Module in st 1 distance learning

Physical Fitness
Introduction
In this lesson students review the basics of physical fitness, including
Definitions of physical fitness
Health- and skill-related fitness components
Principles of fitness development
The FITT principle
Resistance training
At the completion of this lesson students develop and implement an exercise routine as part of
their personal physical activity practicum.
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Specific Learning Outcomes
Demonstrate an understanding of the concepts and principles related to thedevelopment and
implementation of a personal physical activity plan.
Examples: cardiorespiratory endurance/aerobic fitness, musculoskeletal fitness,training
principles, FITT (frequency, intensity, time, type) principle
Design, implement, evaluate, and revise an exercise routine that contributes tothe health-related
fitness components.
Examples: resistance training, walking, running programs
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Key Understandings
Physical fitness is a complex concept related to the effects of physical activity on the human body.
Physical fitness comprises health- and skill-related components.
The development of physical fitness is governed by the FITT principle.
Planning is important for successful physical fitness development.
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Phy sical F itness 1

Essential Questions
1. What is the definition of physical fitness?
2. How did the FITT principle help you to develop your exercise routine?
3. Explain how your exercise routine contributed to the five health-related components of physical fitness.
4. If you were helping someone begin a resistance training program, what guidelines and safety
considerations would you provide?
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Background Information
Understanding Physical Fitness
Physical fitness, in general terms, is a person’s ability to meet the physical stresses and demands of a
variety of physical activities efficiently and effectively. Physical fitness provides a person with the capacity
to perform work safely in activities of daily living, including activities required for work at home and in the
workplace, for leisure-time pursuits, and for sports.
The physical stresses and demands of daily living range, for example, from sitting, eating,standing, showering,
and walking to the extreme physical demands of shoveling after a major snowstorm, marathon running,
participating in a triathlon, and firefighting. Each ofthese activities requires varying degrees of cardio
respiratory endurance (CRE), muscularstrength, muscular endurance, and flexibility to perform it well.
Fortunately, the physical demands of showering or walking are not great, making it quite easy for most of us to
engage in these physical activities. For a small percentage of the population these activities pose difficulty.
Many people are faced with demanding tasks, such as lifting/carrying heavy objects, building, and snow
shoveling, which can over-stress the body if it does nothave an adequate level of physical fitness. Adequate
preparation for these periodic tasks isessential to help minimize the risks of heart attack, stroke, and back
injury.
On the other end of the physical activity continuum are the occupations and activities thatfall outside the
realm of possibility for most of us. These activities require physical fitnesslevels and skills that are beyond our
contemplation or aspiration. They are performed by people who have been genetically gifted and have
worked and trained for years to perform at the extreme levels required for these physical activities.
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Phy sical F itness

Suggestion for Instruction / Assessment
Fitness Rating of Common Activities
It is important for students to understand that a minimum level of physical fitness isrequired for all
activities of daily living. One or more physical fitness components arerequired (or emphasized) in
performing any type of activity well and safely.
As an activating strategy, have students rate the degree of fitness required (in relation toeach of four
health-related fitness components).Students use a rating scale from 1 to 10, with 1 being little or no
fitness requirement and 10 being the greatest fitness requirement.
Have students discuss the results of their fitness ratings in small groups, using the following
questions to guide their discussion:
For which activities was there the greatest agreement in fitness rating?
For which activities was there the least agreement in fitness rating?
Which activity would provide the greatest amount of fitness development? Explain.
Which activity would provide the least amount of fitness development? Explain.
Which occupation would require the greatest level of fitness? Why?
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Background Information
Definitions of Physical Fitness
While many sources provide definitions of physical
fitness (see sample definitions to the right), there is no
universally agreed upon definition of physical fitness
and of its components. Instructors are encouraged to
use definitions from their own sources.
Physical fitness involves the integrated and efficient
performance of all the major systems of the body,
including the heart and lungs, the skeleton, the muscles,
and the brain. The brain isan essential element, as it
learns to control the muscles that move the bones, as
well as controlling the heart and lungs to provide energy
for the working muscles. Fitness also influences our
psychological well-being, including mental alertness and
emotional stability, because what we do with our bodies
also affects our minds.
DEFINITIONS
Physical fitness
“A set of attributes that people have orachieve
that relate to their ability toperform physical
activity” (Howley andFranks).
“A set of attributes, primarily respiratoryand
cardiovascular, relating to the abilityto perform
tasks requiring expenditure ofenergy”
(Stedman’s Co ncise Med icalDictio nary for the
Health Professions).
“The ability to perform moderate tovigorous
levels of physical activity withoutundue fatigue
and the capability ofmaintaining such ability
throughout life”(American College of Sports
Medicine).
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Physical fitness is an individual condition that varies from person to person. It is influenced by factors such
as age, gender, heredity, personal health habits, amount and level ofexercise, and eating practices. Making
physical fitness a priority is important for a long and healthy life.
Knowing the Basics of Physical Fitness
Physical fitness is more easily understood by examining its components, or parts. As students have
learned in earlier grades, there are two categories of physical fitness components: health-related
fitness components and skill-related fitness components:
Health-related fitness components consist of:
Cardiorespiratory endurance
Muscular strength
Muscular endurance
Flexibility
Body composition
Skill-related fitness components include
Agility
REFERENCE:
http://www.youtube.com/watch?v=CkFoOL1XIQAhttp://www.youtube.com/watch?v=r77C8RBAzZo
http://www.youtube.com/watch?v=sXUOP11WKp4http://www.youtube.com/watch?v=oJU4xtdXtnY
http://www.youtube.com/watch?v=wr1GQYgGpEYhttp://www.youtube.com/watch?v=ELROG7uppps
http://www.youtube.com/watch?v=oPPDpOM6njs&list=PL7L-U97p0ZL-d2JsnNqCitbjnOQs-TnfD
Balance
Coordination
Speed
Power
Reaction time
4
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Phy sical F itness

Health-Related Fitness Components
Health-related fitness components not only helpthe body to
perform more efficiently, but also help prevent disease and
improve overall health and well-being.
DEFINITION
health-related fitness
“The state of physical andphysiological
characteristics that definethe risk levels
for the prematuredevelopment of diseases
or morbidconditions presenting a
relationshipwith a sedentary mode of life”
(Bouchard and Shephard).
The five health-related physical fitness components are
cardiorespiratory endurance, muscular strength, muscular
endurance, flexibility, and body composition:
Cardiorespiratory endurance (CRE) is the ability of the
cardiovascular system (heart, blood, blood vessels) and
respiratory system (lungs, air passages) to deliver oxygen
andother nutrients to the working muscles and to remove
wastes. Tests that involverunning (e.g., 20 m shuttle run test),
cycling, and swimming can be used to measure thisfitness
component. Aerobic power (maximal oxygen consumption) and
aerobic capacity areterms used to describe CRE fitness.
Activities vary in intensity level:
Light activities are physical activities thatinvolve large
muscle groups. Whileengaging in light activities, people
begin tonotice their breathing, but they can still talkfairly
easily.
Moderate activities are physical activitiesthat cause
breathing and heart rate toincrease. People engaging in
moderateactivities can hear themselves breathe, butthey
can still talk.
NOTE TO TEACHER
While examples of activities can becategorized
as typically light, moderate,or vigorous
activities, an individual’sresponse to physical
activity, exercise, orworkload is dependent
upon his or hercurrent level of fitness. In other
words,two individuals who may appear to
bequite similar (e.g., in age, height, bodytype)
may, in fact, respond very differently
physiologically to the same workload
Vigorous activities are physical activities that cause
breathing and heart rate toincrease to a higher level,
making it difficult to talk.
Note that an individual may be working at the moderate to vigorous intensity levelwhile
engaging in muscular strength activities and muscular endurance activities ifperformed in a
circuit format.
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Phy sical F itness
5

Muscular strength is the ability of a muscle, or a group of
muscles, to exert force fora brief period of time. Strength of
different muscles can be measured by having aperson perform
weightlifting exercises and determining the maximum amount
ofweight the person can lift. A person’s strength can be
expressed as absolute strength (the actual weight lifted) or as
relative strength (the weight lifted, divided by the person’s body
weight).
Muscular endurance is the ability of a muscle, or a group of
muscles, to sustainrepeated contractions or to continue
applying force against a fixed object. Push-upsand curl-ups
are often used to test muscular endurance. The person’s
endurance isexpressed as the number of repetitions
completed without stopping for a set periodof time (often one
minute).
Flexibility is the ability to move joints through their full range
of motion. The sit-and-reach test is a good measure of
flexibility of the lower back and the backs of theupper legs
(hamstrings). A person’s flexibility is usually expressed in
how far a jointcan be moved or the degrees through which a
joint can be moved.
Body composition refers to the makeup of thebody in terms of lean mass
(muscle, bone, vital tissue, and organs) and fat mass. Good body
composition has strong bones, adequate skeletal muscle size, a strong
heart, and a low amount of fat mass. Regular physical activity and
exercise will help decrease body fat and increase or maintain muscle
mass, increase bone mass, and improve heart function.
Although body composition entails muscle, bone, and fat, it is often
expressed only as percentage of body fat.
NOTE TO TEACHER
Treat the topic of body composition
withsensitivity. Be sensitive to issues relatedto
self-esteem, body size, and weight. Akey
message is that a healthy bodycomes in all
shapes and sizes.
REFERENCE
For more information and ideas on how to assess the health-related fitness components,refer to the
following resource:
http://www.youtube.com/watch?v=CkFoOL1XIQA
http://www.youtube.com/watch?v=r77C8RBAzZo
http://www.youtube.com/watch?v=sXUOP11WKp4
http://www.youtube.com/watch?v=oJU4xtdXtnY
6
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Physical Fitness

Principles of Fitness Development
The keys to selecting the right kinds of exercises for developing and maintaining each of the
basic components of fitness are found in the principles of specificity, overload,
reversibility,progression, diminishing returns, and individual differences.
Specificity: The type of training in which individuals engage should be directed specifically at
improving their abilities in life. Therefore, choose the right kind ofactivities to improve each
physical fitness component, and the right combination of physical fitness components to help in
activities of daily living. Strength training results in increases in strength for the muscles being
exercised but does little to improve cardiorespiratory endurance.
Also, train specifically for the specific activity of interest. For example, optimal running
performance is best achieved when the muscles involved in running are trained for
themovements required. It does not necessarily follow that a good swimmer is a goodrunner.
Specificity also requires that one consider the speed of motion, the number of limbs moving,
the direction in which they are moving, and the range over which the movement occurs.
Overload: If a person works often (frequency) enough, hard (intensity) enough, and long
(duration) enough to load the body above its resting level, physical fitness willimprove. If this is
done regularly over a period of time, the body will gradually adapt tothe increase in demands.
The term overload does not refer to the idea that one needs to over exert or exert at high
intensities to obtain gains in fitness; it simply means that one needs to load the body more than it
is usually accustomed to.
Reversibility: Physical fitness or the effects of a physical activity program or an exercise program
cannot be stored. If a person stops training for a period of time (three to fivedays, in some cases) a
process of detraining will begin. The gains in fitness that were made begin to reverse themselves.
If no exercise is done for a long enough period,fitness levels can revert to the original starting
point. At least three balanced workouts aweek (three hours minimum) are necessary to maintain a
good level of fitness.
Progression: Increasing the frequency, intensity, and/or duration of an activity overperiods of time is
necessary for continued improvement in physical fitness. Improvements in physical fitness are
realized fairly rapidly at the onset of an exercise ortraining program. The rate of improvement will
gradually slow down and level off(adaptation) if an overload is present (meaning that the load is
increasing and that thereis progress). At high levels of physical fitness it may even be necessary to
change thetype(s) of exercise(s) being performed.
Diminishing returns: The fitter a person becomes, the more difficult it is to continue tobecome fitter at
the same rate. Individuals who begin jogging can, over a relatively shorttime, improve the speed and
duration of their runs. However, experienced distancerunners may have to spend an entire training
season to decrease their run time by just afew seconds.
Individual differences: Every person has a unique physical and psychological makeup that requires
a unique training program. Factors that may play a role are current fitness level, gender, age,
heredity, susceptibility to injury, rest and recovery needs, and diet. Two people working out with the
same program could experience completely different results.
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REFERENCE
For additional information, refer to the following resource:
http://www.youtube.com/watch?v=wUTgEKRyGpg
http://www.youtube.com/watch?v=7O0CIcbkJNA
http://www.youtube.com/watch?v=K1XQu7715_Y

The FITT Principle
A well-designed personal physical activity plan will outline how often (frequency), how long(time), and how hard
(intensity) a person exercises, and what kinds of exercises (type) areselected. The exercise frequency, intensity,
time, and type (FITT principle) are key componentsof any fitness plan or routine.
An individual’s goals, present fitness level, age, health, skills, interest, and availability of timeare among the factors
to consider in developing a personal physical activity plan. In particular,every plan should have a schedule that
progresses over time. Progression can take the form ofchanges in any of the FITT components, but not all at once.
For example, an athlete training forhigh-level competition would follow a different program than would a person
whose goals areto develop good health from a sedentary start. Regardless of the specific goals, both
programswould be based upon the elements of the FITT principle.
Initially, a personal physical activity plan does not need to include all the health-related fitnesscomponents. The
choice of which components to focus on init ially should be based upon thelikelihood of adopting the new behavior
and a consideration of whether the goals are SMART(specific, measurable, attainable, realistic, and time framed—
Over thecourse of weeks or months, other components would be added. A common progression is toadopt a CRE
program (three times a week, 20 minutes per session, moderate intensity) withoutspecific muscular strength or
muscular endurance elements. After each CRE session the cool-down would simply entail a few stretches for
flexibility. After a few weeks of successfulcompletion of the program, a new element could be added.
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Applying the FITT Principle
NOTE TO TEACHER
Improving in these four health-related fitness
areas will increase lean body mass (stronger
bones and muscle) and decrease fat mass, and
therefore significantly affect body composition.
Improvements will also reduce risk of disease
and improve work capacity.
According to the FITT principle, an exercise routine
should include exercises and activities that will
improve the health-related fitness components:
Cardiorespiratory endurance
Muscular strength
Muscular endurance
Flexibility
Each workout or exercise session should begin with a warm-up and end with a cool-down. Generally, rest
and recovery is as important to plan as the physical activity and exercise, and should be equally spaced
between workouts. The more intense the exercise is, the longer the time required to recover. Likewise, the
more novel the exercise is, the longer the time required to recover. Trying to adopt all aspects of health-related
fitness at once may not be realistic. Begin with small realistic goals in one or two areas of health-related
fitness and plan to introduce more as time progresses and new behavior’s become habits.
The following guidelines are provided to identify the amount of activity or exercise necessary for the
average healthy person to attain and/or maintain a minimum level of overall fitness . Included are examples
of activities/exercises, as well as safety considerations for each health-related fitness component.
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Phy sical F itness

Warm-up: Warm-up activities are crucial parts of any exercise routine or sports trainingto prepare the body and
mind for movement. The importance of a structured warm-uproutine should not be underestimated in relation to
preventing injury, having optimalperformance, and maximizing enjoyment. An effective warm-up increases both
therespiratory rate and the heart rate. This helps increase the body’s core temperature,while also increasing the
body’s muscle temperature through an increase in the deliveryof oxygen and nutrients to the working muscles.
Increasing muscle temperature helpsmake the muscles loose, supple, and pliable. Another reason why warm-up
activities areimportant is that they provide the participant with an opportunity to prepare mentallyfor the upcoming
exercise session.
A warm-up should consist of light physical activity for 5 to 10 minutes of exercise, suchas walking, slow jogging,
knee lifts, arm circles, or trunk rotations. Low-intensitymovements that simulate movements to be used in the
activity can also be included inthe warm-up. Static stretching, per se, is not considered part of a warm-up routine.
Awarm-up can consist of a lower intensity form of the exercise about to commence.
Cardiorespiratory endurance (CRE): At least three 20- to 30-minute bouts of aerobic(activity requiring oxygen)
exercise each week are recommended. Popular aerobicconditioning activities include brisk walking, jogging,
swimming, cycling, rope-jumping, rowing, cross-country skiing, and some continuous action games such
asbasketball and soccer. The type of activity suitable for a person to developcardiorespiratory fitness is dependent
upon the person’s initial fitness. A jog may beintense for one individual and serve as a warm -up for another.
http://www.youtube.com/watch?v=E8l6ijdtcT8
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Safety Considerations
To ensure safety, the following need to be considered:
Know how to calculate target heart-rate zone.
Know how to monitor intensity (e.g., talk test, rate of perceived exertion, heart-rate
monitors).
When increasing the intensity (speed, incline, and/or resistance) or
duration of exercise, keep in mind the10 percent rule (e.g., if a
person is running continuously for10 minutes per session in week 1,
then in week 2 the maximum increase recommended would be to run
continuously for 11 minutes per session).
10 Percent Rule
Increase selected activity no
more than 10 percent per
Include a variety of activities to avoid overuse injuries or to prevent boredom. week.
Include a cardiorespiratory cool-down. To prevent post-exercise peril (e.g. Dizziness, light-headedness, fainting),
gradually reduce the heart rate, breathing rate, and body temperature before moving on to resistance training or
flexibility training. This could be accomplished by simply walking slowly for 5 to 10 minutes.
Resistance training: Resistance training is used primarily to develop muscular strength and muscular endurance,
but can develop cardiorespiratory endurance if it is incorporated within a circuit -type workout.
Muscular strength: Two or three 20-minute sessions each week that include exercises for the entire major muscle
groups are required. Lifting weights is one of the most effective ways to increase strength. For sedentary people,
as little as two workouts per week can be beneficial.

Muscular endurance: Two to three 30-minute sessions each week that includeexercises such as calisthenics,
push-ups, curl-ups, pull-ups, and light weight trainingfor all the major muscle groups are required.
For a sedentary person, muscular strength and muscular endurance sessions can becombined and
limited to two sessions per week. Then, as the behavior is adopted(becomes a habit), additional
sessions per week can be added.
Most of the skill-related components of fitness can also be developed with resistancetraining. Most
people associate weightlifting with resistance training. Although liftingweights is one of the most
effective forms of resistance training, it is not the only one.Other forms include the use of medicine
balls, body balls, elastic bands, and calisthenics.
General Resistance Training Guidelines
Additional guidelines for resistance training include the following:
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When engaging in resistance training, exercises must be performed to the point of fatigue or failure (i.e.,
cannot complete one more repetition), regardless of whether one is training for strength or for
endurance. If it feels as if four more repetitions could have been performed after the set is completed,
then there was not sufficient overload.
Sessions: A minimum of 2 or 3 sessions per week are required to see change (2 for
beginners, more than 2 for intermediate and advanced).
Muscle or muscle group: Perform 1 to 3 exercises per muscle or muscle group (1 for
beginners, 1 or 2 for intermediate, 1 to 3 for advanced). Change each exercise for each
muscle group every one to two months to prevent injuries and boredom.
Sets: Perform 1 to 3 sets per exercise (1 for beginners, 1 or 2 for intermediate, 1 to 3for
advanced).
Repetitions: Do 6 to 20 repetitions (16 to 20 = endurance, 10 to 16 =strength/endurance, 6 to
10 = strength,). Cycle through all three repetition ranges—first month for endurance, second
month for strength/endurance, third month for strength, and so on. Allow 30 to 90 seconds for
isometric/static activities.
Flexibility: At the end of every workout, perform 5 to 10 minutes of static stretching exercises. If
a workout session includes a CRE session and a resistance training session, flexibility is best
left to the end of the entire exercise routine.
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Phy sical F itness

Muscular Endurance
and Strength
Endurance training for
first six weeks
Endurance and strength
training
training
As part of a personal physical activity practicum all students will create their own exercise routine and
record their progress. To create an exercise routine, students should select activities that will improve
their personal fitness level.
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Designing an Exercise Routine
In developing their exercise routine, students need to consider the general guidelines outlined
earlier in this lesson in relation to the discussion of the FITT principle.
The definitions provided in the following table are intended to support individuals in determining
where they are on the Stages of Change continuum and in selecting appropriate exercises for an
exercise routine. Refer to this table when assisting students in the appropriate selection,
sequencing, and planning of cardiorespiratory and resistance training exercises.
Defining Participant Experience
Participant Stage of Change Resistance Training
Recommendations
Training
Beginner
Little or no previous
Experience
Intermediate
Limited experience
but active within
last three months
Advanced
Prior experience
and active for last
six months
Pre-contemplation
Contemplation
Preparation/Decision
1 exercise per body part
1 set per body part
Action
1 or 2 exercises per body part
1 or 2 sets per body part
(As one becomes more experienced
with resistance training, one will need
to increase the sets and exercises to
create overload and to challenge the
body.)
Maintenance
1 to 3 exercises per body part
1 to 3 sets per body part
(As one becomes more experienced
with resistance training, one will need
to increase the sets and exercises to
create overload and to challenge the
body.)
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Suggestion for Instruction / Assessment
Designing an Exercise Routine
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Phy sical F itness

Beginners
Beginners may start with a cardiorespiratory plan as the first step in developing their exercise routine.
The following suggestions should be used in conjunction with the FITT principle:
For some students, simply walking three times a week may be a start in their exercise routine.
Their plan would then involve increasing the walking time(number of minutes of walking),
increasing the speed of walking, or increasing the frequency of walking (e.g., from three to five
times per week). These changes could take a month or so before any other fitness component
was added.
A pedometer program can be used for some
students. All that is required is a pedometer and
monthly calendar. Students record the number of
steps they take for the first week and then determine
a goal for the total number of steps the next week
using the 10 percent rule. Students record their daily
step counts and use their weekly totals to observe
change.
Step-Count Guidelines for ADULTS
Steps per Day Description
< 5000 steps/day
5000 - 7,499 steps/day
> 7500 - 9,999 steps/day
> 10,000 steps/day
> 12,5000 steps/day
For Active CHILDREN
12,000 – 16,000 steps/day
typical or low active
somewhat active
active
highly active
Beginners may consider incorporating resistance training once they have achieved a base of
cardiorespiratory (aerobic) fitness, established the habit of being physically active, improved body
awareness, and gained confidence.
Intermediate or Advanced
For students who already participate in cardiorespiratory activities (e.g. Intermediate or advanced) it is
suggested that they incorporate some resistance training in their exercise routine.
Students who are advanced in their resistance training may simply continue with an existing plan,
but will add new and different exercises. Be sure that these students make a plan for their
cardiorespiratory fitness.
Regardless of their experience (beginner, intermediate, or advanced), students must include exercises
from the major muscle groups (i.e., chest, back, shoulders, biceps, triceps, core, quadriceps,
hamstrings) in their exercise routine identify the safety procedures they will use in executing their
exercise routine
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12 Phy sical F itness

There are a number of ways to design a resistance training routine with respect to the number of days to train and
the muscle groups to include on a particular day. Provides examples of two-day, three-day, and four-day split
routines to be considered when Developing a resistance training routine. Also provided is an example of a total
body resistance routine in two-day, three-day, and four-day formats.
If a student does not have access to this
Electronic planner, it could be printed off
and used in paper format. Be sure to sort
the activities alphabetically and by level
of difficulty (beginner, intermediate,
Advanced).
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Resistance Training Planner
A Resistance Training Planner is available to assist with
planning an exercise routine. This tool contains over 250
exercises of the major muscle groups and provides
information on how to perform these exercise correctly
and safely. The planner also contains links to other
websites for obtaining additional information.
NOTE TO TEACHER
To record or log resistance training sessions, Resistance Training Log.
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Phy sical F itness

Fitness Rating of Common Activities
Rate the degree of fitness required (in relation to each of the four health-related fitness components) for each of
the activities listed below. Use a rating scale from 1 to 10, with 1 being little or no fitness requirement and 10 being
the greatest fitness requirement. (Highest possible overall score = 40.)
Activity
Fitness Rating for Health-Related Fitness Components
Cardiorespiratory
Muscular
Muscular
Endurance
Strength
Endurance
Flexibility
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Overall
Fitness
Rating
Sports
Cross-Country
Skiing
Volleyball
Bowling
Step Aerobics
Ice Hockey
Other?
Daily Activities
Mowing the Lawn
Vacuuming the
House
Other?
Occupations
Mail Carrier
Flight Attendant
Roofer / Shingler
Waiter / Waitress
Other?

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Level of Exertion/Intensity
Level of Exertion/Intensity
Amount of Effort
Rate of
Perceived
Exertion
(RPE) Scale
(Modified
Borg Scale)
Intensity
Descriptor
Heart-Rate
Range*
(Age Based)
Maximum
Heart Rate
(MHR)
Exertion
Descriptor
Exertion
Description
1
2
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Phy sical F itness
3
LIGHT
50% – 65%
of MHR
Resting
Somewhat
Light
Light
You are breathing normally. It is very easy to talk.
Your rate of breathing increases slightly, but it is
still easy to talk.
You notice your breathing. You can still talk fairly
easily.
You are breathing more heavily, but you do not
hear yourself breathe.
You can hear yourself breathe, but can still talk.
It is getting difficult to talk.
You are breathing heavily. It is difficult to talk.
Your breathing is laboured. It is very difficult to
talk.
It is almost impossible to talk.
You are breathing very heavily. You cannot talk.
You may feel pain.
Medium
Somewhat
Hard
Medium
Hard
Hard
Very Hard
Gruelling
Maximum
65% – 80%
of MHR
80% – 100%
of MHR
MODERATE
VIGOROUS
4
5
6
7
8
9
10
The heart-rate range may v ary , depending on the source of reference, age, phy sical abilities, indiv idual fitness lev els, and so on.

Comparative Chart ofCardiorespiratory Endurance (CRE) for Unfit and Fit Individuals
(Based on Performance on 20 m Beep Test )
Level of Fitness Level Completed
on 20m Beep
Test
4
VO2 Max*
mL/kg/min.
26
Moderate Intensity
(60% of VO2 Max)
15.6
walking fast
15 min./mile
Vigorous Intensity
(80% of VO2 Max)
20.8
slow jog
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48.512
running at 8 mph
7.5 min./mile
Unfit—Low CRE
Very Fit—High CRE 14 60.64 36.384
running at 6 mph
10 min./mile
* V O 2 Max—the maximum amount of oxy gen, in millilitres, one can use in one minute per kilogram of body weight.
Pace
min./mile
30
20
15
12
10
8.571428571
7.5
6.666666667
6
5.454545455
5
Treadmill Speed
mile/hr. (mph)
2
3
4
5
6
7
8
9
10
11
12
ACSM* Walk/Run Equations
metres/min.
53.6
0.1
80.4
0.1
107.2
0.1
134
0.2
160.8
0.2
187.6
0.2
214.4
0.2
241.2
0.2
268
0.2
294.8
0.2
321.6
0.2
VO2 Max
mL/kg/min.
8.86
11.54
14.22
30.3
35.66
41.02
46.38
51.74
57.1
62.46
67.82
Completed Level on
20 m Beep Test
4
5
6
7
8
9
10
11
12
13
14
15
Corresponding VO2 Max
mL/kg/min.
26.04
29.5
32.95
36.42
39.88
43.3
46.8
50.26
53.7
57.2
60.64
64.1

17
_____________________________________________________________________________
Physical Fitness
FITT Principle Guidelines
Variables
F
Frequency
3 to 5 times per
week
Fitness and/or
Health Benefit
Cardiorespiratory
Endurance (CRE)
(Aerobic)
I
Intensity
moderate to
vigorous
intensity
(60% to 85%
of maximum
heart rate)
T
Time
minimum of 20
minutes
T
Type
running
cycling
cross-country
skiing
(continuous
motion of large
muscle
group[s])
Muscular
Strength
2 or 3 times
per week, with
rest days in
between bouts
high resistance
(sets to
maximum
capability)
minimum of 20
minutes per
session
1 to 3 sets of
6 to 10
repetitions
minimum of 20
minutes per
session
3 sets of
16 to 20
repetitions
free weights
universal gym
tubing
body weight
free weights
universal gym
tubing
body weight
static
Muscular
Endurance
2 or 3 times
per week, with
rest days in
between bouts
low to
moderate
resistance
Flexibility daily slow and
controlled
movement
combination of
intensities
10 to 12
minutes
dependent on
intensity
Body
Composition
5 to 7 times per
week
aerobic
anaerobic
resistance
sprinting
jumping
gardening
walking
bowling
Anaerobic alternate days
2 or 3 times
per week
daily
90% of
maximum heart
rate
low to
moderate
intensity
2 to 3 minutes
per bout
30 to 60
minutes
Active Daily
Living / Health
References:
Manitoba F itness C ouncil.Active Healthy People: Fitness Theory Manual. Winnipeg, MB: Manitoba F itness C ouncil, n.d.
---. Resistance Training Manual.Winnipeg, MB: Manitoba F itness C ouncil, n.d.

Split Routines for Resistance Training
The following page provides examples of routines to be considered when developing aresistance training
routine:
Two-Day Split Routine
Three-Day Split Routine
Four-Day Split Routine
Also provided is an example of a Total Body Resistance Routine in two-day, three-day, andfour-day formats.
Be sure to include at least one to two days of rest to allow for recovery.
To determine the appropriate number of sets and repetitions for resistance training, refer tothe following table.
Defining Participant Experience
Participant
Beginner
Little or no previous
experience
Intermediate
Limited experience
but active within last
three months
Stage of Change
Pre-contemplation
Contemplation
Preparation/
Decision
Action
Resistance Training
Recommendations
1 exercise per body part
1 set per body part
Muscular Endurance
and Strength Training
Endurance training for first
six weeks
1 or 2 exercises per body part
1 or 2 sets per body part
(As one becomes more
experienced with resistance
training, one will need to
increase the sets and exercises
to create overload and to
challenge the body.)
training
Advanced
Prior experience and
active for last six
months
Maintenance 1 to 3 exercises per body part
1 to 3 sets per body part
(As one becomes more
experienced with resistance
training, one will need to
increase the sets and exercises
to create overload and to
challenge the body.)
training
_____________________________________________________________________________

19
Split Routines for Resistance Training
Two-Day Split Routine
Ideal for Beginner,
Intermediate, and/or
Advanced
Day 1
Day 2
Day 3
Legs
Chest
Back
Triceps
Biceps
Shoulder Core
Rest or go back to Day 1 and repeat.
Three-Day Split Routine
Day 1
For Intermediate or
Advanced
Day 2
Day 3
Day 4
Chest
Back
Quads
Triceps
Biceps
Hamstrings
Shoulders
Core
Calves
Four-Day Split Routine
Day 1
For Intermediate or
Advanced
Day 2
Day 3
Day 4
Day 5
Chest
Quads
Back
Shoulders
Triceps
Hamstrings
Biceps
Core
Core
Total Body Resistance Routine
Ideal for Beginner,
Intermediate, or
Advanced
Day 1
Day 3
Day 5
Day 7
Day 1 (Rest)
Day 2
Day 4
Day 6
Day 7 (Rest)
Day 1
Repeat
Day 1
Day 3
Day 5
Repeat
Order of Exercises
Chest
Back
Triceps
Biceps
Shoulders
Legs
Core
Day 1
Day 5
Repeat
Order of Exercises
Chest
Back
Triceps
Biceps
Shoulders
Legs
Core
Order of Exercises
Chest
Back
Triceps
Biceps
Shoulders
Legs
Core
_____________________________________________________________________________
Phy sical F itness

Resistance Training Log
Name
Program Type Program Day(s)
The time spent in workouts should be recorded in Physical Activity Logand used for the completion of
the physical activity practicum
Exercise
Set 1
Beginner,
Intermediate,
Advanced
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Day 1
Set 2
Intermediate,
Advanced
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Set 3
Advanced
_____________________________________________________________________________
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps

21
Resistance Training Log
Exercise
Set 1
Beginner,
Intermediate,
Advanced
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Day 2
Set 2
Intermediate,
Advanced
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Wt.
Set 3
Advanced
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
Reps
_____________________________________________________________________________
Phy sical F itness

Module in st 1 distance learning

Urdaneta City University
San Vicente West,Urdaneta City,Pangasinan
College of Education
Bachelor of Elementary Education
Physical Fitness
Physical Fitness and its components
By:
Ryan C. Emboltorio
Elizabeth Casem
Sandy Laroya
Gladys Lomboy

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