among different observers concerning the description of events.
Internal Validity
The extent to which the results of a study can be attributed to the treatments used in the study.
Likert Scale
Type of closed question that requires the subject to respond by choosing one of five scaled items with the
assumption that there are equal intervals between items.
Mean A statistical measure of central tendency that is the average score of the group.
Median A statistical measure of central tendency describing the
middle score in a group.
Mode A statistical measure of tendency that is the most frequently occurring
Normal Curve Distribution of data in which the mean, median and mode
are the same point (center of distribution) and ± 1 s from
the median includes 68% of the scores, ± 2 s from the
mean, includes 95% of the scores, and ± 3 s includes
99% of the scores.
Normative Survey Survey method that involves establishing norms for abilities, performances, beliefs and attitudes.
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Null Hypothesis Hypothesis that is primarily used in the statistical test for
the reliability of the results that says that there are no
differences among treatments (or no relationship among
variables).
Paradigm A scientific model and the approaches used to test the
model; also called perspective, tradition, and approach in
historical research.
Probability
The odds that a certain event will occur.
Qualitative Research Research method that involves intensive, long-time ob servation in a natural setting; precise and detailed recor ding of what happens in the setting; interpretation and
analysis of the data using description, narratives, quotes,
and charts and tables. Can also be called ethnographic,
naturalistic, interpretive,, grounded, phenomenological,
subjective, and participant observational.
Questionnaire Type of paper and pencil survey used in descriptive re search in which information is obtained by asking sub jects to respond to questions rather than by observing
their behavior.
Reliability
The consistency and dependability of a measure.
Research Proposal
A formal preparation that includes the introduction, re view of literature, and proposed method for conducting
the study.
Standard Deviation An estimate of the variability of the scores of a group
around the mean.
Triangulation Term borrowed from the field of surveying that refers to
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the use of more than one source of data to substantiate a
researcher’s conclusion.
Validity The degree of difference between each individual score
and the central tendency.
The Nature of Research
The word “research” may mean several understanding depending on the people’s background, purpose, and usage. This particular explanation will deal more
on the educational aspect of research whereby it means careful and systematic
procedure to solve some problems and objectives.
Characteristics of research:
•
•
•
•
•
Systematic – Problem solving is accomplished though the identification and
labeling variables and is followed by the design of research that tests the relationships among these variables. Data are then collected that, when related to
the variables, allow for the evaluation of the problem and hypothesis.
Logical – Examination of the procedures used in the research process allows
researches to evaluate the conclusions that are drawn.
Empirical – The researcher collects data on which to base decisions.
Reductive – Research takes many individual events (data) and uses them to
establish more general relationships.
Replicable – The research process is recorded, enabling others to test the
findings by repeating the research on previous results.
Applied and Basic Research
Applied Research – Tends to address immediate problems, to use so-called
real-world settings, to use human subjects, and to use limited control over the
research setting but to give results that are of direct value to practitioners.
Dr. Larry A. Gabao
MAPEH (Music, Arts, Physical Education and Health)
Basic Research – Usually deals with theoretical problems, has the laboratory
as the setting, may frequently use animals as subjects, has carefully controlled
conditions, and procedures results that have limited direct application.
Quality Research – Always involve some or all of the following components
• Identification and delimitation of a problem
• Searching, reviewing and effectively writing about relevant literature
• Specifying and defining testable hypotheses
• Designing the research to test the hypotheses
• Selecting, describing, testing and treating the subjects
• Analyzing and reporting the results
• Discussing the meaning and implications of the findings.
Unscientific vs Scientific Methods of Problem Solving
Humans Self Method of Solving Problems
a. Tenacity – changing to certain beliefs regardless of the lack of supporting
evidence.
e.g. Unlucky day seeing a BLACK cat
Wearing a lucky dress, cap, hat, shoes, etc.
b. Intuition – or sometimes considered common sense.
e.g. Winning a raffle, passing exams
c. Authority – reference to some authority as source of knowledge or totally
dependent on what authority is saying without verified results or knowledge
such.
d. Rationalistic Method – rationalizing knowledge
e.g.
All basketball players are tall.
Tom Thumb is a basketball player.
Therefore Tom Thumb is tall
(In this case, Tom Thumb happens to be a dwarf)
e. Empirical Method –the word empirical denotes experience and the gatheDr. Larry A. Gabao
Research in MAPEH
ring of data. This is more guided with observations and experience rather
than theory. These are pitfalls regarding experience because it is limited.
The Scientific Method of Problem Solving
Basic steps in Scientific Method
Step 1. Developing the Problem (Defining and Delimiting)
Designing and executing a selected topic with sound investigation and
careful study.
Step 2.
Step 3.
Formatting the Hypotheses
Expected results or anticipated solution based on some theoretical
construct or results of previous studies.
Gathering the Data
Method of acquiring the necessary data must be thoroughly discussed,
the reliability of measuring instruments, the controls that should be
employed, and the objectivity of the data gathering process. Internal
and external validity are related to the research design.
Internal validity refers to the extent to which results can be attributed
to the treatments used in the study.
External validity pertains to the generalibity of the results.
Step 4. Analyzing and Interpreting Results
Analysis and interpretation of results provided by evidences to support
the research synthesizing the data to contribute to the development of
a theory.
Types of Research
1. Analytical Research
Involves in-depth study and evaluation of available information in an attempt to
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explain complex phenomena. The different types of analytical research are:
•
•
•
•
Historical Research
Deals with events, organizations, institutions and people that have already
occurred. Locating pertinent sources of information (primary or secondary)
concerning the specific problem.
Philosophic Research
Critical inquiry. The researcher establishes a hypothesis, examines and analyzes existing facts and evidences into a workable theoretical model.
Literature Review
Paper reviews involves analysis, evaluation, and integration of published
literature after leading to a conclusion.
Meta-Analysis
SAnalyzing the findings from numerous studies.
2. Descriptive Research
Primarily concerned with status. Most prevalent is the use of questionnaires.
Other forms include:
•
Questionnaires
The questionnaire usually strives to secure information about present
practices, conditions, and demographic data. Occasionally, a questionnaire
asks for opinion or knowledge.
The researcher must take great care in preparing the questionnaire to
obtain valid and reliable responses. However, the questionnaire has acquired an unfavorable reputation as research tool in some fields. This has
been the result of poorly designed and overused questionnaires.
•
Interview
The interview and the questionnaire are essentially the same technique
in so far as their planning and procedures are concerned. Obviously, the
interview has certain advantages over the questionnaire in that the re
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searcher can rephrase questions and ask additional ones to clarify responses and secure more vivid results. Becoming a skilled interviewer requires
training and experience. Telephone interviewing has become increasingly
more common in recent years, mainly because of cost. Telephone interviews costs half as much as face-to-face interviews and has the additional
advantage of being able to cover a wide geographical area, which is generally a limitation in personal interviews.
•
Normative Study
The normative study generally seeks to gather performance or knowledge
data on a large sample from a population and to present the results in the
form of comparative standards or norms.
• Case Study
The case study is used to provide detailed information about an individual
(or institution, community etc.) the case study aims to determine unique
characteristics about the subject or condition. This descriptive research
technique is used widely in fields such as medicine, psychology, counse ling, and sociology. The case study is also a technique used in qualitative
research.
The researcher attempts to gather and analyze as much information about
the case as possible. Sometimes, subjects who are high achievers are
studied, and often the lower performer serves as the subject.
•
Job Analysis
The objective of the job analysis is to describe in details the various duties, procedures, responsibilities, preparation, advantages, and disadvantages of a particular job. Used widely in vocational training and counseling,
the job analysis research procedures require time, attention to details, and
a variety of data-gathering techniques. The job analysis has not been used
to a great extent in health and physical education, recreation and dance,
but some studies dealing with the duties of athletic director, intramural
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MAPEH (Music, Arts, Physical Education and Health)
director, and physical education teacher have been conducted.
•
Documentary Analysis
The documentary analysis could be classified under analytical research
because it is used in literature reviews, historical studies, and other areas.
However, the form of documentary analysis included in descriptive research is directed primarily at establishing the status of certain practices;
areas of interest; and the prevalence of certain errors, usage of terms, and
space counts. For example news papers or magazines might be studied to
determine the extent of coverage (and thus public interest) devoted to certain sports or recreational activities. A study to ascertain the frequency of
use of various statistical procedures in a research journal also falls under
the category of documentary analysis.
•
Developmental Studies
In developmental research, the investigator is usually concerned with the
interaction of learning or performance with maturation. For example, a researcher may wish to asses the extent to which the ability to process information can be attributed to maturation as opposed to strategy, or the
researcher may desire to determine the effects of growth on a physical
parameter such as aerobic capacity.
Developmental research can be undertaken by what is called the longitudinal method, whereby the same subjects are studied over a period of years.
Obvious logistical problems are associated with longitudinal studies, so an
alternative is to select samples of subjects from different age-groups to
asses the effects of maturation. This is called the cross-sectional approach.
•
Correlational Studies
The purposes of the correlational study is to examine the relationship between certain performance variables, such as heart rate and ratings of perceived exertion; the relationship between traits such as anxiety and pain
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tolerance; or the correlation between attitudes and behavior, as in the
attitude toward fitness activities.
Sometimes correlation is employed to predict performance. For example, a
researcher may wish to predict body fat percentage from skin fold measurements. First, the correlation between percent body fat (as measured)
by a method such as underwater weighing) and skinfold measurements
is established with a sample of subjects. Percent fat can the be predicted
for other subjects on the basis of this relationship simply by using skinfold
measurements. Correlational research is descriptive in that you cannot
presume a cause-and-effect relationship. All that can be established is that
there is an association between two or more traits or performances.
3. Experimental Research
Dr. Larry A. Gabao
Experimental research is usually acknowledged as being the most scientific of
all the types of research because the researcher can manipulate treatments to
cause things to happen. (i.e., a cause-and-effect situation can be established).
This is in contrast to other types of research in which already existing phenomena or data from the past are observed and analyzed. For an example of an
experimental study, assume the Virginia Reel, a dance teacher, hypothesizes
that students would learn more effectively through the use of a videotape. First,
she randomly assigns students to two sections. One section is taught by the is
called traditional method (explanation, demonstration, practice and critique).
The other section is taught in similar manner, except the students are filmed
while practicing and can thus observe themselves at the same time the teacher
critiques their performances. After 9 weeks, a panel of dance teachers evaluates both sections. In this study, method of teaching is the independent variable
and dance performance (skill) is the dependent variable. After the groups’
scores are compared statistically, Virginia can conclude whether her hypothesis
can be supported or refuted.
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In experimental research, the researcher attempts to control all factors except
the experimental (or treatment) variable. If the extraneous factors can be successfully controlled, then the researcher can presume that the changes in the
dependent variable can presume that the changes in the dependent variable
are due to the independent variable.
Several research designs are used in experimental research. Not all designs
are truly experimental in that the independent variable cannot always be manipulated. In a study of learning strategies of brain-damaged and normal children,
the researcher certainly would not take a sample of children and cause half of
them to become brain damaged; instead children with brain damage would be
chosen for the study. Similarly, a researcher wishing to compare training responses of men and women would select subjects from each sex and then compare their responses. Thus when there are preexisting differences such as sex,
race, age, and personality traits, the independent variable is not truly independent but categorical. Such design is an example of quasi-experimental design.
4. Qualitative Research
In physical education, exercise science, and sport science, qualitative research
is so called the new kid on the block. Actually, qualitative research has been
used for many years in other fields, such as anthropology and sociology. Researches in education have been engaged in qualitative methods longer than
researches in our fields. As previously mentioned, several names are given to
this research (ethnographic, naturalistic, interpretative, grounded, phenomological, subjective and participant observational). Some of these are simply
name differences, whereas some have different approaches and points of focus. We have arbitrarily lumped them all under the heading of qualitative research as that seems to be the most common term used in our field.
It is important to note that the term “qualitative” infers interpretative, as opposed to simple, description. Description is a technique an as such does not
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constitute a research method. The term “ethnography” has been closely associated with anthropology, although it has been adapted by educational researchers. The term refers to the process of re-creating for the reader the
shared beliefs, practices, and behaviors of some group of people. Participant
observation refers to the extent which the researcher is actually involved in the
group that is being studied. Thus, the role of the observer can range from an
observer who has almost no involvement in the activity to a complete participant who is totally involved in the activity. The degree of involvement is determined by type of information designed and sometimes by how much involvement is permitted. The case study was mentioned in the section on descriptive
research. It is also an important technique in qualitative research. It is used
for diagnosing problems; for evaluating programs, practices, and policies; and
for developing insights into the behavior of individuals and groups.
The basic characteristics of qualitative research include the following:
• Intensive, longtime observation and participation in natural a setting.
• Precise and detailed recording of what happens in the setting through the
use of field notes, audiotapes, videotapes, and other kind of documentary
evidence.
• Interpretation and analysis of the data through the use of rich description,
interpretative narratives, direct quotes, charts and tables, and sometimes
statistics (usually descriptive)
The nature of the data and analysis sometimes leads to questions different than
those formulated at the beginning of the study if they more accurately capture
the participants’ perspectives that the original focus questions.
Qualitative research is different from other research methods. It is a systematic
method of inquiry, and it follows a scientific method of problem solving to a
considerable degree; however, it deviates in certain dimensions. Qualitative research rarely establishes hypotheses at the beginning of the study. It proceeds
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MAPEH (Music, Arts, Physical Education and Health)
Research in MAPEH
in an inductive process in developing hypotheses and theory as the data unfolds. Theory is grounded in the data. The researcher is the primary instrument
in the data collection and analysis. Qualitative research is characterized by
intensive firsthand presence. The tools of data of collection are observation,
interviews and researcher-designed instruments.
The narrative vignette is a fundamental component of the qualitative report.
Detailed description of an event, a class, a game, a workout, or a physical
setting are presented, including what people say, do, think, and feel in that
setting. The goal is to richly and accurately portray the experiences and perceptions of the participants. The vignette captures the readers’ attention and
helps give the reader a sense of being there. The participants’ own words are
used as much as possible. The data are primarily verbal as opposed to the numerical data in quantitative types of research.
The qualitative researcher is interested with the process rather than the product. The basic question, what is going on here? guides the researcher’s ef
forts. The research is done in the natural setting. The term fieldwork borrowed
from anthropology, is used in describing methodology. Data analysis is begun
as soon as the data collection is begun rather than at the end, as in quantitative
research. The researcher sorts and categorizes the data, formulates hypotheses to explain the data, and makes interpretive connections between narrative
vignettes and other forms of description. The interpretations of the analysis of
data are confirmed through triangulation, which means cross-checking through
other sources of data, other methodologies, other researchers, and other
theories. Qualitative research is becoming increasingly popular and will undoubtedly continue to do so. It is not an easy type of research, as it takes a
great deal of time, effort, and analytical skill. Qualitative research offers an
interesting and valuable alternative approach to solving problems in our field.
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Chapter 1: Introduction
Chapter 4: Results
Here the problem is defined and delimited. The researcher specifically identifies
the problem and states the research hypotheses. Certain terms critical to the study
are operationally defined for the reader, and limitations and perhaps some basic
assumptions are acknowledged. The review of related literature may be in the first
chapter or may warrant a separate chapter. When it is in the first chapter, it more
closely adheres to the steps in the scientific method of problem solving; that is, the
literature review is instrumental in the formulation of hypotheses and the deductive
reasoning leading to the statement of the problem.
The results chapter presents the pertinent findings from the analysis of data. It
corresponds to the step in the scientific method in which the results are scrutinized
as to their meaningfulness and reliability.
Chapter 2: Review of Related Literature
Chapter 5: Discussion and Conclusions
In this last step in the scientific method, the researcher employs effort to analyze the findings, to compare these findings with previous studies and to integrate
them into a theoretical model. In this chapter, the research hypotheses are judged
as to their acceptability. Then, on the basis of the analysis and discussion, conclusions are usually made. The conclusions should address the purpose and the sub
purposes that were specified in the first chapter.
Chapter 3: Method
Often, this chapter is the review of literature as, for example, in this text. However, because the purpose here is to make the thesis format parallel to the data-gathering steps, this chapter relates to the scientific method. First, the researcher explains how the data were gathered. The subjects are identified, the measuring
instruments are described, the measurement and treatment procedures are presented, the experimental design is explained, and the methods of analyzing the data
are summarized. The major purpose of the method chapter is to describe the study
in such detail and with such clarity that you could duplicate it.
The first two chapters often comprise the research proposal and are presented
to the student’s thesis committee prior to the research being undertaken. When this
occurs, these two chapters should be written in future tense, then changed to past
tense when the final version of the thesis is completed.
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Dr. Larry A. Gabao
MAPEH (Music, Arts, Physical Education and Health)
PART II – ANALYZING TEST ITEMS
For Competency Number 1:
Determine appropriate research methods for Music, Arts, Physical Education and
Health.
1. Enrico Rosales wanted to discover the origins of a sport way back the time
of Modern Olympics in 1896. What type of research method will Mr.
Rosales use?
A. Normative Study
C. Philosophic Research
B. Analytic Study
D. Historical Research
2. In the selection of subjects in a problem of who plays the violin better be tween male or female, the subjects’ characteristics are extremely pertinent.
What method can be best utilized to select the subjects?
A. Random sampling
C. Draw lots sampling
B. Fish-bowl sample
D. Purposive sampling
3.
Which is research subjects rights must be considered in the following?
Identification number is used rather than the name.
A. Right to remain anonymous
B. Right to privacy and nonparticipation
C. Right to confidentiality
D. Right to human dignity
4.
The researcher does not ask unnecessary information and should even ask
consent from parents.
A. Right to remain anonymous
B. Right to privacy and nonparticipation
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Research in MAPEH
C. Right to confidentiality
D. Right to human dignity
5. The researcher’s questioning is well meaning and sensitive to the person
or subject.
A. The right to remain anonymous
B. The right to privacy and nonparticipation
C. The right to confidentiality
D. The right to human dignity
6.
The researcher has to tell honestly the subjects of his intention not to divulge identities and data.
A. The right to privacy and nonparticipation
B. The right to remain anonymous
C. The right to confidentiality
D. The right to human dignity
7. In the conduct of experiments using the different meaning instruments in
measuring sports skills, attitude, & habit, the researcher bears the follo wing: To generate accurate information in a sport psychology study regar ding the influence of steroid usage which test is more appropriately
selected.
A. Steroid Knowledge Test
C. Personality Trait Measure Test
B. Responsible Drug Test
D. All of the above
8. Motor behavior is conducted to test the subjects.
A. Reaction and Movement Time C. Movement Tine
B. Reaction Time
D. Measured Time
9. Vincent is conducting a research to find out the cause and effect of his
newly developed exercise routine.
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What type of research will he use?
A. Correlational Studies
C. Development Studies
B. Experimenting Research
D. Documentary Analysis
16. What it would be like if I make my students feel comfortable and happy?
A. Hypothetical
C. Interpretive
B. Ideal
D. Subjective
10. In the descriptive type of research, what is the most commonly utilized
instrument to obtain factual data?
A. Survey
C. Interview
B. Questionnaire
D. Essay
17. In the descriptive type of research several observations are made. There
are commonly used procedures for recording observational data. Which
type of observation recording can be utilized in the difficulty of counting
movement occurrences?
A. Narrative or continual recording C. Interval Method
B. Tallying or frequency counting
D. Duration Method
11.
The artifacts found in the Mangyan culture are well described in their artworks inscribed in wood and bamboo carvings. Which type of research
study can be used to validate the information?
A. Experimental Research
C. Historical Research
B. Quantitative Research
D. Qualitative Research
12. Triangulation of data is appropriately utilized in
A. Experimental Research
C. Historical Research
B. Quantitative Research
D. Qualitative Research
13.
The best technique employed in a survey using a series of questionnaires
in order for the subjects to arrive to a decision is
A. Open-ended Survey
C. Nero-Interview Method
B. Delphi Survey Method
D. Normative Survey
14. In experimental research the type of questioning is applied. Which type of
questions is best used for the following question: What it would be like in
my first day of teaching?
A. Ideal Question
C. Interpretive Question
B. Hypothetical Question
D. Subjective Question
15. What it would be like if I handle the best or least section of grade six pupils?
A. Ideal
C. Interpretive
B. Hypothesis
D. Subjective
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18. The recording is done in a series of occurrences on movement happening.
A. Narrative or continual recording C. Interval Method
B. Tallying or frequency counting
D. Duration Method
19. The recording is done each time the movement occurs
A. Narrative or continual recording C. Interval Method
B. Tallying or frequency counting
D. Duration Method
20. The recording is done in a time device on how much time a movement
occurs.
A. Narrative or continual recording C. Interval Method
B. Tallying or frequency counting
D. Duration Method
21. Research characterizes scientific search for result or findings. In order to
protect the study one material must possess a characteristic which is valid.
What kind of technique will one utilize on this principle?
A. Cross Validation
C. External Validation
B. Internal Validation
D. All of the above
22. Historical Research involves different types of research methods for accu racy of reporting. Which of the following best describe the type of historical
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MAPEH (Music, Arts, Physical Education and Health)
report? A good map locates roads and landmarks including the time, place,
and person involved. What type of historical report is applied?
A. Analytic Historical Report
B. Descriptive Historical Report
C. Experimental Historical Report
D. Methodological Historical Report
23.
To compare the Inter-collegiate intramurals in 2005 at the Philippine Normal University and today what type of historical report can be used?
A. Analytic Historical Report
B. Descriptive Historical Report
C. Experimental Historical Report
D. Methodological Historical Report
24.
Writing the research report is both prepared in a scientific procedure. The
written report follows an appropriate format and the oral report or defense
is well patterned. When preparing for a oral defense which is a more attractive presentation via PowerPoint presentation of numerical data?
A. Graphical Presentation
C. Puzzle Type Presentation
B. Word Text Presentation
D. Audio-Visual Presentation
25. In a big conference or meetings of sycholars which has the most usable
method of research presentations?
A. Oral Presentation
C. Plenary Presentation
B. Poster Presentation
D. Group Presentation
Research in MAPEH
PART III – ENHANCING TEST TAKING SKILLS
1. One characteristic of strong research follows an examination of the pro cedures which allows the researcher to evaluate the necessary conclusion.
This characteristic pertains to what principle?
A. Systematic
C. Empirical
B. Logical
D. Replicable
2. There are Humans self method are sometimes attempted to influence re search findings. Which of the following options dictate doubts of reliability
using common sense?
A. Authority type of solving problem
B. Intuition C. Empirical
D. Rationalistic
3.
4. Jun Posadas is a political celebrity in the ZTE Deal scandal. To find out
more of the details of this person, one can apply which type of research?
A. Correlational Studies
C. Developmental Study
B. Case Study
D. Interview
5.
Dr. Larry A. Gabao
In developing a problem, one basic requirement is to clearly spell out what
the intention is all about. Which option below can be applied?
A. Formulating Hypothesis
C. Analyzing Result
B. Gathering Data
D. Defining and Delimiting
Music and dance of the ethnic groups vary in many aspects of interpretations on how they were gathered. To protect the integrity of the ethnic
group, one should utilize what type of research?
A. Qualitative Research C. Experimental Research
B. Quantitative Research
D. Analytical Research
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6.
A hypothesis is established prior to the conduct of actual research. This is
done to test the reliability of the result that says there are no differences on
relationship among variables. Which of the following is appropriately used?
A. The hypothesis is true and valid
B. The hypotheses is null and valid
C. The hypothesis is null
D. The hypotheses is not true and valid
7. When two variables are measured on their degree of association a simple
correlation is used known as
A. Pearson r C. Z - test
B. T – test D. Central Tendency
8. A Statistical computation is used whether the independent variable (weight
training vs. regular activity) produces a change in the dependent variable
(standing long jump score). The test to be used is
A. Pearson r C. Central Tendency
B. Z – test D. T – test
9. To select subjects to represent a larger population is known as:
A. Sampling
C. Subject Sampling
B. Random Sampling D. Sample Sampling
10. A concept that deals with certain things to happen is called.
A. Frequency
C. Tendency
B. Equally likely event D. Probability
11. When a researcher wants to determine the average of two or more correla tion he will use a tool called
A. Z – test C. Correlation Test
B. T – test D. Prediction test
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12. The degree to which a test or instrument measures what it intends to mea sure is known as
A. Reliability
C. Stability
B. Validity D. Probability
13. In measuring physical fitness, the most valid test for cardio-vascular fitness
is called
A. Step test C. VO2 Max
B. Flex-Arm Hang D. Distance Run
14. Skinfold thickness with the use of calipers or the accuracy of predicting
percent of fat is an anthropometric measure also known as
A. Density C. Body Composition
B. Density Volume D. Body Fat
15. Which of the following is an open-ended question?
A. How do you like your job?
C. Where do you work?
B. What is your job?
D. What is your work?
16.
Which part of the process is developing the problem of the study relates the
bulk of reviews and attempting compare similarities and differences?
A. Identifying the problem
C. Review of related literature
B. Developing Hypothesis
D. Background of the study
17. A study on teacher pedagogical skills to handle the piano lessons are ca pable in terms of knowledge and skills. What type of research activity is
being considered?
A. Basic assumptions and limitations
B. Basic and applied research
C. Basic Procedure
D. Basic Understanding
Dr. Larry A. Gabao
MAPEH (Music, Arts, Physical Education and Health)
18. The most common tool for research in striving to secure information about
practices, conditions, and demographic data is called:
A. Questionnaire C. Documentary Analysis
B. Interview D. Background of the study
19.
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25. Terms used in the study may come in different interpretations. If terms are
observational and on actual usage, the definitions may be called as
A. Preferable Term C. Operational Terms
B. Conditional Term D. Dictionary Terms
The subjects of the study or respondents must feel secured and can trust
the researcher. Which of this type of character is a requirement?
A. Kind and Cheerful C. Cooperative and Hardworking
B. Trustworthy and honest
D. Joyful and smart
20. Which of the process is applicable to value the new works of research?
A. Public Bidding C. Public Broadcasting
B. Pilot Testing D. Investigating
Scales of measurement are established to determine the validity and reliability of
results. Which of the following are appropriately used?
21. When scores are grouped into categories or classes like gender and race:
A. Ordinal Scale C. Interval Scale
B. Normal Scale
D. Ratio
22. It provides more information or data that determine the highest to lowest.
A. Interval Scale C. Nominal
B. Ratio D. Ordinal
23. Scores are interpreted to find out the difference of in-between scores.
A. Ratio
C. Nominal Scale
B. Interval Scale
D. Ordinal Scale
24. A way to measure force, time, and distance with true zero points is called
A. Ratio
C. Nominal
B. Interval D. Ordinal
Dr. Larry A. Gabao
PNU LET Reviewer
321
Answer Key
MAPEH (Music, Arts, Physical Education and Health)
ANSWER KEY
Integrated Music Theory
The Visual Arts
Part II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
322
Part II
Part III
C
D
A
C
B
D
B
C
B
C
A
D
D
A
C
D
B
C
D
B
C
B
C
C
D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
PNU LET Reviewer
A
D
D
C
B
D
B
B
A
B
D
C
C
C
D
B
A
D
B
B
C
B
B
B
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part III
B
C
A
C
B
D
B
B
A
C
D
C
A
C
A
C
D
A
C
C
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Conducting, Instrumental
and Vocal Groups
Part II
A
C
B
A
A
C
C
A
C
D
D
A
C
A
B
C
A
B
A
B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part II
Part III
C
A
B
C
C
B
D
C
B
A
B
D
B
A
C
B
C
A
D
D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Asian Music
B
A
B
C
D
D
D
C
C
A
C
B
C
C
C
B
D
B
D
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part III
B
C
C
A
C
A
C
D
C
A
A
B
A
B
A
B
C
B
C
C
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
B
C
B
A
A
C
B
A
C
C
B
A
C
B
D
C
A
C
D
A
MAPEH (Music, Arts, Physical Education and Health)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part II
Part III
C
B
C
D
B
D
B
C
D
C
C
D
C
A
B
B
A
A
D
D
Foundations of Physical
Education
Western Music
Philippine Music
Part II
Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
C
B
B
C
D
D
B
C
D
A
B
B
C
B
C
A
A
B
B
D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part III
A
C
D
C
A
C
C
A
B
D
A
B
A
A
A
A
C
A
B
B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part II
A
B
C
D
B
C
A
B
A
B
D
A
D
C
A
D
D
A
C
B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Part II
Part III
D
C
A
D
B
D
A
D
C
A
C
D
D
D
C
C
A
C
C
C
B
B
B
A
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
International Folk Dance
and Other Dance Forms
D
B
D
C
C
A
B
B
C
C
B
C
B
D
D
B
B
C
A
D
A
C
B
A
D
Part III
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
C
B
B
A
A
B
A
C
A
C
C
D
A
B
A
B
C
D
C
B
C
D
D
C
C
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
PNU LET Reviewer
C
B
D
C
A
B
D
B
A
A
A
B
B
D
A
A
C
B
D
B
C
D
D
B
C
323
Answer Key
MAPEH (Music, Arts, Physical Education and Health)
Methods and Techniques
of Teaching Physical
Education and Health
Part II
324
Part II
Part III
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
D
C
D
D
A
B
B
A
C
B
D
C
A
D
A
B
C
D
D
A
B
B
C
D
C
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
PNU LET Reviewer
Organization and
Management of Physical
Education and Health
C
A
D
B
A
B
D
C
C
A
A
B
C
C
B
B
C
C
B
D
C
A
A
D
B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Part II
Part III
D
D
A
B
C
C
B
A
A
B
B
D
D
A
C
C
A
B
C
D
C
A
D
B
D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
C
A
B
C
B
D
A
B
B
D
A
B
D
C
C
A
A
D
A
C
A
B
A
D
A
Special Education
Health Practicum
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Part III
B
B
D
C
B
A
C
B
D
C
C
B
A
B
D
C
B
D
B
C
B
C
B
A
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Part II
C
A
D
A
B
C
B
C
D
D
B
D
D
C
D
B
A
B
B
D
A
C
B
C
D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Part III
A
C
D
A
D
A
D
D
A
D
B
B
B
C
A
D
D
C
A
B
A
C
C
B
D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
A
A
B
C
C
A
D
D
B
B
C
D
B
C
B
B
A
D
B
B
A
D
A
A
A
MAPEH (Music, Arts, Physical Education and Health)
Anatomical, Mechanical
and Physiological Bases of
Movements
Gymnastics
Part II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Part II
Part III
C
C
D
B
B
B
C
D
A
B
D
A
A
C
B
C
B
A
A
A
B
D
C
C
B
Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
C
C
C
C
C
B
C
A
A
A
D
C
A
C
B
A
D
B
B
C
A
C
A
A
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Part III
C
D
B
B
D
D
A
A
C
B
C
C
C
D
D
A
C
C
B
D
C
C
B
D
C
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Principles, Strategies and
Coaching and Officiating
Techniques
Part II
Part II
B
A
C
A
D
C
A
C
C
B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Individual, Dual and
Combative Sports
A
A
A
A
B
B
B
C
B
A
A
C
B
C
C
A
C
A
C
A
B
C
A
B
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Part III
B
C
D
A
A
B
B
C
C
D
D
A
D
B
A
B
C
C
A
A
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
C
D
C
C
D
A
C
A
A
C
C
C
A
C
A
A
C
A
B
B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
PNU LET Reviewer
C
C
B
A
D
B
C
A
C
C
A
B
D
C
A
B
A
C
B
D
A
C
C
D
B
A
B
C
B
A
325
Answer Key
MAPEH (Music, Arts, Physical Education and Health)
Personal, Community,
Environmental Health,
Safety Education and
First Aid
Team Sports
Part II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
326
Part III
B
A
D
A
B
A
C
C
D
B
C
D
B
B
C
C
D
A
C
C
D
A
B
B
C
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
PRE-BOARD
D
C
B
A
A
B
D
D
B
A
B
C
B
A
C
D
D
A
B
C
A
D
B
A
B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
PNU LET Reviewer
B
B
A
C
D
D
D
D
B
A
Part II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Part III
C
B
A
B
D
D
A
A
D
B
D
B
D
B
B
C
B
B
A
D
B
C
D
D
D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Philippine Folk and Ethnic
Dances
Part II
A
D
B
D
B
B
B
B
A
A
D
A
D
C
B
D
A
D
A
C
C
A
B
C
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Part II
Part III
A
D
D
C
B
A
C
B
D
D
C
C
B
A
C
A
A
D
D
D
A
B
D
B
D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Research in MAPEH
C
D
C
B
B
B
D
B
A
C
B
D
B
B
D
C
D
A
A
D
D
C
B
C
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Part III
D
D
A
B
D
C
D
A
C
C
D
D
B
B
A
C
C
A
B
D
D
B
A
A
B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
B
B
D
B
A
C
A
C
B
D
A
B
C
C
A
C
A
A
B
B
B
D
B
A
C
MAPEH (Music, Arts, Physical Education and Health)
BIBLIOGRAPHY
Aerobics and Fitness Association of America, FITNESS THEORY AND PRACTICE
(2002), AFAA USA
Andin, Carmen T. The Teaching of Physical Education in Philippine Schools, REX
Book Store1984
Atkins, Ken (2004) BASKETBALL Offenses and Plays, Human Kinetics PO Box
5076, Champaign IL 61825-5076
Badminton Handbook – Bernd- Volker Brahms
Badminton: Steps to Success by Tony Grice
Bauzon, Orlando D. and De Jesus, Virginia B. (2000) TEAM SPORTS, SLA Publishing House.
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High Performance Training for Track and Field – William J. Bowerman and William
H. Freeman
Howard, Robert A. (1996) AN UNDERSTANDING OF THE FUNDAMENTAL TECHNIQUES OF VOLLEYBALL Copyright by Allyn and Bacon A. Simon and
Schuster Company Needhams Height, Massachussetts.
http://en. Wikipedia.org/wiki/Basketball Rules and Regulations
IAAF HANDBOOK Introduction to Coaching London, 1989
info@fig-gymnastics.org
International Association of Athletic Federation (IAAF) rule book
Bertuci, Bob and Peterson, James (1992) VOLLEYBALL DRILL BOOK Published by
Masters Press A Division of Howard W. Sames and Company.
Jerry Grunska, “Successful Sports Officiating” Referee Magazine, National Association of Sports Officials, 1999
Bucher, Charles A. Administration of Physical Education and Athletic Programs.
London The C.V. Mosby Company, 1983
Kelley, Miles et. el. (2004) ENCYCLOPEDIA OF QUESTIONS AND ANSWER, Octupus Publishing Group Ltd
Clegg, Richard & Thompson, William A. Officiating Handbook
Kreighbaum, Ellen and Barthels, Katharine M., BIOMECHANICS 3rd Edition (1992)
Macmillan Publishing Co. USA
Diñoso, Clarita P. Gymnastics Book, Rex Printing1984
Favila, Salve A., Evangelista, Teresita T., Atanacio, Minerva Y., Edralin, Ro.Elizabeth
N.
Physical Education and Health – A Worktext for College Students,
OCP Typesetting & Printing Services 2007
Laws and Regulations – Badminton World Federation rule book
Luttgens, Kathryn and Hamilton, Nancy (1997) KINESIOLOGY: SCIENTIFIC BASIS
OF HUMAN MOTION, Brown & Benchmark Publishers
Feather, Ralph M. Jr., Snyder S., Hesser D. and Thompson, M. INTEGRATEAD
SCIENCE, (1994) Glencoe Macmillan/McGraw-Hill
Matom, Hopkins,Johnson, LaHart, Warner and Wright , MOTION, FORCE AND
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