Mapeh PDF

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 This new set of review materials is PNU’s contribution to
for Teacher Education, is proud to release its new volume of help the teacher education graduates hurdle the exam success-
Licensure Examination for Teachers (LET) Review materials. fully. This will facilitate recall of the important concepts in the
different subjects/areas taken in their respective undergraduate
As NCTE, PNU is mandated by law to take significant programs.
steps that will improve the quality of teacher education in the
country. One of these steps is to share its resources and PNU hopes that these review materials reach all the
expertise to all teacher education institutions. prospective teachers in all parts of the country.
Held twice a year, the LET is the government’s mecha- Good luck and congratulations in advance!
nism 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.
ESTER B. OGENA
Consultant and President
PNU LET Reviewer iii

Introduction MAPEH (Music, Arts, Physical Education and Health)
INTRODUCTION
This book aims to provide supplemental review materials Each book provides comprehensive content topics for
to prepare future teachers for the Licensure Examination for its own area and is divided into course subjects which follow
Teachers (LET) given twice each year by the National Teacher’s this format:
Board of the Professional Regulation Commission (PRC). As
review materials, the collection of which this book belongs PART I – CONTENT UPDATE based on the
does not purport to replace actual review classes and formal PRC’s prescribed competencies
teacher education. PART II – ANALYZING TEST ITEMS made up
of 25 questions, including the first five with
This novel collection of review materials is composed corresponding answer and explanations
of eleven book titles, two of which must be commonly shared PART III – ENHANCING TEST-TAKING SKILLS
by all reviewers (General Education and Professional Educa- composed of 25 practice exercise items.
tion) and nine for specializations. The nine books are devoted The answer key for the exercises is provided
for the specialized subjects in at the back of each book.
▪▪ English The authors of these books are considered experts in

▪▪ Filipino their disciplines, college mentors who also conduct the annual
▪▪ Mathematics LET review classes of the Philippine Normal University, the
▪▪ Biological Science National Center for Teacher Education.
▪▪ Physical Science
▪▪ Technology & Livelihood Education ADELAIDA C. GINES
▪▪ Social Science Chair, LET Review Curriculum
and Materials Development Committee
▪▪ Values Education
and Vice President for Academics
▪▪ Music, Arts, Physical Education, and Health
iv PNU LET Reviewer

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 v

Table of Contents MAPEH (Music, Arts, Physical Education and Health)
TABLE OF CONTENTS Special Education 158

Dr. Salve A. Favila
The Visual Arts 7 Gymnastics 171
Laya A. Roman Prof. Rosanna A. Diana
Integrated Music Theory 20 Anatomical, Mechanical and Physiological Bases 186
Prof. Luzviminda B. Modelo of Movements
Prof. Teresita T. Evangelista
Conducting, Instrumental and Local Groups 26
Prof. Luzviminda B. Modelo Principles, Strategies and Coaching and 213
Asian Music Officiating Techniques
Prof. Glinore S. Morales
32 Prof. Julio Victor B. Santarin
Philippine Music Individual, Dual and Combative Sports 229

43 Prof. Julio Victor B. Santarin
Western Music 51
Team Sports 257
Prof. Glinore S. Morales Dr. Rosalina Elizabeth N. Edralin
Foundations of Physical Education 62

Personal, Community, Environmental Health, 271
Prof. Aquilino Eduardo P. Santos Safety Education and First Aid
Prof. Minerva Y. Atanacio-Brillante
International Folk Dance and Other Dance Forms 87 Philippine Folk and Ethnic Dances 292
Prof. Aquilino Eduardo P. Santos
Prof. Lordinio A. Vergara
Methods and Techniques of Teaching Physical 108
Education and Health Research in MAPEH 308
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos Dr. Larry A. Gabao
Organization and Management of Physical 130 Answer Key 322

Education and Health
Dr. Salve A. Favila Bibliography 327
Health Practicum 146
Dr. Salve A. Favila
vi PNU LET Reviewer

MAPEH (Music, Arts, Physical Education and Health) The Visual Arts
PART I - CONTENT UPDATE
The Visual Arts I. Definition of Terms

1. Painting - refers to the application of color, pigment, or paint to a surface
or support. These surfaces may include paper, wood, canvas, metal, or
Prepared by: walls. Paint is made of pigment mixed in a binder.
Laya A. Roman 2. Sculpture - a three-dimensional artwork which may be made through dif-
ferent processes, such as carving, modeling, assembling, or casting. It may
be executed as a free-standing object, in relief, or in environments, and a
Competencies: variety of media may be used.
3. Architecture – the art and science of designing spaces and constructing
buildings (structures), and other environmental features.
1. Distinguish and analyze the
II. The Elements of Visual Arts
different elements, principles,
1. Line – The most basic of all the elements. A line is a visible path traced
and mediums of different by a moving point. Lines vary in types. They can be horizontal, vertical,
visual arts diagonal, straight or curved, thick or thin. Different lines are used to signify
different feelings, for example:
2. Identify and classify the
 Horizontal line – rest, serenity, or perfect stability
different themes of visual arts  Vertical line – dominance, height, power
in the Philippines  Diagonal line – uncertainty, unrest, movement, or action
Curved line – flow, softness, flexibility, grace
3. Appreciate and be proud 
of Philippine visual art 2. Shape – Shapes and forms are figures which define objects in a space.
A shape is a two-dimensional figure. Circles, triangles, and squares are
masterpieces as part of common examples of shapes. Forms exist in three dimensions. Examples
cultural enrichment. of forms include cubes, cylinders, and pyramids, among others.
Laya A. Roman PNU LET Reviewer 7

The Visual Arts MAPEH (Music, Arts, Physical Education and Health)
3. Value – it is the relative degree of lightness or darkness in anything that is  Intensity or Saturation – refers to the strength of a hue
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 5. Texture –refers to surface characteristics. A surface may be rough, smooth,
light and dark. This is called chiaroscuro. glossy, coarse, irregular, etc.
4. Color – it is the product of light reflected off objects. We see different colors 6. Space – refers to the area in which an artist arranges elements in a com-
because of light’s various intrinsic qualities, specifically, because of its dif- position. Space can be two-dimensional (2D) such as in painting and pho-
ferent wavelengths. In visual arts, the relationship of colors is best seen in tography, or three-dimensional (3D), such as in sculpture and installations.
a color wheel. Depth can also be suggested in two-dimensional works, by the application
of linear perspective – a graphing of distances between objects.
 Primary colors – Red, Yellow, and Blue (Red, Green, Blue in light)
 Secondary colors – Orange, Green, and Violet Types of perspective:
 Tertiary colors – Yellow Green, Blue Green, Blue Violet, Red Violet, Red  One-point –a representation of distance by means of converging lines.
Orange, and Yellow Orange  Two-point – There are two points in line with each other in a horizontal
Artists usually use color harmonies. These are combinations of colors position. All lines converge on these two points.
which the artist uses to convey his or her message through the element of color.  Foreshortening – the modification of an established scale in a drawing
of the human figure to represent perspective.
 Monochromatic – the use of a single color tint in different values or
shades
III. The Principles of Design
 Analogous – 3 to 4 neighboring colors with one color in all mixtures
 Complementary – any two opposite colors on the color wheel
1. Balance - the idea of visual equilibrium which gives an impression of sta-
 Split complementary – any three colors wherein two of which are be-
bility or instability.
side the complement of the third color.
 Double split complementary or tetradic – this color scheme uses four  Symmetrical Balance – it has equal visual weight on either side of the
colors arranged into two complementary pairs canvas. It is visually stable.
 Triad – three colors that form an equilateral triangle in a color wheel  Asymmetrical Balance – an uneven balance.
 Radial Balance –a symmetrical balance wherein elements are distribu-
Properties of color: ted evenly around a central point.
 Hue – identity or the quality by which we distinguish colors
2. Proportion (or scale) – refers to the size relationships of one part to ano-
Cool colors – colors which possess the dominance of blue
ther, and of the parts to the whole.
Warm colors – colors which possess the dominance of red or yellow
 Value – lightness or darkness of a hue 3. Rhythm –a visual rhythm is characterized by the repetition or alternation of
8 PNU LET Reviewer Laya A. Roman

elements. Common mediums used in contemporary painting

Rhythm can be:  Oil paint – consists of pigment mixed with oil (linseed oil) as its binder.
 Regular – repetition of a single motif It dries slowly, but lasts long.
 Alternating – use of two different motifs alternately  Watercolor – consists of pigment combined with water and gum ara-
 Flowing – a smooth and graceful type of rhythm bic. Colors are less luminous, and transparent.
 Progressing – motifs may be presented in a gradual shift in characte-  Acrylic – a quick-drying synthetic medium with emulsion as its binder.
ristics, like size (from small to large) It is favored by a lot of artists because of its ease of use and its versa-
tility.
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 Selected Styles/ Movements in Western Art
emphasize means to draw attention to essential parts of a composition.
 Realism – a naturalistic approach to subject matter.
5. Unity – (also called Harmony) refers to the coherence of the elements of a  Impressionism – a style wherein paintings are usually done outdoors.
work to the whole. Brushstrokes are fast and colors used are light or pastel.
 Expressionism – an art movement that centers on the expression of
6. Variety - The use of differences and change to increase the visual interest
inner emotions. Colors used are vibrant and distortion is usually used.
of the work.
 Abstract – non-representational or non-figurative imagery. It could also
be a distortion or simplification of forms.
IV. The Visual Arts (Painting, Sculpture, and Architecture)
 Dada or Dadaism – an aggressive reaction against conventional art.
Dadaists produced (anti) art objects using unconventional methods.
A. Painting
 Surrealism – an art movement where artists gathered inspiration from
Early mediums in painting the depths of the subconscious mind.
 Pop Art – an art movement which is centered on, or inspired from fa-
 Encaustic – this is a mixture of pigment, wax (beeswax), and resin.
miliar images of popular culture, such as advertisements, comics, and
 Fresco – pigment mixed with water and applied to thin layers or either
commercial products.
dry plaster or wet plaster.
 Social Realism – an art movement which portrays social and racial
 Tempera – a fast-drying medium which is pigment mixed with a gluti-
injustice and economic hardship, marked by its realistic depiction of
nous material (usually egg yolk).
social problems
 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.

Notable Philippine painters and their works: Selected contemporary artists

 Antipas Delotavo – Itak sa Puso ni Mang Juan (1977)
19th century  Benedicto Cabrera – EDSA Event (1986)
 Jose Honorato Lozano – known for paintings of letras y figures.  Danilo Dalena – Komedya sa Pakil
 Damian Domingo – He headed the Academia de Dibujo y Pintura in  Onib Olmedo – Mother and Child
1821. He is known for his paintings of tipos del pais.  Brenda Fajardo – Baraha ng Buhay Pilipino (1989)
 Juan Luna – His work Spoliarium won the gold medal in the 1884
Exposicion Nacional de Bellas Artes. B. Other related Visual Arts
 Felix Resurreccion Hidalgo – Las Virgenes Cristianas Expuestas al
Populacho won the silver medal in the 1884 Exposicion Nacional de  Mosaic – small pieces of colored stone or glass glued on the surface
Bellas Artes.  Tapestry – fabrics with colored designs which are woven in a pattern.
• T’nalak - an indigenous woven fabric made from abaca by the T’boli
20th century tribe of South Cotabato
Genre painters  Printmaking – creation of a picture or design by printing from a plate
 Fabian dela Rosa – Women working in a Rice Field (1902) that holds ink or color.
 Fernando Amorsolo – Fruit Gatherers (1950), Sunday Morning going  Photography – the art of creating pictures by recording light into a
to Church (1953) sensitive medium, such as film.
The “Triumvirate of modern art”
C. Sculpture
 Victorio Edades – The Builders (1928)
 Galo Ocampo – Brown Madonna (1938), The River of Life (1954) Mediums used in sculpture
 Carlos “Botong” Francisco – Harana (1957)  Wood, metal, stone, granite, marble, wood, jade, ivory, brass, gold,
lead, aluminum, glass, clay, plastic, bronze and others.
Other Modernists
 Hernando Ocampo – Homage to Tandang Sora (1977) Processes/Techniques used in sculpture
 Diosdado Lorenzo – Ilog ng Cabiao (1970)  Additive
 Vicente Manansala – Madonna of the Slums (1950) Modeling – process of creating a form through altering the figure of a
 Cesar Legaspi – Gadgets II (1949) medium, such as clay.
 Anita Magsaysay-Ho – Fruit Vendors (1975) Molding and Casting – a complex process of creating a negative and
 Jose Joya – Pagdiriwang (1976) positive replica from a model. It is ideal for mass production.
 Arturo Luz – Black Form, White Space (1976) Assemblage – putting together found objects
Welding – process of joining metals

Mobile – kinetic or moving sculpture  Construction – cement, sand, gravel, reinforced concrete
Pottery – the process of shaping a material to produce earthenware,  Stone – adobe, granite
stoneware, or porcelain.  Fabricated materials – bricks, tiles, glass
 Subtractive  Metal – structural steel, steel bars
Carving – cutting away pieces of material until the desired form is  Synthetic materials – plastic, rubber
reached.
Brief history of Philippine architecture:
Notable Philippine sculptors:
Pre-colonial period
 Mariano Madrinian – a santero from Paete, Laguna  Native houses were single-room constructions built using indigenous
 Guillermo Tolentino – Bonifacio Monument, UP Oblation materials (bamboo, palm leaves, etc.) Roofs were typically pyramidal,
 Napoleon Abueva – Judas’ Kiss (1955), Allegorical Harpoon (1964) windows were wide and the floor was raised above the ground.
 Lamberto Hechanova – Crucifix
 Abdulmari Imao – Sarimanok (1975) Spanish colonial period
 Eduardo Castrillo – Pieta (1966)  The Spaniards introduced European styles in architecture and started
 Solomon Saprid – Tikbalang (1971) the construction of numerous churches. Some of today’s famous Ba-
 Ramon Orlina – Venus V (2006) roque churches include the San Agustin Church in Intramuros, the
 Roberto Feleo – Tau-Tao (1994) Paoay Church in Ilocos, and the Miag-ao Church in Iloilo.
 The bahay na bato was also formed.
D. Architecture  This period also marked the construction of the walls of Intramuros.
Architectural styles depend on different conditions, such as regional American occupation
climate, geographical location, and different aspects of life – social, po-  The arrival of the Americans signaled the emergence of monumental
litical, economic, spiritual, ideological, and technological. These styles also neo-classical structures.
vary through time. Western classical architectural works were bound to the  Daniel H. Burnham was sent by the US government to create urban
conventions of classicism, which include balance, proportion, and an em- plans for Manila and Baguio.
phasis on form. Baroque and Rococo’s energetic styles include intense  Juan Arellano designed the Manila Post Office, Legislative building,
ornamentation both on the interior and exterior. Modernist architecture and the Manila Metropolitan Theater.
tends to become more straightforward and minimal.  Antonio Toledo designed the Manila City Hall, and the Agriculture and
Finance buildings at the Agrifina circle in Luneta
Commonly used materials:  Tomas Mapua designed the Philippine General Hospital and the Nor-
 Organic – wood, bamboo, yakal, sawali, etc. mal School

 Juan Nakpil – responsible for the rebuilding of the Quiapo Church in wers of Islam. One of its architectural features is the minaret, a tall
1930 spire from which summons to prayer are called.
• Naga – literally means “snake” but normally refers to serpent deities.
Middle to late 20th century The Naga motif is found in both Hinduism and Buddhism and is pre-
 Leandro V. Locsin was commissioned by the Marcos administration to sent in different Southeast Asian countries.
design numerous edifices for the government. Among these are: The • Apsara – In Hindu and Buddhist mythology, a female spirit of the
Cultural Center of the Philippines (CCP), and the Philippine Internatio- clouds and waters, or a nymph of the sky.
nal Convention Center (PICC). Locsin also designed the Church of the • Jataka – tales of the lives of the Buddha, found in different parts of
Holy Sacrifice at UP Diliman. Asia, such as on the walls of Indonesia’s Borobudur temple.
 Froilan Hong – Manila Film Center • Ancient pottery and ceramics are also found all across the Asian con-
 Francisco Mañosa – Coconut Palace tinent.
 Mañosa Brothers – San Miguel Building, Ortigas
Famous architectural works in Asia:
E. Notable Art forms in Asia  India – Taj Mahal, Kandariya Mahadeva temple
Art Forms and Symbols common in Asia  China – The Forbidden City (Palace complex), The Great Wall of China
• Batik - A technique of dyeing cloth which includes the use of remova-  Japan – Himeji Castle, Osaka Castle, traditional Japanese gardens
ble wax to repel the dye on parts of a design. Batik or fabrics with the  Cambodia – Angkor Wat (Hindu temple)
traditional batik patterns are found in Indonesia, Malaysia, Japan, Chi-  Thailand – Wat Phra Kaew, Wat Arun (Buddhist temples)
na, and India.  Myanmar – Shwedagon Pagoda, Ananda Temple (Buddhist temples)
• Calligraphy - decorative art of lettering in an ornamental style. This is  Malaysia – Zahir Mosque, Ubudiah Mosque
particularly well-known is East Asian arts.  Indonesia – Borobudur (Buddhist temple), Prambanan (Hindu temple)
• Wat – an entire religious complex with multiple buildings. Numerous
wats are found across Asia, especially in Thailand and Cambodia. Indian Art
• Mandala – In Buddhism, a diagram with pictures or statues of gods in • Indian art is deeply rooted on religious beliefs, primarily on Buddhism
specific positions. Mandala literally means “circle”. and Hinduism. Multitudes of Buddhist and Hindu paintings, sculptures,
• Stupa – An architectural form which originated in pre-Buddhist India. It and architecture are found in the Indian subcontinent and its influen-
can either be a burial marker or container of precious relics. ces scattered all across Asia.
• Pagoda - a tiered tower with several eaves. Pagodas are derived from • An example is the Great Stupa in Sanchi, India. It was built around the
the Indian stupa and are most commonly Buddhist. 3rd century B.C.E.
• Masjid – commonly known as “Mosque”, a place of worship for follo- • Numerous temples and sculptures of the Buddha were made. One of
these structures includes the Kandariya Mahadeva temple.

• Hindu and Buddhist images are usually depicted showing a specific (221 B.C.E) was one of the most stunning moments in archaeology. It
mudra, a symbolic gesture. Most mudras are performed with the is a collection of terracotta sculptures representing the armies of Qin
hands and fingers, and some involve the entire body. Shi Huang, the first Emperor of China.
• A new culture developed in India with the arrival of the Mughals, an
Islamic people from Central Asia. Persian forms mixed with Indian ele- Japanese Art
ments to create a uniquely Indian form of Islamic art. The most cele- • Traditional arts were influenced by Shinto, the indigenous spirituality of
brated Mughal architecture in India is the Taj Mahal. the people of Japan. Eventually, Zen Buddhism from China also be-
came a dominant influence in Japan’s arts and culture.
Chinese Art • Ukiyo-e – A genre of art, mainly in the medium of woodblock print.
• The arts of China are shaped by different succeeding dynasties and It is an old and common art form and its subjects include narratives
influenced by different philosophies such as Confucianism, Taoism, from history, landscapes, and townscapes, among others. Katsushika
and Buddhism. Hokusai was known in this genre.
• Chinese Brush Painting • Types of traditional painting - Buddhist painting (Butsuga), Scroll pain-
• Started around 4000 BC, executed by using a Chinese brush and Chi- ting (Emakimono), Ink painting (Suibokuga), Screen and Wall Painting
nese ink. The same ink is used in calligraphy, and is applied to either (Shoheiga).
paper or silk. • Japanese Gardens – gardens with symbolic aesthetics arising from the
• Usual subjects are landscapes (4th century), and birds and flowers (9th expression of Shinto beliefs and Buddhist intellectual conventions.
century). • Ikebana – Japanese flower arrangement with origins in early Buddhist
• One essential rule in painting: “See the great in the small” and “See flower offerings. It developed into a distinctive art form in the 15th
the small in the perspective of the great” century.
• Qualities of Chinese Brush Painting (Lu Ch’ang) • Origami – the art of paper folding, which started around the 17th
o To display brushstroke power with good brushwork control century.
o To possess sturdy simplicity with refinement of true talent • Bunraku – Japanese puppetry which developed also in the 17th
o To possess delicacy of skill with vigor of execution. century.
o To exhibit originality, even to the point of eccentricity, without
violating the li (the principles or essence) of things. Korean Art
o In rendering space by leaving the silk or paper untouched, to • The earliest historical record of painting in Korea comes from the area
be able nevertheless to convey nuances of tone. of Lelang in Korea where a tradition of painting existed from sometime
o On the flatness of the picture plane, to achieve depth and around 108 B.C.
space • Korean Painting was deeply influenced by Chinese art.
• In sculpture, the accidental discovery of the buried terracotta army • Painting was also very evident on the walls of the Koguryo tombs. The

murals are strongly colored and show daily life and Korean mytholo- PART II – ANALYZING TEST ITEMS
gies of the time.
Indonesian Art 1. In Architecture, needs of people are provided for by high-rise buildings
• Indonesian traditional arts are rooted on Buddhism and Hinduism. Even through efficient utilization of limited spaces. How is space maximized in
though the nation is predominantly Islamic at present, cultural heritage the most comprehensive manner?
is well preserved. A. Reinforced concrete, structural and pre-fabricated units are used for
• Wayang - a Javanese term for particular kinds of theatre. These are the structure and plastic, glass and other synthetic materials are used
usually accompanied by a gamelan, a musical ensemble composed of for finishing touches.
different metallophones. B. High-rise structures contain mechanical equipment like air-conditioning
 Wayang Kulit – traditional Indonesian shadow play/ shadow units, elevators, and fire protection systems.
puppets C. A building is built with all functional needs like commercial establish-
 Wayang Golek – wooden rod puppets ments, offices, residential areas, parking spaces, and other multi-func-
 Dalang - the puppeteer in an Indonesian wayang performance. tional features.
D. Massive and monumental structures are evidences of progress and
Vietnamese Art modernization.
• 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
The correct answer is C. High-rise structures possess limited space but are
known as the Dong Son drums.
extended upward to house different functional features in one area, such as
• Lacquer Painting – paintings applied on wood. A wooden panel is
residential, recreational, commercial, business, and others.
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 Option A pertains to materials only used in construction
board is then polished and recoated with another layer of sap. Option B is the use of technology in building construction
• Lacquer paintings incorporate the traditional colours -- brown, black, Option D refers the kinds of buildings during the Marcos Regime
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- 2. When a painting is labeled as “Art for the People”, what particular issue(s) is
mentation of palaces, communal halls, temples, pagodas and shrines. the main focus of the artist?
• Water Puppetry – a tradition of water puppets which may have started A. Early religious art commissioned by the early church, for believers and
in the 12th century. It is still a very popular art form in Vietnam. pilgrims
B. Art which is commissioned by the ruling powers, for mass propaganda

C. Art which is centered on, or inspired from familiar images of popular

culture, such as advertisements, comics, and commercial products. 4. In technical drawing, perspective is used to locate an object in a space.
D. The connection of art works to various nationalistic struggles, social Which kind of perspective represents distance by means of converging
realism and activism. lines?
A. Foreshortening perspective C. One point perspective
The correct answer is D. “Art for the people” is interwoven in the society’s social, B. Aerial perspective D. Two-point perspective
economic, and political fabric.
5. A Javanese term used for particular kinds of theater. It may include shadow
Option A is an issue about the religion and religious art puppets, or wooden rod puppets.
Option B is pertains to art as propaganda A. Wayang Kulit C. Wayang Golek
Option C refers to Pop Art B. Wayang D. Wayang Orang
6. Which of the following beliefs/philosophies did not have a great influence on

3. From the different techniques in sculpting, carving is considered the most Chinese arts?
painstaking and time consuming process. What makes it so? A. Buddhism C. Taoism
A. Different tools are used as the artist chips off pieces of the medium little B. Confucianism D. Shintoism
by little until the desired image is achieved.
7. Lines, when used by an artist, may suggest meanings. What meaning/s may
B. It involves adding or building up pieces of the medium little by little to
be associated with a vertical line?
form the desired image
A. Depression C. Motion and mobilization
C. A finishing method of firing and glazing is needed at the end of the
B. Dominance D. Continuity and grace
whole process.
D. The process is composed of two stages: creating a negative, then a 8. What is the resulting color if we combine of all primary-colored lights?
positive A. gray C white
B. black D. brown
The answer is A – Carving involves a slow but precise process of cutting away
parts of a medium, such as wood. 9. If an artist uses yellow and violet for his painting, what type of color harmony
is he using?
Option B is a process of additive specifically assemblage or modeling
A. Triad C. Double complementary
Option C is about steps used as finishing touches in pottery
B. Complementary D. Split complementary
Option D is a process used in casting

10. The use of one color with different tints or shades is seen in some works of 16. After World War I, there were artists who started an aggressive reaction
art. What is the term for using one color with different shades? against established conventions in art and aesthetics. What is the name of
A. Light and shadow C. Monochromatic this “art movement”?
B. Analogous D. Complementary A. Fauvism C. xpressionism
B. Modernism D.
Dadaism
11 Which of the following statements about art is false?
A. Art is readily appreciated by all people, regardless of culture. 17. Which western art movement was inspired from familiar images of popular
B. Art refers to a process or product of creative skill. culture, such as advertisements, comics, and commercial products?
C. Art reflects the characteristic of a certain period in mankind’s history. A. Expressionism C. Romanticism
D. Art may be a ‘mimesis’, a representation of reality. B. Pop art D. Commercialism
12. When an architect designs a building, he wants to answer ____________. 18. Philippine modern sculptors use different mediums and styles in their
A. the needs of men C the demands of men pieces. Who is the sculptor who usually finished his welded sculpture with-
B. the satisfaction of men D. all can be considered out polishing its surface, as seen in his works “Tikbakang” and
“Penitensiya”?
13. There are many mediums used in painting. What kind of traditional paint A. Napoleon Abueva C. Solomon Saprid
uses egg yolk as its binder? B. Arturo Luz D. Eduardo Castrillo
A. water color C. oil paint
B. fresco D. tempera 19. A painter/muralist from Angono, Rizal, who is fond of folk scenes. He is also
known as “Botong”.
14. Two processes are used in sculpting. One is additive and the other is sub- A. Fernando Amorsolo C. Vicente Manansala
tractive. What type of additive technique is used if you put together different B. Victorio Edades D. Carlos Francisco
objects or scraps?
A. assemblage C. welding 20. A sculptor and National Artist from Mindanao known for his sculpture “Sari
B. molding D. casting manok”.
A. Abdul Mohammed C. Ismail Acar
15. What kind of style in the arts is an unembellished, naturalistic approach to B. Abdulmari Imao D. Abed Abdi
subject matter?
A. Impressionism C. Realism 21. The small figurines for sale in malls are identically produced sculptures.
B. Modernism D. Expressionism What process is used to create these items?
A. welding C. casting
B. modeling D. carving

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 PART III – ENHANCING TEST TAKING SKILLS
Edades, Who is the third one?
A. Fabian dela Rosa C. Arturo Luz
B. Galo Ocampo D. Vicente Manansala 1. When you create a three-dimensional artwork through different processes
such as carving, modeling, assembling, or casting, the visual art being con-
23. A tiered tower with several eaves. Its structure is derived from the Indian sidered is___________.
stupa and is most commonly Buddhist. A. sculpture C. painting
A. Wat C. Pagoda B. architecture D. printmaking
B. Temple D. Minaret
2. Lines may be used to create an impression of flow and gracefulness. When
24. Which Filipino sculptor was known for the Bonifacio Monument in Caloocan, one is drawing, which line best suits the characteristic mentioned?
and the UP Oblation? A. diagonal C. straight
A. Napoleon Abueva C. Guillermo Tolentino B. horizonta D. curved
B. Solomon Saprid D. Ramon Orlina
3. A genre of art in Japan, mainly in the medium of woodblock print. It is an old
25. Painting in China is popularized with the use of two painting instruments/ and common art form and its subjects include narratives from history, land-
media. What are these media? scapes, and townscapes.
A. watercolor and paper C. wooden panel and tempera A. Bunraku C. Butsuga
B. oil and canvas D. brush and ink 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

6. This principle of design is the most important of all. It refers to the cohe- 12. Jackson Pollock typically drips or aggressively splashes paint on his canvas.
rence of the elements of a work to the whole. This refers to which style of painting?
A. rhythm C. balance A. Impressionism C. Abstract expressionism
B. proportion D.
unity B. Expressionism D. Popular Art or Pop Art
7. We like to see things in proper scale. When we see objects having the pro- 13. After classical trends in Philippine sculpture, later sculptors began to em-
per relationships to each other (in size), the principle of art that we are brace the styles of modernism in their artworks. Which modern sculptor
referring to is_____________. was known for his works Judas’ Kiss and Transfiguration and Kagampanan?
A. rhythm C. balance A. Eduardo Castrillo C. Napoleon Abueva
B. proportion D. harmony B. Guillermo Tolentino D. Roberto Feleo
8. To attract attention, the emphasis should rest or lie on the subject. The 14. Juan Luna’s painting, Spoliarium, shows the ill fate of fallen Gladiators after
space that helps to intensify focus on the emphasis is called_____________. a brutal tournament. By saying so, what aspect of an artwork are we refer-
A. interest C. action ring to?
B. subordinate D. attraction 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. 15. Styles and designs of architectural works reflect the demands of different
A. fresco C. oil aspects in life. Which are considered before designing a structure?
B. tempera D. water color A. Social and economic C. Technological and geographical
B. Political and ideological D. All of the above
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 16. The Miag-ao, San Agustin, and Paoay church’s architectural designs are in
painting are we referring to? accordance with which western style?
A. encaustic C. watercolor A. Renaissance C. Neo-Classical
B. acrylic D. charcoal B. Baroque D. Gothic
11. This refers to a broad movement in the arts and social sciences which en 17. Some native Philippine architecture possesses motifs, like the naga, which
compasses the activities and output of those who felt that “traditional” forms may be seen in other countries. Where did we get this influence?
of art are outdated. A. Southeast Asia C. America
A. Realism C. Surrealism B. Spain D. Japan
B. Cubism D. Modernism

18. Numerous monumental structures possessing Greco-Roman motifs were C. It is energetic and ornamented.
built in Manila during the American occupation. These include the City Hall, D. All of the above
the former Legislative building, and the Post Office. What is the dominant
style of these architectural icons? 24. This is a kind of woven fabric made by the T’boli tribe in South Cotabato.
A. Baroque C. Gothic A. hagabi C. bulul
B. Renaissance D. Neo-Classical B. t’nalak D. kulintang
19. One of the pioneers in Philippine architecture; he was responsible for the 25. Some artists paint images from their dreams. Which is a Western art move-
rebuilding of the Quiapo Church in 1930. He is ___________. ment where artists gathered inspiration from the depths of the subconscious
A. Juan Arellano C. Jose Mañosa mind?
B. Juan Nakpil D. Leandro Locsin A. Surrealism C. Abstract
B. Expressionism D. Cubism
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.

Integrated Music Theory MAPEH (Music, Arts, Physical Education and Health)
Integrated Music is an art of organized sounds which expresses ideas and emotions in
significant forms through the elements of rhythm, melody, form, harmony and tim-
bre-dynamics.
Music Theory Every single tone has four qualities – pitch, intensity, duration and timbre –
which are perceptible to the human ear.
1. Pitch – is the highness or lowness (or height or depth) of a musical sound.

2. Intensity – is concerned with the strength or weakness (or loudness or
Prepared by: softness) of sound.
Prof. Luzviminda B. Modelo 3. Duration – covers the length of time between the beginning (attack) and
the end (decay) of a sound.
4. Timbre – the distinctive quality or tone color of each instrument/voice
Competencies: which makes one sound different from another even when they are both
producing the same pitch with equal intensity and duration.
1. Distinguish and analyze MUSICAL ELEMENTS

different elements and A. RHYTHM – is the flow of music through time.
related concepts in • Beat – is a regular, recurrent pulsation that divides music into equal
units of time.
music. • 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.
20 PNU LET Reviewer Prof. Luzviminda B. Modelo

MAPEH (Music, Arts, Physical Education and Health) Integrated Music Theory
3. Polymeter – is double meter to indicate that two meters are com- • Presto – very fast
bined or there is constant change from one meter to the other • Accelerando – gradually becoming faster
back and both. • Ritardando – gradually becoming slower
• Time Signature –consist of two numbers. The upper number indicates DYNAMICS – the loudness and softness in music.
D.
the number of beats for every measure and the lower number indi-
cates what kind of note receives one beat. • Fortissimo (ff) – very loud

• Pianissimo (pp) – very soft
• Rhythmic Pattern – is the division of beats into patterns of sound. A • Mezzo Piano (mp) – half soft
combination of notes and rests found in one measure of a given time • Mezzo Forte (mf) – half loud
signatures. • Crescendo – gradually becoming louder
• Syncopation – is musical process that involves adding an unexpected • Decrescendo – gradually becoming softer
element to the basic beat of a musical composition. A dislocation of the
strong accents within a measure. E. FORM – the structure or framework of a composition.
• Accent – stress or added emphasis given to a note. • Tone – smallest unit of a composition.
• Figure – smallest characteristic group of a tone
B. MELODY – is a series of single notes that add up to a recognizable whole. • Motive – is a tone group that may be identified with a particular com-
Melodic directions of movement are going up, going down and repeated. position.
• Phrase – is a succession of tones arranged in such a way as to give a
• Pitch – the highness and lowness of a sound. musical thought.
• Key Signatures – consists of sharps and flats. • Period – a complete musical thought consisting of two phrases in
• Scale – is a group of musical notes collected in ascending and de- Question and Answer.
scending order. • Section – a combination of periods.
• Unitary – consist of one part.
C. TEMPO – rate or speed in music • Binary – consist of two parts.
• Ternary – consist of three parts.
• Andante – moderately slow
• Rondo – consist of more than three parts.
• Allegro – fast
• Moderato – moderately
F. TIMBRE – is the qualifying difference between one tone and another. The
• Lento – slow
color of sound produced by the voice and different instrument.
• Vivace – lively
Prof. Luzviminda B. Modelo PNU LET Reviewer 21

• Soprano PART II – ANALYZING TEST ITEMS

• Alto
• Tenor
• Bass 1. What is the meter of music when the time signature is a fast 6/4 ?
• Orchestral Instruments a. simple duple c.simple triple
• Rondalla Instruments b. compound duple d. compound triple
TEXTURE – is the relationship of melodies (horizontal) and harmonic (ver-

G. 2. In cut time music, how many beats will a dotted half note receive?
tical) elements in music. Produce qualities of lightness or heaviness, thick- a. 3 beats c. one and a half beat
ness or thinness. b. 2 beats d. one beat
• Monophonic – single unaccompanied melodic line. 3. Which does not have a syncopated rhythm?
• Polyphonic – consist of two or more melodic lines.
• Homophonic – one main melody accompanied by chords.
a. c.
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.
b. d.
• Triad – consist of three notes: the root, 3rd and 5th.
• Chord – a musical sonority consisting of three or more tones sounded
simultaneously.
4. Complete this measure:
a. c.
b. d.

5. What interval can be found between the 6th and the 7th notes of a har- 12. Which of the following songs follows the unisectional form?
monic minor scale? a. Leron-Leron Sinta c. Plilipinas Kong Mahal
a. whole tone c. semitone b. Pambansang Awit d. Bituing Marikit
b. 3 semi tones d. 2 whole tones
13. The underlying principle in this form is the recurrence of a main theme
6. The resulting interval of an inverted diminished 5th is___________. which alternates with one or more subordinate themes.
a. perfect 5th c. diminished 4th a. rondo c. ternary
b. perfect 4th d. augmented 4th b. theme and variation d. sonata allegro
7. The enharmonic note of G double sharp is___________. 14. All these songs are in strophic form, except for one. Which one is it?
a. F double sharp c. F a. Bahay Kubo c. Pamulinawen
b. A Double flat d. A b. Leron-Leron Sinta d. Sitsiritsit
8. Keys having the same key signature but different tonic notes. 15. What is the missing 3rd note in this diminished triad, when the root and 5th
a. parallel keys c. tonic keys
b. relative keys d. perfect keys
9. The first note of a mode is called_________.

are given:
a. finalis c. confinalis
a. D c. D#
b. tenor d. dominant
b. Db d. Dbb
10. A grace note that has no definite time value and is usually played as quickly
16. What kind of triad is formed on the 3rd note of a harmonic minor?
as possible.
a. Major c. augmented
a. Turn c. Acciacatura
b. minor d. diminished
b. Appoggiatura d. mordent
17. A congregation of people singing in a worship service in unison is likely to
11. A property of tone that is concern with the weakness and strength; or the
produce_______ texture.
softness or loudness of tone
a. monophony c. polyphony
a. duration c. sonority
b. homophony d. heterophony
b. timbre d. intensity

18. The gradual increase in volume. PART III – ENHANCING TEST TAKING SKILLS
a. crescendo c. accelerando
b. diminuendo d. decrescendo
19. Which does not belong to the group? 1. The _______ fixes or assigns the second line of the staff as G.
a. Symphony No.5 in Cm (Beethoven) a. Treble clef c. tenor clef
b. Piano Concerto No. 7 (Tchaikovsky) b. bass clef d. alto clef
c. Moonlight Sonata (Beethoven)
d. Etude No.3 (Chopin) 2. What is the key when the key signature is consisting of 5 sharps?
a. E min. c. G# min
20. The highest and lowest tones an instrument or voice is capable of playing/ b. F# min. d. D# min.
singing.
a. register c. range 3. The semitones in a major scale are found between the _______ notes.
b. pitch d. direction 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

8. Chromatic signs that do not belong to the key signatures. 15. The parallel major of G minor is ______.
a. Accidental c. sharp a. E minor c. B flat major
b. natural d. flat b. G major d. E flat minor
9. The third note of the scale is called ________. 16. What is the relative minor key of F sharp major?
a. Tonic c. mediant a. C sharp minor c. D sharp minor
b. supertonic d. sub-mediant b. A minor d. E minor
10. __________________ is characterized as one melody performed by 17. A direction to perform the passage in a smooth and connected manner,
several groups with slight melodic and/or rhythmic alterations. with no break between the tones.
a. Monophony c. polyphony a. Legato c. Portato
b. homophony d. heterophony b. Staccato d. Trill
11. The present day minor scale is the same as the ____________ mode. 18. A kind of form in which the theme is followed by a repetitions which focus
a. Dorian c. Aeolian on alterations in each variation- in the rhythm, harmony, melody, texture
b. Locrian d. Ionian and color of the theme.
a. Rondo c. Sonata- allegro form
12. Passage from one key or mode to another. b. theme and variation d. Scherzo
a. Modulation c. Transposition
b. Tonality d. Progression 19. Melodic formulas that are used to decorate or embellish a melody.
a. Ornaments c. trill
13. Notation or performance of a composition in a different key from the one in b. augmentation d. arpeggio
which it was originally written.
a. Modulation c. Transposition 20. It is used to lower a note by a whole step
b. Tonality d. Progression a. Flat c. natural
b. double flat d. sharp
14. Diminished 6th below A flat
a. C sharp c. C flat
b. B d.
D flat

Conducting, Instrumental and Vocal Groups MAPEH (Music, Arts, Physical Education and Health)
Conducting, PART I - CONTENT UPDATE
Instrumental and
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 qual-
ity of tone or color.
Local Groups 1. Chamber Music Groups – music intended for performance in an intimate
setting, involving between one and approximate eight players, each playing
an independent part.
Prepared by: • Solo – one player
Prof. Luzviminda B. Modelo • Duo or duet – two players
• Trio – three players
• Quartet – four players
Competencies: • Quintet – five players
• Sextet – six players
• Septets, octets, nonettes, etc., can be made up of various combina-
1. Distinguish the tions of instruments.
elements of vocal and 2. Larger Ensembles – instrumental groups with more than eight to ten pla-
yers usually perform with a conductor.
instrumental ensemble • String orchestra – consist of first violins, second violins, violas, cellos
performance and basses.
• Woodwind choir – made up of flutes, oboes, clarinets and bassoons.
2. Identify the essentials of • Brass choir – has French horns, trumpets, cornets, trombones and
conducting tuba.
• Percussion Ensemble – has from two to ten players playing various
combinations of percussion instruments.

MAPEH (Music, Arts, Physical Education and Health) Conducting, Instrumental and Vocal Groups
• Symphonic wind ensemble – combination of a woodwind choir, a CONDUCTING – this has been often defined as the art of leading a group through
brass choir and a percussion ensemble. the use of bodily movements and facial expressions in the interpretation of vocal as
well as instrumental compositions.
• Concert band – usually has more than one player on each part.
• Jazz ensembles – vary from small ensemble such as piano, vibra- CONDUCTING ESSENTIALS
phone, bass, and drums to large stage or concert jazz bands with five
saxophones, (players may play also double flute, clarinet, oboe and 1. Preparatory Beat – prepares the singers to attack on the beat; this is usu-
bassoon) five trumpets, five trombones, piano, guitar, string bass and ally the beat which comes before the attack beat; its purpose is also to
drums. allow the singers to breathe at the same time.
• Chamber orchestra – consist basically of the string orchestra plus a 2. Attack Beat – start of the phrase.
small number of additional keyboard, woodwind, brass or percussion
instruments. 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.
• Symphony Orchestra – composed of instruments from the string,
woodwind, brass and percussion sections, occasionally with special 4. Cueing – usually done with the left hand–used for entrances of voice parts
instruments added. 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 accompa-
niment.

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 9. What would be the preparatory beat when the music starts on the 2nd half
b. TTBB d. SATC of the first beat?
a. Upbeat c. 3rd beat
2. Which does not belong to the group? b. Downbeat d. 2nd half of second beat
a. Oboe c. Tuba
b. Trumpet d. Trombone 10. A list of songs/ music that a vocal group or instrumental group perform
a. Repertoire c. Catalogue
3. Which is not true about the Rondalla? b. Program d. Concert
a. Rondalla is also called comparsa
b. The higher sounding instrument and normally plays the melody is the 11. The highest voice in an all-female choir.
LAUD a. coloratura c. mezzo soprano
c. The drum set is an optional instrument in the Rondalla b. soprano d. contralto
d. The Spaniards introduced Rondalla in the Philippines
12. A vocal problem wherein the singer sings on spilled air and not on con-
4. Which of the following is a tuned percussion instrument? trolled air.
a. Maracas c. Tubular bells a. pinched voice c. harm voice
b. Castanets d. Triangle b. hooty music d. breathy voice
5. A smaller banduria is called ___________ 13. Correct breathing in singing is conducted by an involuntary muscle called .
a. Bandoneon c. Piccolo a. clavicle c. intercostals
b. Laud d. Bandola b. diaphragm d.
rectus abdominus
6. The viol family produces sound by means of a _____________ 14. To obtain more stability with the choir intonation, position the sopranos next
a. Pua c.
Beater to ________.
b. Bow d.
Mallet 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 15. The art of leading a group in the interpretation of music using hands, facial
a. Stringed c. Wood wind expressions and bodily movements.
b. Brass Wind d. Percussion a. beating c. conducting
b.
interpretation d.
cueing
PART III – ENHANCING TEST TAKING SKILLS
16. Which does not belong to the group?
a. gandingan c. babandil
b. sageypo d. agung 1. To what classification does the human voice belong?
a. chordophone c.
idiophone
17. What is true about Palabunyibunyan? b. aerophone d. membranophone
a. The Palabunyibunyan Ensemble can be found at the Southern part of
the Philippines, mainly at Maguindanao. 2. What is true about a coloratura soprano?
b. The instruments of Palabunyibunyan are tagitak, busog, gandingan a. It is capable of performing rapid scales, arpeggios, trills and other pas-
and agong. sages in the high register
c. The ensemble is composed of gangsa, topaya and gansa palook. b. It has a light tone quality and has a lyrical color
d. The traditional ensemble features both male and female kulintang c. Has a powerful quality and the voice is suitable for music that demands
players. emotional intensity
d. It has the qualities of the dramatic and lyric sopranos
18. The distinctive quality of tone color of each instrument/ voice that makes
one different from another. 3. An instrumental group composed of stringed, woodwind, brasswind and
a. timbre c. texture percussion instruments?
b. sonority d. harmony a. band c. symphony
b. orchestra d. gamelan
19. The rapid back and forth movement of the right hand using pua or pick
when playing plectrum instruments of the Rondalla is called ______. 4. When does a conductor give cues?
a. vibrato c. portato a. when a section makes its initial entrance
b. legato d. tremolo b. a voice-line enters after being mute for a long period of time
c. when ending a phrase
20. If Bahay Kubo is to be sung in legato and allegro with correct phrasing, the d. when a melody moves from section to section
ideal beat pattern would be _____.
a. one-beat pattern c. three-beat pattern 5. The Pangkat Kawayan is composed of the following instruments:
b. two-beat pattern d. four-beat pattern 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-

ments is initiated from the __________. 12. Testing will always be part of the audition as this
a. forearm c. fingers a. Will allow the singers to discover their strong and weak points
b. wrist d. arm b. Will enable the conductor to choose the prospective musically equipped
members
7. The source of sound of the human vocal instrument.
c. Will enable applicants to become self-conscious and afraid to join
a. pharynx c. uvula
d. Will allow the conductor to make the applicants fee that the audition is
b. glottis d. vocal folds
not going to be easy
8. The source of vibration of instruments classified as idiophone is ________
13. While conducting,
a. Stretched membrane c. The instrument itself
a. Extend your arms for everybody to see
b. Electronic generator d. Column of air
b. Tap your foot for the rhythm
9. What is a characteristic of a chamber orchestra? c. Listen to the blend and balance and assist only when necessary
a. It is basically a combination of a woodwind choir, a brass choir and a d. Sing with the members from the beginning to the end
percussion ensemble
14. The voice comes put beautifully when,
b. It is composed of saxophones, trumpets, trombones, piano, guitar,
a. There is too much air
string bass and drums
b. The back of the tongue is arched
c. It consists basically of the string orchestra plus a small member of
c. There is correct throat and mouth opening.
additional keyboard, woodwind, brass or percussion instruments
d. The chest is positioned relatively high
d. It is composed by instruments from the string, woodwind, brass and
percussion sections, occasionally with special instruments added 15. By asking the child being tested for possible membership in a choir, to
imitate tonal interval
10. The movement for the release of sound is called ______________.
a. The choir director can readily check his expressiveness
a. Cut-off c. Preparatory
b. The choir director can readily check his rhythmic accuracy
b. Caesura d. Cue
c. The choir director can readily check his ear keenness to sound relation
11. Proper breathing while singing means ships
a. Raising the shoulders and sounding the breath especially during d. The choir director can readily check his ability to blend
entrance.
16. These are notes which allow the singers to sing comfortably and beautifully
b. Contracting the stomach and chest muscles while inhaling.
a. Voice classification c. Range
c. Controlling the breath output gradually
b. Tessitura d.
Voice lift
d. Filling in the lungs and chest cavities with air and putting out all of the
air together with the attack

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 characte-
ristics timbre.
a. Resonator c. Actuator
b. Vibrator d.
Articulator

Asian Music MAPEH (Music, Arts, Physical Education and Health)
Asian Music A. JAPAN
Traditional Music
- Shomyo – is called Buddhist chanting. The chants are based on sacred
Prepared by:
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.
Competencies: - Noh – Japan’s first theater form. Its music became one of the most impor-
tant genres of Japanese traditional music. It is employed in the same
1. Determine the theatrical arts that has music, dance, poetry, design and costumes. The
drama consists of singing known generally as yokyoku or utai.
characteristics of the - Kabuki – traditionally an all-male theater with a combination of melodrama
music of various Asian and colorful dancing. It means “to act in an unusual manner wearing un
usual costumes”. It was first written with three Chinese characters which
countries meant “song-dance theater”.
2. Identify and classify - 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
different instrumental singer, and the music of the shamisen player. The puppet is manipulated by
three puppeteers.
medium of Asian music
32 PNU LET Reviewer Prof. Glinore S. Morales

MAPEH (Music, Arts, Physical Education and Health) Asian Music
Instruments B. CHINA
Aerophones or Wind Instruments Four Stages or Period
SHO – a mouth organ that is made from bamboo or wood. a. Formative Period – music was used in folk festivals that are meant
to give honor to the ancestors. Clay ocarinas and stone chimes were
SHAKUHACHI – a bamboo flute with four holes. some of the instruments used to accompany these celebrations.
FU’YE – a sophisticated side-blown flute with seven finger holes. b. International Period – there was an overflow of musical ideas brought
HICHIRIKI – an instrument similar to an oboe. about by Western contacts and Asian trade.
c. National Period – the emphasis of this period was on vocal music,
Chordophones or String Instruments instrumental forms existed as well.
KOTO – a famous Japanese zither, with 13 silk strings, that is laid horizon- d. World Music Period – a new kind of music was born from the tradi-
tally on the floor. tion of Western instruments and forms.
SHAMISEN – a flat-backed lute that has skin covered bellies and three Chinese traditional music is based on the five tone scale or the pentatonic
strings. scale. It is written in duple meter in a single melodic line or in strophic form.
BIWA – a Japanese version of the pi’pa that has four strings with frets on In the northern Chinese folk music, the seven tone scale or the heptatonic scale
the belly and slim lateral tuning pegs. 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
Membranophone or Percussion Instruments (with membrane) eighty-four (84) heptatonic modes are called TIAO. Ideograms or symbols were
used to notate Chinese Music.
KAKKO – a gagaku instrument that is made up of deer skin.
DA-DAIKO – a huge gagaku drum suspended on an artistic frame and is Instruments
struck with heavy lacquered beaters.
Aerophone or Wind Instruments
KOTSUZUMI – hourglass-shaped instrument used in noh and kabuki per-
formances. HSIAO – an end blown flute with five finger holes, a reverse thumb hole and
two resonating holes at the lower end
Idiophone or Percussion Instrument
SONA – shawn like instrument with wooden stem with seven finger holes and
SHOKO – gong instrument use by a performance of the gagaku-music reverse thumb hole
Prof. Glinore S. Morales PNU LET Reviewer 33

SHENG – a mouth organ with 17 bamboo pipes of five different lengths roots from the ancient ritual dance, the Yuan and the Ming Romance. It is re-
cognized and considered as a national art form. The basic characteristics of
Chordophone or String Instruments the Peking Opera are its simplicity, symbolism and synchronization. Most ope-
ras derive their plots from folklore, popular novel and historical events. This
CH’IN – a seven stringed long zither kind of opera upholds the Chinese traditional values which help educate the
P’IPA – a four stringed loquat-shaped lute youth. The four dramatic elements are: recitation dialogue, song, theatrical
adaptation of traditional Chinese martial arts combined with acrobatics and
YUEH-CH’IN – a four stringed moon shaped lute used to accompany songs Pantomime.
used in Peking Opera
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
Idiophone – Percussion Instruments Indian music begins with the religious chants called the Veda, composed by a
tribe of nomadic shepherds. These hymns are sung without accompaniment.
LO - circular gongs struck with a padded wooden mallet
The art of Indian music has been called guided improvisation, which means that
MU-YU – hardwood slit-drum called “wooden fish” 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
TEMPLE CLAPPER – used in Confucian rituals, made of five pieces of redwood north and has a Moslem influence, and Karnatak which belongs to the south
and is basically Hindu.
Membranophone or Percussion Instruments (with membrane)
- Tala – is the metrical cycles of beats.
PANG-KU – two single headed drums made of wedges of wood held together
with a brass hoop - Laya – is the tempo in Indian music. The laya may vary from fast (druta) to
medium (maghya) or slow (vilmabita).
TANG-KU – double headed barrel shaped drum with cowskin heads suspended
by four rings from a curved frame - Matra – is the beat in Hindustani music and askhara in Carnatic music.
CHAN-KU – three double headed drums commonly used in processions - Drone – is an important element in their music.
- Raga – is a combination of a scale and a melody. Each raga has its own
Peking Opera – is a musical art form, combines singing, heightened
mood such as happiness, sorrow, or peace. There are two principal tones of
speech, mime, dancing, literature, theater and acrobatics. This opera traces its
the raga: vadi and samvadi.
- Shruti – is the smallest interval tone in Indian music. In Western music, it is TAMBURA – unfretted lute, used as a drone; used by both South and North.
called microtones.
SITAR – the most popular instrument in Northern India; in addition to four
- Gamaka – ornamentation in Indian music. strings and three drones, the sitar may have as many as 13 strings.
- Sargam – is the Indian solfege syllables, they are equivalent to western VINA – instrument of the South; with four melody strings and three drone
solfege syllables. strings.
Instruments SARANGI – Hindustani bowed fiddle melodic instrument.
Membranophone or Percussion Instruments (with membrane) D. INDONESIA

TABLA – (Hindustani) is the name for a pair of drums. The larger drum called Indonesia shows varied cultural influences. Foremost of the influences still
the bhaya, has a metal body while the smaller one, the tabla has a wooden existing today are those of India and China which reached Indonesia in 300 B.C.
body. Hinduism and Buddhism have greatly influenced Indonesian culture. Music,
MRIDANGAM – (Karnatak) a two headed drum. It is laid across the lap of the dance and drama are very important to the Indonesians.
performer.
- Wayang Kulit – (shadow puppetry) music and dance using puppets made
Aerophone or Woodwind Instruments of animal skin and painted with colorful designs.
BANSURI – a side blown cane flute is a melodic instrument of the Hindustani. - Gamelan – is the one of the most important musical ensembles in Indone-
sia. A Gamelan consists of metallophones, xylophones, drums, gongs and
SHAHNAI – an oboe type instrument. bamboo flutes. The arrangement of the instruments is important. The Ga-
melan is played in the courts. It plays an important part in spiritual life. It is
NAGASVARAM or NAGASVARA – a large double reed oboe type instrument of
used for religious ceremonies and important events. It is also a part of en-
the South.
tertainment like the puppet show.
Chordophone or String Instruments
- Pathets – is the modes in music used to determine the highness and low-
ness of pitch. The three modes in slendro are the slendro pathet nem –
India has a variety of chordophones. In these instruments, three kinds of strings
lowest pitch, slendro pathet sanga – medium high and slendro pathet
may be found: melodic strings, drone strings and symphatetic vibrators.
manyura – highest pitch. The three modes in pelog are the pelog pathet lima

– lowest pitch, pelog pathet nem – medium high and pelog pathet barang

–highest pitch. E. KOREA

- Slendro - is the five tone scale or pentatonic scale. Korean music may be described as elegant and very ritual like as the Chi-
- Pelog – is the seven tone system or diatonic scale. nese 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
The Gamelan Instruments are used in the Aak court music and during informal celebrations.
SARON – plays the skeletal part of the gamelan composition, which consists Traditional Music
of metal bars placed on top of box resonator. A wooden mallet is used to strike
the bars. - 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.
REBAB – is similar to the mandolin. It has two strings played with an arc.
- Chong – ak – is the Korean Court music. The court music of the nobility is
CHELEMPUNG – has twenty-six strings, one pair of which is set to one tone. elegant, refined, delicate and formal. It is extremely slow and solemn, has
This way, only tones are heard. 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. - Hyangak – a pure Korean music.
It has loud and brilliant tones.
- Tangak – a combination of Chinese and Korean influences.
BONANG – is a set of bronze metal kettles which plays the melodic and rhyth-
mic variations of a composition. Two long sticks are used to strike the gongs. Vocal Music
GONG AGENG – is the most sacred and the most honored instrument of the - Kasa – a long narrative song.
gamelan. It is played with a soft, padded wooden stick to mark large musical
phrases. - Kagok – a lyrical song.
GAMBANG – is wooden xylophone. It doubles or anticipates the principal - Sijo – a short lyrical song.
melody. - Nong-ak – song of the farmers.
KEMPUL – is a small gong that plays in syncopation with the kenong. It punc- - P’ansori – song for the stage and drama.
tuates short musical phrases.
- San-jo – song for solo instrument.

- Minjo – a folk song sung in triple meter with one basic rhythmic pattern. Membranophone or Percussion Instruments (with membrane)
Instruments 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
Aerophones or Woodwind Instruments gives a brighter tone sound.
P’IRI – is cylindrical bamboo similar to an oboe blown through a double reed F. THAILAND
mouthpiece.
TANSO – is a small notched vertical bamboo flute with five fingerholes. 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 mu-
CHOTTDAE – is a long flute made of bamboo with six holes. sic, 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
Chordophones or Stringed Instruments the entertainment of the ruling class.
KAYAGUM –is a twelve-stringed zither similar to the Koto of Japan and Ch’in of Periods
China. It is supported by twelve movable bridges.
- In the Sukothai Period (1257-1378) – there was great cultural develop-
KOMUNGO – is a six-stringed zither that plays as the principal instrument for ment. The Thai alphabet was invented, and they enjoyed the music of
a small group of players. It is regarded for expressing the noble spirit of a strings, percussion, winds, drums, horn, trumpets, conch shells, bells and
learned man. singing.
HAEGUM – is a two-stringed fiddle made of bamboo that is plucked. It is used - Ayuthaya Period (1350-1767) – Thais enjoyed creating and performing
for dance performances. music. It was during this time that the instrumental group first emerged. (pi -
phat, khruang saay, mahori)
Idiophones or Percussion Instruments
- Krungthep Period (1782-1900) – proved that the art was accorded high
KWAENGGWARI – is the smallest gong struck with a wooden mallet. status with the patronage of the king. King Rama I invented new instruments
PAK – is a clapper shaped like a folded fan. It consists of six pieces of wood which gave rise to the development of music and dance.
loosely held together at the upper end by chord made from deer skin.
Three Types of Orchestra and Instruments
CHING – is a huge gong played with a padded mallet. This is used in military
and Shaman music. 1. Pi Phat – this plays for court ceremonies and theatrical presentations.

Composed of woodwind and percussion instruments. - Habanera – is perhaps the most stately and aristocratic Latin American
a. PINAI – woodwind instrument rhythm which comes from Cuba, being named after its capital city of
b. RANAT-EK – xylophone Havana.
c. KHONG-WONG – gong instrument
d. CHING – cymbal instrument - Rumba and Mambo – are much faster and clearly indicated by the spirit of
e. TAPHON – kind on drum instruments African dance.
2. Khruang Saay – ensemble of strings instruments composed of: - Tango – probably originating in Argentina has a similar skipped beat.
a. CHAKEE – zither Zamba and bossa nova of Brazil are more relaxed, evoking images of
b. SAO-SAAM-SAAY – fiddle white sand, blue sea, and gently waving palms.
c. SAO DUANG – fiddle
Latin American music joined hands with jazz to revolutionize the world of
3. Mahori – accompanying solo and choral singing, mixes strings and per- popular songs and dances.
cussion instruments like the following:
a. CHAKEE – zither Instruments
b. SAO-SAAM-SAAY – fiddle
c. SAO-DUANG – fiddle - MARACAS – were created and first used by the native Indians of Puerto
d. KLU-PIANG – flute Rico. A pair of these is used to create the unique sound common in Latin
American and Puerto Rican music.
G. LATIN AMERICA - GUIRO – a notched hollowed out gourd, which was adapted from a pre-
Columbian instrument.
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 - PALITOS – a pair of sticks that are banged together to provide percussion
languages are based on Latin and are still spoken everywhere. The music of rhythm.
Latin America is a fascinating mix of the influences of the Spanish, Portuguese,
- CONGA – this drum was adapted from Africa where it began as a solid,
British and French music, and by an influx of black African slave music.
hollowed out log with a nailed-on skin. It took various shapes and sizes to
vary its sound.
The Latin Beat
- BONGOS –are integral part of Latin percussion, particularly as a solo instru-
- Tonadas (tunes or airs) are South American love songs in Spanish.
ment.

H. AFRICAN MUSIC PART II – ANALYZING TEST ITEMS
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. 1. It refers to a group of instruments which consists of saron, rebab, suling,
It has social, ritual, ceremonial and at times recreational functions. Dancing is chelempung, gender and bonang.
often an important part of the rituals and spiritual aspirations of music. a. Rondalla c. Orchestra
b. Gamelan d. Ethnic Instruments
Traditional art forms, including music, are rooted in mythology and folk-
lores, usually associated with gods, ancestors and legendary heroes. Musical 2. The Chinese traditional music is based from what scale?
activities are ritualized and intended to link the visible world with the invisible. a. Heptatonic scale c. Pentatonic scale
Music is highly functional in ethnic life, accompanying birth, marriage, hunting b. Hexatonic scale d. Nonatonic scale
and even political activities.
3. The most stately and aristocratic Latin American rhythm which comes from
The Western scale patterns that relate most closely to African music are
Cuba, being named after its capital city of Havana.
tetratonic, pentatonic, hexatonic or heptatonic arrangements.
a. Danza c. Habanera
b. Rumba d. Tango
Instruments
4. Why does Japanese music not have regular rhythms and is generally not
Drums are among the more popular instruments and are made in a variety pleasant to our ears?
of shapes and sizes. Materials such as wood, gourds and clay are used to con a. The Japanese focus on their music is to imitate the behavior of nature
struct drum bodies. Drum membranes are made from the skins of reptiles, b. The Japanese wanted to be unique in their music
cows, goats and other animals. 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

7. This drama consists of singing known generally as yokyoku or utai. white sand, blue sea, and gently waving palms.
a. Bunraku c.
Noh a. Mambo c. Tango
b. Kabuki d.
Gagaku b. Zamba d. Swing

8. The music is tetratonic, pentatonic, hexatonic or heptatonic arrangements, 15. It is a bamboo musical instrument native to Sundanese people of West
which country music is this? Java. It is made out of bamboo tubes attached to a bamboo frame.
a. Indonesia c. Latin America a. Angklung c. Sasando
b. India d. Africa b. Gamelan d. Kecapi suling
9. A kind of country music that joined hands or is fused with jazz to revolutio- 16. Which of the following is not true between pelog and slendro?
nize the world of popular songs and dances. a. Both are used in the Indonesian Gamelan
a. Indonesia c. Latin America b. Slendro is derived from the word saliendra
b. India d. Africa c. Pelog is the 5 tone scale
d. Slendro is the 7 tone scale
10. It is a Japanese Opera traditionally performed by male actors.
a. Kabuki c. Wayang Kulit 17. Which is correct in the following statements in Indian music?
b. Peking Opera d. Gagaku a. Indian music divides the octave in to 12 semitones with 7 basic tones
just like in western music
11. This group plays for court ceremonies and theatrical presentations. It is
b. Hindustani music uses the similar Western “sofa” syllables in its scale
composed of woodwind and percussion instruments.
c. Indian music uses the SA,RI,GA,MA,PHA,DHA,NI syllables
a. Pi Phat Ensemble c. Khruang Saay Ensemble
d. Indian music is Polyphonic in nature
b. Mahori Ensemble d. Gamelan Ensemble
18. In what period did the khruang saay, pi phat, and mahori ensemble
12. It is a musical art form that combines singing, heightened speech, mime,
develop?
dancing, literature, theater and acrobatics.
a. Krungtep period c. Sukothai period
a. Kabuki c.
Wayang Kulit
b. Ayuthaya period d. Thai period
b. Peking Opera d.
Gagaku
19. The puppet theater of Japan is called _______________.
13. Rumba and _______ are much faster and clearly indicated by the spirit of
a. Kabuki c. Bunraku
African dance.
b. Noh d. Gagaku
a. Mambo c. Tango
b. Zamba d. Swing 20. ________ is the pure Korean music.
a. Togaku c. Hyangak
14. Bossa Nova and _________ of Brazil are more relaxed, evoking images of
b. Komagaku d. Tangak

7. The Indonesian five tone scale.

PART III – ENHANCING TEST TAKING SKILLS A. Pelog C.
Pathet
B. Slendro D.
Barang
1. Which of Hindu musical instrument has 13 strings excluding the four me- 8. The Indonesian seven tone scale.
lody and three drone strings normally played by plucking? A. Pelog C.
Pathet
A. Vina C. Tabla B. Slendro D.
Barang
B. Sita D. Tambura
9. What is the largest island of the West Indies that lies to the South of the
2. Which country in Asia has a rich and ancient civilization that began about United States of the southernmost tip of the coast of Florida.
3000 B.C. with the settlement of the valleys along the Yangtze and Huang A. Spanish C. Cuba
Ho Rivers? B. Latin America D. Conga
A. India C. China
10. Burung Kakak Tua is an Indonesian folksong which means _______?
b. Japan D. Korea
A. Tree C. Parrot
3. While the Chinese used pentatonic scale, Indian Music is built on seven B. Bird D. Fish
notes. What are the seven notes in their proper order?
11. Hanabe No Uta is a song from _______.
A. MA, RI, SA, GA, NI, DHA, PHA C. NI, PHA, DHA, SA, RI, GA, MA
A. India C.
China
B. SA, RI, GA, MA, PHA, DHA, NI D. GA, MA, SA, RI, DHA, PHA, NI
B. Japan D.
Korea
4. What country was called the “Fishing Village” before the coming of the
12. What musical structure is contained in a Korean folksong “Arirang”?
British?
A. Binary Form C. Unitary Form
A. Thailand C. Korea
B. Ternary Form D. Through-composed
B. Latin America D.
China
13. La Cucaracha is a song from _________.
5. Which is the call a long lyric song of Korea?
A. Africa C. Mexico
A. Kagok C. Kasa
B. Spain D. America
B. Shi-jo D. P’ansori
14. What is the characteristic of the African music?
6. How is a narrative song of Korea called
A. Solo singing C. Chorus-like
A. Kagok C. Kasa
B. Call and response singing D. A capella singing
B. Shi-jo D. P’ansori

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

MAPEH (Music, Arts, Physical Education and Health) Philippine Music
Philippine Music
Philippine music consists of vocal and instrumental music from northern and
Prepared by: southern part of the Philippines and divided into four eras or traditions, the Eth-
Prof. Glinore S. Morales nic 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
Competencies: lowland barrios with little Western influence.
1. Chronicle Philippine Ethnic Traditions

music from pre-
colonial times up to the Philippine ethnic musical traditions are diverse in nature, although there
are many common instruments and life-cycle functions. They differ mainly in
contemporary period form and structure, performance media, style, aesthetic, and theoretical pro-
perties (temperaments, scales, modes and terminologies).
2. Appreciate ethnic
Ethnic or Indigenous music may be instrumental or vocal. The following
music instruments divide according to Hornbostel-Sachs classification: idiophones,
membranophones, aerophones and chordophones.
3. Identify colonial and
foreign influences on
Philippine Music.

Philippine Music MAPEH (Music, Arts, Physical Education and Health)
ETHNIC INSTRUMENTS 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.
Idiophone Membranophone Chordophone Aerophone
North North North North 6. Cañao – ia a ceremonius occasion with dancing, drinking of bubud or fer
• Gangsa • Sulibao • Kolitong • Palendag mented rice, butchering of pigs and speeches.
• Patatag • Kimbal • Gitgit • Tongali 7. Sua-sua – both song and courtship dance of Jolo.
• Bungkaka • Libbit • Kaleleng
• Pattung • Ludag • Saggeypo - Classification of Songs
• Ulibaw • Diwdiwas
• Tambuli 1. Art Song – is one that meets the requirements of the musical and
South South South South poetic arts.
• Kulintang • Dabakan • Kudyapi • Paldong
• Gandingan • Kudlong • Suling 2. Folk Song – is a song of the people and consists of simple melodic,
• Agung • Saunay harmonic, and metric fundamentals.
• Gabbang • Plawta 3. National Song – is one that belongs to the nation. The national an
• Tagutok
them or hymn, with a martial theme, is a national song.
• Kubing
• Babandil 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.
Early Filipino Music 5. Strophic Song – is a folk art or art song consisting of two or more
stanzas, each of them set to an identical tune.
1. Du-mu-ra – is a love song with long verses. 6. Ballad –is a class of song particularly common in England and derived
2. Tal-bun – is a song sung on festive occasions or when there are visitors. from ballata, a song with dance.
This kind of song includes improvised words to suit the occasion. 7. Plain Song – is a piece of unisonous vocal music popularly used in
3. Pag-pag – is a song composed of three notes and in two parts. The song Christian church rituals.
is sung while pounding rice during wedding ceremonies.
Traditional Melodies of the Filipinos
4. Ayoweng – an industrial song consists of three notes and sung in social
gatherings. 1. Suliranin – a sad monotonous song, pilgrims sing when the weather is hot.

2. Indolanin – a song, rustics sing in the streets when leaving or entering the Extraliturgical Music – music developed outside the church and some of
town. 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
3. Hila-Hila – a dramatic song, sung when paddling a banca. Easter salubong and bati and the Christmas panunuluyan.
4. Oyayi – a kind of cradle song, sung to make babies go to sleep.
Secular Music – is non-religious music.
5. Holohoo – a song, sung to quiet down crying children or to pacify them
when they are restless because of some ailment. 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
6. Ombayi – a song with funeral sentiment, sung by guests during interment
later adapted into a love song and still later into a song of repose.
or when one is sad.
7. Sambotani – a song, sung at a feast. Kundiman – a passionate lyrical song with a theme professing true love.
8. Tagumpay – a victory song to commemorate a battle won or to honor the Balitaw – is song and dance common among Tagalogs and Visayans.
victors.
Habanera – named after its place of origin of Havana, Cuba, and also known as
9. Tagulaylay – a monotonous melody portraying grief over someone’s death.
danza or danza habanera – is in duple time
Sambitan – a funeral song performed by relatives of the deceased.
10.
Polka – dance in fast duple meter
Spanish Tradition
Jota – originally a Spanish folk dance, has sections in duple and quadruple time
Spanish colonial regime from 1565 to 1898 reshaped Philippine culture in gen-
eral and Philippine music in particular. The songs on the exploits of epic heroes and Numerous instrumental groups performed actively, particularly in the second
the rhythms of the native drums and gongs started to fade before the chants of the half of the 19th century. These included orchestras, bands and rondalla.
Christian church and the harmonies of the organ, harp and guitar.
American and Contemporary Traditions
Liturgical Music originated as a part of religious ceremony and includes a num-
ber of traditions, both ancient and modern. The Spanish discovered that the Filipinos The three centuries of Spanish musical influence gave way to changes intro-
were singing people. In monasteries and churches, the first sounds of the Christian duced by the American regime from 1901 to 1946. Through the new system of
church that the “native” heard was the Gregorian chant or plainchant, unaccompa- public education, American teachers introduced the singing of Philippine songs in
nied monophony. Western style as other hymns and simple tunes from Europe and America.

Types of music: - popular entertainment - the most significant influence of Ameri-

can culture on Philippine musical life is reflected in the popular music
1. classical music – which includes both Western classical music and the movement which catered to the need for entertainment and leisure by
art music composed by Filipinos in the Western classical or modern idiom. a growing mass audience.
- western classical music – influence of European classical music - pinoy pop music – Filipino popular music, or Pinoy pop, covers a
was made stronger by visits of individual foreign artists before and broad range of forms: folk songs, dance tunes, ballads, broadway-ins-
after the American occupation. pired songs, rock’n’roll and its variants, disco, jazz fusion, and rap, that
2. semiclassical music – which encompasses stylized folk songs, sarswela cater to a predominantly youthful audience in the urban centers and
music, hymns and marches, band and rondalla music. are disseminated widely through the electronic media.
- folk songs – the field collection of folk songs undertaken in the Composers
1920s and 1930s yielded substantial body of regional songs from the
language groups all over the country. Initially transcribed in western 1. Nicanor Abelardo – Father of Kundiman (Nasaan Ka Irog, Mutya ng Pasig,
notation, many of them were arranged for chorus and published as Bituing Marikit, Himutok and Kung Hindi Man)
educational materials for the school system. These songs were later
popularized in musical performances that called for native music, in 2. Julian Felipe – Composer of National Anthem (Jose Palma – lyricist)
cluding folk dance presentation. 3. Antonio Molina – “Hatinggabi” – violin solo – impressionistic style, “Ang
- songs and ballads – love songs and ballads have been com- Batingaw,”Misa Antoniana Grand Festival March.”
posed and are still being composed in abundant numbers, catering to 4. Dolores Paterno – Composer of “La Flor De Manila 1897 (Sampaguita)”
the everyday musical needs of a wide listening public.
5. Lucio San Pedro – 1991 National Artist (Sa Ugoy ng Duyan, Sa Mahal Kong
- music for theater – early Philippine theater forms such as the Bayan and Sa Lupang Sarili)
komedya and the sarswela served as sources of light entertainment
music. 6. Francisco Santiago – Composer of “Pilipinas Kong Mahal”, “Kundiman
(Ako’y Anak ng Dalita)”, “Madaling Araw”, “Pakiusap”, “Ano Kaya ang
- instrumental music – Philippine band music has become an in Kapalaran” and “The Dignity of Labor.”
tegral part of the life of every Filipino in the lowland Christian commu-
nities. 7. Alfredo Buenaventura – Conductor, teacher and composer of “Piano Con-
certo in C minor”, “Kayumanggi Symphony”, opera: “Maria Makiling”,
3. popular music – which includes music created by Filipinos using Western “Alamat ng Pinya” and “Hinilawod.”
pop forms and/or local music traditions.

8. George Canceso – Composer of “Kapantay ay Langit”, “Kailangan Kita”, PART II – ANALYZING TEST ITEMS
“Ngayon at Kailanman”, “Kastilyong Buhangin” and “Gaano Kadalas ang
Minsan.”
9. Ryan Cayabyab – Conductor, musical director, teacher and composer of 1. La Flor de Manila or Sampaguita is the composition of _________?
“Isang Dipang Tao,” “Magandang Gabi sa Inyong Lahat,” “Kay Ganda ng a. Julian Felipe c. Dolores Paterno
Ating Musika,” and “Nais Ko.” b. Jose Palma d. Atang dela Rama
Jose Mari Chan – Singer and composer of “Christmas in Our Hearts,”
10. 2. Who are the Creative Nationalist Filipino Composer and the National Artist
“Beautiful Girl,” “Please Be Careful with My Heart,” and “Constant Change.” of 1991?
a. Restie Umali c. Levi Celerio
Willy Cruz – “Araw-Araw, Gabi-Gabi,” “I’ll Never Ever Say Goodbye,” “Kung
11.
b. Lucio San Pedro d. George Canseco
Mahawi Man ang Ulap” and “Pahiram ng Isang Umaga.”
3. The Impressionistic composer of Hatinggabi is __________.
Ogie Alcasid – Singer, songwriter, television presenter, comedian, paro-
12.
a. Nicanor Abelardo c. Antonio Molina
dist, actor, entrepreneur and composer of “Nandito Ako,” “Bakit Ngayon Ka
b. Lucio San Pedro d. Francisco Santiago
Lang,” “Hanggang Ngayon,” “Pangako” and “Kung Mawawala.”
4. Kung Hindi Man is an example of ___________?
Freddie Aguilar –“Anak,” “Magdalena,” “ Bulag, Pipi at Bingi,” “Ipaglalaban
13.
a. Folksong c. Kumintang
Ko” and “Estudyante Blues.”
b. Balitaw d. Kundiman
APO Hiking Society – Jim Paredes, Buboy Garrovillo and Danny Javier’s
14.
5. This is the period of the pabasa, pasyon and flores de mayo in the
“Pumapatak ang Ulan,” “Salawikain,” “Mahirap Magmahal ng Syota ng
Philippines.
Iba,” “American Junk,” and “Yakap sa Dilim.”
a. Ethnic period c. American period
Joey Ayala – Singer, poet and composer of “Panganay ng Umaga,” “Mga
15. b. Spanish period d. Japanese period
Awit ng Tanod-lupa,” “Lumad sa Siyudad” and “Sa Bundok ng Apo.”
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

8. It consists of 3 to 4 pieces of gongs with shallow bossed. 16. The song ______ is sung while pounding rice during wedding ceremonies.
a. Agong c. Gandingan a. Du-mu-ra c.
Cañao
b. Babandil d. Gangsa b. Pag-pag d.
Tal-bun
9. From what region is the song Sarungbanggi? 17. ___________ is a love song with long verses.
a. Tagalog c. Visaya a. Du-mu-ra c. Cañao
b. Ilocano d.
Bicol b. Pag-pag d. Tal-bun
10. Is a song and dance common among the Tagalogs and Visayans. 18. The gangsa instrument belongs to _____________.
a. Kumintang c.
Balitaw a. Idiophone c. Membranophone
b. Danza d. Habanera b. Aeorophone d. Chordophone
11. From which region is the song Dandansoy? 19. The paldong instrument is classified as ________________.
a. Tagalog c.
Visaya a. Idiophone c. Membranophone
b. Ilocano d.
Bicol b. Aerophone d. Chordophone
12. The composer of “Pilipinas Kong Mahal” is _________? 20. The best-selling Philippine music record of all time by Freddie Aguilar is
a. Antonio Molina c. Lucio San Pedro ___________?
b. Nicanor Abelardo d. Francisco Santiago 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

PART III – ENHANCING TEST TAKING SKILLS 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
1. The Ifugao ceremonious occasion with dancing, drinking of bubud or fer-
mented rice, butchering of pigs and speeches is called __________. 8. __________ music includes music created by the Filipinos using Western
a. Ayoweng c. Pagpag Pop forms and or local music traditions.
b. Sua-sua d. Canao a. Semiclassical music c. Popular music
b. Classical music d. Ethnic music
2. The song and courtship dance of Jolo.
a. Ayoweng c. Papag 9. Which of the following are to membranophone instruments?
b. Sua-sua d. Canao a. Pattung c.
Togo
b. Babandil d.
Dabakan
3. What do you call this ensemble that consists of kulintang, a set of eight
10. Which of the following does not belong to chordophone instruments?
small gongs of graduated sizes, dabakan, gandingan and babandil?
a. Saggeypo c. Kolitong
a. Saggong c. Gangsa
b. Kudlong d. Kudyapi
b. Palabunyibunyan d. Luntang
11. In general, it is the most influential contribution of the Spaniards to Philip-
4. The instrument played by the Kalinga. pine music.
a. Saggong c. Gangsa a. The westernization of Philippine music
b. Palabunyibunyan d. Luntang b. Christianization of music in almost all parts of the Philippines
c. Eradication of “devilish” cultural ethnic music
5. It is a song that belongs to a nation.
d. Education of Filipinos to music
a. Ballad c. Plainsong
b. Kumintang d. National Song 12. Which of the following does not belong to the classification of songs?
a. Strophic song c. Folk song
6. Which of the following is not a category of Ethnic Philippine music? b. Cañao d. Art song
a. Function – specific music
b. Music that maybe performed on similar occasion 13 Which of the following explains why there is an Extraliturgical music?
c. Music performed at any time at any occasion a. Because Filipinos wanted an independent liturgical music
d. Music performed in churches. b. Because of the musical aspect which conveyed much of Filipino’s
musicality

c. Because of the great power of the Christian religion that its music ex- 20. A song of trivial musical and poetic value, usually written by laymen for
tended beyond the walls of the church popular mass appeal.
d. It was a government project by the Spaniards to promote Filipino music a. National Song c. Plain Song
b. Ballad d. Popular Song
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
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


MAPEH (Music, Arts, Physical Education and Health) Western Music
Western Music A. MUSIC IN THE MIDDLE AGES (450-1450)
- Gregorian chant – consists of melody set to sacred Latin texts and sung
Prepared by: without accompaniment. The chant is monophonic in texture. The melodies
Prof. Glinore S. Morales of Gregorian chant were meant to enhance specific parts of religious ser-
vices.
Competencies: - 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
1. Chronicle the history of used in secular as well as sacred music.
Western Music from the Church modes consist of authentic (range of an octave above the fina-
lis) and plagal (range of fifth above and fourth below the finalis).
middle ages to the 20th
century. Authentic
Dorian
Plagal
Hypodorian
2. Analyze Western Music Phrygian Hypophrygian
Lydian Hypolydian
according to musical Mixolydian Hypomixolydian
qualities Aeolian
Locrian
Hypoaeolian
Hypolocrian
Ionian Hypoionian
- Secular Music in the Middle Ages - music outside the church composed
during the 12th and 13th centuries by French nobles called the trouba

Western Music MAPEH (Music, Arts, Physical Education and Health)
dours and trouveres. The songs were usually performed by court minstrels, 5. Renaissance music sounds fuller than medieval music.
and most of them deal with love; but there are also songs about the Cru-
6. The bass register was used for the first time, expanding the pitch
sades, dance songs, and spinning songs.
range to more than 4 octaves.
- The Development of Polyphony: Organum – Medieval music that consists 7. Period of “golden age” of unaccompanied – a capella – choral music.
of Gregorian chant with one or more additional melodic lines. Between 900
and 1200 organum became truly polyphonic and the melody added to the - Sacred Music
chant became more independent.
1. Motet – is a polyphonic choral work set to sacred Latin text other than
the ordinary of the mass.
- Composers:
2. Mass – is a polyphonic choral composition made up of five sections:
a. Hildegard of Bingen (1098-1179) – composer of “O Successores”
Kyrie, Gloria, Credo, Sanctus and Agnus Dei.
(You successors) was one of the most creative and many-sided per-
sonalities of the middle ages. 3. 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
Guillaume de Machaut (1300-1377) - famous both as a musician
c.
mophonic and polyphonic textures.
and a poet.
4. Secular Instrumental Music: Dance Forms – the development of in
dependent instrumental music grew out of two sources: the use of
B. MUSIC IN THE RENAISSANCE (1450-1600) instruments to double or replace parts of a vocal composition and the
use of instruments for dance music.
- Characteristics of Renaissance Music:
- Composers:
1. The texture is polyphonic.
2. Typical choral piece has four, five or six voice parts of nearly equal a. Josquin Desprez (1440-1521) – master of Renaissance music. Com-
melodic interest. posed music for masses, motets and secular vocal pieces. “Ave Ma-
ria…virgo serena” is the outstanding choral work.
3. Imitation among the voices is common: each presents the same me-
lodic idea in turn, as in a round. b. Giovanni Pierluigi da Palestrina (1525-1594) – devoted himself to
Catholic Church music that includes 104 masses and some 450 other
4. Homophonic texture, with successions of chords, is also used, espe-
sacred works. “Pope Marcellus Mass” is the famous mass by Palestri-
cially in light music, like dances.
na written for a capella choir of six voice parts: soprano, alto, two

tenors and two basses. - Single Vocal Forms

c. Thomas Weelkes (1575-1623) – an organist and church composer. 1. Recitative – is a free form for solo voice with accompaniment in which
the vocal melody approximates the natural rhythm and pitch inflection
C. MUSIC IN THE BAROQUE (1600-1750) of the text.
2. Aria – is a song for solo and accompaniment in which the vocal part is
- Characteristics of Baroque Music: written in a fairly complex style, often with several notes to each sylla-
1. Baroque pieces usually express one basic mood: what begins joyfully ble of the text.
will remain joyful throughout 3. Chorale – sung in unison or in four-part block chord style.
2. Rhythmic patterns heard at the beginning of a piece are repeated
throughout it. - Multi-movement Vocal Forms
3. Baroque melody creates a feeling of continuity. 1. Opera – is a drama sung with instrumental accompaniment and pre-
sented with appropriate scenery, costumes and staging.
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 2. Cantata – is a composite vocal form in several movements for solo
of time. voice and instrumental accompaniment or for solo voices, chorus and
instrumental accompaniment.
5. Polyphonic in texture.
3. Oratorio – is a composite vocal work for soloists, chorus and orchestra
6. Chords became increasingly important during the baroque period.
based on a sacred or secular text.

- Early Baroque (1600-1640) composers’ favored homophonic texture over
- Single Movement Instrumental Forms
the polyphonic texture typical of Renaissance music.
1. Sectional Dance Form – dances written in rounded binary form.
- Middle Baroque (1640-1680) – the church modes scales governed music
2. Orchestral Overture – an instrumental composition which serves as an
for centuries gradually gave way to major and minor scales.
introductory movement for an opera, oratorio or cantata or as the first
movement of a composite instrumental piece.
- Late Baroque Period (1680-1750) – many aspects of harmony – including
an emphasis on the attraction of the dominant chord to the tonic – arose 3. Fugue – is a composition based on polyphonic imitative treatment of a
in this period. Instrumental music became as important as vocal music for short theme known as the subject.
the first time. Late baroque composers gloried in polyphony.

- Multi-Movement Instrumental Forms for the violin, as well as sacred choral works and over 40 operas.
Works: “The Four Seasons,” “Twelve sonatas for two violins and basso
1. Sonata da chiesa (Italian: church sonata) – written for solo instru- continuo (opus 1),” “La Stravaganza for twelve violin concertos.”
ments
2. Sonata da camera (Italian: chamber sonata) – is a composite ins- e. George Frideric Handel (1685-1759) – a master of Italian opera, Eng-
trumental work based on dance forms. lish oratorios, anthems and organ concertos. Works: “Messiah,” “Water
Music,” “Music for the Royal Fireworks,” “For unto Us a Child Is Born.”
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.
D. MUSIC OF CLASSICAL PERIOD (1750-1820)
- Composers:
- Characteristics of Classical Music:
a. Johanne Sebastian Bach (1685-1750) – German composer, organist,
1. Emphasis on beauty, elegance and balance.
harpsichordist, violist and violinist whose sacred and secular works
for choir, orchestra, and solo instruments drew together the strands of 2. Homophonic Texture
Baroque period and brought it to its ultimate maturity. Works: 3. Classical melodies are among the most tuneful and easiest to
“Branderburg Concerto,” “Air on G-String,” “Toccata and Fugue in D remember.
minor,” “Organ Mass” and “The Magnificat.”
4. Sonata form was the most important design.
b. Claudio Monteverdi (1567-1643) – one of the most important com- 5. The orchestra increases in size and range. The harpsichord falls out of
posers in early baroque era. Created the earliest operatic masterpiece use. The woodwind becomes a self-contained section.
“Orfeo”. The last opera by Monteverdi is “L’incoronazione di Poppea
(The Coronation of Poppea).” - Single Movement Instrumental Forms
c. Henry Purcell (1659-1695) – an English organist and Baroque com- 1. Binary Form – form of movement with two principal themes or two
poser of secular and sacred music. Works: “Dido and Aeneas,” “The distinct sections.
Fairy Queen” (an adaptation of Shakespeare’s A Midsummer Night’s 2. Ternary Form – form of movement with three principal themes or
Dream), “King Arthur”, and “Jubilate Deo”. three sections.
d. Antonio Vivaldi (1678-1741) – Italian composer, priest, and virtuoso 3. Rondo Form – a typical pattern which letters representing thematic
violinist and known for composing instrumental concertos, especially sections (ABACABA) there are five and seven part rondo forms.

4. Variation Forms – One of a set of series of transformations of a theme child prodigies, prolific and influential composer in the history of clas-
by means of harmonic, rhythmic, and melodic changes and embellish- sical music. Works: “Eine Kleine Nachtmusik,” “Don Giovanni,” “Sym-
ments. phony No.40 in g minor,” “The Marriage of Figaro.”
5. Sonatina Form – in essence, a miniature version of sonata-allegro b. Ludwig Van Beethoven (1770-1827) – represents the highest level
form, but with shorter themes, an abbreviated or occasionally omitted of musical genius. He opened new realms of musical expression and
development section, and a generally lighter character. profoundly influenced composers throughout the 19th century. Works:
“Symphony No. 5 in c minor,” “Piano Sonata in C minor Op.13,”
- Multi-Movement Instrumental Forms “Moonlight Sonata.”
1. Sonata Form – refers to the form of a single movement and consists c. Franz Joseph Haydn (1732-1809) – the first master of Viennese
of three main sections: the exposition, where the themes are presen- Classicism and the Father of Symphony. Works: “The Creation,” “The
ted; the development, where themes are treated in new ways; and the Seasons,” “Surprise Symphony,” “Trumpet Concerto in E Flat Major.”
recapitulation, where the themes return. The three main sections are
often followed by a concluding section, the coda. These sections are all d. Niccolo Paganini (1782-1840) – composer, guitarist and virtuoso
within one movement. violinist. Works: “Caprice No. 24 in A minor,” “Tarantella,” “God Save
the King.”
2. Concerto –an extended composition for a solo instrument and orches-
tra, frequently in a sonata form.
E. ROMANTIC PERIOD (1820-1900)
- Single-Movement Vocal Forms
1. Recitative - Characteristics of Romantic Music:
2. Aria 1. Describe as subjectivity, emotionalism, longing exuberance, imba-
3. Song lance, fantasy.
4. Chorus 2. Emphasis on self-expression and individuality of style.
3. Expressive aims and subjects
- Multi-Movement Vocal Forms 4. Nationalism and Exoticism
1. Opera – show significant advances in style and technique. 5. Program music
6. Expressive tone color
- Composers: 7. Colorful harmony
8. Expanded range of dynamics, pitch and tempo
a. Wolfgang Amadeus Mozart (1756-1791) – one of the most amazing

- Forms of Orchestral Music: - Composers:

1. Program Symphony – is a composition in several movements as its a. Franz Schubert (1797-1828) – earliest master of the romantic art
name implies, a symphony with a program. Usually, each movement song wrote some 600 lieder, nine symphonies, liturgical music, operas,
has a descriptive title. some incidental music, and large body of chamber and solo piano mu-
sic. Works: “Unfinished Symphony,” “Serenade,” “Symphony No.8 in B
2. Concert Overture – has one movement, usually in sonata form. The minor.”
romantic concert overture was modeled after the opera overture, a one
movement composition that establishes the mood of an opera. b. Felix Mendelssohn (1809-1847) – composer, pianist and conductor.
Works: “A Midsummer Night’s Dream,” “Italian Symphony,” “Hebrides
3. Symphonic poem or tone poem – is also in one movement. Symphonic Overture.”
poems take many traditional forms – sonata form, rondo, or theme and
variations – as well as irregular forms. c. Frederic Chopin (1810-1849) – composer, genius of the piano who
created a unique romantic style of keyboard music. Works: “Nocturne
4. Incidental music – is music to be performed before and during a play. in E flat Major,” “Etude in C minor,” “Polonaise in A flat Major.”
It is “incidental” to the staged drama, but it sets the mood for certain
scenes. Interludes, background music, marches, and dances are all d. Peter Ilyich Tchaikovsky (1840-1893) – was one of the most loved of
incidental music. Russian composers. His music is famous for its strong emotion, and
his technical skill and strict work habits helped guarantee its lasting
- Art Song – a composition for solo voice and piano. Poetry and music are appeal. Works: “Nutcracker Suite,” “Romeo and Juliet,” “Sleeping
intimately fused in the art song. Beauty,” “Swan Lake.”
e. Giuseppe Verdi (1813-1901) – the most popular of all opera compo-
- Strophic Form – repeating the same music for each stanza of the poem. sers. Works: “Rigoletto,” “La Donna e Mobile,” “Aida,” “La Traviata.”
Strophic form makes a song easy to remember and is used in almost all
folk songs.
F. THE TWENTIETH CENTURY MUSIC AND BEYOND
- Through-Composed Form –writing new music for each stanza. Through-
composed form allows music to reflect a poem’s changing moods. - Characteristics of 20th century music:
- Song Cycle – a cycle may be unified by a story line that runs through the 1. Tone color became more important of music than ever before.
poems or by musical ideas linking the songs. 2. Many techniques considered uncommon before were being used du-
ring this time.

3. Many composers used noiselike and percussive instruments. trancelike or hypnotic effect.
4. Glissando, a rapid slide up or down the scales.
- Electronic instrument – whose sound is produced, modified or amplified
5. Percussion instruments became a major part of 20th century music. by electronic means.
6. Dissonant chords were becoming just as common as consonant
chords. - Free Jazz – jazz style that departs from traditional jazz is not being based
on regular forms and established chord patterns.
7. Many emphasized irregularity and unpredictability.
8. The time signature would often change in the middle of piece. - Jazz – music rooted in improvisation and characterized by syncopated
rhythm, a steady beat, and distinctive tone colors and performance tech-
- Impressionism – musical style that stresses tone color, atmosphere and niques. Jazz was developed in the United States predominantly by African
fluidity, typical of Debussy. American musicians and gained popularity in the early twentieth century.
- Expressionism – musical style stressing intense, subjective emotion and - Jazz Rock (fusion) – style that combines the jazz musician’s improvisatory
harsh dissonance, typical of German and Austrian music of the early 20th approach with rock rhythms and tone colors.
century.
- Ragtime – style of composed piano music, generally in duple meter with a
- Neoclassicism – musical style marked by emotional restraint, balance and moderate march tempo, in which the pianist’s right hand plays a highly
clarity, inspired by the forms and stylistic features of 18th century music. syncopated melody while the left hand maintains the beat with an “oom--
pah” accompaniment.
- Nationalism – Inclusion of folksongs, dances, legends, and other national
material in a composition to associate it with the composer’s homeland; - Popular Music – belongs to any of a number of musical genres “having
characteristic of romantic music. wide appeal” and is typically distributed to large audiences through the
music industry. It stands in contrast to both art music and traditional music.
- Exoticism – Use of melodies, rhythms, or instruments that suggest foreign
lands; common in romantic music. - Composers:
1. Arnold Schoenberg (Austrian, 1874-1951) – composer and theorist
- Minimalist music – is characterized by steady pulse, clear tonality, and
whose intransigent method of organizing music according to twelve
insistent repetition of short melodic patterns; its dynamic level, texture, and
equal notes profoundly influenced the direction of 20th century music.
harmony tend to stay constant for fairly long stretches of time, creating a
Works: “Pierrot Lunaire,” “A Survivor from Warsaw,”

PART II – ANALYZING TEST ITEMS

2. Claude Debussy (French, 1862-1918) – composer, originator of mu-
sical Impressionism. Works: “Clair de Lune,” “String Quartet in G
1. This music originates from the populace and is handed, spread, and passed
minor,” “Nocturne,” “Fantaisie for piano and orchestra.”
orally. It has simple melody.
a. Folk music c. New age
3. Bela Bartok (Hungarian, 1881-1945) – a composer whose style was
b. Acoustic music d. Ethnic music
intimately welded to his pioneering folk music research. Work: “Con-
certo for Orchestra,” “Third Piano Concerto,” “Violin Concerto.” 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
4. Sergei Rachmaninoff (Russian, 1873-1943) – composer, pianist and half-spoken?
conductor. Work: “Rhapsody on a Theme of Paganini,” “Prelude in C a. Inversion c.
Sprechstimme
sharp minor,” “Symphonic Dances.” b. Rap d.
Retrograde
3. Who among the following personalities is a well-known impressions com-
5. Aaron Copland (American, 1900-1990) – greatly distinguished and poser of the 20th century?
exceptionally gifted composer. Work: “Appalachian Spring,” “The Cat a. Bela Bartok c. Igor Stravinsky
and the Mouse for piano,” “Sonata in G major for piano.” b. Arnold Schoenberg d. Claude Debussy
4. Which of these compositions are not from the Classical era?
6. John Cage (American, 1912-1992) – writer, philosopher, and visual a. The Marriage of Figaro c. Symphonies Fantastique
artist of the experimental school, who radically changed the course of b. Fur Elise d. Don Giovanni
20th century music. Work: “Sonatas and Interludes,” “Dream,” “Water
Music.” 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.
7. Miles Davis (American, 1926-1991) – outstanding black American jazz a. Recitative c.
Aria
trumpeter and bandleader. Work: “Miles Runs the Voodoo Dow,” “Miles b. Chorale d.
Hymn
Davis Quintet.” 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

8. It is the period of subjectivity, emotionalism, imbalance and fantasy. 15. Outstanding black American jazz trumpeter and bandleader.
a. Romantic c. Classical a. Miles Davis c. John Cage
b. Contemporary d. Baroque b. Aaron Copland d. Sergei Rachmaninoff
9. It is a religious or sacred song, usually a metrical poem to be sung by a 16. Text of the opera, oratorio and cantata.
congregation. a. Libretto c. Script
a. Anthem c. Motet b. Score d. Book
b. Hymn d. Gregorian Chant
10. In which period in music history was the new tonal system invented charac- 17. A short coda.
terized by the different kinds of ideology and music, the use of important a. Fine c. Codetta
technologies in producing sound and music and the widespread nationalis- b. Coda d.
Dal Segno
tic spirit of music? 18. The opening section of the sonata movement, in which the principal themes
a. 16th century c. 18th century are presented for the first time.
b. 19th century d. 20th century a. Exposition c. Recapitulation
11. It is sung in unison or in four-part block chord style. b. Development d. Fine
a. Chorale c. Recitative
19. The working out or evolution of a theme by presenting it in varied melodic,
b. Aria d. Oratorio
harmonic, or rhythmic treatment.
12. The United States most important contribution to the world of music which a. Exposition c. Recapitulation
is improvised, syncopated, and with blues notes. b. Development d. Fine
a. Opera c. Broadway musicale
b. Jazz d. Swing 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-
13. His music was characterized as extroverted, grandiose and dramatic. Among
munity is singing it.
his works are, The Messiah, Judas Macabeus, Water Music and Fireworks
b. Popular music covers a wide genre composed of alternative, folk,
Music.
acoustic, heavy metal, hip-hop, jazz, new age, rap, rhythm and blues
a. George Frederick Handel c. Johann Sebastian Bach
and rock.
b. William Byrd d. Antonio Vivaldi
c. Popular music combines and regulates sounds of varying pitches to
14. A dance of Polish origin, in ¾ time and moderate tempo; formerly in anima- produce musical composition of varying emotions and ideas.
ted processional style, but now merely a slow promenade opening a ball. d. Popular music is promoted live and by print media.
a. Polonaise c.
Fantaisie Impromptu
b. Nocturne d.
Etude

5. Their works feature such factor as terraced dynamic, bel canto and an in-
PART III – ENHANCING TEST TAKING SKILLS 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.
1. Period when the individual sought to revolt against established rules and tra- A. Renaissance C. Pre-Baroque
ditions of previous eras. Composers sought to express their own creative B. Baroque D. Classical
identities.
A. Renaissance C. Pre- Baroque 6. Music was with no regular metric grouping, has narrow range, average tes
B. Baroque D. Classical situra and conjunct motion. Tonal organization is basically that of the church
modes. Dynamics were not indicated in most music of this period. Texture
2. Era of ecstasy and exuberance; of dynamic tensions and sweeping ges- was predominantly monophonic.
tures; passion for large and noble objects. A. Renaissance C. Pre-Baroque
A. Classical C. Contemporary B. Baroque D. Classical
B. Romantic D. Modern
7. The period that gives impression of greater stability, repose, clarity, balance,
3. The foundation of Western Art was laid in this long period. Vocal polyphony objectivity and traditionalism where composers attempted to create music
was begun in which musical interest is sharp equally between parts which which is formal, strict in proportion and moderate in expression.
move independently to produce an interwoven texture. Notation of the A. Classical C. Contemporary
sounds developed in this period: Syllable names for the note of the scale B. Romantic D. Modern
was invented by Guido d’ Arezzo which is the basis of the modern Solfeggio
system. 8. The greater part of the music of this period is vocal and the formal element
A. Renaissance C. Pre-Baroque in this music is largely governed by considerations of the text. Much of the
B. Baroque D. Classical music is irregular in motive and phrase construction.
A. Renaissance C. Pre-Baroque
4. It’s qualities are free and chance use of sounds, improvisation, processed B. Baroque D. Classical
music and sounds programmed into computers characterized by diverse
methods and approaches to music. 9. An extended composition for a solo instrument and orchestra, frequently in
A. Classical C. Contemporary sonata form.
B. Romantic D. Modern A. Concerto C. Fugue
B. Symphony D. Motet

10. An orchestral composition of from three or five distinct movements or divi- 17. The composer and theorist whose intransigent method of organizing music
sions, each with its own themes and its own development. according to twelve equal notes profoundly influenced the direction of 20th
A. Concerto C. Fugue century music.
B. Symphony D. Motet A. Peter Ilyich Tchaikovsky C. Felix Mendelssohn
B. Frederic Chopin D. Arnold Schoenberg
11. A sacred vocal composition in contrapuntal style, without accompaniment.
A. Concerto C.
Fugue 18. This music is characterized by steady pulse, clear tonality, and insistent re-
B. Symphony D.
Motet 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
12. A musical introduction to an opera or oratorio. hypnotic effect.
A. Overture C. Symphony A. Minimalist Music C. Electronic Instrument
B. Intermezzo D. Interlude B. Free Jazz D. Jazz
13. An instrumental strain or passage connecting the lines or stanzas of a hymn. 19. The sound is produced, modified or amplified by electronic means.
A. Overture C. Symphony A. Minimalist Music C. Electronic Instrument
B. Intermezzo D. Interlude B. Free Jazz D. Jazz
14. The famous composer, pianist and conductor who composed the famous “A 20. The style that departs from traditional jazz is not being based on regular
Midsummer Night’s Dream”. forms and established chord patterns.
A. Peter Ilyich Tchaikovsky C. Felix Mendelssohn A. Minimalist Music C. Electronic Instrument
B. Frederic Chopin D. Arnold Schoenberg B. Free Jazz D. Jazz
15. The composer militantly removed from the “Mighty Five” and the most po-
pular composer under the Soviet regime. King of Russian Waltz.
A. Peter Ilyich Tchaikovsky C. Felix Mendelssohn
16. The composer, genius of the piano who created a unique romantic style of
keyboard music.
A. Peter Ilyich Tchaikovsky C. Felix Mendelssohn

Foundations of Physical Education MAPEH (Music, Arts, Physical Education and Health)
Foundations of PART I - CONTENT UPDATE
Physical Education THE NATURE, CONCEPTS AND OBJECTIVES OF PHYSICAL EDUCATION
Prepared by: For about a century, many people have been confused about the term physical
Prof. Aquilino Eduardo P. Santos 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
Competencies: 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.
1. Provide information about the nature,
concepts, and objectives of physical Within the past decades, dramatic changes have occurred in the field of physi-
cal education and sport. Contemporary physical education and sport has expanded
education. to include persons of all ages and abilities. Involvement in carefully designed pro-
2. Identify the influences of the various grams can enhance the health and quality of life of the participants.
philosophies on physical education.
3. Trace the historical development of THE LEGALITY OF PHYSICAL EDUCATION
physical education.
4. Identify the philosophical, psychological Article 1, International Charter of Physical Education and Sports, UNESCO, Par-
is, 1978 and Recommendation 1, International Disciplinary Regional Meeting of
and sociological theories of physical
Experts on Physical Education, UNESCO, Brisbane, 1982 –
education.
“The practice of physical education and sport is a fundamental right of all…”
5. Apply the theories and principles in the
teaching of physical education. “And this right should not be treated as different in principle from the right to
adequate food, shelter , and medical care.”
6. Relate the theories and principles to the
teaching of physical education. Article XIV, Section 19, 1986 Constitution of the Republic of the Philippines –
62 PNU LET Reviewer 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, individuals acquire skills, fitness, knowledge, and attitudes that contribute
league competitions and amateur sports including training for international compe- to their optimal development and well-being”.
tition to foster self-discipline, teamwork, and excellence for the development of a
healthy and alert citizenry.” The Allied Fields of Physical Education
“All educational institutions shall undertake regular sports activities throughout The allied fields of physical education and sport share many common purposes
the country and in cooperation with athletic clubs and other sectors.” – 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
Health Education
Many definitions of physical education have been given by authors and scholars
in the field. Health education is concerned with the total well-being of the individual, which
encompass physical, emotional, mental, social, and spiritual health. There are three
1. With new understanding of the nature of human beings in which wholeness areas within health education that are also functions and goals of health education.
of the individual is the outstanding fact, physical education becomes ac-
 Health instruction is focused in teaching the basics of healthful living to
cording to Jesse Feiring Williams (1977) “education through the physical”.
students and the general public.
2. Stressing the total educational experience, John E. Nixon and Ann E.  Delivery of health services is concerned with developing and maintaining a
Jewett, as restated by William Freeman (1977) defined physical education satisfactory level of health for all people.
as “that phase of total process of education which is concerned with the  Environmental health included within health education is concerned with
development and utilization of the individual’s movement potential and re- the development of healthful and safe environments for all people.
lated responses, and with the stable behavior modifications in the indivi- Recreation
dual which results from these responses”.
Recreation is generally thought of as a leisure-time activity. However, it has been
3. According to Robert P. Pangrazi (1998), “physical education is that phase of defined as fulfilling an educational goal of “worthy use of leisure”. It may be a self-cho-
general educational program that contributes to the total growth and deve- sen activity that provides a means of revitalizing and refreshing one’s body and spirit
lopment of each child through movement experiences”.
Dance
4. Deborah Wuest and Charles Bucher (1999) defined physical education as
“an educational process that uses physical activity as a means to help Dance activities have been something of a stepchild for physical education, for
Prof. Aquilino Eduardo P. Santos PNU LET Reviewer 63

dance hangs on the periphery of physical education (Freeman, 1997). Aesthetic BRANCHES OF PHILOSOPHY
expression through movement is provided by dance. FOCUS General Questions Questions Relative to Physical
BRANCH Education and Sport
THE OBJECTIVES OF PHYSICAL EDUCATION Metaphy- Nature of reality What is the meaning What experiences in a physi-
sics of existence? What cal education program will
The objectives of physical education pertain to all educational levels, although is real? better enable the individual
there could be delineation of goals for each level. to meet the challenges of
the real world?
Physical Fitness Development Objective Epistemo- Nature of What is true? What is the validity of the
The development of the various organic system of the body is necessary for logy knowledge knowledge pertaining to
an individual to have the ability to sustain adaptive efforts, to recover and to resist and methods physical activity and its influ-
fatigue. of obtaining ence on the development of
knowledge the individual?
Motor Skill Development Objective
Logic Systematic What is the method What process should a
This objective is concerned with developing body awareness, making purpose- and orderly of reasoning that will researcher use to determine
ful physical movement with a little expenditure of energy as possible, and being reasoning lead to the truth? the value of physical educa-
proficient, graceful, and aesthetic in this movement. tion to program participants?
Axiology Aims and val- How do we deter- What is the value of physical
Cognitive Development Objectives
ues of society mine what has value, education programs to the
The cognitive development objective involves the accumulation of knowledge
and on what criteria individual?
and the ability to think and interpret this knowledge. are this judgment
based?
Social-Emotional-Affective Development Objective
This is concerned with assisting an individual in making personal and group Ethics Issues of What is the highest How can sport be utilized to
conduct, right standard of behavior develop ethics?
adjustments as well as adjustments as a member of society.
and wrong each person should
strive to attain?
PHILOSOPHICAL FOUNDATION OF PHYSICAL EDUCATION
Aesthetics Nature of beau- What is beauty? Why are skilled performer’s
Philosophy, derived from the Greek word philisophia, means the love of wisdom. ty and art movements beautiful to
It can also be defined as a set of beliefs relating to a particular field. view?
Source: Charles Bucher and Deborah Wuest. FOUNDATIONS OF PHYSICAL EDUCATION. 1995.

TRADITIONAL EDUCATIONAL PHILOSOPHIES Realism
Because of physical education’s historic association with education, its pro- As a philosophy, realism emphasizes the use of the scientific method to arrive
gram have been influenced by the five traditional educational philosophies-idealism, at the truth. Reasoning and understanding the natural laws of nature are features of
realism, naturalism, pragmatism, and existentialism. this philosophy.
Education under this philosophy stresses the importance of training students in
Idealism the scientific method, the use of proven methods, and following of orderly progres-
sions, 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
As Applied to Physical Education and Sport
in high regard and are considered universal and absolute, values and ideals don
change regardless of circumstances. Intellectual development is emphasized and • Physical education focuses on the total development of the person.
the teacher plays a pivotal role in the educational process. • Physical educators carefully evaluate the scientific evidence in order to
Education under this philosophical approach emphasizes understanding of better understand the contribution of different types of physical activity to
concepts and self-development. health.
• Physical educators incorporate frequent assessment procedures into their
As Applied to Physical Education and Sport classes, so that the students would have a means to monitor their progress
toward attainment of their goals.
• Coaches promote development of character and the ideals of sportsman-
ship among the athletes over winning. • Coaches select training techniques based on the scientific evidence of their
effectiveness, and would use systematic, progressive approach in desig-
• Physical education professionals emphasize understanding of concept and
ning practices.
self-development.
• Programs are based on scientific knowledge and orderly progression, and
• Physical fitness and activities contribute to the development of one’s per-
activities are selected on the basis of scientific evidences.
sonality.
• The emphasis on teaching is on fundamentals of games and activities with
• Ideals are emphasized in the physical education and sport programs.
each skill broken down into its component parts.
• The activities should give students the opportunity to develop the qualities
of honesty, courage, and creativity. Pragmatism
• Play is regarded as having recreational values, an opportunity for the child
to be inventive, imaginative, and to express his feelings. For a pragmatist, experience-not ideals or realities- are the basis of truth. Real-
ity differs from person to person because individuals experience different situations.

Therefore, values are relative and are derived from one’s experiences. • Play and outdoor activities provide beneficial opportunities for exploration
and problem solving as a means of personal growth and learning.
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 • Fitness leaders encourage their program’s participants to take advantage
and what is right as individually determined, they emphasize social responsibility. of opportunities to engage in outdoor pursuits during their leisure time as a
Individuals must recognize and fulfill their responsibilities to society. means of incorporating physical activities into their lifestyle.
Problem-solving, consideration of individuals’ needs and interest, development Existentialism
of individuals’ social skills, and cooperation are emphasized.
According to this philosophy, reality is determined by individuals’ experiences.
As Applied to Physical Education and Sport Individuals must accept responsibility for themselves and the choices they make.
An individual’s experiences and choices create a uniquely personal worldview and
• Variety of activities is presented for meaningful experiences. affect their perception of reality. It emphasizes the freedom of individuals to think as
• Activities are socializing in nature. they choose and to make choices, but stresses that they must accept the conse-
• Learning is accomplished through problem-solving method quences of their actions.
• The curriculum should be based on the needs and interests of the students. Creativity, individuality, self-responsibility, and self-awareness are important
aspects of this philosophy and learning experiences should reflect these attributes.
Naturalism
As Applied to Physical Education and Sport
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 phi- • A sport psychologist encourages an athlete to carefully reflect upon his
losophy. experiences in order to identify the thoughts that led to poor performances.
It emphasizes the importance of considering each individual’s level of growth He offers the athlete variety of options to deal with these issues, allowing
and development in learning and designing experiences that are congruent to the the athlete to choose among the alternatives.
individual’s needs. The natural environment provides an excellent setting to help • A existentialist coach emphasizes the athlete’s responsibility in adhering to
individuals learn. Self direction, individualized learning, and competition against the established code of conduct. He allows some individuality in dress, but
oneself are important in this philosophical approach. emphasizes the athlete’s responsibility in adhering to training rules.

• The physical educator allows normal growth. • Physical educators allow students to select from a variety of activities with
• Developmentally appropriate physical activities with the students at all le- in the program, promoting reflection, and individual responsibility from
vels of instruction are used.. learning.
• Physical educators emphasize individualized learning. • Physical educators emphasize the importance of creativity.

• The activities provide the students opportunities to develop self-awareness was based on rivers. Wrestling which was participated in by the nobility, the soldiers,
and self-responsibility. the merchants, and the unskilled laborers; and gymnastic activities and games us-
ing the skills of fighting and war. Gymnastics exercises were required exercises to
• The teacher is a counselor who promotes reflective thinking while allowing
make the body supple, strong, and capable of great endurance and stamina. One
the students to make choices, and deal responsibly with the consequences
of the most popular indoor activities was a board game called senet. Dances were
of those choices.
both religious and folk.
HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION 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
“By understanding the history of physical education and sport, a professional sword. They boxed, played football (tsu’ u chu), and practiced jiu-jitsu. Recreational
can be better understand the nature of the profession , appreciate the significant games and sports such as the early versions of soccer, polo, chess, and compe-
developments from the past to the present, and project trends for the future” (Bu- titions in archery and wrestling, tug-of –war, water games, chi’ ui wan (similar to
cher and Wuest, 1995). 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
PHYSICAL ACTIVITIES IN THE PRIMITIVE SOCIETY developed in 2698 B.C was designed to prevent diseases and keep the body in
good organic conditions.
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. India: Several physical activities were participated in by ancient India despite Bud-
Mimetic games provided children the opportunity to prepare themselves for adult dha’s prohibition of games, amusements, and exercises. Throwing balls, plowing
life and responsibilities. Through dancing, primitive people communicated to their contests, tumbling, chariot races, riding elephants and horse, swordsmanship,
gods. wrestling, and boxing were among their favorites. Became very popular in India was
Yoga, which was a unique activity involving exercises in posture, regulated breath-
ing, to discipline the mind and the body. Physical exercises were sometimes used
PHYSICAL EDUCATION IN ANCIENT NATION 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 PHYSICAL EDUCATION AND SPORT IN GREECE
strengthen and extend the empire.
Physical education was a vital part of the education of every Greek boy. Gym-
Egypt: Popular activities in ancient Egypt were swimming, since civilization’s life nastics was believed to contribute to courage, discipline, and physical well-being.

It stressed a sense of fair play, development of the individual’s aesthetic values, nian youths attended the gymnasium, the physical, intellectual and social center of
amateurism, and the utilitarian values inherent in the activity. 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
Greek sport manifested itself in the concept of the amateur athlete, whose pri- gymnasium and an over-all in charge.
mary 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 There were some Greek philosophers, teachers and medical men who contrib-
were designated as the Pan-Hellenic Festival, and scheduled to ensure that one uted to the worth of physical education.
major competition was held every year.
Plato believed that gymnastics and music, which were identified as “physical
The Spartan approach to physical training (not physical education) was strictly education” and “academics” respectively educates the body and the mind/soul. His
the training of the body for military purposes. The Spartan boy at seven years of age argument in his Republic is that the mission of physical education in the schools
is housed in a primitive barracks under the watchful eye of the Paidonomous, who blends with movements.
supervised the educational program called the Agoge. Instructions in swimming,
Aristotle believed that athletics enables youth to develop strong, healthy citi-
running, fighting, wrestling, boxing, ball games, horsemanship, archery, discus
zens who would defend Athens in time of war and serve her in time of peace.
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 Herodotus (Herodikos) used physical education as an aid to medicine as early
and went into actual combat where they engaged themselves in intensive military as the 5th century.
maneuvers and warfare until the age of fifty (50). A well-educated Spartan was one Hippocrates proclaimed the law of use and disuse of the parts of the body. He
who was physically fit and a good soldier. believed that the parts of the body are strengthened through use. Muscle atrophy
and weakness are results of disuse.
Spartan women at an early age were given physical activities such wrestling,
swimming, and horseback riding to produce healthy babies when they marry. Xenophon thought of physical education as important in terms of military.
In Athens, physical education and athletic competitions was prominent fea- ROMAN PHYSICAL ACTIVITIES
ture of Athenian education. Sport was associated with philosophy, music, literature,
painting, and sculpture. Athenian youth at age six started his schooling in the Moral and military training were significant to the Romans. The maintenance
palaestrae, which was commonly a center where wrestling activity occurred,and of health was a worthwhile and natural goal for the Romans. These were evident
provided rooms for various physical activities and for oiling and sanding the athlete’s in the proliferation of public baths with provisions for exercises – the thermae. Re-
body. Exercise and games were given by the physical education teacher called quired physical skills among the Roman youths prior to their induction to manhood,
paidotribe, who owned the palaestrae. After deserting the palaestrae, the Athe- 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

in running, jumping, swimming, wrestling, horsemanship, boxing, fencing, archery, similar to bowling. There were ball games that employed the use of sticks and were
and instructions of complete obedience to commands. The Romans developed their precursors to modern versions of hockey and baseball.
own system of physical training and demanded the promotion of “team unity”.
Athleticism of the Greeks was not valued militarily. Spectacular gladiatorial com- St. Thomas Aquinas, the greatest scholastic of all time, embraced the idea
bats between slaves and prisoners were held at the Colosseum, the most famous of physical fitness and recreation as a positive force in promoting social and moral
landmark in Rome. Along with the Colosseum, horse and chariot races and large- well-being. Under the tutoring of Aquinas, Scholastics were able to cherish the body
scale entertainment were held at the Circus Maximus, the premier hippodrome in and value physical fitness and recreation for man’s physical, mental, social, and
the Roman Empire. moral well-being.
Claudius Galen who developed a refutation in Alexandra to treat gladiators Chivalry emerged as a kind of education that was physical, social, and military
was one of the first to incorporate medicine and biomechanics into the science in nature. Three stages in the training for knighthood: as a Page – from age 7 to
of exercise, and one of the first to practice sports medicine. He advocated vigor- being a Squire – from age 14, and finally to being a Knight – at age 21. Knight-
ous exercises, which are performed with strength not speed, and violent exercises hood was conferred after proving his fitness, bravery, skill, prowess, strength, and
which combined strength and speed. He was opposed to the professional athlete. 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
Physical Education In The Middle Ages lances to knock down the opponent from his horse. Melee was an event in the tour-
nament where groups of opposing knights would engage in hand-to-hand combat
An intriguing historical era shortly after the fall of the Western Roman Empire with dull swords.
where the setbacks to learning, public works, and government associated with the
invasions has been commonly termed as the Middle Ages. The Christian church Sons of noblemen had two careers to choose from: either they enter the mon-
(Catholicism), the only institution that survived the fall provided a symbol of stability astery and become monks, or enter the knighthood.
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 Because wealth came from the labor of others, leisure became the unique com-
of evil in the body and therefore it should be subordinated to the spirit, which is modity of nobles. Aristocrats had sporting activities. Hunting and hawking were
pure; and scholasticism, a highly intellectual philosophy that emphasized the mind. other recreational pastime of the nobility. Le jeu de paume is a form of handball.
Monasteries were built where Christians could isolate themselves from the world Royal tennis was played within an enclosure. Sedentary forms of recreational out-
and evils. Later, schools were attached to the monasteries and would not allow lets included shuffleboards, billiards, chess, and backgammon.
physical education to be part of the curriculum. Medieval university also frowned on
physical education and sport. However, games and physical activities were still par- Physical Education In The Renaissance Period
ticipated 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 With the emergence of the philosophy of humanism and its concepts of the

“universal man”, physical education became more valued. Good physical health goal of being a well-rounded individual and these include horsemanship, martial
was believed to promote learning. A person needed rest and recreation from study arts, hunting, and ball playing, running, and swimming.
and work. The body is needed to be developed for purposes of health and for prepa-
Richard Mulcaster’s book Positions dealt specifically to physical education: for
ration for warfare.
indoors, he recommended dancing, wrestling, fencing, and climbing; for outdoors,
walking, running, leaping, swimming, riding, hunting, shooting, and playing ball. He
There were some outstanding leaders during the Renaissance period who were
was considered the “father” of the modern educational practice including sports in
responsible for spreading these beliefs concerning physical education and sport.
the schools.
Petrus Paulus Vergerius’ physical education was preparation for the military, Michel de Montaigne advocated “manly exercise” where the child experi-
and his program included pentathlon, swimming, and horsemanship, the use of the enced the rougher life in the outdoors.
shield, spear, sword and club. John Comenius believed that exercise served as a rest from other parts of the
Vittorio da Feltre’s school La Giocosa (Pleasant House) blended the spirit of learning process, and P.E. exists to refresh the body and able one to work and study
Christianity, the classics, and the concepts of P.E. for the sons of the wealthy. He more efficiently.
instituted P.E. as an important part of the educational curriculum. John Milton believed that martial arts should be practiced in schools, because
Aeneas Silvio Piccolomini (Pope Pius II) believed that to prepare children to they were useful in time of war.
be good soldiers, the use of bow and sling, throw spear, ride horses, and swim in John Locke believed that P.E. was of primary importance in developing an
order to be a good soldier were necessary activities. educational foundation because physical activity is used to refresh the individual in
Martin Luther’s physical education was a means of obtaining elasticity of the order to pursue more intellectual pursuits.
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 The development of the child’s health was Jean Jacques Rousseau’s first
useful modes of exercises so they would not fall into vice and evil pursuits during requirement in the education of the child. He believed that children should develop
leisure hours. their senses through specific physical activities, such as swimming, running, jump-
ing, spinning a top, throwing stones, etc.
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
Physical Education In Europe
digestion, increases appetite, helps in living longer, warms the body, raises metab-
olism, and cleanses the body of its wastes.
Germany
Roger Ascham appreciated the value of exercise as a means of resting the
mind to make it sharper at a later time. Johann Bernhard Basedow founded the Philanthropinum in 1774, where
three hours of the ten-hour school day was to be spent for recreational activities
Francois Rabelais believed that physical activities help the students reach his
such as fencing, riding, dancing, and music. His younger students engaged in Denmark
“Greek Gymnastics” contests: running, wrestling, throwing, and jumping; older ones
practiced “knightly exercises” as dancing, fencing, riding, vaulting on live horses, Danish program of gymnastics emphasized fitness and strength with formalized
shuttlecock, tennis, skittles, and playing with large air-filled ball. exercise performed on command and little individualized expression allowed. It used
hanging ropes and ladders, poles for climbing, beams for balancing and wooden
Johann Christoph Friedrich Gutsmuths who is considered the real founder
horses for vaulting.
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
Franz Nachtegall was acknowledged the father of physical education in Den-
Friedrich Wilhelm August Froebel established the theory of play and be- mark. Due to his influence, P.E. became a requirement in both elementary and
lieved that play in the form of physical education was a wonderful mechanism for secondary public schools in Copenhagen. He established the Normalskol for Gym-
stress reduction, and character and moral development. nastikken to emphasize the need to train P.E. teachers and provide instruction to
Friedrich Ludwig Jahn whose system of gymnastics was more political in students. He employed equipment such as hanging ladder, climbing poles, balance
nature established the German Turnverein Movement in the spring of 1811. He beam, vaulting horses, and rope ladder.
was called turnvater – father of gymnastics. The word was coined from the extinct Niels Bukh’s “Primitive Gymnastics”, patterned to some extent after the
Teutonic word – turnen – to perform gymnastics exercises. work of Ling was one of the innovations in the field of physical education and sports.
Adolph Spiess believed that the P.E. program should be progressive that is,
from simple exercises to more difficult. and advocated exercises combined with Great Britain/ England
music for free expression, and believed in marching exercises as aid in class orga-
nization, discipline, and posture development. Swimming, rowing, archery, riding, hockey, quoits, tennis, golf, football (soccer),
and cricket were played prior to 1800. Sports and recreation pursuits during this
Sweden 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
Per Henrik Ling was the founder of the Swedish medical and pedagogical boxing. Cricket and rugby were for the upper-class men. Athletic sports were a
gymnastics. 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
Lars Gabriel Branting devoted most of his time to the area of medical gymnas- the 1300, golf as early as 1600, and cricket as early as 1700. As early as the time
tics where his teachings were based on the premise that activity causes changes of Henry II, English youth did wrestling, throwing, riding, fishing, hunting, swimming,
not only in the muscular system of the body but also in the nervous and circulatory rowing, skating, and shooting the bow.
system
Hjalmar Fredrik Ling was credited for the organization of educational gymnastics. Archibald Maclaren who combined his knowledge of medicine, sports and

gymnastics to develop a system of gymnastics for the British army and navy was opportunities for women. In the 1820s and 1830s, physical education began to be
the chief contributor to England’s physical education. incorporated into the school curriculum. German gymnastics was introduced during
the 1820s. Baseball was invented in 1839.
Physical Education In the United States
Charles Beck, a Turner, introduced Jahn’s gymnastic program of exercise and
Sports, dance, and dramatic enactments were incorporated into native Amer- apparatus to his students at Round Hill School. He built an outdoor gymnasium and
ican festive celebrations. Physical prowess, cunning, skillfulness, skill, speed and started the first school gymnastics program.
endurance were valued. Baggataway (lacrosse) was popular and rituals often sur-
Charles Follen organized exercise classes based on the German system for
rounded the game, also used to settle disputes. Rules and playing equipment vary
students at Harvard University.
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, Catharine Beecher, the director of the Hartford Female Seminary for Women
archery, various types of ball games, and games of chance were other popular in Connecticut, an institution of higher education for young women, developed and
activities among the Native Americans. Horse racing was still popular apparently for implemented program of physical education within the educational curriculum of
the improvement of the breed. Bowling, tennis, cricket, and early versions of the the school in 1828. It consisted of calisthenics performed to music. These exercises
croquet and shooting matches were played and enjoyed. 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
The first horse race was a quarter mile long eventually gave birth to the Vir- and mothers.
ginia Quarter Horse. Southerners also enjoyed fox hunts, hunting, fishing, rowing,
lawn bowling, dancing, cockfighting, boxing, and fencing. Southern gentlemen from Civil War Period Until 1900
proper families were expected to exhibit requisite social and athletic skills through
riding, dancing, and fencing. Dioclesan Lewis developed his system of “light” gymnastics in 1860. His pro-
gram of gymnastics was directed at improving the health and well-being of his
Tom Molyneux who was America’s first well-known pugilist gained his freedom participants.
from slavery by fighting on the Southern Plantation Circuit.
From 1870 to 1900, when the programs became much more focused and
National Period (1784-1861) formalized and terms such as gymnastics, physical culture, physical training and
physical education were used synonymously to describe the systematic exercise
During this period, interest in education grew, and more schools were estab- program. Physical education survived as the name became most closely identified
lished. During the mid-1800s, gymnasiums and swimming pools were constructed. with professional field and the academic discipline. Swedish gymnastics was rec-
Turnvereins or German gymnastics societies were established. Horse racing and ognized for inherent medical values. Tennis was introduced in 1874. Golf came to
foot races were popular. The growth of female private schools increased educational America in the late 1880. James Naismith invented basketball in 1895.

Dr. Dudley Allen Sargent became known for his work in teacher preparation, school and secondary schools PE program stressed formal activities; periodic lec-
remedial equipment, exercise devices, college organization and administration, an- tures on hygiene were added in the secondary schools.
thropometric measurement, and experimentation as basis for activity and scientific
research. Jesse Feiring Williams stressed the importance of physical education in gen-
eral education
Early 20th Century
Thomas D. Wood, Rosalind Cassidy, and Jesse Feiring Williams published
In the early 20th century, Jessie Bancroft and Elizabeth Burchenal stressed the book “The New Physical Education” in 1927.
the importance of intramural games rather than interscholastic competition for girls.
Most institutions of higher learning provided some program of gymnastics for their Depression Years (1930 to 1939)
students and sports, athletics and team games became more important.
During the economic depression in the United States, health and physical ed-
Thomas Dennison Wood emphasized game and game skills and introduced ucation had a difficult time surviving in many communities. Physical educators be-
his new program under the name “Natural Gymnastics”. came more involved in recreation programs in the agencies and projects concerned
with unemployed persons. The trend in physical education was away from the for-
Clark Hetherington emphasized children’s play activities in terms of survival
mal-type approach to an informal game-sports approach. Intramural athletics con-
and continued participation, athletics and athletic skills.
tinued to grow in colleges and universities. Women’s athletic associations increased
Jessie H. Bancroft influenced the development of physical education as a in numbers.
responsibility of homeroom teachers in the elementary schools, and contributed
much to the field of posture and body mechanics. 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
World War I (1916 to 1919) belief that school physical education’s unique contribution to the education of the
• Many physical educators provided leadership for physical conditioning pro- individual is organic and psychomotor development. School physical education pro-
grams for the armed forces and for people on the home front. gram, he said, should focus their efforts on promoting fitness and teaching sports
skills.
Golden Twenties (1920 to 1929)
Mid-Twentieth Century (1940 to 1970).
More games, sports, and free play became popular during this period. Mea-
surement in physical education was emphasized as a means of grouping the stu- Boys and men, girls and women were exposed to the programs of physical
dents, measuring achievements, and motivating performance. Programs of physical education in American schools and colleges. Girls and women were provided oppor-
education and sports continued to expand in schools and colleges. Elementary tunities to engage in competitive sports at both high school and college. Lifetime

sport was emphasized. Research became increasingly specialized in such areas a year, but were closed down in 1880. In 1893, gymnastics was recorded to be a
as exercise physiology, motor learning, sociology of sport, and pedagogy. The fitness required subject for all candidates for the Elementary Teachers Certificate at the
movement, the emphasis on preventive medicine, the increased specialization of Superior Normal School for Men Teachers.
the field, and the broadening of physical education and sport programs to reach all
segments of the population are some significant developments in physical educa- American Period
tion and sport since 1970 up to the present.
1901 – Physical exercise was one of the subjects introduced in the public schools,
PHYSICAL EDUCATION IN THE PHILIPPINES and regular program of athletics was developed.
1905 – Baseball and track and field were introduced and taught to young boys.
Pre-Spanish Period 1909 – Athletic program for the schools emphasized the playing of western sports
and coaching of tennis.
Physical activities were necessary for existence. Cockfighting, introduced by 1910 – Basketball was first introduced as a game for young girls at the Carnival
the Malays and considered a favorite sport was popular. Dancing was a religious Meet held in Manila but was later discontinued in 1914 because it was
activity with several purposes and officiated by a priest or a priestess. War dances found very strenuous for the girls. Later, indoor baseball, tennis, and volley-
were performed. Bathing and swimming were important part in the lives of the ball were introduced.
natives.
1911 – The “Athletic Handbook” was published by the Bureau of Education where
the first part prescribed few simple games and relays; the second part
Spanish Period
contained the rules for baseball, basketball for girls, volleyball, indoor base-
ball, track and field, and lawn tennis.
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. January, 1911 – the Philippine Amateur Athletic Federation (PAAF) was organized
The Fandango, the Jota, the Curacha of Spain; the Polka, and Mazurka of Central to control amateur sports in the Philippines.
Europe; and the Lanceros and Rigodon of France were introduced by the conquis- 1914 – In cognizant to the implementation of the “play for everybody” policy of the
tadores to lure the Filipinos to be converted to Christianity. Ceremonial dances were Bureau of Education, the Teacher’s Vacation Assembly started in Manila to
performed during religious activities. 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
Recreational games such as the juego de anillo, juego de prenda, and the provincial normal schools.
duplo (a poetic joust) were introduced. Girls played sungka, siklot, piko, luksong March 5, 1919 – A syllabus entitled “Physical education: A Manual for Teachers”
tinik, and hide and seek. Boys played patintero, sipa, and kite-flying. Older women was published as a result of the plan in 1918 for a definite course of study
played card games. Higher order recreational activities like horse races triggered in Physical Education, submitted by a special committee of superinten-
the founding of Manila Jockey Club in 1867 to supervise the holding of races once dents.

1920 – Physical Education was made a required subject in all public schools. A The Schools Physical education and Sports Act of 1969 provided program of
rating of 75% which was based on attendance in the required exercises activities that included among others a program of health education and nutrition,
is necessary for promotion every year from grade four to fourth year high a program of physical fitness for all pupils, a program of competitive athletics, a
school. However, the grade was not included in the computation of the ge- program of intramural and inter-unit athletic competition within schools, districts,
neral average. and provinces, and an annual competition within and among regions.
1928 – A Summer School for Coaching was opened by the Office of the National
Physical Education Director in cooperation with the Bureau of Education In the 70’s and early 80’s, physical education was incorporated in the subject
to help the public school teachers who are in- charge of athletics to im- Youth Development Training or YDT in the high school. The subjects included Phys-
prove their coaching methods. ical Education, Scouting, Health, and Music.
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 The Physical education Program in the Elementary was revised in 1971 to com-
skills as well. The grade was included in the computation of the general prise the activities such as the Testing Program, rhythmic activities, games, relays
average. and athletic team games, swimming, and physical education for children needing
attention.
1939 – Women’s track and field was added in the program of the National Inter-
Scholastics.
The Revised Secondary School Program is contained in the Department Order
No. 20, s. 1973. Two aspects of the program were Youth Development Training
Japanese Period (YDT) for first year to third year and Citizen Army Training (CAT) for fourth year high
school.
The Japanese Military Administration obliged all public schools to perform daily
calisthenics on air called the Radio Taiso, where Japanese instructors were provid- In MEC Order No. 6, s. 1982, the New Elementary School Curriculum (NESC)
ed. The demonstration of the exercise was held in Luneta. 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
Post-War to Present 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
1948 to 1952 – Under the joint sponsorship of the PAAF and Department of Edu- subject entitled Music, Art and Physical Education (MAPE).
cation, The National College of Physical Education conducted a Summer
school of Physical Education held at the Rizal Memorial Field. In 1953, The 1989 Secondary Education Development Program (SEDP) is a response to
PAAF took the sponsorship alone. continue pupil development started by the Program for Decentralized Educational
Development in 1982. Based on DECS Order No. 11, s. 1989, the New Secondary
Education Curriculum (NSEC) of SEDP is cognitive-affective-manipulative-based

and is student-centered and community-oriented. One of the 8 subject areas in the Games, Southeast Asian Games, and other international athletic competitions in
NSEC is Physical Education, Health and Music (PEHM). accordance respectively with the rules of the International Olympic Committee, the
Olympic Council of Asia, the Southeast Asian Games Federation, and other interna-
In the elementary, based on DECS Order No. 53, s. 1994, states that Physical tional sports bodies.
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 ele-
mentary schools. It shall continue to be taught as a component of MAPE in Grades THE NATIONAL SPORTS ASSOCIATIONS
III to VI.
The National Sports Associations which are autonomous in character have ex-
clusive technical control over the promotion and development of the particular sport
THE PHILIPPINE SPORTS COMMISSION 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
The Philippine Sports Commission (PSC) was created through Republic Act No. for athletes development, in preparation for international competitions; and select
6847 in 1990 to serve as the “sole policy-making and coordinating body of all the athletes, coaches and other officials for their teams, taking into consideration
amateur sports development programs and instructions in the Philippines”. It was not only their athletic abilities but their discipline, moral character, aptitude, and
mandated to provide the leadership, formulate the policies and set the priorities attitude.
and directions of all national sports promotion and development, particularly giving
emphasis on grassroots participation. Increased participation in sports by Filipinos Philippine Participation in the Olympics (1924 – 2000)
(Grassroots Sports); excellence in sports performance by Filipinos (Elite Sports);
and national unity and solidity through physical fitness and sports are among its The Philippines was represented for the first time in the World Olympics. It was
objectives. 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.
THE PHILIPPINE OLYMPIC COMMITTEE Ylanan was the representative official and coach.
The Philippine Olympic Committee, the umbrella organization of all national The first medal (bronze) was garnered in the 1928 Amsterdam Olympics cour-
sports associations (NSAs), is affiliated with the International Olympic Committee tesy of Teofilo Yldefonso in 200 m backstroke. In the Los Angeles Olympiad in 1932
(OIC) and is recognized in the PSC Charter as the National Olympic Committee Teofilo Yldefonso won again a bronze in the same event. In addition, Simeon Toribio
(NOC) for the Philippines. It is a private organization and autonomous in character, garnered a bronze in high jump and Jose Villanueva also bronze in boxing ban-
similar to its accredited and affiliated sports organizations. It is primarily responsible tamweight. Miguel White brought the bronze in 400m hurdles in the 1936 Berlin
for activities pertaining to the country’s participation in the Olympic Games, Asian Olympics, at the same time that the Philippine Basketball Team placed 5th place

among 23 nations. The first silver medal of the Philippines was won by Anthony the gold medal for the Individual Show jumping competition in the 2002 Asian
Villanueva in boxing featherweight from Tokyo Olympics in 1964. In 1988 Seoul Games.
Olympiad, Arianne Cerdeña brought home the gold medal in bowling, which was a
demonstration sport. 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.
MEDALS and HONORS
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.
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. 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 basket-
Eric Buhain was a bronze medalist in swimming in the 1990 Beijing Asian
ball player in the world.
Games.
Toni Leviste was part of the Philippine Team that won silver medal in the 2002
Eugene Torre became Asia’s first grandmaster at the age of 22.
Asian Games show jumping competition.
Elma Muros was the only track athlete who won in different events in the
Alvin Patrimonio was a four-time Philippine Basketball Association Most valu-
Southeast Asian Games. She was hailed as the Southeast Asian games heptathlon
able Player, two of which were won back-to-back in 1993 and 1994.
queen in 1997.
Bong Coo made her mark in the bowling world when she delivered nine con-
Francisco Pancho Villa Guilledo was Asia’s first world champion in boxing
secutive strikes in 1979.
and dubbed as the greatest flyweight of the century.
Carlos Loyzaga led the Philippine Team that won bronze medal in the 1954
Gabriel “Flash” Elorde was dubbed as the greatest Filipino boxer of all time.
World Basketball Championship and four golds.
Gerald Rosales was an Asian Games silver medalist and Southeast Asian
Dorothy Delasin is the Filipina who has become the youngest Ladies’ Profes-
Games two-time champion in golf.
sional Golf Association Champion in the last 25 years.
Jennifer Rosales was a five-time champion in golf in the ladies’ Amateur open
(1994-1998) before she turned professional. The Origin of the Olympic Games
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 The first recorded Olympic game was in 776 B.C. held at the foot of Mount
medal in the 200m run. Olympia in ancient Greece The Games were held every 4 years. Although Greek cit-
Manny Pacquiao won the International Boxing Federation super bantamweight ies had continuous wars, hostilities were suspended during the Games for 1 month
championship at the age of 23. and later extended to three months as they were sacred festivals in honor of Zeus.
MikeeCojuangco-Jaworski is the accomplished equestrienne who bagged At first, it consisted only of one event called the stade, a 192 yard foot race. Koroi-
bus of Elis was recognized as the first champion. Only male citizens could compete
and watch the Games. Women were not allowed to observe and participate as ath- background which is symbolic of peace. It was also in this year that the Olympic
letes, except for the priestess Demeter, who observed the Games. Women caught oath was introduced. The Ceremonial Lighting of the Olympic Flame was introduced
observing the Olympic Games were taken to Mount Tympaion and thrown to their in 1928 during the Olympic Games in Amsterdam, Netherlands.. Women competed
death. Other events were added thereafter. The Games were held for 1169 years in athletic events for the first time. The first torch relay from Olympia to the host city
until 393 A.D. Running and jumping events, discus and javelin throwing were held was introduced in 1936 by Dr. Karl Diem, the director general of the Berlin Olympic
at the stadium. Horseback and chariot races were done in the hippodrome or race Games.
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 ASIAN GAMES
the belief that the games were pagan in nature.
The Asian Games are held for the purpose of developing intercultural knowl-
THE MODERN OLYMPIC GAMES
edge 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
In his quest to revitalize the youth of France, with his family being a well-to-do
every four years in between the Olympic Games. This was first conceived in 1950,
member of the French aristocracy, and an impeccable social and political connec-
and the first Asian Games were held in New Delhi, India in 1951 with its motto Ever
tions the Frenchman Baron Pierre de Ferdy de Coubertin established the modern
Onward. The 2nd Asian Games was held in Manila in 1954. In 1994 Asian Games,
Olympic Games.
despite opposition from other nations, OCA admitted the former Soviet Republics of
Kazakhstan, Kyrgyzstan, Uzbekistan Turkmenistan, and Tajikistan.
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, THE SOUTHEAST ASIAN GAMES
nationality and culture through physical and mental disciplines. Its underlying con-
cept is called Olympism, which is defined as a philosophy of life, the way of man- The South East Asian Games were known as the South East Asian Peninsu-
kind within the Olympic charter. lar Games until 1975. When SEAP Games Federation accepted Indonesia and the
Philippines as members, the name was then changed to South East Asian (SEA)
Three Latin words “ Citius, Altius, Fortius” meaning “Faster, Higher, Stronger” Games. Its aim is to promote cooperation, understanding and good relations among
were adopted with permission as the Olympic Motto. The phrase was coined by countries in the region. The first SEAP Games was held in Thailand in 1959.The
Coubertin’s friend Father Didon during an IOC public conference held in a northern hosting of the SEA Games is rotated alphabetically by nation name which removes
French town of Le Havre in the following year of inaugural Athens Olympiad.The the politics of bidding for the games, and allows the host countries ample time to
Olympic Flag designed by Coubertin himself in 1914was used in1920 Antwerp plan for their turn at the games. Manila has hosted the 1981, 1991, and 2005 SEA
Games in Belgium. Five colored rings from left to right in blue, yellow, black, green Games.
and red symbolizing unity of 5 continents of the world were set against a white

THE ASEAN Para Games vidual differences especially how they relate to the retention and trans-
fer of motor skill”.
The ASEAN Para Games is a biannual multi-event held after every Southeast • Motor Control is the study of the neurophysiological and behavioral pro-
Asian Games for athletes with physical disabilities. Patterned after the Paralympics, cesses affecting the control of skilled movements. The goals are unders-
they include the mobility, disabilities, amputees, visual disabilities, and those with tanding “how the muscles and joints are coordinated during movement,
cerebral palsy. The Para Games is under the regulation of the ASEAN Para Sports how a sequence of movements is controlled, and how to use environ-
Federation (APSF). The games are hosted by the same country where the SEA mental information to plan and adjust movement”.
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 • Motor development is the study of the origins of and changes in move-
ASEAN region through sports; to promote and develop sports for the differently able; ment behavior throughout lifespan. It involves understanding how motor
and to rehabilitate and integrate persons with disability into mainstream society behavior is influenced by the integration of psychological, sociological, cog-
through sports are the underlying objectives of the Games. nitive, biological, and mechanical factors.
Learning Theories in Physical Education

MOTOR BEHAVIOR The physical educator is concerned with facilitating learning in all three domains.
• Cognitive Learning. The concern of physical educators in teaching for
One of the primary concerns of physical education is the learning and refine-
cognitive learning is increasing the individual’s knowledge, improving prob-
ment of motor skills. Learning is defined as a relatively permanent change in
lem-solving abilities, clarifying, understanding, and developing and identi-
behavior and performance as a result of practice or experience. Motor behavior is
fying concepts.
concerned with the learning and acquisition of skills across the lifespan and encom-
passes three areas: motor control, motor learning, and motor development. • Affective Learning. In teaching for affective learning, the physical educa-
Motor control and motor learning trace its roots to experimental psychology, while tor is concerned with attitudes, appreciations, and values.
motor development traces its roots to developmental psychology. • Psychomotor Learning. This type of learning is the heart of the physical
education and sport experience. The development of motor skill is the con-
• Motor Learning is the study of the acquisition of movement skills as a cern in teaching for psychomotor learning.
consequence of practice. Learning of a movement skill is inferred from per-
formance. To assess how well an individual learned the skill, the instructor Stages of Learning
would observe the performance of the skill.
• Cognitive Stage. During this stage the learner is endeavoring to unders-
It focuses on studying the cognitive aspects of motor skill acquisition. The
tand the nature and/or goal of the activity to be learned.
goals are “understanding the influence of feedback, practice, and indi-
• Associative Stage. At this point the basics of the skill have been learned

and the learner concentrates on refining the skill. 3. The nature of the skill should be considered when designing practice.
• Autonomous Stage. This stage is reached after much practice. the learner 4. Consider the learner in deciding whether to teach the skill by the whole or
can perform the skill consistently with few errors. The skill is well coordi- by part method, the nature of the task and the background of the learner.
nated and may appear to be performed effortlessly. 5. Whether speed or accuracy should be emphasized in learning a skill de-
pends on the requirement of the skill.
Forces Influencing Learning
6. Transfer of learning can facilitate the learning of motor skills.
• Readiness. It is the successful acquisition of new information or skills de- 7. Essential for learning is feedback.
pends on the individual’ readiness. The desire and willingness to learn will
8. Plateaus ( a period in which little or no progress is made) in performance
affect his acquisition of that particular skill. Physiological readiness is the
may be experienced by the learners.
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 9. Self-analysis should be developed.
one’s feeling or attitude toward learning a particular skill. 10. The leadership provided determines to a great degree how much learning
• Level of Development. As psychologist Piaget stated, “learning proceeds will take place.
most rapidly when instructional experiences are geared to individual’s
physical and intellectual abilities. SOCIOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION AND SPORTS
• Motivation. It refers to a condition within an individual that initiates activity
SOCIOLOGY

directed toward a goal. Needs and drives form the basic framework for
motivation. Physical educators are interested in an important factor that motivates the
• Reinforcement. It is using events, actions, and behavior to increase the formation of groups - the drive action that is inherent in a child. After becoming a
likelihood of a certain response (e.g., a skill or a behavior) recurring. member of a group, certain collections are important for successful adjustments.
• Individual differences. In any learning situation, the physical educator 1. Need for affection – the belief that he is liked by the other members
must provide for individual differences – in social and economic back 2. Belongingness – the belief that he is accepted
grounds, physical abilities, intelligence and preferred learning styles, and 3. Independence – exemplifies the individual’s right to make his own
personality. decisions.
4. Social approval and Opportunity to Maintain Self-Esteem
Concepts, Factors, and Conditions that Promote the Learning of
Motor Skills and improve Performance SOME THEORIES OF PLAY
1. Practice sessions should be structured. 1. Surplus-Energy or Spencer Theory expresses the idea of play as the
2. The task to be learned must be understood by the learners. aimless expenditure of exuberant energy. (Friedrich Schiller)

2. Recreation Theory emphasizes the recreative values of play, and play as a PART II – ANALYZING TEST ITEMS
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 1. When the physical education teacher assists a student in making personal
a means to relax from the work’s ordeal. and group adjustments as well as adjustments as a member of society,
4. Instinct Theory declares that human beings have an instinctive tendency which of the following objectives does he want to attain?
to be active at various stages of their life-time. a. Physical Fitness Development objective
b. Cognitive Development Objective
5. Social-Expression Theory by Bernard S. Manson expresses the modern c. Motor Skills development objective
theory of play. Physiological and anatomical structure of man as an active d. Social-Emotional-Affective Development Objective
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 The answer is option d, because option a (Physical Fitness Development Objec-
that are the result of physiological needs and learned responses, habits, or tive) assists students in the development of the various organic system of the body,
attitudes propel him into certain types of play activities. while option b (Cognitive Development Objective) involves the accumulation of
knowledge and the ability to think and interpret this knowledge, and option c (Motor
PLAY THEORISTS skills Development Objective) is concerned with developing body awareness, mak-
• Herbert Spencer believed that play could be used to expend excess ener- ing purposeful physical movement with a little expenditure of energy as possible.
gy, which was necessary for survival.
• G. Stanley Hall viewed play and its natural extensions (games and sport) 2. Which of the following ally of physical education concerns itself on aesthe-
as ideal mechanisms of development, an ideal type of exercise for the tic expression through movements?
young, most favorable for the growth, and most self-regulating. a. Sport c. Dance
• John Dewey believed that play was not a physical act that has no mea- b. Health d. Games
ning, rather it was an activity the integrated mind and body.
3. All of the following are attributes of the philosophy of existentialism that
• Karl Groos believed that play provides necessary experiences & prepares influence learning experiences in physical education, EXCEPT –
the individual for the coming tasks of life. a. Competition c. Self-responsibility
• Luther Halsey Gulick emphasized the benefits of play for the development b. Creativity d. Self-awareness
of both the private (sense of self) and social aspects ( social self) of the
individual.

4. Self-direction and individualized learning are important in the teaching and were designated as the ____.
learning process in physical education. These aspects are emphasized in a. Capitoline Games c. Funeral Games
this philosophical approach. b. Heraean Games d. Pan-Hellenic Games
a. Idealism c. Realism
b. Pragmatism d. Naturalism 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?
5. Although physical activities in the primitive society were practical in nature, a. 476 A.D. c. 776 B.C.
primitive men still had to participate in recreational activities. Which of the b. 394 A.D. d. 724 B.C.
following provided children in the primitive society preparation for adult
responsibilities? 10. A Greek medical man who used physical education as an aid to medicine
a. Dancing c. Physical exercise as early as the 5th century.
b. Mimetic games d. Chanting a. Herodotus c. Galen
b. Hippocrates d. Xenophon
6. A strong Persian army meant a healthy and physically fit army. Persian
physical education was ____. 11. Aside from the warriors, Rome grew into a nation of spectators. Spectacu
a. The modality to lift weights, shoots the bow, and handles the sword. lar and bloody gladiatorial combats became popular and were a favorite of
b. Personified by iron discipline, obedient to authority, indifference to pain the Romans. Where were these bloody spectacles held?
and suffering, and obsession to victory in battle. a. Circus Maximus c. Colosseum
c. The modality for brutal method of training the body for war which was b. Campus Martinus d. Thermae
a prestige profession.
d. The modality used to develop military skills, high moral standards, and 12. This was a kind of education for the sons of the nobility that was physical,
patriotism. social, and military in nature that emerged after the fall of the Western
Roman Empire.
7. Dancing was popular that a man’s prestige depended on his prowess in it. a. Asceticism c. Feudalism
This could be traced back from this ancient nation. b. Scholasticism d. Chivalry
a. ancient China c. ancient Egypt
b. ancient India d. ancient Greece 13. With the emergence of this philosophy and its concepts of the “universal
man”, physical education became more valued during the Renaissance
8. Greek sport manifested itself in the concept of the amateur athlete, whose period.
primary goal is to compete in a “circuit” of four major national games that a. Realism c. Monism
b. Existentialism d. Humanism

14. “Understanding the influence of feedback, practice, and individual differen- 19. What is the concern of the physical educator in teaching for skill learning?
ces especially how they relate to the retention and transfer of motor skill” a. The physical educator is concerned with attitudes, appreciations, and
are goals of - values toward physical activity.
a. Transfer of Learning c. Motor development b. The physical educators is concerned in increasing the individual’s
b. Motor Control d. Motor Learning knowledge, improving problem-solving abilities, clarifying, understan-
ding, and developing and identifying concepts.
15. What important factor should physical educators be interested of that c. The physical educator is concerned with motor learning and motor
motivates the formation of groups? control.
a. The belief that the child is liked by the other members d. The physical educator is concerned with the development of motor
b. The belief that the child is accepted. skills.
c. The drive action that is inherent in a child.
d. The child’s self-esteem 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-
16. This philosophical approach assesses dance performance in terms of tunity to each member of the group to make his own decision. This is
graceful and expressive movements. opportunity for the students to –
a. Metaphysics c. Aesthetics a. acquire the need for affection
b. Linguistics d Ethics b. feel the sense of belongingness
c. be independent
17. In teaching for psychomotor learning, the physical educator is concerned d. achieve social approval
with –
a. the acquisition of motor skills. 21. Which of the following statement reflects a pragmatic teacher of physical
b. the understanding of concepts presented. education?
c. the instilling of qualities and values. a. Provides activities that give students the opportunity to develop the
d. the realization of learning potentials. qualities of honesty, courage, creativity, and sportsmanship.
b. When the physical educator uses the problem-solving method in tea-
18. During this stage of learning, the physical education teacher provides the ching an activity to effect learning.
learner to work on mastering the timing needed for the skill. c. Provides individualized learning through self-activity that leads to the
a. Autonomous stage c. Associative stage attainment of individual goals.
b. Cognitive stage d. Motor development d. Uses drills extensively after instructions.

22. All of the following statements are naturalistic view of physical education PART III – ENHANCING TEST TAKING SKILLS
EXCEPT
a. Developmentally appropriate physical activities at all levels of instruc-
tion are used. 1. The legal basis of physical education and sport is stipulated in what article
b. Activities are socializing in nature and section of the 1986 Constitution?
c. Physical educators emphasize individualized learning. a. Article XI, Section 19 c. Article XIII, Section 19
d. The physical educator allows normal growth. b. Article XII, Section 19 d. Article XIV, Section 19
2. Motor skill development objective of Physical Education is concerned with–
23. This refers to a condition within an individual that initiates activity directed a. The development of the various organic system of the body is neces-
toward a goal. Needs and drives form its basic framework. sary for an individual to have the ability to sustain adaptive efforts, to
a. Reinforcement c. Individual Differences recover and to resist fatigue.
b. Motivation d. Readiness b. Developing body awareness, making purposeful physical movement
with a little expenditure of energy as possible, and being proficient,
24. It is using events, actions, and behaviors to increase the likelihood of a graceful, and aesthetic in this movement.
certain response. c. The accumulation of knowledge and the ability to think and interpret
a. Reinforcement c. Level of Development this knowledge.
b. Motivation d. Independence d. Assisting an individual in making personal and group adjustments as
well as adjustments as a member of society.
25. In any learning situation, what must the physical educator understand in
terms of social and economic backgrounds, physical abilities, intelligence 3. This philosophy influenced the teaching of physical education in terms of
and preferred learning styles, and personality among students. problem-solving, consideration of individuals’ needs and interest, develop-
a. Individual Differences c. Need for Affection ment of individuals’ social skills, and cooperation.
b. Cooperation d. Responsibility 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
states. He was then considered the father of physical education. which they are organized.
a. Richard Mulcaster c. Friedrich Jahn a. Philippine Olympic Committee c. National Sports Associations
b. Johann Gutsmuths d. Franz Nachtegall d. SEAP Games Federation d. Olympic Council of Asia
6. The Secondary Education Development Program (SEDP) is a response to 10. The Romans developed their own system of physical training. They deman-
continue pupil development started by the Program for Decentralized Edu- ded the promotion of –
cational Development in 1982., The New Secondary Education Curriculum a. athleticism c.
individualism
(NSEC) of SEDP is cognitive-affective-manipulative-based and is student- d. team unity d. agon
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 11. The Philippines joined the 1924 Olympic Games in Paris for the first time.
order? It was a two-man delegation sent by the Philippine Amateur Athletic Fede-
a. DECS Order No. 11, s. 1989 ration. Dr. Regino R. Ylanan was the representative official and coach. The
b. Department Order No. 20 s. 1973 athlete who was a Philippine scout and competed in the 100m. and 200 m.
c. MEC Order No. 6 s. 1982 dash, but was eliminated in the trial heats .
d. DECS Order No. 53 s. 1994 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 12. She brought home the gold medals twice in a row in the Asian Games in
a. Greek formal athletic competition and training. the 100-meter dash and the silver medal in 200-meters. She earned the
b. The Greek concept of health gymnastics. title Asia’s fastest woman in the 1980s.
c. Greek nudity and development of the body beautiful. a. Elma Muros c. Lydia de Vega
d. Athleticism b. Bong Coo d. Jennifer Rosales
8. Greek sport manifested itself in the concept of the amateur athlete, whose 13. “What is the highest standard of behavior each person should strive to
primary goal is to compete in a “circuit” of four major national festivals that attain?” is a philosophical question that is emphasized in the teaching of
were designated as the Pan-Hellenic Festivals. What is the most popular physical education, especially in sport. This philosophical question pertains
among the four? to –
a. Isthmia Festival c. Nemea Festival a. Axiology c. Aesthetics
b. Olympic Festival d. Pythia Festival b. Ethics d. Logic
9. In the Philippines, this is autonomous in character have exclusive technical 14. Understanding how the muscles and joints are coordinated during move-
control over the promotion and development of the particular sport for ment, how a sequence of movements is controlled, and how to use envi-

ronmental information to plan and adjust movement are goals of – 20. A recreation leader emphasizes the benefits of play for the development of
a. Motor Development c. Motor learning both the sense of self and social self of the students. With this in mind, he
b. Motor Skill d. Motor Control believes in -
a. G. Stanley Hall c. Karl Groos
15. A theory developed by Guts Muths that emphasizes the recreative values of
b. Herbert Spencer d. Luther Halsey Gulick
play, and play as a means of revitalization.
a. Spencer theory c. Social-expression theory 21. The philosophical question “ What process should a researcher use to de-
b. Instinct theory d. Recreation theory termine the value of physical education to program participants?” is related
16. When coaches select training techniques based on the scientific evidence to the philosophy of –
of their effectiveness, and would use systematic, progressive approach in a. Axiology c. Epistemology
designing practices, he is an advocate of the philosophy of – b. Ethics d. Logic
a. Idealism c. Existentialism
22. The physical education teacher uses this philosophical approach when he
b. Realism d. Pragmatism
validates the knowledge pertaining to physical activity and its influence on
17. What does the physical education teacher consider in deciding whether to the development of the individual.
teach the skill by the whole or by part method. a. Axiology c. Epistemology
a. the task to be learned b. Ethics d. Logic
b. the nature of the task and the background of the learner
c. the requirement of the skill 23. It is the study of the origins of and changes in movement behavior through-
d. the plateaus out lifespan.
a. Motor Learning c. Motor Control
18. In teaching the folk dance, Mr. Redondo’s concern is to develop a proper b. Motor Development d. Skill Learning
attitude towards folkdance, appreciation and values. These factors are
attributed to – 24. The desire and willingness to learn a particular skill will depend on this
a. Cognitive learning c. Affective learning factor that influence learning.
b. Psychomotor learning d. Transfer of learning a. Readiness c. Level of Development
b. Physical abilities d. Reinforcement
19. Miss Demonstrador wanted to effect learning among her students most
rapidly when she gave them instructional experiences that geared to indi- 25. He viewed play and its natural extensions (games and sport) as ideal me-
vidual’s physical and intellectual abilities. This means that she believes in – chanisms of development, an ideal type of exercise for the young, most
a. Piaget c. Schiller favorable for the growth, and most self-regulating.
b. Freud d. Manson a. Thomas Dennison Wood c. Jessie Bancroft
b. Jacob Riis d. G. Stanley Hall

MAPEH (Music, Arts, Physical Education and Health) International Folk Dance and Other Dance Forms
International Folk PART I - CONTENT UPDATE
Dance and Other FOLK DANCE is a traditional recreational dance of an indigenous society show-
ing the cultural characteristics of a specific people at a given time and place. It is
Dance Forms 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.
Prepared by:
Developed spontaneously and naturally by a specific folk, it was handed down from
Prof. Aquilino Eduardo P. Santos one generation to another generation and followed a fixed pattern.

ASIAN DANCE
Competencies:
One authority declared that “The main idea of Oriental dance is found in the
1. Recognize folk dances from Asia, Japanese word asobi which means play, and comes from the idea of the play of the
Europe and Latin America. gods (Clarke and Crisp, 1980)”. Religion and magic are major themes of most Asian
dances.
2. Trace the development of social
dance along with traditional 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,
ballroom dance and arms, the neck movements of Indian dance, the exquisite gesture of arms and
3. Recognize other dance forms 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
4. Identify the modern ballroom dance worship or for entertainment. Asians have deep respect for tradition, which has
5. Identify international dance terms. 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
6. Analyze international dance steps. gestures communicate the message of the dance. Every movement, even a raised
eyebrow, may have significance.

International Folk Dance and Other Dance Forms MAPEH (Music, Arts, Physical Education and Health)
Many dances describe through gestures a historical event, a legend, or a myth. provided a basis for folk dances which have been carefully revived. Two elements
A famous theatrical dance performance that takes place outdoors and last all nights are thereby protected: the ancient, traditional forms which include the surviving
which is held in Burma is called pwe. Spectators may shout out comments, tease priestly dances, sometimes performed with a drum and folk dances which hark
the performers, and go backstage to watch them put on costumes and makeup. back inspiration to the work dances of peasants.
Ancient Hindus believed that dance was given to them by the gods and god- Japanese dance is more spiritual than technical. At its most intense, Japanese
desses. From the earliest times, dance has been important part of Indian life. dance partakes of rituals and the performance of certain dances demands fasting
Bharata Natyam is the oldest dance in the world that is still performed today. and purification of the body in order to prepare the interpreter spiritually as well as
It is a dance originally performed in the temples of India, combines rhythmically physically. There are two basic styles of dance in Japan: the first embraces reli-
complicated dancing with Hindu legends told in song and pantomime. Like other gious ritualistic dances, the court dances and the dances of the Noh drama, and
Indian dance forms, this temple dance uses mudras – hand gestures that have the second is concerned with Kabuki drama, deriving from rustic dances and the
recognized meanings. Mudras often stand for animals, plants, or feelings. Indian popular dances of folk and festivals.Those elements which have been taken over
classic dance contains three components – natya which represents the dramatic from the severely beautiful and ancient Noh plays are called mai. The popular style
quality, nritta, the rhythmic aspect of the dance, and nritya, which has something taken from folk art is called odori. Furi are realistic mime movements and gestures
to do with the expressive possibilities, the conveying of rasa (sentiment) and bhava which have been introduced from daily life. BON DANCE is a Japanese folk dance
(mood) through facial expression and bodily gestures. performed during the blooming of the Cherry Blossoms or during full moon. JAPA-
NESE PARASOL DANCE is an easy, very colorful dance for girls. It is customary with
China is not historically a nation in which dance was of any real importance. the Japanese girls to use umbrella for rain or shine.
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 In Southeast Asia, trance dances blend superstitions with Buddhist, Hindu,
expressive side to dance. It appears that the use of sleeves was part of shamanistic and Islamic beliefs. During the Barong, a theatrical dance form performed on the
worship. Sleeve dancing was widespread in China. CHINESE FAN DANCE is a sim- Indonesian island of Bali, dancers in a trance act out a legendary battle between a
ple but interesting dance from China suitable for girls. 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.
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 es- The themes of Thai classical dance are religious traditional stories. A theatrical
sential factor of religious worship and of the nature cult that surrounded the planting dance form exclusively for women is the lakon, whose libretti come from both
and harvesting of crops. The point of departure that both North and South Korea in legendary and historical and legendary sources. The purer dance forms are those
their conscious attempt to preserve and revivify the ancient traditions of the coun- relating to exercises performed by warriors.
ty’s dance was the survival of dances which were performed as entertainments
at banquets and dinners among the nobility and wealthy merchant classes. These In its ethnic tradition, Philippine dance is classified into three: Ritual dances

that connect the material world to the supernatural; LIfe cycle dances that cel- the vestigial branches of the tree and the direct links joining the celebrants
ebrate birth, baptism, marriage, and death; and Occupational dances where life to the pole as a source of fertility.
defenses and works are transformed into celebratory dances.
• Bonfire dances are traces of the ancient worship of the sun.
The coming of the Spaniards in the Philippines brought significant changes • Sword dances pertain to almost as antique a tradition of martial art skill,
in the lives of the Filipinos especially in dance. Filipinos became Christians. The simulated and sought through dance display, through imitative use of wea-
Spaniards introduced European dances that were easily adopted by the Filipinos. pons which prepared warriors for combat and invoked success for them as
Such dances were Rigodon, Lanceros, Mazurka, Polka, Virginia, Valse and Havane- well.
ra. However, there were still Filipino natives who have retained the traditional dances
Responsible for the popularity of the folk dance, whether as couple dance or
particularly those who were living in the Cordillera Mountains and High mountains of
as group activity was the fertilization that occurred when in the seventeenth and
Mindanao aside from the Muslim Filipinos.
eighteenth centuries, the country dances were adopted and codified by dancing
masters. Folk dances have constantly fed the more formal social dances, irrespec-
The most famous art of Indonesia include dances of the old royal courts of
tive of social class.
Java, and the dramatic folk dances of Bali. The Javanese dancers use slow, elabo-
rate motions in which even finger movements have particular meaning. The dances
SOME EXAMPLES OF EUROPEAN FOLK DANCES
represent scenes of adventure, battle, or love. Many Balinese dances are based on
(Source: Aquino, Francisca R. FOREIGN FOLK DANCES .Manila, 1967.)
ancient Hindu stories, and have forceful rhythms and movements.
 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.
EUROPEAN FOLK DANCE
 BAVARIAN LANDLER is a traditional dance of farmers in Alemania.
The folk dances of Europe are precise indication of the social characteristics  BARBARY BELL is an old-fashioned country dance among the village peo-
of its folk songs and legends. They contain memories and references to religious ple in England.
or magical dances.The ring dances, the maypole dances, the bonfire dances,  BLEKING is a vigorous dance named after the province of Bleking in Swe-
sword dances, processional celebrations, and early religious dances are usual den, where it is popular among the peasants.
traditions of folk dances throughout Europe.
 CZARDAS Csarda or Czarda means “village inn”. The Czardas derived its
• The ring or round dance was the most venerable and most widespread. name from the peasant dances performed outside the village inns. Gypsy
musicians popularized the Czardas. These tunes and dances are divided
• In maypole dances, the totemistic nature of the pole itself involves both the
into 2 parts: a slow stately part and a quick part called “frishka”.
idea of a symbol of divinity and of the fruitful and protective tree, the ri-
bbons which habitually lined the dancers to the pole being understood as  CSHEBOGAR is a Hungarian “grief dance”

 DANISH DANCE OF GREETINGS is a simple dance showing the national DANCE IN LATIN AMERICA
traits of the Danish people – friendly, kind, and helpful.
 DUTCH COUPLE DANCE is a humorous dance of Holland depicting how Dance in Latin America continues to play a major role in the religious ceremo-
the boy teasingly asks a bite from an apple. nies and community celebrations of the people. Indians and blacks developed it to
accompany religious worship, to celebrate such events as birth and marriage, and
 HIGHLAND FLING is a vigorous folk dance from Scotland especially adap- to mourn the dead. It is also a highly popular form of recreation. Most Latin Amer-
ted for boys. ican countries have their own traditional dances that include steps from Spanish
 IRISH LILT is a very lively dance especially suitable for girls. or Portuguese folk dances: the Spanish zapateado (heel beating steps) is part of
 KALVELIS is an occupational dance which means “little smith” where the the Cuenca of Bolivia and Chile; the joropo of Venezuela; and the jarabe tapatio or
clapping of the hands suggest the hammer and the anvil of the blacksmith. Mexican hat dance of Mexico.
 LA PETITE UKRAINIENNE. The peasant population of Ukraine, sometimes In the West Indies, African and Spanish influences were combined in such ball-
called “Little Russia” is very fond of dancing and this little dance gives a room dances as the rumba, and cha-cha-cha. The rumba, cha-cha-cha, and some
simplified version of the way they do it when fairs or festivals draw them other Latin American dances including the Argentine tango, Brazilian samba, and
together in merry-making. Cuban Congo are popular outside Latin America.
 NORWEGIAN MOUNTAIN MARCH is a dance from Norway that depicts
mountain climbing with the boy at the center as guide of the two girls be- In the various regions of Mexico, there are dances which serve as reminders
hind him. of hunting rites and religious beliefs. Among the surviving religious dances is that
 OYDA is a dance which is a good example of round dances performed in Concheros, who dance at fiestas, and in their performance the sacred impulse of
the earlier centuries the dances were evident.
 PUTTJENTER originated in the province of Westphalia, is a popular dance  Los Moros is a relic of Spanish occupation, a dance usually given by four
among the peasants of Germany. men, whose leader is identified as St. James.
 RHEINLANDER FOR THREE is a German couple dance that grown out of  Los Viejetos (the little old men) is danced by young men who disguised
the youthful enthusiasm and creativeness of an east Prussian youth group. themselves with masks and lean on sticks.
 SWEDISH CLAP DANCE from Sweden is another example of a round
 Los Inditos (the little Indians) is a maypole dance. The dance performed
dance in its polished form.
in May is presided over by the “senior” (Our Lord) of Chalma, and offerings
 TROPANKA is Bulgarian stamping dance. of eggs, necklaces, beads and flowers can be made after each dance.
 VARSOVIENNE is a German delightful dance for girls.  LA COSTILLA is a popular couple dance among the rancheros of Mexico.
“Costilla” is an affection term used in Mexico for wives.

 LA CUCARACHA means the “little cockroach” is a dance known all over Other forms of dance emerged in the 16th and 17th centuries. The Courante,
Mexico. 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
 LA VIRGENCITA which means “the little maiden” is a dance popular in
form in France by the middle of the 17th century. The Sarabande which was orig-
Mexico.
inated 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
SOCIAL DANCE
of moving, turning, and high leaping steps in a closed embrace was considered
bold, if not indecent.
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,
Minuet, a lively dance in triple meter where small steps were essential part
social dance is a group activity and is meant to be enjoyed by an individual in con-
of the dance gained popularity during the time of King Louis XIV, the Sun King. Its
junction with other people. Some societies, social dancing is meant to be enjoyed by
development from a rustic dance into a dance of the gentry indicates its process of
two people-a “couple”. Sometimes, social dance is seen as a completely individual
refinement. Despite its supremacy, another dance of peasant origin, the Gavotte,
activity. In some societies, there are strict rules that apply to social dance with
remained popular in the higher ranks of the society. It consisted of a mixtures of the
regard to males and females dancing together, appropriate physical contact and
movements of branles and galliards. Its introduction to court entertainments led to
dancing together.
the establishment of a form that substituted dignity and stately grace for its original
peasant vitality.
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
In the following centuries in Europe, when fashions changed, dances went with
into Farandole, in its circular form, the Branle, and became a couple dance in the
it. By 1588 the stately basse dance was outdated. Gavotte and minuet disappeared
South of France as Estampie, where the man and the woman hold hands and move
in 1789 when revolution swept away the court of France. When Europe’s ideas of
forward side by side. The professional influence of the early Italian dancing masters
freedom replaced ideals of courtly refinement despite the disapproving dancing
and the social activity in the Italian courts impelled social dance forward to its re-
masters, simple country steps grew more popular than the complex patterns of
markable path. The processional Basse Danse, known since 1400 as the Queen of
minuet. So-called country dances became fashionable at elegant city balls.These
Dances, and the Pavanes were formal and stately dances with gliding steps danced
English country dances were later o transformed into French contredanses, where
by couples. The group dance Brando was the counterpart of branle. With the desire
the dance figures were grouped into a general title of Cotillion, which was in vogue
to follow the quiet gliding dance estampie and the grave measured basse danse,
in the 18th century. Its name was derived from the French cotte, which was a short
the lighter and gayer dance Saltarello emerged. As always, the youth needed to be
petticoat worn by peasants. Descendant of the Cotillion was the Quadrille, a square
served, and a lively young people’s dance, the Galliard emerged as an after-dance
dance that emerged during the Napoleonic years in France at about 1740.
to the slow peacocking dance of great dignity, the Pavane.

Rapid changes in dancing styles occurred in the 19th century. The minuet dis- By the early 20th century, two-step, one step foxtrot, and tango were introduced.
appeared, and by 1850, except for the Sir Roger de Coverley or Virginia Reel, Quadrilles, lancers, and other open-couple dances had essentially disappeared, and
contredanse was also gone. French Quadrille which combined contredanses and the usual ballroom dance program consisted entirely of the accepted closed-couple
cotillions became extremely popular.The waltz, which owes its name from the Latin dances. John Philip Sousa, the King of March produced many popular marches.
volvere – to turn, was introduced to fashionable ballrooms in the early 19th century The Boston Two-Step, which is basically a marching step with interpolated skips,
and became the most popular of all the new dances. This close-couple dance with became popular. One Step, which followed the Boston two-step, was the most pop-
its close hold was at first received with considerable dismay. It was derived from ular of the dances. Inspired by the ragtime music, it required performers to dance
Austria’s landler. By 1790 Vienna waltz was all the rage in German town. Schubert, one step to a beat.
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 In 1900, the jerky Negro rhythms of the Cakewalk challenge the smoothly
simplest dance ever introduced into the ballroom. The Mazurka, originally a Polish gliding waltz. Dances derived from “savage” Africa swamp the dance halls of the
round dance conquered both public balls and theatrical dance. The United states Western world. This began when West African slaves, shipped to North America,
created the Boston, Central Europe, the Polka, originally from Bohemia and which brought with them tribal songs and dances. When the slaves gained freedom, Ne-
was introduced in Paris in 1840 was feverishly welcomed as a fashionable ballroom groes performed native music and dances in New Orleans’ Congo Square.
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 When Negro musicians borrowed Irish, Scottish, Italian, French, and Spanish
waltzes, mazurkas, polkas. These filled the19th century New York, Paris, and Lon- tunes, they mingled them with Negro rhythms and improvised jazz melodies. Negro
don ballrooms. rhythms, soon popular with white musicians, changed the white dances. Western
social dancing had changed to keep pace with the changing Western world. As
America in the 19th century was to turn to the ballroom dance as an expression
life’s tempo speeded up, the Cakewalk, Bunny Hug, Grizzly Bear, Black Bottom gave
of polite social ambition. This is when the country was to shift from agricultural to
young Westerners the thrills they sought and failed to find in waltz or polka.
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
The story of social dance is a story of movement and space. Always as they
dance forms were adopted. Waltz was accepted in 1830. Polka swept America.
move, dances take with them something of the land they come from. In Negro-in-
However by the latter years of the century, an authentic American dance emerged,
spired jive and jitterbug, bebop, rock n’ roll, city teenagers have found what they
the Military Schottische or Barn Dance, a simple and ebullient dance with foot
wanted.
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 SU-
In 1910, Tango arrived from Argentine. Its origin can be traced to a slave dance
SANA is an American round dance mixer and it is used as a prerequisite to square
in Cuba, and by no means respectable. It was introduced into Europe at the begin-
dancing. RED RIVER VALLEY is an American dance traditionally performed with one
ning of the 20th century, and in France, where it was transformed into a more polite
boy at the middle and two girls in each set of three. The dancers sing aloud as they
form. In 1912 Argentina’s tango gained fame in Paris within a year. Mid-century
perform the dance.
rock n’ roll swept first in the United States, then Europe, in mere months. Mod- During the 1960s and 1970s, blacks created many dances that the whites
ern mambo, rumba, and jive represent changing fashion in social dance. Foxtrot enthusiastically adopted. In 1960, Chubby Checker recorded “The Twist”, and a new
which was originated by a comedian, Harry Fox, who worked in the Ziegfeld Follies, dance craze emerged. Other dances such as the “monkey”, “mashed potato”, and
emerged in 1914. But as early as 1913, he had introduced some quick trotting the “frug” became popular with both black and white teenagers. A popular style of
steps into a dance to ragtime music in his act. By 1914, it became a popular dance dancing in the 1970s called “disco” rejected the “do-it-yourself” choreography of
form. earlier rock dances. Instead, dancing partners held each other and followed a set
pattern of steps.
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 During the 1980s, young black males popularized break dancing, which con-
times, and an abandonment of many of the social attitudes and taboos after World sisted largely of acrobatic movements performed to rock music. “Slam” dancing
War I. One dance that epitomized the freedom and wildness of the 1920s was was another dance craze that was popularized in the early 1980’s, where dancers
Charleston. Swing or boogie-woogie and lindy or widely, jitterbug superseded the literally slammed into each other. Rap music which was developed in the 1970s, but
jazz rhythm in the 1930s. Jitterbugging was an American pastime at the New York became popular in the late 1980s as a voice for inner-city minority groups, came a
World’s Fair in 1939. The dance provided a release from wartime pressures.The new, popular form of dance known as “hip-hop”- also known as “street dancing”. It
basic technique of the so-called “a new form of sexual display typified by the gigolo combines several movements from African and jazz dance vocabularies with newly
image of the sultry Southern male – the Rumba, which was accepted by the public created movements.
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 Many people today, as in years past, enjoy social dancing. Many people dance
simple dance that amounted to little more pelvic gyrations “as if drying your back to release frustrations and negative energies and many people dance for the sheer
with a towel” accompanying a foot movement that resembled the treading of a cig- fun of it. Whatever the reason people dance, the culture and society of the time to
arette-end into the ground. Samba is dance of Brazil. Paso Doble, with its imitation which they belong will certainly be reflected in the movements, style and music that
of the bull fight stems from Spain but was refined for the ballroom in the Southern make up the dance.
region in France, The man represents the matador, the lady his cape. Cha Cha Cha
is a descendant of the Cuban Mambo.
OTHER DANCE FORMS
Youth oriented form of music and dance exemplified by rock n’ roll was intro-
duced to delighted teenagers by the film Rock Around the Clock made in 1956. BALLET
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. 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

of France in 1547. She introduced into the French court the same kind of entertain- Contemporary ballet evolved in Russia in the early to mid 1900s due mainly to
ment that she had known in Italy. They were staged by Balthazar de Beaujoyeuolx, the work of a choreographer named Michel Fokine. It is similar to classical ballet.
a gifted musician who had come from Italy to be Catherine’s chief musician. Beau- The striking difference between the two is that contemporary ballet lacks storyline
joyeulx created in 1573 Ballet des Polonais, a court entertainment performed by or plot. It is usually concerned with movement as the primary focus. It rejected the
sixteen women who each represented one of the French provinces. He went on use of pantomime and literal gestures and abstracted the movements that appeared
to create. Ballet Comique de la Reine in 1581 commissioned by de Medici. The within the dance. George Balanchine, Russian choreographer who defected to
spectacle lasted from 10;00 a.m. to 3:30 p.m. The ballet told the ancient Greek America in 1933 was one of ballet’s greatest innovators and is considered by many
myth of Circe, who had the magical power to turn men into beasts. The ballet in- to be the greatest contemporary ballet choreographer. He eliminated the elaborate
cluded specially written instrumental music, singing, and spoken verses as well as sets and costumes used in classical ballet and presented the dancers as equal on
dancing. Dance technique was extremely limited, and so Beaujoyeulx depended on stage, not as principals and corps. Two of his plotless ballets are Concerto Barocco
spectacular costumes and scenery to impress the audience. Printed copies of the in 1941 and Agon in 1957. He did however choreograph narrative ballets – The
verses used in the ballet were distributed so that the audience is sure to understand Prodigal Son in 1929 and revised in 1950; and A midsummer Night’s Dream in
the story. The ballet was a great success. Ballet Comique de la Reine established 1962.
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 Since the 1900s, the length of ballets has varied from short works to full length
dancing, and he took part in all the ballets given at his court.The court ballets were ballets that are several hours long. Some modern ballets tell a story; others describe
performed by and for members of the nobility. King Louis XIV founded the Royal a mood or express the feelings and movements aroused by the music or by some
Academy of Dancing to train professional dancers to perform for him and his court. other factors, such as painting and nature. Current dance styles reflect the speed,
Professional ballets began in the king’s dancing academy. pressures, and complexity of modern life.
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 chore- MODERN DANCE
ographer named Marius Petipa began to create ballets. Several characteristics and
features are always found – performed on a proscenium stage, spectacular scenery Modern dance was developed in the early 1900s pioneered by Isadora Duncan,
fills the upstage and side areas of the stage, dancers are always dressed in elabo- Louie Fuller, and Ruth St. Dennis in the United states; Emile Jacques-Dalcroze of
rate costumes typical of the character they are portraying- all of which enhance the Switzerland, and Rudolf Von Laban of Hungary. These leaders of the modern dance
storyline of the ballet, which is usually a fairy-tale or fable. Sleeping Beauty was movements believed that the techniques of ballet were artificial and meaningless.
choreographed in 1890 by Petipa and first performed in Russia. Swan Lake was They searched for fresher, more personal ways to express ideas through dancing.
choreographed by Petipa and Lev Ivanov in 1895.
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

permit scenery onstage which might draw attention from her dancing, ignored the • ALLEMANDE LEFT. The boy turns to the girl at his left and takes her L
formal, set movements of ballet. Her flowing movements were inspired by nature, hand in his L hand and turns her once around counterclockwise, then both
classical music, and Greek drama and sculpture. Her ideas greatly influenced the falling back to places.
development of not only of modern dance but also of ballet. Oriental religions in-
• ALLEMANDE RIGHT. The boy faces his partner, takes her right hand in his
spired the dances of Ruth St. Dennis, who won fame during a tour of Europe from
right hand and turns her once around clockwise, then falling back to
1906 to 1909. She and her husband Ted Shawn opened the famous Denishawn
places.
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 • BOW/ SALUDO. Partners bow to each other, to opposite dancer or to the
more personal styles. Graham, Humphrey and her husband Charles Weidman audience. This is of Spanish origin.
formed their own dance companies. Mary Wigman became Europe’s first great • CABECERAS. The couples occupying the width of the dance floor in a
modern dancer. She founded an influential dance school in her native Germany in square formation.
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 emo- • CAST OFF. When dancers are in long formation, the leader or the head
tion and personal expression; instead, they explore movement for its own sake. couple counter marches outward to the end of the line where the last cou-
ple was, then counter-march inward to proper places.
• CIRCLE LEFT AND RIGHT. The designated couples or dancers join hands
TAP DANCE
and walk to left with light springy steps clockwise and then to the right
counter clockwise, falling to home positions.
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 • COSTADOS The couples occupying the length of the dance floor in a
late 1800s and remained popular well into the 19h century. Tap dancing is a style of square formation.
dance in which rhythmic sounds are produced by moving the feet. Shoes are worn • CROSS OVER. Two couples are facing each other, each couple proceeds in
with metal taps on the bottom, which produce the distinctive tap sound against the a straight line to the opposite place. The girls pass by their L shoulders bet-
floor. Bill “Bojangles” Robinson was one of the first of many African-American ween the boys. Boys bow to each other when the meet at the middle or
artists who popularized tap dance 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
INTERNATIONAL FOLK DANCING shoulder.
• DRAW. The free foot is drawn toward the supporting foot, by pressing the
SOME INTERNATIONAL DANCE TERMS toes against the floor as the close is made, with or without transfer of
weight.
• ADDRESS PARTNER. Same as honor your partner or bow to your partner.

• DO-SI –DO. Two people walk towards each other, pass by the right shoul- BALLROOM WALTZ 3/4 Step R (L) Slide L (R) Close R (L) ║1M
ders, step sideward to the right, and walk backward passing by left shoul- 1 2 3
ders to original position.
BLEKING 2/4 Spring on L (R) & Heel-place R (L) or
• ELBOW SWING. Two dancers link right elbows and swing clockwise with
1
either springy walking steps or buzz steps.
• HOME POSITION. The couples’ original position in a set. Heel-Place R (L) Close (step) R (L) ║1M
1 2
• FOLDED ARMS. Arms raised in front at shoulder level, with one forearm
on top of the other. 3/4 Heel-Place R (L) Close (step) R (L) ║1M
1,2 3
• PLACE. To put the foot flat on the floor in any desired position without put-
ting weight on it.
BOX SQUARE WALTZ
• PROMENADE. Partners are side by side, L shoulders toward the center 3/4 Boy: Step L forward Step R sideward Close L to R │
holding in a skating position (R hands joined over the joined L hands) at 1 2 3
waist level or in varsouvienne position; they walk around in a counterclock-
wise direction until they reach their home position. Step R backward Step L sideward Close R to L ║2M
1 2 3
• SET A unit formation of two or more couples.
• STAR RIGHT AND LEFT. Also known as Mill or Wheel Right and Left. Dan- Girl: Does the counterpart.
cers 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 BREAK LEGS 2/4 Jump to feet apart sideward (ct. 1), spring to
and walk counterclockwise. face right (left) and kneel on L ( R ) (ct. 2). 1M
SOME COMMON INTERNATIONAL FOLK DANCE STEPS CHASSE 2/4 Slide R(L) sideward (ct. 1), step L ( R ) close
to R(L) (ct. and). Two chasse’ steps in one
DANCE STEP TIME STEP PATTERN & measure.
SIGNATURE COUNTING
CROSS POLKA 2/4 With an inward foot circle in the air of the R (L) foot,
ACCENTED RUNNING STEP 3/4 Stamp Step Step ║ 1M hop on L (R) (ct. and of previous M) and execute the
1 2 3 polka step forward crossing the R (L) foot over the
L (R) first (cts. 1 and 2). 1M

CROSS WALTZ 3/4 Step R (L) across L (R) in front and raise slightly the JUMPING JACK 2/4 Full-knees bend with knees apart, cross hands down
L (R) across in rear (ct. 1, step L (R) in third position in front (ct. 1), jump to standing position, with feet
in rear (ct. 2), step R (L) forward (ct. 3). There is a apart sideward, toes pointed upward and fling arms
slight bending of the knees on ct. 1. Step on the ball obliquely upward, palms facing front (ct. 2). 1M
of the rear foot on ct. 2. 1M
MAZURKA 3/4 Slide R (L) Cut R (L) with L (R) Hop on L (R)
DUTCH STEP 3/4 Step R(L) sideward (ct. 1), brush L ( R ) heel forward 1 2 3
with toes pointing upward (ct. 2), hop on the R(L) in
place (ct. 3). 1M MINCING STEP 2/4 Step Step Step Step (tiny steps ║1M
1 and 2 and heels slightly raised)
GRAPEVINE 2/4
Step Cross-step (in rear) │ Step Cross-step (in front) ║2M MINUET STEP 3/4 Three small steps forward on the balls of the feet (cts.
1 2 1 2 1 2 3), point L (R ) in front and bring heel of the R
down (cts. 1 2 3). 2M
3/4
Step Cross-step (in rear) │ Step Cross-step (in front) ║2M OPPOSITE TORTILLIER 2/4 Toes together Heels together ║1M
1,2 3 1,2 3 1 2
HOPSA 2/4 Leap sideward R(L) (ct. 1), step L ( R ) across R(L) (ct. 3/4 Toes together Heels together ║1M
and), close R(L) to L ( R ) (ct. 2), pause (ct. and). 1M 1,2 3
HEEL AND TOE POLKA (Old) 2/4 PARALLEL TORTILLIER 2/4 Pivot on heels and Pivot on toes and ║1M
Place the R (L) heel in front (cts. 1 and ), touch the turn toes both turn heels both
R (L) toe in rear (cts. 2 and), and execute plain polka 1 2
forward (cts. 1 and 2 and). This is usually done for-
ward. The polka may be preceded by a hop. 2M 3/4 Pivot on heels and Pivot on toes and ║1M
turn toes both turn heels both
HUNGARIAN TURN 2/4 Partners place right arms around each other’s waist 1,2 3
arm encircled overhead. Hop on R (L) (ct. 1), small step
on L (ct. and), small step on R (cts. 2 and), and continue PAS DE BASQUE 3/4 Half-foot circle in the air with the L ( R) foot and leap side-
to complete the turn, usually four measures. 1M 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

POLKA (Old Hop Polka) 2/4 Hop R (L) Step L(R) Close R (L) Step L (R) ║1M Slide Slide Slide Slide Slide Slide ║ 1M
3/4
and 1 and 2 1 and 2 and 3 and
Tiny slides on balls of feet
RUSSIAN POLKA 2/4 Heel-brush R (L) Heel- step R (L)
and 1 VARSOUVIENNE STEP 3/4 Slide R foot diagonally forward R(ct. 1), step

L close R in third position (ct. 2), step R sideward
Close L ( R ) Step R (L) foot ║ 1M
(ct. 3), point L foot in front (cts. 1 2 3). 2M
2 and
WALTZ BALANCE 3/4 Step R forward Close L to R Both heels down
PRYSIADKA 2/4 Full-knee bend on R (L) and stretch L ( R ) leg forward
and raise
(ct. 1), with a spring reverse the position of the feet
both heels
(ct. 2). 1M
1 2 3 ║ 1M
Can be done moving backward
ROCKING STEP 2/4 Fall on Right forward Fall Left backward
Raise Left in rear Raise Right in front

1 2 ║ 1M
MODERN BALLROOM DANCE
RUBBER LEGS 2/4 Step L across R in front, and twist R foot so that the
Over the centuries every kind of ballroom dance rhythm had been tried out,
sole is off the floor facing outward (ct. 1), transfer
some being discarded, others going on to become popular dance. The original steps
weight to R foot and twist the left foot so that the sole
differ considerably from those used at the height of their popularity. The dance must
is off the floor facing outward (ct. 2). 1M
be in keeping with the spirit of the times. Impressive modifications will probably be
made. Movements changed or omitted or new ones included.
RHEINLANDER STEP or SCHOTTISCHE 4/4
Step R sideward (ct. 1), close L to R (ct. 2) Dance in the ballroom maintained its continuing identity as a polite art, standard
step R sideward (ct. 3), hop on R, swing the four dances” – the foxtrot, the waltz, the tango, and the quick step had been codi-
L foot in front (ct. 4). 1M fied in England. The insidious rhythm of the so-called Latin-American dances were
introduced throughout the 1920’s and 1930’s.
SHUFFLING STEP 2/4
Slide Slide Slide Slide ║ 1M
Posture
1 and 2 and
Posture refers to the efficient body carriage. It is the basis of graceful and
Tiny slides on balls of feet
attractive dance movement. Good posture is much more natural, functional and
comfortable.

Body control is attained through effective posture and a strong sense of pushing out the chest. Those who look stiff are keeping their muscles taut. The con-
balance. trolled 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
Dance walk is an important part of dancing, and it is done gracefully and with heavy arms or holding him tightly and her left hand should be rested lightly on his
appropriate style. “Contra body motion” is a subtle element of style in the dance right upper arm, fingers neatly closed together. The diaphragm muscles are made
walk. as the center of control of the whole body.
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 The Legs
moves just before the leading foot. Arms are held high, and the body is erect. Glide The movement of the legs should be free and from the hips not the knees.
the traveling foot always, transfer the weight smoothly with no sudden jarring. Natural bracing and relaxing movements are used in every step made. When there
“Contrabody motion” is used when you step forward with the right foot bring the is room to move, the knees are at their straightest or locked, but not stiff at the full
left shoulder slightly forward and vice versa. extent of a stride, and relax slightly as the weight is taken on the foot.
Your knowledge of the suitable couple dance position is an important element
The Feet
for effective social and ballroom dancing.
The feet should be kept straight. Out-turned toes are a common fault. Try to feel
Balance 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,
Good balance comes with control of movement. The weight is carried forward
the ankle should be stretched with only the toes touching the floor, not the ball of
with the moving foot. Good balance comes with control of movement. When you are
the foot, before you move the front foot into its next position.
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
LINE OF DANCE (LOD) – is the direction that one takes when dancing round the
foot. When moving backward, you step on the toes, bringing the weight gradually
ballroom counter-clockwise.
back with the forward foot before taking the next step.
Timing Effect
The Head
Timing effect is important for you to coordinate your movements with the music.
Since the head is heavier than the other parts of the body. Keep the head up.
There are types of count – musical count, the number and sequence of beats to the
Hold the chin naturally in. Keep the eyes at their usual level.
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
The body is held in a natural, erect position without raising the shoulders or

THE WALTZ Characteristics:

1. Shoulders remain quiet and free arms are kept at about shoulder level with
The waltz was derived from an old German word walzen, meaning to turn, to roll
palms down.
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. 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.
Characteristics of the Waltz: 3. Forward steps are taken with weight held back.
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 Timing: Take the forward of leading step off the second beat of the bar of music.
rising to full height on balls of the feet.
Rhythm: Slow Slow Quick Quick Slow
b. Forward steps are taken on the heel and directly toward the partner.
2 3 4 and 1
c. On side steps, both partners sway slightly away from their direction of
travel. Side Basic: For man: A. L forward, R in place, chasses sideward L
d. Partners stay fairly close together and take a long reaching steps. (slide, close, slide) B. R backward, L in place,
chasses sideward R
Basic Step: Commence and end in Closed Ballroom Hold Woman does the opposite.
Man: Step L forward (ct. 1), step R sideward (ct. 2), close L to R (ct. 3)
Woman does the opposite moving backward THE TANGO
CHA – CHA – CHA The word “Tango” is thought to be African in origin, and denotes a “meet-
ing place” or “special place”. This does not mean that Tango itself is of African
In 1953, the Cuban Orchestra America started playing the time-honored dan- origin. The Cuban Habanera, the Spanish Contradanza and the Afro-Argentinian
zon with a new syncopated beat. It sounded like a slow mambo, and Cuban dancers Candombe all influenced the evolution of Tango, but no dance more than the Milon-
used a slight triple hip undulation on the slow count. This was change gradually into ga. Milonga means “party” or “fiesta”. Ballroom tango originated among the lower
triple step on the slow count, thus cha-cha-cha was born. It was introduced in the classes in Buenos Aires, Argentina during the 19th century. It was called baile con
US in 1954. 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
Cha-cha-cha- is written in “cut” time with four count rhythm. It is the most itself was lively, vivacious and joyful. Although initially popular with the lower class-
popular of the Latin dances. It has a catchy rhythm. es, 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.

Tango Argentino is a much more intimate style of dance than the modern Tango, and music was Rock ‘N’ Roll. From Lindy Hop emerged another dance style, the Rock
is well suited to dancing in small settings. ‘n’ roll.
Rock ‘n’ Roll is an interesting and fascinating dance, sometimes referred to a s
Characteristics:
Single Beat Jive.
1. A graceful progressive dance with a basic rhythm of slow-slow-quick-
1. The man begins all the figures with his left foot and the lady with her right.
quick-slow.
2. the rhythm for all the basic figures is Slow, Slow, Quick, Quick (2 beats for
2. The hold is unique, with partners in close contact and “no daylight” bet-
each “slow” and 1 beat for each “quick” step).
ween them. The man’s right arm is farther around the woman and his left
arm closer to the body. 3. all the steps are taken on the ball of the foot, then on to the flat foot.
3. It is a staccato dance. 4. When taking a “slow” step, sway the body very slightly towards the foot you
are stepping with.
Basic rhythm: Slow Slow Quick Quick Slow
1,2 3,4 5 6 7,8 JIVE
or:
1 2 1 and 2 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
Progressive Walk: Man - Step L forward, step R forward, step L forward of “Slow” rhythm. the music is written in 44 time, and two different rhythms form its
(small step), step R forward (small step), step L forward. basis;
Woman does the opposite moving backward.
1 –Bar construction; Step Step Jive Chasse
1 2 3a4
ROCK ‘N’ ROLL Quick Quick Quick a Quick
When Benny Goodman ‘s swing band gave a concert at the Paramount theater 2-Bar Construction: Step Step Jive chasse Jive Chasse
in new York, in 1937, teenagers went wild and poured into the aisles to “Jitterbug” 1 2 3a4 3a4
as the newspaper called the dance. The craze swept across America. Variations in Quick Quick Quick a Quick Quick a Quick
techniques led to styles such as Boogie woogie and Swing boogie, with “jive” grad-
ually 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 FOXTROT
world War, bands got smaller and the music changed. By the 1950’s, the music was The foxtrot is a “smooth” dance where the movements are flowing, the weight
no longer as smooth and polished as Swing but it had huge popular appeal; this of the body traveling continuously. It is written in 44 time. There are types of foxtrot.

the International (English) quickstep where the figures are not exceptionally different SAMBA
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 The original Brazilian sambas were written in 24 time, but the dance we know
tempo and combines a quick – quick- slow rhythm with frequent use of the outside today is almost always played in “cut” time with a syncopated pulsing beat. The
position; the slow foxtrot sometimes called “music to hug by”; and the slow to rhythm consists of three steps to two counts of music, which many dancers call
medium foxtrot which is suited for beginners. The rhythm may be slow-slow-quick step-and-cut.
– quick or slow- quick – quick.
Characteristics of the Samba:
Basic Step: Man: Step L forward, step R forward, step forward on ball of L,  Pendulum motion, where the entire body sways opposite to the feet (step
step forward on ball of R. forward, sway back; step right, sway left and so forth).
Woman does the opposite moving backward.  continuous bending and straightening of the knees, which adds to the
samba’s smooth lilting effect.
RUMBA
The “international” style Rumba owes an inestimable debt to the Cuban “Guaji- Because of the fast tempo, all steps in samba are fairly short.
ra”, 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 Basic Steps: Man: Step forward on left foot (3/4 count), nearly close right foot
term that can refer to a variety of dances or even a “dance party. In the Span- to left foot, taking partial weight on the ball of the foot (1/4 count), al-
ish-speaking world, the Rumba to which we now refer is often known as the “Bole- most simultaneously closing the left foot to the right foot with a pulling
ro-Rumba”. The “Square Rumba”, an even more compact close-hold style than the action from the hip (the cut) to take full weight for one count.
current form, first came to prominence in the early 1930s. By the late 1940s, as the Woman does the counterpart.
style developed in Europe and the United States, the perhaps somewhat –inaccu-
rately called “Cuban Rumba” was beginning to emerge, with more figures danced The PASO DOBLE
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, Paso Doble is a Spanish dance and the movements danced by the man are
with a controlled and very slight lateral hip action on beat 1. symbolic of those made by the torero (or matador) in the bullring. The lady rep-
resents the cape and her movements suggest the cape passes made during a bull
Count: 2 3 4-1 fight. The music is played in a March time.
Quick Quick Slow
Basic Movement: Man or Lady: Normally begin with right foot as man and left foot
Basic: Man: Step L forward, step R in place, step L sideward as lady on the first beat of the bar of music. Dance a series of small
Woman does the opposite.

steps forward or back (straight or curved either to Right or Left), chan-

ging 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 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
MAMBO
temple dance uses hand gestures that have recognized meanings that of-
ten stand for animals, plants, or feelings. This hand gestures are called __.
The mambo is written in “cut” time with a four-count rhythm corresponding
a. Natya c. Nritya
to four quarter notes. The primary accent is on the second count of the measure,
b. Mudras d. Nritta
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 The answer is b (Mudras) because option a (Natya) is a component of the In-
providing a jerky staccato effect. dian classic dance which means the dramatic quality while option c (Nritya)
is another component which has something to do with the expressive possi-
Rhythm: quick quick slow bilities of conveying the sentiment and mood through facial expression and
4 and 1 bodily gestures and option d (Nritta) is the rhythmic aspect of the dance.
Characteristics:
2. One of the rare indications about the earliest and unique dance has to do
 This is similar to cha-cha, except that the triple becomes step-hold. with the use of a long sleeve known as “water sleeve” as a technical and
 Knees are soft and all steps except back steps are on the flat of the floor. expressive side of the dance and appears to be part of shamanistic wor-
ship. Sleeve dancing was widespread in ______.
 Weight is held forward on back step and held back on forward steps.
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.

3. The European folk dances contain memories and references to religious or by peasants. This was –
magical dances. These dances are traces of the ancient worship of the sun a. Quadrille c.
Cotillion
a. Maypole dances c. Ring dances b. Waltz d.
Polka
b. Bonfire dances d. Sword dances
9. The dance that provided a release from wartime pressures.
4. Cotillion was in vogue in the 18th century. Its name was derived from the a. Jitterbugging c. Discoing
French cotte, which was a short petticoat worn by peasants. Which of the b. Boogie-Woogieing d. Break dancing
following square dances that emerged during the Napoleonic years in
France at about 1740 was the descendant of the Cotillion? 10. One of the most spirited pioneers of modern dance who did not permit sce-
a. Quadrille c. Virginia Reel nery onstage which might draw attention from her dancing, ignored the
b. Minuet d. Basse Danse formal, set movements of ballet.
a. Ruth St. Dennis c. Isadora Duncan
5. This is a maypole dance which is performed in May is presided over by the b. Doris Humphrey d. Martha Graham
“senior” (Our Lord) of Chalma, and offerings of eggs, necklaces, beads and
flowers can be made after each dance. 11. He founded the Royal Academy of Dancing to train professional dancers
a. Los Inditos c. Los Moros to perform for him and his court. Professional ballets began in the king’s
b. Los Viejetos d. La Costilla dancing academy.
a. Balthazar de Beaujoyeuolx, c. King Louis XIV
6. Cha Cha Cha is a descendant of the - b. Rudolf Von Laban d. Ted Shawn
a. Samba c. Rumba
b. Cuban Mambo d. Tango 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
7. In the 14th century, Carole which involved song and simple dance steps costumes and scenery to impress the audience, ran for 51/2 hours per-
was the perpetuation of the most ancient of the social dance forms. In its formed in 1581 in honor of a royal wedding?
linked form in single file, it evolved into – a. Italy c. United States
a. Farandole c. Branle b. Germany d. Paris
b. Estampie d. Basse Danse
13. A style of dance in which rhythmic sounds are produced by moving the
8. Important and significant adaptations from folk elements were the Con- feet.
tredanses, the linguistic adaptation of the English – country dances. Later a. Tap dance c. Modern dance
on, it was transformed into French contredanses. The dance figures were b. Zapateado d. Stampas
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 14. This is one of the types of FOXTROT, which a graceful foxtrot and the music

is played at a moderate tempo and combines a quick – quick- slow rhythm 21. The dance step pattern “Step L across R in front, and twist R foot so that
with frequent use of the outside position . the sole is off the floor facing outward (ct. 1), transfer weight to R foot and
a. Peabody c. International quickstep twist the left foot so that the sole is off the floor facing outward (ct. 2).” is
b. Roseland foxtrot d. Slow-to-medium foxtrot the pattern for –
a. Hopsa c. Rubber Legs
15. The basic technique of this so-called “a new form of sexual display typified b. Prysiadka d. Dutch step
by the gigolo image of the sultry Southern male was accepted by the pub-
lic in 1930. 22. How many measures will it take to execute four (4) Minuet step moving
a. Rumba c. Barn dance forward?
b. Samba d. Rock n’ Roll a. 4 measures c. 6 measures
b. 7 measures d. 8 measures
16. This term also known as Mill or Wheel Right and Left.
a. llemande Right and left c. Grand Right and Left
23. Which of the following dance steps is executed in 44 time signature?
b. Star Right and Left d. Cadena
a. Jumping Jack c. Russian Polka
17. Break Legs is executed in a 24 time music and the counting is – b. Hungarian turn d. Rheinlander Step
a. 1 and 2 and c. 1 2
b. 1 and 2 d. 1 2 and 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).
18. How many measures will it take to execute two (2) Box Square Waltzes? a. Swaying motion c. Pendulum motion
a. 1 measure c.
3 measures b. Contra body motion d. Rise-and-fall motion
b. 2 measures d.
4 measures
19. The Dutch step is executed in 34 time signature, and the step pattern is – 25. The timing effect “Slow Slow Quick Quick Slow“ can be dance counted as-
a. Slide Cut Hop c. Step Heel-brush Hop a. 1 and, 2, 3, 4 c. 1, 2, 3 and, 4
b. Heel-place Close d. Deep-knee Bend Jump (feet apart) b. 1, 2 and, 3, 4 d. 1, 2 and, 3, 4 and
20. 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

PART III – ENHANCING TEST TAKING SKILLS dance.

a.
Courante c.
Sarabande
b.
Pavane d.
Minuet
1. This Japanese word means play and was believed to be the main idea of 8. John Philip Sousa, the King of March produced many popular marches.
Oriental Dances. This dance was basically a marching step with interpolated skips became
a. Hara Kiri c. Asobi popular.
b. Sakura d. Kabuki a. One-step c. Twist
b. Boston Two-step d. Mambo
2. In the ethnic tradition of Philippine dance, what dances transform defenses
and livelihood activities to celebratory dances? 9. In1900, this jerky Negro rhythms challenged the smoothly gliding waltz.
a. Life-cycle dances c. Imitative dances a. Cakewalk c.
Jitterbug
b. Occupational dances d. Ritual dances b. Bunny Hug d.
Boogie-Woogie
3. Became extremely popular in the 19th century in Europe was a form of 10. This was classical ballet choreographed in 1890 by Petipa and first per-
quadrille which combined contredanses and cotillions. formed in Russia.
a. Square Dance c.
Rigodon a. Sleeping Beauty c.
Fierbird
b. Virginia Reel d.
French Quadrille b. Midsummer Night’s Dream d. Swan Lake
4. In Central Europe, this dance originally from Bohemia and introduced in 11. The Russian choreographer who defected to America in 1933 was one of
Paris in 1840 was feverishly welcomed as a fashionable ballroom dance of ballet’s greatest innovators and is considered by many to be the greatest
tremendous energy. contemporary ballet choreographer.
a. Mazurka c. Polka a. Marius Petipa c. George Balanchine
b. Waltz d. Galop b. Lev Ivanov d. Michel Fokine
5. In the Cuban tradition, the verb rumbiar simply means - 12. She became Europe’s first great modern dancer. She founded an influential
a. to dance c. to move dance school in her native Germany in 1920.
b. to turn d. to glide 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 13. Dance in the ballroom maintained its continuing identity as a polite art.
b. Jarabe Tapatio d. Cuenca Standard four dances had been codified in England. Which of the following
options contain the standard four dances?
7. This was a lively dance in triple meter that gained popularity during the time a. Foxtrot, Rumba, Tango, Quickstep
of King Louis XIV, the Sun King. The small steps were essential part of the b. Foxtrot, Waltz, Tango, Quickstep

c. Jive, Paso Doble, Rumba, Cha Cha Cha 21. What makes Russian polka distinct from other polkas?
d. Cha Cha Cha, Waltz, Foxtrot, Jive a. There is the hop on count and of the previous measure.
14. The dance Samba is innately – b. There is an inward foot circle on the air and a hop on count and of the
a. an Argentinian dance c. a Cuban dance previous measure.
b. a Spanish dance d. a Brazilian dance c. There is the heel brushing first on count and of the previous measure
before putting weight on it.
15. What dance imitated of the bull fight which stemmed from Spain but was d. There is the heel-place in front and a toe touch in rear.
refined for the ballroom in the Southern region in France, The man repre-
sents the matador, the lady his cape. 22. Which of the following is the step pattern for Prysiadka?
a. Paso Doble c. Mambo a. Full-knees bend with knees apart, crosshands down in front (ct. 1),
b. Samba d. Swing jump to standing position, with feet apart sideward, toes pointed up-
ward and fling arms obliquely upward, palms facing front (ct. 2).
16. This is the dance term used, when the boy turns to the girl at his left and b. Step R sideward (ct. 1), close L to R (ct. 2) step R sideward (ct. 3), hop
takes her L hand in his L hand and turns her once around counterclock- on R, swing the L foot in front (ct. 4).
wise, then both falling back to places in a square formation. c. With an inward foot circle in the air of the R (L) foot, hop on L (R) (ct. and
a. Allemande Left c. Allemande Right of previous M) and execute the polka step forward crossing the R (L)
b. Circle Left d. Circle Right foot over the L (R) first (cts. 1 and 2).
17. The couple’s original position in a set. d. Full-knee bend on R (L) and stretch L ( R ) leg forward (ct. 1), with a
a. Corner position c. Home position spring reverse the position of the feet (ct. 2).
b. Opposite position d. Costado 23. Richie is tasked to execute four (4) varsouvienne steps by his professor.
18. Leap sideward R(L) (ct. 1), step L ( R ) across R(L) (ct. and), close R(L) to L How many measures will it take for Richie to complete the task?
( R ) (ct. 2), pause (ct. and) is the dance pattern of what dance step? a. five measures c. seven measures
a. Pas de Basque c. Leap step b. six measures d. eight measures
b. Hopsa d. Polka step 24. The 1 –Bar step construction of Jive is “Step Step Jive Chasse”. Which
19. All of the following international dance steps can be executed in 24 and 34 the following is its timing?
signatures, EXCEPT – a. Quick Quick Slow c. Slow Slow Quick Quick Slow
a. Grapevine c. Bleking b. Quick Quick Quick a Quick d. Slow Quick Quick
b. Shuffling d. Hopsa 25. The rhythm “Slow Slow Quick Quick Slow “ or “ 2 3 4 and 1” is an
20. Which of the following is the step pattern for Ballroom Waltz/ off-beat rhythm for –
a. Step close step c. Slide close step a. Rumba c. Cha Cha Cha
b. Step slide close d. Step step close b. Samba d. Paso Doble

Methods and Techniques of Teaching Physical Education and Health MAPEH (Music, Arts, Physical Education and Health)
Methods and PART I - CONTENT UPDATE
Techniques of METHODS AND TECHNIQUES OF TEACHING
Teaching Physical What is Method?
Education and Health

• 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).
Prepared by:
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos • 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 defi-
nite plan in order that the predetermined objective is attained.
Competencies: • Strategy is equated with method (Sanchez, 1996). Method or strategy is
procedural because it consists of specific sequential steps to be followed.
1. Identify methods and techniques • Strategy represents the method the teacher has selected to achieve a par-
in teaching physical education and ticular objective (Capel, 1997).
health. Sanchez (1996) categorized the strategies into two types:
2. Apply teaching methods and
1. Expository strategy which is also termed as “information giving strategy”
techniques in physical education since the teacher is the main source of information. It is employed if the
and health with emphasis on 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
classroom and outdoor/field class chief disadvantage is that creativity of the students is not developed.
management.  Lecture
 Lecture-Demonstration
3. Use appropriate assessment  Film-showing
strategies.  Handout method
 Dictation
108 PNU LET Reviewer 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
2. Enabling strategy. In using this strategy the students are the ones who the terms overlap and can be confusing to beginning teachers of physical educa-
look for the answers to the questions, they themselves have formulated, tion.
and the teacher acts as a facilitator of learning. This is a dynamic type of
learning activity where students are active participants in the teaching- A teaching style is an overall scheme in organizing the educational environ-
learning process, and it develops students’ creativity. Its only disadvantage ment. The style provides direction for the specific involvement and role of the teach-
is that it takes a long time for the students to finish a unit of study because er and students in the process (Pangrazi, 1991).
of the various processes to be undertaken.

Some enabling strategies are: inductive method, deductive method, A teaching style should;
case study, project method, participatory method, experimenting, field trip, A. Provide direction for presenting students with information, organizing stu-
question and answer method, simulation, role playing, dramatization, su- dents for practice, providing feedbacks to students, keeping students en-
pervised study, and game. gaged in appropriate behavior, and monitoring students’ progress toward
goals or objectives; and
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
• Technique refers to the art or skill of performance in teaching. student’s outcome variables.
• Sanchez (1996) says, it refers to the actual act (including all manipulations • Teacher planning and set up includes any evidence of preplanning such
of instruction including the use of devices and the principles in teaching to as lesson plans, organizational arrangements or instructional devices.
effect proper learning).
• Teacher’s behavior includes instructions, questions, management cues,
• Technique is usually equated with style. A teacher’s teaching style can be feedback, and demonstrating.
defined as the combination of the strategies commonly used, together with
• Student behavior during the lesson includes activity time, waiting, re-
personal characteristics (Capel, 1997).
ceiving information, management time, and the like.
• A style of teaching is basically a set of decisions made in conjunction with • Student outcome variables include physical fitness levels,physical skills,
the teaching act. The shift from one style to another is facilitated by the knowledge, social-emotional behaviors, and attitudes toward the activity.
transfer of certain of these decisions from the teacher to the students
(Dougherty and Bonanno, 1979). 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 with-
There have been different teaching styles that were discussed and applied suc- in the allocated time can be considered the best for that particular situation. It
cessfully in various physical education classes. Physical education professionals is also possible that a combination of strategies or methods is applied in one
have presented, labeled, and categorized these styles in many ways and many of lesson so that the objectives can be attained.
Dr. Salve A. Favila and Prof. Aquilino Eduardo P. Santos PNU LET Reviewer 109
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. It clearly tells students exactly what, where, with whom, with what, and how.
As mentioned by Corpus and Salandanan (2003), there is no single best meth- Direct instruction is a process where teaching of facts, rules, and action sequences
od or strategy; the best is that which brings about maximum and optimum learning. is most efficiently achieved. It is a teacher-centered strategy in which the teacher is
the major information provider.
To cater to students with multiple intelligences and different learning styles,
there are a lot of teaching methods or strategies to choose from. 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
Many variables must be considered before an appropriate strategy can be se- demonstration or infer from observation the behavior to be learned.
lected. These variables include:
Characteristics:
1. The objectives of the lesson (physical skills, physical fitness, knowledge, 1. Your role as a teacher is to pass facts, rules, and action sequences on to
and social behaviors) your students in the most direct way possible.
2. It usually takes presentation and recitation format with explanations, exam-
2. The nature of the activities involved (sports, dance, movement skills)
ples, and opportunities for practice and feedback.
3. The nature of the learners (individual characteristics, interests, develop- 3. Presentation-recitation format does not only require verbal explanations
mental level, socio-economic status, motivation, and background0 from you, but also teacher-student interaction involving questions and an-
4. The total number of students in the class swers, review and practice, and the correction of student errors.
4. The “lecture” is a quickly paced, highly organized set of interchanges that
5. Adequacy of the school equipment and facilities (courts, rackets, cassettes,
you control, focusing exclusively on acquiring a limited set of pre-deter-
CDs)
mined facts, rules, or action sequences.
6. The abilities, skills and comfort zone of the teacher
INDIRECT MODEL OF INSTRUCTION
Physical education teachers should have a repertoire of strategies. Teachers
who can implement a variety of strategies can use different combinations of It can challenge the critical thinking of students when properly used. Indirect
styles to motivate students. 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
indirect instruction. The model provides instructional strategies that encouraged the Deductive method starts from generalization that is applied to specific cases.
processes of generalization and discrimination for the purpose of forming concepts, It begins with a generalization, rule, definition, concepts or formula; then individual
patterns, and abstractions. cases are studied and examined to verify the generalization.

CONCEPTUAL MOVEMENTS The steps are:
Both induction and deduction are important methods for teaching concepts, 1. Statement of the Problem which should be stimulating and arouse a de-
patterns, and abstractions. 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, 2. Generalization. Two or more generalizations, rules, definitions, or princi-
principle, truth, or generalization. This strategy moves from particular to general. ples may be recalled. One of these will be the solution to the problem.
Instances or cases are studied, observed, and compared and the common elements
3. Inference which is choosing the generalization, rule or principle that will
in them are discovered and generalize.
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
The steps are:
principle to a few cases.
1. Preparation which involves apperception, motivation, and statement of the 4. Verification which is the trying out and securing the successful generali-
aim. zation, rule or principle, and in determining the validity of the inference by
2. Presentation where specific cases or instances are presented to the class. consulting recognized authorities such as the teacher, the textbook, the
dictionary, encyclopedias, or other books. Accurate knowledge results from
3. Comparison and abstraction where the common element among specific
the emerging conclusion after verification.
cases is deduced. Each case should be evaluated thoroughly before de-
duction.
4. Generalization the common element or fact deduced from specific instan- SOME METHODS AND TECHNIQUES OF TEACHING PHYSICAL EDUCATION
ces is stated as a generalization, a rule, a definition, a principle, or a for-
mula. The test of the success of the lesson is the ability of the student to LECTURE-DISCUSSION METHOD
state the generalization in their own words.
The lecture discussion method is a teacher – centered method to help students
5. Application which tests the student’s understanding of the generalization understand or organize bodies of knowledge. It is more of exposition. According to
just developed. The student should be able to apply the generalization to Eggen and Kauchak (2001), is effectiveness is based on three theoretical sources:
other problems within the classroom setting and beyond.
1. It is intended to utilize what the students already know by building on their a link to new learning. It is most effective at the beginnings and ends of
existing background knowledge, lessons.
2. Teachers present information in a systematic way which helps the students Closure is a form of review that occurs at the end of a lesson, and it sum-
construct an organized understanding of the topic, marizes, structures, and completes the topic.
3. It uses teacher questioning to actively involve students in the learning pro-
cess.
DIRECT TEACHING
Stages of the Lecture-Discussion Method
Direct teaching is often appropriate in physical education. However, there are
I. Introduction times when you can effectively guide students into discovering a point or an entire
 Introductory focus (motivation) lesson for themselves.
 Lesson objectives.
 Overview takes two forms: Scenario: (Pangrazi, 1991)
- Lesson structure provides a means for identifying relationships  A common scenario would begin with the teacher explaining and demons-
among the major ideas (hierarchy, model, outline, matrix, etc.) trating the skills to be developed.
- Advance organizer provides a link between old and new content.
 Students are then organized into partners, small groups, or squads for
Visual representations are remembered longer than information
practice.
only heard.
 The teacher gives a signal for practice to commence on the specific skills
II. Presentation and then moves around the area correcting errors, praising, scolding, en-
couraging and so forth.
III. Comprehension Monitoring – is the process of informally assessing  The teacher gives a signal to stop, and the students gather around the tea-
student understanding and usually accomplished through teacher ques- cher for a few final evaluative comments before moving on to the next
tioning. activity.
 The teacher serves as the major demonstrator, lecturer, motivator, organi-
IV. Integration – is the process of linking new information to prior learning zer, disciplinarian, director, and error corrector.
and linking different parts of new learning to each other (Eggen and
Kauchak, 2001). 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:
V. Review and Closure
Review summarizes the topic, emphasizes important points, and provides 1. Make the class comfortably seated which may be in the formation of the
dance that is to be learned. COMMAND STYLE (Follow the teacher)

2. Introduce the dance by:
Mosston’s Command Style entails the teacher making all of the decisions con-
a. Giving the title of the dance,
cerning the content of the lesson and the learner or group imitating exactly what
b. Giving the background origin of the dance and the important facts, and
the teacher presents to them, and possibly responding as a group. Command style
values that can be associated with the learning of the dance,
is teacher-centered. All the students have to do is to comply with the teacher direc-
c. Mentioning the time signature, counting, and the division of the music,
tives and participate. The teacher gives movement cues, directions – the students
d. Showing the costume used in the dance (if possible) and stating the
follow. The teacher organizes the routine where the students comply. You may wish
cultural nuances that are part of the costumes and accessories.
to use this approach if your objectives for the teaching episode are concerned with:
3. Let the students listen to the music, let them count, clap, or tap the rhyth-
mic pattern while the music is being played.  Safety, discipline, conformity, uniformity and immediate response or repli-
cation of the teacher’s model precisely and accurately
4. Let the students stand up, and teach Figure I through the following proce-  A synchronized response
dure:  Efficient use of time for acquiring skills.
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 TASK INSTRUCTION
the basics get through. Do not be overly concerned with style and form
yet. The task style of instruction focuses on the specific tasks or performance. This
c. Dance the figure while counting rhythmically strategy requires more preparation time for planning and designing tasks. Adequate
d. Dance the entire figure with music. facilities, equipment, and instructional devices are necessary to keep students pro-
e. Correct mistakes. ductive and working on the appropriate tasks.
5. Teach Figure II, following the procedure 4. This style can be utilized with variety of grouping patterns. Students may wok
6. Dance Figures I and II. Cue and correct. 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
7. Proceed teaching the rest of the figure, following the previously mentioned the kill work, the partner or reciprocal grouping pattern can be used.
procedure.
8. Review the dance towards mastery and enjoyment. This time emphasize CONTRACT (INDIVIDUALIZED) INSTRUCTION
form and style. CUE and CORRECT. Encourage and praise, if necessary.
This is a more sophisticated form of task instruction. In this style a specific
external reward system is attached to the accomplishment of the task, and this ar- Problems vary from simple to more complex.
rangement increases the motivational level of the students. The tasks are arranged
progressively so that they increase in difficulty. This type is especially effective with Simple: What are the different ways you can bounce the ball and stay in your
physical activities that require the development of individual skills. individual space?
Complex: What could be the most effective ways to position and handle the feet
INQUIRY INSTRUCTION while guarding an opponent in basketball?
Inquiry model of instruction is process-oriented rather than product-oriented. B. Exploration

Students experience learning situations in which they have to inquire, speculate,
Exploration implies a degree of choice of response, experimentation, and ex-
reflect, analyze, and discover. The teacher guides and directs students, rather than
ploration. Movement exploration makes use of unstructured movement, which aims
commanding or telling. The teacher is responsible for stimulating the students’ cu-
towards the development of body awareness and efficient management of the body
riosity about the subject matter to enhance their involvement. The teacher uses
in a variety of situation. Any challenge results in a number of responses.
a combination of questions, problems, examples, and learning activities to lead
students toward one or more final solutions. The emphasis on exploration is repetition and creation .Movement tasks specify
a precise skill or movement. Exploration is an open-ended or divergent problem
PROBLEM-SOLVING solving process. Self-discovery is a necessary and important part of learning
Problem-solving involves input, thinking/reflection, choice, and response. There Teachers must encourage students to continue producing divergent responses,
are two ways to take a more child-directed problem- solving method: exploration but the encouragement should take the form of neutral feedback.
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 The following steps may be followed:
cognitive domain into play.
1. Setting and presenting the problem. (no teacher demonstration is allowed)
A. Guided Discovery 2. Determining procedures
Cognitive values begin with an assessment of how one is to proceed
In guided discovery, the teacher asks questions to guide students to the one in seeking the solution. Sub-problems may be defined.
right answer to the problem, but never provides the answer. This process is called 3. Experimentation and exploration by the students. Self-direction is impor-
convergent problem solving. Through questions, the teacher helps the students tant and the teacher acts in advisory role, answering questions, helping,
converge on one right answer. Guided discovery allows the students to respond commenting, encouraging but not providing solutions. Sufficient time must
to challenges at their own developmental level and rate. Specific challenges and be allowed for this phase.
questions will vary according to the response elicited.
4. Presentation/observation, evaluation, discussion and effort. Make the way you raise different from the way you sink. Perform
Students should be given the opportunity to rework their own solutions your sequence for a partner by taking turns. Then, compare and contrast your
incorporating ideas from others. solutions. How were they the same? Different?
The following indirect styles are alternative ways to critical thinking. The critical 5. Sequence
thinking examples progress through levels similar to Bloom’s Taxonomy, eliciting Use a roll of your choice to smoothly link two balances.
higher and higher levels of thinking (Werner, 1995) Here are examples of alternative
ways to address issues of critical thinking using the indirect styles. 6. Apply
I’m noticing that as you hit your forehand strokes, a lot of balls kind of pop
1. Select up and go high into the air. Others often hit their ball down into the net. What
Travel around the gymnasium the step like weight transfer of actions. Each can you do to change this and hit the balls over level but close to the net? How
time you hear the drum, change the way you travel. . .Now each time you hear would this change your grip? Swing?
the drum, change the direction of your travel. . . Finally change both method of
travel and direction when you hear the drum. 7. Analyze
Dribble a ball against an opponent in this space (15’ x 40’). Start at the end
2. Classify and try to get to the other end without your opponent stealing the ball from you.
Today we are going to work on different ways to use our feet to travel as How can you best protect the ball while dribbling down the court?
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, alter- CREATIVE WORK
nating), Hop (one foot to the same). Can you try other ways? Yes, I see two to
two (jump). . . . This technique requires rich background of the students on:
 Movement vocabulary
3. Compare  Fundamentals of Movement such as:
Try bouncing the ball with stiff fingers and slap at it with your palm (made  Purpose: Why do I move?
lots of noise). Now try pushing the ball down with your finger pads. Keep your  Use of Space: Where do I move?
fingers spread and try not to make any noise as you push the ball down to the • Directions
floor. Which way seems to give you the most control? • Levels
• Air and Floor Patterns
4. Explain, Compare, Contrast  Use of Body Parts: Why do I move?
 Quality or Effort of Movement: How do I move?
Try different rising and sinking actions. Vary the way you use time, force,
 Relationships: With whom do I move?
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 B. The number of groups should depend upon the activity or activities for the
like…’. day, availability of leaders, equipment and facilities and readiness of the
students for group activity.
BASIC STRATEGIES IN TEACHING FITNESS CONCEPTS AND ACTIVITIES
C. Written instruction for interpretation should be simple and suited to the
1. Accommodating all students no matter ability levels or physical characte- reading vocabulary of students.
ristics.
2. Ensure that your students know and understand the goals of each fitness MASTERY LEARNING
lesson
3. During the lesson review key points. Mastery learning is an approach to individual instruction to meet the individual
4. Encourage students to think and physically respond when you check for differences allowing the students to progress according to his own rate. It provides
understanding. the students all possible opportunities for learning up to a level of mastery.
5. Incorporate visual aids whenever possible to reinforce fitness learning.
6. Repeat learning experiences throughout the year. The different steps are:
7. Create challenges to help students reach their goals.
8. Offer students actual physical activity and encourage it out of school by 1. Diagnostic or pre-test (to determine weaknesses and strengths as well as
offering challenges and incentives. entry behavior)
2. First meeting (mastery learning)
PLAY-TEACH-PLAY METHOD is allowing student’s time to play, then stop them a. Set the goal or criterion
to offer helpful feedback, refining their play, and return them immediately to play. b. Teach
c. Try-outs (individually or with partner)
INTERPRETATION OF WRITTEN INSTRUCTION (Group Work) d. Formative test (to determine student progress and as basis for
ability grouping). Students’ achievements must be recorded in in-
A. This requires the teacher’s preparation of; dividual progress report card.
• charts, containing the activity for each group or board work for e. Assignment
each group The student is challenged to continue improving on the skill
• printed charts on: with added incentive of moving from one ability level to a high
 standards for group work er ability level.
3. Second meeting (same skill for mastery) titions or time to be given to arm exercises).
a. Recall criterion or set the goal for the day. 4. Set the training dose. This is the actual number of repetitions distribu-
b. Group work: Activities may vary but same skill is being mastered. ted into laps.
c. Presentation/observation, evaluation 5. Complete the circuit. If a student can not complete the circuit within
d. Formative test (to determine progress) the set time limit, more time is given for said student to complete it.
e. Planning for the next activity. At this stage, mastery has already Record time spent.
been attained 6. After laps are completed within set time limit, work on overload by:
a. increasing the number of repetitions with the same time limit,
CIRCUIT TRAINING b. increasing the number of repetitions as well as the time limit, and
c. changing the activities to more demanding types.
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 ASSESSMENT/EVALUATION
stations which demands an exercise task which should contribute to the develop-
ment of various parts of the body. Assessment is an indispensable component of all effective teaching including
physical education. It plays four main roles in physical education.
A. Prior to circuit training, the teacher should;
1. It forces the teacher to focus on the individual student.
1. administer physical fitness tests to determine the weaknesses of the 2. It gives the teacher necessary data to see how the class as a whole is
students, progressing.
2. posses a rich background of the activities and experiences from which 3. It offers the teacher valuable feedbacks on how he is doing as a physical
activities for the circuit program will be selected, educator and how his program is doing.
3. prepare sufficient equipment and space for each station, and 4. It can be a valuable teaching tool in itself.
4. give sufficient instruction in the activities to be given so that the stu-
dents can perform correctly at each station. Assessment areas:
1. Physical fitness tests measure each aspect of health-related fitness.
B. Procedure; 2. Psychomotor skill assessment includes specific tests of specific motor
1. Determine the length of time to be spent for each circuit. skills.
2. Select the appropriate exercises which will give improvement on weak- 3. Cognitive assessment includes monitoring students’ understanding of how
nesses revealed in each of the physical fitness tests. to perform.
3. Determine the maximum number of repetitions for each exercise (if 4. Affective assessment monitor students’ social development and attitudes
there is greater need for exercises improving arm strength, more repe- in the physical education setting.
Assessment strategies: Fitness testing, Knowledge tests, Journals, self-moni- Games Practice and Play-teach- Rubrics for movement skills
toring sheets, Rubrics. play method and concepts as applied to
games, written tests, and
Two types of evaluation pertain to students: sharing of thoughts and
feelings
Process evaluation relates to the performance of general movement patterns
with emphasis on correct technique. The form used to execute the movement is the Gymnastics Demonstration, ,prob- Smiley-face exit polls, written
pint of focus rather than the outcome of the skill performed. Product evaluation fo- lem-solving or oral surveys, journal
cuses on performance outcome in terms of measurable increments of what learners entries to monitor feelings
accomplish. Dance Direct style (introducing Teacher, self, and peer
new task in folk dance, assessment for psychomotor;
Example: social and other dances); short written test and poker
If product evaluation is applied to fundamental ball skills, the concern is how far Indirect (exploring\cre- chips for cognitive; and
the ball is thrown and how many times it is caught without a miss. Process evalua- ative dance possibilities); journal entries, smiley-face
tion focuses on the quality of the throwing pattern and teaching the students proper exit polls or affective ques-
form. tionnaire; performance
evaluation or process
PHYSICAL INSTRUCTIONAL ASSESSMENT evaluation
EDUCATION STRATEGIES Sports skills Individualized instruc- Teacher, self, and peer
ACTIVITIES tion for development of evaluation, performance
Movement Skills Problem-solving Performance checklist, individual skills, evaluation, and process
and Concepts task sheet as a rubrics, Demonstrations, Direct evaluation
multiple choice assessment, instruction
affective paper-and-pencil
survey
STRATEGIES IN TEACHING HEALTH EDUCATION
Health-Related General strategies (8 ba- Physical fitness testing
Physical Fitness and sic strategies in teaching Earlier on Health Education strategies are classified into audio, audio-visual and
Physical Activity fitness concepts and visual. Recently, health educators have come up with another classification which
activities) includes values clarification strategies, verbal and discussion strategies, action–ori-
ented strategies and strategies that use media for health instruction.
VALUES CLARIFICATION STRATEGIES VERBAL AND DISCUSSION STRATEGIES
An excellent strategy to personalize health concepts is through the use of values Following are several other discussion-oriented strategies that have proven ef-
clarification activities. By examining and clarifying values, children can be assisted fective in health instruction.
in fostering positive health behavior.
Brainstorming- Like values-clarification activities, brainstorming can be used to
When engaging in any value clarification activity, the teacher must allot sufficient improve decision-making skills by having students generate many possible ideas
time for students to assess their own feelings about the issue under examination. concerning an issue. Freedom of expression and creativity are also encouraged.
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
Buzz Groups- Buzz groups are an effective strategy for examining specific prob-
points in mind:
lem. 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.
1. Value clarification activities do not lead to one “correct” solution to a prob-
The buzz group strategy should not be overused, because too much small-group
lem; they are open-ended. The purpose of these activities is to open the
can lessen student enthusiasm. To use this approach, divide the class into groups
door to additional assessment.
of from three to five students. Have each focus on a specific problem that you have
2. As a teacher, you are a participant in the activities and a role model for the
introduced and discussed so that the children will have knowledge base for their
students
discussion. The chairperson must keep the discussion on the topic, and the secre-
3. Every student has the right to decline from speaking without having to give
tary records the important points.
a reason for declining. Respect individual feelings and keep the activity non-
threatening.
Case Studies- Case Studies are actual events that you can use in class for dis-
Simple Values-Related Strategies - One of the simplest and most appropri- cussions. The decision story format blends itself well to the case strategy. Just
ate activities for younger students involve what is known as shield activities. The substitute the actual event to the hypothetical one. Good sources for case study
major objective of these activities is to assist children in identifying values they have. materials are health journals, newspapers, new magazines and television programs.
Each child is given a prepared form.
Debate- Debate focuses on the merits and problems associated with a proposed
Decision Stories - Decision stories are open-ended vignettes that describe a solution to a problem. Through the use of this technique, you can ensure that both
values-related dilemma and ask students to suggest a course of action. The stories sides of an issue are presented. Although debate can be used in the lower elemen-
should reflect real-life circumstances and should be appropriate to the age level of tary grades, the strategy is more effective when used with older children, who are
the children. No easy answer should suggest itself in the story. But viable courses more articulate and better ale to organize their thoughts for oral presentation. Stu-
of action must be possible. dents must also be able to work individually as well as cooperatively and in groups.
Committee Work - This technique allows small groups of students to research a es can greatly facilitate learning. Listening is fine, but listening plus seeing, tasting,
topic of interest. Each group member has an opportunity to do in-depth research on smelling, touching, feeling, and doing are better.
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. Dramatization - Plays and skits, role playing, and puppet shows are all effective
dramatization techniques. Each of these strategies is an excellent way of allowing
Lecture, Group, and Panel Discussion - Discussion, in one form or another, students to express their feelings. Thorough preparation and follow-up are essen-
is probably the most common technique used in education. Lecture- discussion tial, however, lest these activities be seen merely as fun, with the point of the exer-
is usually thought of as a lecture delivered by the teacher. However, this strategy cise being missed.
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 Storytelling - as a strategy, storytelling is similar to dramatization. However, as the
be a means for achieving two-way communication 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
Resource Speaker - Speakers can enrich many areas of health instruction. Possi- for shaping attitudes. Using a flip chart or other visual aid can heighten the impact
ble resource speakers include doctors, nurses, police, and fire department person- of storytelling although no props are needed for many stories.
nel, nutritionists, and health researchers. When contacting a resource speaker, be
sure top provide that person with information about your class, including grade and Magnetic boards - Objects that will cling to the fabric can be placed on the board.
developmental level. In this way, a speaker is less likely to talk down to or over the Such boards are quite useful as aids in telling a story or developing a concept,
heads of the children. You should also politely emphasize that the speaker stick to because objects can be added or taken off during the presentation. The students, in
the specific topic to be examined, because some speakers are apt to deviate to a developing their own stories or presentations, can also use these boards. Magnetic
favorite cause or concern not in keeping with your instructional objectives. Suggest board is simply a sheet of metal to which objects can be attached by means of small
that the speaker use audio-visual aids, if appropriate, as this will heighten student magnets. Chalk can also be used to write directly on a magnetic board.
interest. Also, ask the speaker to allot time for a question-and-answer session.
Crossword Puzzles - Crossword puzzles are useful seatwork devices for building
ACTION-ORIENTED STRATEGIES 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.
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 Demonstration and Experiments - Demonstrations and experiments help make
through action-oriented means. Strategies that incorporate at least two of the sens- verbal explanations more meaningful to students. In a demonstration, the outcome
should always be the same; in an experiment, the predicted outcome may vary.
Otherwise, the two terms mean much the same. These techniques are especial- culminating activity rather than an introductory one. Children should be well pre-
ly because they usually involve the sense of sight, touch, and hearing. They may pared for the experience through prior classroom instruction. If the field trip is to be
involve other sense as well. Students are always interested in demonstration and of value, the students must be able to understand what they will be seeing. Good
experiments because these strategies help clarify what has been learned. 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.
Exhibits - Exhibits allow students to view, examine, and touch health-related ma- There are also many opportunities for field trips without leaving the schools area.
terials. Exhibit is most effective when the students help in the design and con- Games- games can stimulate interest while providing review of concepts learned
struction. Careful planning is essential, as is a central theme. Always ask yourself: through other strategies. They are also sometimes a welcome relief form the normal
What is the point of the proposed exhibit? Your answer will provide a focus question classroom routine. In addition, games especially help younger children understand
for the children, too. If the actual objects are unavailable or are impractical for the importance of following rules and provide useful experience in socialization.
classroom display, pictures can be substitutes, although they are not as effective. Many commercially available games such as Bingo can be adapted top health-re-
Everything in an exhibit should be clearly labeled. If sound and motion can be add- lated topics. Or you may wish to
ed, student interest will be increased. Use your imagination to make the exhibit as
visually appealing and interest-provoking as you can.
THE USE OF MEDIA IN HEALTH INSTRUCTION
Models and Specimens - Like exhibits, models and specimens allow students to
Educational media include everything from textbooks to videotape to comput-
take a multi-sensory approach to health-related topics. The values of models and
er-assisted instruction. For the present purposes, the term will be defined as any
specimens lies in their degree of accuracy. Many excellent models of body parts are
non-print vehicle used for instructional intent. Such media include computers, tele-
available commercially. These include models of the human eye, heart, lungs, and
vision and videotape, films, filmstrips, slides, overhead transparencies, and records
other organs. Another useful model is resuscitation Annie, a functional mode4l used
and audiotapes. Always remembers that instructional media are not strategies
to teach mouth-to-mouth resuscitation. Specimens can be obtained from biological
themselves, but they serve as valuable approaches for involving students in the
supply houses. These include tissue samples, animal eyes, and so forth. Commer-
learning process and for enriching the classroom.
cial 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. Computer-Assisted Instruction - The first attempts to employ computers in the
classroom were made in the 1960s. a programmed instructional format was gen-
erally used, that is, instructional information was provided by the computer in small
Field Trips - Field trips can provide rich learning experiences. This strategy must
increments. By responding to questions asked about the material by the comput-
be used sparingly, however, because a field trip is time- consuming and often ex-
er, the students learned the material and received immediate reinforcement. Pro-
pensive. Further, parents and administrators must give their approval for any activity
grammed instruction, with or without the computer as a vehicle, can be an effective
outside the school, and liability must be considered. A field trip should always be a
educational tool, but rigid structure and format often lead to student boredom. This
is exactly what happened in the 1960s. Additionally, the computers of that time your objectives for each teaching episode. Never view a single strategy as just one
were too expensive and impractical for common classroom use. way of teaching a particular lesson. Decide what you want to achieve and choose
the most suitable approach for achieving that objective.
Television and videotape - Most school systems have access to television receiv-
ers. Many fine health-related programs, designed with elementary school child in Therefore in developing a repertoire of teaching approaches and the teaching
mind, are available. These include “Bayani”, “Sine Eskwela”. “National Geographic” skills to support them is only a part of being an effective MAPEH Teacher. Always
and various special programs. 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
Films - In considering films for instructional devices, keep in mind that a film should appear to be sworking”.
not serve as a sole basis for instruction and that every film must be carefully chosen
and previewed.
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
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
ON PHYSICAL EDUCATION crooked”, she said. There were many elicited responses. This teaching
style is a type of-
1. When you include the physical fitness levels, physical skills, knowledge, a. Guided Discovery c. Creative Work
socio-emotional behaviors, and attitudes toward the activity in your tea- b. Movement Interpretation d. Exploration
ching style, it means that you are analyzing the style of teaching in terms
of – The answer is d (Exploration) because option a (Guided discovery) can elicit a
a. Teacher planning and set up single answer while option b (Movement Interpretation) focuses on imitation that
b. Student behavior during the lesson can be in form or characterization or dramatization and option c (Creative Work)
c. Teacher behavior during the lesson is a technique where students will be creating meaningful movements out of
d. Student outcome variable the basics.
The answer is d (Student outcome variable) because option a ( Teacher planning

and set up) includes lesson plan, organizational arrangements or instructional 4. For the station approach in a task style of teaching, the following are consi-
devices while option b (Student behavior during the lesson) includes activity dered , EXCEPT-
time, waiting, receiving information, management time, and so forth and option a. Use task cards and tape them on the wall or to boundary cones or
c (Teacher behavior during he lesson) includes instructions, questions, manage- place them on the floor.
ment cues, feedback, and demonstrating. 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.
2. A direct teaching activity that allows students to imitate from demonstra-
d. Give an in-depth lecture on the tasks, and then proceed to the activity.
tion or infer from observation the behavior to be learned.
a. Lecturing c. Modeling 5. In using the convergent style of teaching, which of the following is a com-
b. Discovering d. Inquiring plex problem?
a. What are the different ways of tossing the volleyball to your spiker?
The answer is option c (modeling) because option a (Lecturing) is an activity b. How can you make your back as close as possible to the floor with your
where facts, rules, etc. are directly provided, no demonstration is involved while legs on the air?
option b (Discovering) is a cognitive activity that allows the students to seek c. What is the best offensive solution when a defender is playing a very
answer to the problem and option d (Inquiring) allows students seek answers tight defense in basketball?
for their curiosity. d. In shot put, what is the best angle of release for maximum distance?
6. Ms. Lopez was successful in dealing with exploration when she taught b.. Stimulates the students’ curiosity about the subject matter to enhance
movement skills in her class. When asked how she did it, she answered their involvement.
“I took advantage of the students’ love of movement experimentation and c. Explains and demonstrates the activity.
allowed among them the free exercise of natural curiosity. Above all, I d. Command and tell students to imitate.
avoided something that will lead them to imitation and noncreative beha-
vior.” What did Ms. Lopez avoid? 11. Miss Regala allowed time for her students to play games, upon observation
a. Encouraging, clarifying, and answering questions individually. she stopped them to offer helpful feedback and refined their play strate-
b. Demonstrations and praising results early. gies, and she let them return immediately to play. Miss Regala applied the-
c. Motivating efforts, since the student is responsible for being self-di- a. Creative work c. Mastery Learning
rected learner. b. Command style d. Play-teach-play method
d. Offering the students opportunity for self-direction in small doses.
12. Mr. Samson is assessing the step-by-step sequence of underhand serve of
7. Which of the following subject matters can creative work be applied? his students. What appropriate assessment can he use?
a. Folk dance c. Social dance a. Peer assessment c. Process assessment
b. Interpretative dance d. Square dance b. Performance assessment d. Self assessment
8. After all the physical activities have been done in the class, Mr. Robles 13. When you assess how the students understood the movement concepts,
assessed the affective learning of his students. Which of the following a- you employ –
ssessment procedure did Mr. Robles possibly use? a. Written test
a. Journal entries to monitor feelings b. Affective paper-and-pencil survey
b. Paper-and-pencil test c. Performance checklist
c. Peer assessment d. Task sheet as rubrics
d. Performance checklist
9. If the physical education teacher is assessing the students’ ability to skip ON HEALTH EDUCATION
with a mature movement pattern, he is using –
a. Physical fitness test c. Psychomotor skill assessment 14 The following are postulates of successful teaching EXCEPT
b. cognitive assessment d. Affective assessment a. The most important factor in the educational process is the teacher
b. There is no one best way to teach
10. What is the responsibility of the physical education teacher in an inquiry c. Adherence to the diagnostic/prescriptive approach is essential
instruction? d. The most important factor in the educational process is the student
a. Helps the students converge on one right answer.
and give his view, he stuttered. Teacher Joyce did not give up and waited
The correct answer is D.The other 3 options are all assumptions of successful
until Mario was able to give his view. The interval between asking a ques-
teaching except for option D which pertains to the beneficiary of the teaching
tion and the student’s response is referred to as
process.
a. directing c. commenting/paising
b. probing d. wait time
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 19. A group of students are planning to address the garbage problem in their
teachers who encounter minor injuries, sends students to the nearest community. During their brainstorming several measures were suggested
health center when needed, and assists the MAPEH teachers in appraising by all the members. Soon after, they divided the work among themselves to
the nutritional status of the students by taking their height and weight. accomplish the task. Which of the following techniques is illustrated in this
Which role of Miss Cruz was not mentioned as a part of the school health type of activity?
team? a. limited exploration style c. problem-solving style
a. Counseling c. Referrals b. unlimited exploration style d. cooperative learning style
b. Screening d. Coordination
20. Most school systems have access to educational television programs.
The correct answer is A. Option B, C and D are roles clearly described in the These include “Bayani”, “Sine Eskwela”. “National Geographic ”,and the
above situation. like. To which type of Media instruction do they fall?
a. Television and videotape
b. Computer-Assisted Instruction
16. Mr. dela Cruz is planning to demonstrate the ill effects of cigarette smoking
c. Records and Tape Recording
to a person’s health. Which of the following strategy is best suited to
d. Films and slide
achieve his objectives?
a. Shield Activity c. Dilemma
21. Good places for health-related field trips away from the school include the
b. Experiment d. Open-ended statements
following except
17. Verbal and Discussion –Oriented strategies have been proven effective in a. local health department c. a food processing plant
health instruction except for topics in b. resort facilities d. sewage treatment facility
a. Family Planning c. First Aid
22. To personalize health concepts, students must relate to health instruction
b. Drug Education d. Consumer Health
from the affective domain. An excellent strategy for achieving this goal is
18. Teacher Joyce is using socialized recitation to motivate students to speak through the use of
out their views about early marriage. When she called Mario to stand-up a. verbal and discussion-oriented strategies
b. values clarification strategies

c. action-oriented strategies
d. use of media
ON PHYSICAL EDUCATION
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 1. The teacher directs the students, “Step right foot across the left foot in
organizing them for a team project? front, step the left foot close to the right foot, and step right foot in place!”.
a. group them according to age so they can work well The student complied and participated.
b. let them select their own group so they will not have a problem a. Inquiry style of instruction c. Command style of instruction
c. mix them in a group for cooperative learning b. Exploration d. Task style of instruction
d. let them work as one group with the teacher as the facilitator
2. When the physical education teacher uses problem-solving strategy dance
24. Miss Santos wants to reinforce health concepts through vocabulary buil- class, his assessment may be in the form of –
ding. Which of the following can she include as part of her activities? a. Task sheet as a rubrics c. Performance checklist
a. Bulletin boards c. Debate b. Rubrics for movement skills d. Process evaluation
b. Lecture-discussion d. Crossword puzzles
3. What are the appropriate assessments for gymnastic skills?
25. In order to present clearly the different systems of the body, which of the a. Physical fitness testing c. Sharing of thoughts and feelings
following can Teacher Tess prepare for her lecture? b. Affective questionnaire d. Journal entries to monitor feelings
a. flip chart c. overlays
b. specimens d. exhibits 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. “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 pro-
tect the ball while dribbling down the court?” are some examples of an
alternative ways to address issues of critical thinking when you use this
style of teaching. 10. Mr. Beltran is developing the individual skills of his students. It is possible
a. Indirect style c. Direct style that he is using the-
b. Exploration d. Interpretation a. Individualized style c. Guided Discovery
b. Prpblem –solving method d. Movement 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 11. When Miss Rodriguez wants her students to create dance movements,
level of the students. The tasks are arranged progressively so that they allowing them fully to discover for themselves dance patterns out of the
increase in difficulty. This type is especially effective with physical activities learned motor skills, she is utilizing –
that require the development of individual skills. a. Exploration technique c. Guided-discovery technique
a. Task instruction c. Inquiry instruction b. Problem-solving d. Inquiry
b. Contract Instruction d. Problem-Solving
12. What assessment will Mrs. Alonso use, if she wants to focus on perfor-
7. The physical education teacher employed this strategy by arranging her mance outcome in terms of measurable increments of what her students
class with variety of groupings. She lets her students work alone, focusing accomplished.
on the specific task given. The students rotated through each learning sta- a. Process assessment c. Written test
tion and work on the assigned tasks. b. Product assessment d. P e r f o r m a n c e c h e c k l i s t
a. Problem-Solving c. Contract Instruction
b. Inquiry Instruction d. Task Instruction
ON HEALTH EDUCATION
8. This teaching strategy is used by physical educators because they want to
13. When engaging in any value clarification activity the teacher must consider
elicit synchronize response from the class.
the following except:
a. Task instruction c. Command style
a. to allow the students to assess their own feelings about the issue under
b. Inquiry d. Exploration
examination
b. to allow the students to feel free to assess their values without fear of
9. This provides instructional strategies that encouraged the processes of
being ridiculed
generalization and discrimination for the purpose of forming concepts, pat-
c. to teach own personal values or the “correct” values
terns, and abstractions.
d. to allow students to decline from speaking
a. Deductive Method c. Inductive Method
b. Direct Model d. Indirect Model
14. Which of the following objectives is correctly stated in affective domain
a. The student will be able to demonstrate positive attitude towards health
situations 18. Discussion strategies have been proven effective in health instruction ex-
b. The student will demonstrate an understanding of cooperation in a giv cept for topics in
en situation. a. Family Planning c. First Aid
c. The student will be able to develop positive self concept through rele- b. Drug Education d. Consumer Health
vant and positive experiences.
d. The student will be able to help others develop a desirable self-concept. 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
15. Which of the following is not true in the teaching of values in health educa- types of activities
tion? a. These strategies help students discover concepts
a. Values are learned through a variety of experiences and interaction b. The strategies incorporate at least two of the senses can greatly facili-
with the environment tate learning
b. A teacher’s job is to impose his values on the student so that they will c. These strategies include computers, television and videotape, films,
develop the values expected of them filmstrips, slides, overhead transparencies, and records & audio-tapes.
c. Students will learn values when teachers provide factual information d. These activities range from seatwork activities to field trips.
about health and allowing them to clarify their feelings
d. teachers can help students understand how information, attitudes an 20. Teaching in content areas such as family life, drug education, and HIV edu-
behavior affect quality of life cation can be a difficult task. To avoid controversies and heated arguments
on sensitive subject matters, a health educator must do the following
16. Which of the following does not belong to values clarification strategies except
used in health education? a. present an accurate and factual information
a. dramatization c. decision stories b. present results of studies obtained from health journals
b. educational games d. shield activities c. present information from authorities in health
d. present religious beliefs, personal values and attitudes
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 21. Regardless of the strategy employed, the teacher must strive to create a
them for a team project? classroom environment that is conducive for learning. the following are
a. group them according to age so they can work well things that a teacher can do to facilitate a positive learning climate,
b. let them select their own group so they will not have a problem EXCEPT–
c. mix them in a group for cooperative learning a. Identify instructional objectives and discuss them with the students so
d. let them work as one group with the teacher as the facilitator that the intent is clear concerning what is expected.
b. give careful attention to the physical condition of the classroom. which include drill and practice, tutorial, demonstration, simulations,
c. Show familiarity with evaluation devices, instruments and techniques. instructional games, and problem solving.
d. Handle disciplinary problems with tact and good judgment. c. The Computer Assisted Instruction helps make verbal explanations
more meaningful because they involve senses.
22. One of the simplest and most appropriate values-related activities for d. One of the benefits of CAI is the student involvement in the selection
younger students is the Shield Activity. Which of the following describes the and evaluation of information.
correct procedure?
1. Have the students fill out the shield. 25. Which of the following can assess the health practices of the students?
2. Thoroughly introduce the experience. a. Objective type of test c. practical test
3. Carry out the task. b. Inventory checklist d. Demonstration
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. Teacher Stephanie invited the school physician to talk about sensitive to-
pics on reproductive health. In contacting the resource, the following infor-
mation 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
Organization and Management of Physical Education and Health MAPEH (Music, Arts, Physical Education and Health)
Organization and PART I - CONTENT UPDATE
Management of Key Concepts
Physical Education • 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.
and Health • The Coordinated School Health Education Program includes Health Services,
Health Instruction, Healthful Living and School-Community Coordination.
Prepared by: • Management. The process by which key personnel provide leadership so that
Dr. Salve Andes-Favila the organization functions efficiently and effectively in achieving the goals for
which the organization exists.
Competencies: • Management skills include technical, human, conceptual, political, and leader-
ship skills that take into account various philosophical and theoretical under-
pinnings of management. These skills, combined with the appropriate measure
1. Relate concepts of organization of knowledge, sound judgment, experience and training will prepare the con
and management on different temporary manager to effectively lead any program or organization as well as
areas, issues/concerns of PE to achieve success and satisfaction.
and Health activities

2. Apply competition and officiating
A philosophy of management for Physical Education and Sport should recog-
techniques nize that the needs and welfare of the people who make up the organization are
3. Recognize legal liabilities paramount to success.
4. Manage the budget and funding Becoming an effective manager will depend on the level of knowledge and
requirements in competition understanding the manager has of the multidisciplinary approaches available in
130 PNU LET Reviewer Dr. Salve A. Favila

MAPEH (Music, Arts, Physical Education and Health) Organization and Management of Physical Education and Health
dealing with business and human resource issues, the degree to which the man- 3. Checking, storing, issuing and maintaining supplies & equipment
ager can implement this skill and the manager’s ability to exercise entrepreneurial 4. Risk Management
strategies. • Evaluating
Principles for Management and Structure

Management Functions
• The management structure of an organization should clarify the delegation
of authority and responsibility.
• Program Planning/Development
• Management work maybe most effectively organized by function
• Organizing
• Span of control should be considered in organizational structure
• Leading
• Successful management depends on communication
• Controlling
• Coordination and cooperation among various departments in an organiza-
• Staffing
tion are necessary for effective management.
- Human Resource and Management Supervision
• Staff or task specialization aids effective management
1. Recruitment, selection, retention, and promotion
• Duties and rights of personnel
2. Orientation of new staff
• Authority must be commensurate with responsibilities, and lines of autho-
3. Supervision
rity must be clearly drawn.
4. Evaluation
• Organization and social purpose cannot be separated
• Facility management
• There is no single correct form of organization
1. Site
2. Building
Line and Staff Organization
3. Lighting
4. Environmental climate The most common type of organizational chart is a line and staff. A person in a
5. Plant sanitation line position has direct responsibility and authority for a specific objective or objec-
6. Acoustics tives of the organization. A person in a staff position has an indirect relationship to
• Fiscal Management a specific objective of an organization.
1. Budgeting
2. Budget Management Formal and Informal Organization
3. Financial Accountability
• Purchase and Care of Supplies and Equipment Organizational theory and structure require that there must be a need for an
1. Selection of Supplies and Equipment organization to exist, and second, the organization must know the goals it is trying
2. Purchase of Supplies and Equipment to achieve. To accomplish these objectives, a structure should be provided that
Dr. Salve A. Favila PNU LET Reviewer 131

enables the management to plan and make decision, organize, staff, lead, motivate, By tradition, the basic instructional physical education program was graph-
control and evaluate. These tasks can be performed through either a formal or an ically represented at the base of an isosceles triangle. The part immediately above
informal organization. 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 SCHOOL PHYSICAL EDUCATION PROGRAM 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
I. Physical Education Instructional Programs 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
Varsity activity, advance critical action skills, instill commitment to personal wellness, and
Athletics foster respect for others. It is also a place to introduce an awareness of the devel-
opment and maintenance of optimal levels of health-related physical fitness.
Club IM
Skills should be taught from a scientific, theoretical, and progressive ap-
Recreational proach so that the various mediators and human factors that affect human move-
Sports ment are clearly understood by the participant. Demonstration, videotapes and vid-
Outdoor eodisks, computers, posters, workbooks, and other audiovisual aids and materials
Open Fitness enhance instruction and are useful for optimal learning.

Motor Skills Development The physical education program presented throughout the school years
Basic Instructional should be sequential in development and progressive in application. A physical fit-
Physical Education Program ness program should also be developmental and progressive in nature, as well
Health-Related Physical Fitness as personalized, starting with the individual’s present state of mental and physical
Cognitive Affective 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
The above figure shows the traditional view of the relationship between the another, they should have achieved certain objectives in various physical education
basic instructional or physical activity program, recreational sports and varsity ath- activities, just as they achieve various levels of skills, knowledge, and competencies
letics.

in other school subjects. A plan for assurance of mastery or graduation standards in country, and physical education should play an important role in such
physical education must be developed and implemented. programs.
Physical education should involve more than physical activity. As the partic- B. Elementary School Physical Education Programs
ipant understands more fully the importance of human movement; what happens
to the human body during exercise and stress; the relationship of physical activ- • Physical education takes on important part of the schools’ instructional
ity to one’s biological, psychological, and socio-cultural development; the history program and is designed to foster development of fundamental motor
of various activities; and the role of physical activity in the interdependent global skills, health-related fitness, and knowledge and attitude relative to
community, physical education will take on a new meaning, grow in intellectual physical activity through a carefully planned curriculum that includes.
respectability, and contribute to building a more healthy and productive society. • Learning experiences help students understand how to move and to
become more aware of their body within the environmental framework
A Preschool Physical Education Programs of force, time, space, and flow.
• The concept of early schooling is no longer regarded as a custodial or • Physical education at this level should promote the individual child’s
compensatory undertaking. standard of motor performance and establish a physical activity comfort
• It is viewed as a necessary provision for the normal growth and develop- level so that each child develops an appreciation and enjoyment of
ment of children. movement.
• Child development specialists and sociologists has indicated that the • Physical education should foster creativity, challenge, self-expression,
early years are crucial for the child intellectually, physically, socially, and social development, team building, positive self-concepts, and appre-
emotionally. ciation for the importance and value of health-related fitness.
• The return of many mothers to the workforce, nursery schools and child C. Secondary School Physical Education Programs
day-care centers has gained wide popularity.
• The secondary program should be based on the developmental tasks of
• Programs should involve indoor and outdoor play-learning activities. secondary school students.
• Physical education activities should include the development of funda- • The program should consist of a variety of age-appropriate activities,
mental movement skills, fitness, self-testing and team-building activi- including gymnastics, self-testing activities, rhythm and dance, move-
ties, creative free play, and rhymes and story plays. ment skills, aquatics, physical fitness activities, outdoor education, and
individual dual and team sports.
• Programs are becoming an integral part of educational systems in this

• The program should provide a thorough understanding of the human Others are organized attached to the office of the dean of students
body and the impact of physical activity on its various organic systems. or vice president for student affairs. In some universities, this activity is
operated as a separate entity or as part of the athletic department.
• The program should teach variety of skills progressively, eliminate ex-
cessive repetition of activities, and ensure the inclusion of lifetime Units and Types of competition
sports and health-related fitness concepts.
1. Unit of Competition
• The program should be open to all students, including those with va-
rying disabilities, who should be provided an opportunity to function in a. Inter-class
the least restrictive environment. b. Grades
c. Age
• The program should encourage vigorous physical activity in and outside d. Height
of class, including individual fitness and participation in community, re- e. Clubs
creational, and varsity sport f. Societies
g. P.E. Classes
II. Intramural
2. Types of Competition
• The intramural program is concerned with the provision of recreational
activities and athletic competition for all students within a school 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-
• It gives all students an opportunity to develop the athletic skills they siest to handle because a team or player that loses once is automatical-
have been taught in the instructional program. ly eliminated.
• Its organization may be based on the educational level, size of the
school, school philosophy. b. Double Elimination. This type of tournament allows the team/player to
stay in the competition until it loses twice.
• 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 rela-
tionships. Some intramural/recreational programs are organized to
function as departments in schools or colleges of physical education.

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.

d. Ladder. Lower rank players have the chance to climb the ladder provided
5. Maintain communication with community organizations.
they win over the player occupying the higher step of the ladder.
6. Employ qualified school health service personnel.
e. Pyramid. This type of tournament is similar to single elimination but it is de- 7. Become informed about health problems of the school-age group.
signed in a vertical manner in the diagram.
8. Arrange the school day in accord with sound health practice.
9. Establish an effective system for keeping health records.
III. Interschool Program 10. Establish a policy on school health examinations.
11. Provide for health observations by the teachers.
It is concerned with the provision of competition for the most highly
proficient students in the various sports with teams from other institutions. 12. Establish a systematic referral program.
13. Promote measures to ensure corrections for every child.
14. Establish program policies aimed at control of communicable diseases.
IV. Physical Education for the Handicapped Child
15. Procure necessary materials, facilities, and equipment for health instruction.
• The concept of “Mainstreaming” 16. Provide time and facilities for health instruction in the secondary school.
• Least Restrictive Environment 17. Appoint only qualified teachers for health instruction.
• Special Olympics 18. Provide a healthful physical environment.
19. Provide a mentally hygienic environment.
Administrative Practices for the School Health Program 20. Establish a school safety program.
21. Provide facilities, personnel, and an established plan to meet emergencies.
The aim of the school health program is the development of optimum physical, 22. Provide health services for professional personnel.
mental, emotional, and social health among all pupils. A checklist of administrative
23. Provide in-service health education for teachers.
practices which can serve as a guide to the administrator in the accomplishment of
this aim is outlined by Anderson and Creswell: 24. Provide for faculty sick leave
1. Recognize health as a basic objective of education.

2. Secure and budget adequate funds for the health program.
3. Keep parents informed of the health program.
4. Establish an appropriate cooperative relationship with community health
agencies.

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 coun-
selor or health coordinator.
• The director of physical education is frequently the health coordinator.
• Educators have associated physical education closely with health values and
objectives.
• 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.

The Scope of the School Health Program Health Instruction
The fundamental purpose of health instruction is to equip the student with suffi-
cient 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.
11. Instructional activities must be always related to the actual experiences of d. Screening tests
the learners. e. Teacher-nurse observation
12. Learners must be helped in making generalizations and in applying these 2. The follow-up program
generalizations to various new experiences. 3. Communicable disease control
13. Integrative learning is most effective. 4. Emergency care procedure
14. Repetition or drill is justified when the learning must be precise and is useful 5. Health Supervision of school personnel
as a tool or skill.
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.
Healthful School Environment
16. Accompanying incidental learning always takes place and teachers should
be alert for opportunities to make each learning experience yield greater
Healthful school living is a more inclusive term, to be preferred to those that
returns in learning.
formerly designated this phase of school health education. This term refers to the
17. Health work in the school cannot be fully effective unless integrated with entire environment that surrounds the pupil. It not only involves safe and sanitary
the life of the home, community and the forces in which both can contribute facilities but also i9ncludes careful planning of the school day for study, play, and
to the child’s education. 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 School-Community Coordination
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 An effective strategy for promoting the health of school-age students is the de-
include the following activities. velopment of collaborative efforts between the community agencies and the school.
These coalitions can coordinate and advocate for improving the various aspects of
1. Health Appraisal the comprehensive school health program.
a. The periodic medical examination
b. The periodic dental examination
c. Psychological examinations

3. Performance evaluation should determine the extent by which the employee

PART II – ANALYZING TEST ITEMS 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?
1. Mr. Abando, the head of the Physical Education Department, is planning for A. Employees themselves must refrain from participating in the evaluation
the forthcoming School Intramurals. To ensure the success of the program process
he met with all the faculty members and invited key people from the other B. Evaluation helps members to grow in the job
departments, some staff and school administrator to chair the working com- C. Evaluation to be relevant must be centered on agreed-upon job perfor-
mittees. Which of the management functions is being illustrated in this si- mance criteria.
tuation? D. Evaluation result aids management in the promotion of qualified em-
A. Planning C. Evaluating ployee
B. Organizing D. Staffing
The correct answer is Option A. Evaluation is a cooperative venture and mem-
The correct answer is Option D. Mr.Abando has identified people to head the bers must be included in developing criteria for evaluation because they need
different committee based on their ability to do the work. Option A and B were to understand the process. Options B, C, and D are goals of good performance
functions done ahead of time by the department head; Option C is still to be done evaluation
after the implementation of the activity.
4. In order to accommodate twenty teams for the school intramurals in two

2. San Pedro High School accepted Allan, a blind student in the regular PE days, which of the following may help the Committee on Games accomplish
class. Allan is very good in following directions that is why he can cope up the task best?
with the lessons in gymnastics and dance. If the PE teacher allows Allan to A. Use Ladder type of game scheduling
play Volleyball which of the following is the best way do to? B. Use Single Elimination
A. Modify instruction C. Modify equipment C. Use Double Elimination
B. Modify activity D. Modify rules D. Use Round Robin
The correct answer is Option D. The teacher may allow Allan to serve the ball 5. Which of the following management functions does the manager performs
and be substituted at once to allow continuity of the game so as not to deprive when he creates a shared culture and values, creates a shared communi
normal students of the regular game process. Options A, B, and C may only cating goals and instilling among employees the desire to perform at a high
benefit Allan at the expense of all the regular students in the class. level?
A. Controlling C. Leading
B. Planning D. Organizing

6. This management function requires certain types of steps to be followed to and practice the highest possible health. Which of the following is one of the
bring about meaningful course of action. basic principles of health instruction?
A. Problem Solving C. Decision making A. Throughout the school life, health and health promotion should be one
B. Coordinating D. Innovating of the objectives of the whole school program
B. Instruction must be done in the vernacular language to enable the stu-
7. Physical Education and Sports Programs spend thousands of pesos on sup- dents to relate to the concepts and health principles
plies and equipment in order to provide a meaningful and varied program of C. Learning experiences must not be prejudicial to community beliefs,
activities. Because a large expenditure of funds is made for supplies and taboos and cultural differences
equipment, it is important that the management responsibilities be carried D. Normal and differently-abled students must be considered in the prepa-
out in a business-like manner. Which of the following statements best des- ration of the curriculum
cribes this management responsibility?
A. Supplies and equipment needs must be accurately determined 10. For the full implementation of the comprehensive school health education
B. Purchase must be conducted within organizational policy program, which of the following plays a vital role in the absence of person-
C. Storage, maintenance and repair of items must be considered for lon- nel, facilities and equipment of any public schools in the Philippines?
gevity of use A. Teacher-nurse coordination
D. Selection must be accomplished according to sound judgment. B. School-community coordination
C. School-health center coordination
8. Which of the following best describes the principles in the organization of D. Teacher-community health worker coordination
comprehensive school health services in the public school setting?
A. Every school must have a physician who will function as a school me- 11. Organizational design is the deliberate process of configuring processes,
dical adviser reward systems, practices and policies to achieve the organization’s goals.
B. The Physical Education Department Head is frequently the health coor- Which of the following words is used incorrectly to mean organizational
dinator design?
C. The coach and the physical education teacher come into close informal A. Physical Plant C. Organization
contact with the students and thus can gain understanding of their B. Structure D. Framework
health problems and needs.
D. The physical educator is in a strategic position to perform excellent 12. Any school needs an organization that is dynamic to respond to the changes
health service. in the internal & external environment. To ensure success, the following cha-
racteristics must be present in the management of the organization except
9. The fundamental purpose of health instruction is to equip the student with A. Active Leadership C. Commitment of members
sufficient knowledge to enable him to attain and maintain both in attitude B. Knowledge of Management D. Re-designed framework


13. The current emphasis on equal education has helped to focus attention on
children with special needs. Physical Education can offer solutions to rele- 17. If PE supplies and equipment are inadequate per class per session, which of
vant problems through any of the following except the following could be the best option for a teacher to do in order to ensure
A. Organizing activity-oriented programs proper conduct of the class?
B. Implement initial screening for classification A. Adapt instruction for the time being
C. Counseling of Parents B. Improvise equipment for the teaching of basic skills
D. Parental Involvement C. Divide the class into smaller groups to take turn in the use of equipment
D. Ask students to bring their own equipment
14. Common problems of school administrators in implementing school sports
program includes all of the following except 18. Program organizers find the management of behavior to be the most diffi-
A. Providing qualified coaches cult task in any of school activities. Which of the following best describes
B. Inadequate facilities and equipment effective behavior management?
C. General supervision of the program A. Reprimand children who break the rules
D. Sustainability of the program of activities B. Allow students to participate without encroaching on the rights of others
C. Develop an action plan for modifying and maintaining desired behavior
15. Class management skills are pre-requisite to instruction. Moving and orga- D. Use praise and facial expressions to acknowledge desired behavior
nizing students quickly and efficiently requires all of these except
A. The teacher’s comprehension of various techniques 19. A relatively small amount of money is needed to operate an intramural prog-
B. Students’ effective acceptance of the techniques ram. Which of the following can be the best procedure to ensure the suc-
C. Adjusting what to be learned to the needs of the learner cess of the activities without so much budgetary allocations?
D. Organizing students into groups and formations A. Use of minimal entry fee from the participating team.
B. Use of Physical Education class equipment
16. The students of teacher Flor are preparing the write up of the result of the C. Request administrative support for the activity
health survey in the community. The best way to disseminate the information D. Get the amount from the athletic fee of the students.
in the various sector of the barangay is to:
A. Prepare flyers to be distributed to households 20. This management process requires that certain steps be followed to bring
B. Submit written report to the barangay chairperson about meaningful actions.
C. Present the result in an assembly A. Planning C. Leading
D. Coordinate with the barangay to hold a meeting for that purpose B. Organizing D. Decision Making

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 1. Management functions include all of the following except
ability to attract, mobilize, and energize others A. Planning C. Implementing
C. A good leader tends to influence burnout people to function best in a B. Organizing D. Coordinating
structured work in a dynamic, creative environment
2. The fourth year students are organizing the intersection competition. There
D. A good leader helps shape personal philosophies of management,
are four sections competing so they have agreed to use double elimination.
management style and decision-making.
What is the formula for double elimination?
A. (N-1)X2 C. N(N-1)
22. A leader who provides guidance but leaves the decision making to the
B. (NX2)X1 D. 2N(N-1)
group to solve the problem is practicing which type of management style?
A. Laissez-faire C. Democratic 3. A student teacher was tasked to organize the health exhibit for the foun-
B. Authoritarian D. Eclectic dation 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
23. For the selection of best athletes, which of the following types of game table to finish the task. To ensure that each committee’s task is accom-
scheduling is best to use when time, budget and venue permits? plished on time he placed the Gantt Chart in the conference room. What
A. Double elimination C. Single elimination management functions are described in this situation?
B. Round robin D. Double round robin A. Planning and Organizing C. Coordinating and Budgeting
B. Staffing and Monitoring D. Directing and Evaluating
24. Students must be involved in as many roles as possible in the organization
4. At the beginning of the school year, the health teacher is tasked to help
and management of school intramurals in any of the following except as;
the school clinic in taking the height and weight of the students during PE
A. Record/score keepers C. Officials
time as well as the tests for vision and posture during Health Education
B. Managers D. Team Captain
time. What specific function of the school health services is delegated to
the MAPEH teacher?
25. The following are extramural competitions except:
A. Health Inspection C. Health Appraisal
A. Inter-department competition
B. Health Screening D. Health Evaluation
B. Inter-school competition
C. District Meet 5. As part of the health team, the health educator does the following functions
D. Division Meet except?
A. To organize the community for health education

B. To refer the sick child to the nearest community health center in the C. Allow the special students to compete in special Olympics
absence of doctor or nurse D. Prepare a program that will allow them to join the regular students
C. To refer the malnourished/ undernourished child to the home econo-
10. Which of the following does not belong to the unit type competition?
mics department for feeding program
A. Inter-class C. Club
D. To organize the first aid team and be part of the safety council
B. Age D. Event
6. Which of the following can be the best option for a MAPEH teacher in orga-
11 The function of choosing the entire personnel, assigning people, training
nizing a PE class for instruction which consist 60 students
and maintaining favorable conditions for all members of the organization
A. Use of film clips/video C. Group or peer approach
refers to
B. Collaborative approach D. Demonstration teaching
A. Staffing C. Coordinating
7. Which of the following is tolerable during a group activity B. Controlling D. Planning
A. Noise coming from the discussion
12. This management function ensures the proper execution of plans. It also
B. Movement of students from one group to another.
means that subordinates must be kept informed through regular reports,
C. Going out to buy the things needed for the group work
research, monitoring and evaluation concerning performance
D. A number of students not participating in the group activity
A. Leading C. Staffing
8. To ensure the successful conduct of the cheering competition as a cul B. Controlling D. Organizing
minating activity in PE 1, which of the following can be done to start and
13. A leadership style which is described as having democratic approach and
end the program on time?
needed only a little guidance where decision-making is left to group mem-
1. Preparation and dissemination of the program and invitation to all
bers.
participants
A. Authoritarian C. Eclectic
2. Preparation and dissemination of the criteria for judging
B. Democratic D. Laissez-faire
3. Preparation and dissemination of the sequence of performance
4. Preparation and dissemination of the guidelines for the culmina- 14. It is the skill of influencing the activities, situations, perceptions, and expec-
ting acitvity tations of an individual or group in an effort to have them willingly strive for
A. 1,2,3 C. 2,3,4 a common purpose of the organization.
B. 1,3,4 D. 1,2,4 A. Decision-making C. Leadership
B. Policy-making D. Advisorship
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? 15. It is the most common organizational structure where the person has direct
A. Allow special students to perform & compete with the normal students responsibility and authority for the specific objectives of the organization
B. Prepare a special program and competition for them A. Formal C. Line and Staff
B. Informal D. Hierarchical
16. An example of a short term budget is 22. Organizing the community for health literacy could start with any of the
A. Annual budget C. Operational budget following except
B. Fiscal budget D. Capital outlay A. A community health survey on the needs of the people in the commu-
nity
17. If a legal issue does arise, seeking advise from the school, institutional or
B. Ocular visit of the identified community
association legal counsel or hiring a private attorney is recommended.
C. Planning with the barangay officials
Which of the following term is synonymous to lawsuit, court case or legal
D. Meeting with Non-government and civic organization
action ?
A. Litigation C. Asset 23. To ensure sustainability of the health extension program of the National
B. Liability D. Tort High School in the community of informal settlers, which of the following is
the best option of the organizer?
18. This term means to twist. It is a legal wrong resulting in direct or indirect A. Train potential leaders in the community
injury to another individual or property. B. Establish linkages with the Go and NGO for long range adoption
A. Litigation C. Asset C. Skills training of all sectors for vocational and technical courses
B. Liability D. Tort D. Attract foreign aid for sustainability
19. Which of the following formula is used for double elimination? 24. Which two statements are true in the intercollegiate sports program in the
A. (N-1)X 2 C. (N+1) x 2 Philippines in the desire to win
B. N X (1-2) D. (N-1) x 4 1. Unethical recruitment procedures
20. The following are responsibilities of supervisors except 2. Provision of sound educational programs for athletes
A. Exercise authority vested in his position 3. Provision of Individualized Education Programs for Persons with
B. Establish effective means of communication Disabilities
C. Support the total program 4. Fielding athletes who have high academic standing
D. Provide leadership and promote staff A. 1 and 2 C. 2 and 3
B. 1 and 4 D. 2 and 4
21. Which of the following program goals should not be supported by the phy-
sical education and sport management support? 25. The comprehensive Individualized Education Program (IEP) for special stu-
A. Provide a meaningful psychological experience dents can be developed using team approach. The following persons may
B. Develop health-related and motor-performance related fitness be included in the team except
C. Develop skill in a wide-range of physical activities A. Teacher-coordinator C. Social worker
D. Provide avenue for understanding and appreciation of physical activities B. Classroom teacher D. Physical therapist
and sport.

Health Practicum MAPEH (Music, Arts, Physical Education and Health)
Health • The philosophy of Health Education is emphasized as an essential foundation

for building educational programs that can influence positively people’s health,
Practicum
knowledge, attitudes and practices.
• Philosophy implies wisdom regarding the principles of reality and of human na-
ture. These principles act as guidepost to the development of the health educa-
tion programs that work through identifying goals and areas of practice.
Prepared by: • The philosophy of Health Education includes the history, knowledge, beliefs,
Dr. Salve Andes-Favila concepts, attitudes, and theory of the health education profession.
• Health Education philosophy sets the boundaries of educational practices, clari-

fying the areas of professional concentration; it is the matrix of theory and
Competencies: practice that culminates in healthful attitudes and behavior and results in im-
proved health status.
1. Roles and QUALITY

OF THE HEALTH
QUALITY OF
ORGANIZATION
QUALITY OF
PROGRAM
QUALITY OF
TEACHING
QUALITY OF
PROGRAM
Responsibilities as EDUCATOR
AND ADMINIS-
AND ADMI-
NISTRATION
DEVELOPMENT
IN HEALTH
AND LEARNING
METHODS,
EVALUATION
AND
Health Officer TRATOR:
PRE-
OF THE HEALTH
PROGRAM
EDUCATION STRATEGIES
AND TECH-
ADAPTATION
EDUCATION NIQUES
and POST-
EDUCATION
PHILOSOPHY AND PRINCIPLES OF HEALTH EDUCATION
• The meaning of health education has taken on new meanings throughout the

MAPEH (Music, Arts, Physical Education and Health) Health Practicum
years. The committee on Health Education Terminology (1991, 103) stated that • Asceticism (Dark Ages), about Spiritual development
the health education process is the “continuum of learning which enables people 400 to 1000
as individual members of social structures, to voluntarily makes decisions, modi-
fy and change social conditions in ways which are health enhancing”-(Green and • Revival of the concept of Return to a sound body
Kreuter, 1995) the sound body, about 1096
to 1248
• Health promotion is defined as the aggregate of all purposeful activities designed • The pre-modern period of No unified health program
to improve personal and public health through a combination of strategies in- health, about 1500 to 1800
cluding: • Modern Era of health, about Odor-free environment, bacterial cause of
1. The competent implementation of behavioral change strategies 1850 to the present disease, promotion of health, public health
2. Health education education, and other advancements in hy-
3. Health protection measures giene and the health sciences. The modern
4. Risk factor detection era is further subdivided into the
5. Health enhancement • The MIASMA PHASE (1850-1880),
6. Health maintenance • The BACTERIOLOGICAL PHASE
(1880-1920),
The historical development in health and health education are categorized • The POSITIVE PHASE (1920-1960)
according to certain period: and
• The SOCIAL ENGINEERING PHASE
Period Characteristics (1960-present)
• Egyptian health practice from Personal cleanliness
primitive to1000B.C. The Coordinated School Health Program
• Hebrew Health Code, about Formulation of a health code to include
1500 to 500 B.C. personal cleanliness and public health • Healthful School Environment. This aspect of the school health program in-
measures cludes the physical and psychological environment in which student and
faculty exist. Issues include the social and emotional environment of the
• Greek approach to health, Emphasis on the sound body
classroom, the development of self-worth and self-esteem, and the foste-
about 1000 to 200B.C.
ring of positive relationships for students and school personnel. In addition,
• Roman Health Promotion Sanitary engineering safety hazards on the school grounds and within the buildings are of con-
about 100 B.C. to A.D.500 cern.

• School Health Instruction. This area of the school health program includes • School, Family, Community Health Promotion partnership. An effective stra-
the information presented to students in a way that fosters desirable health tegy for promoting the health of school-age children is the development of
knowledge, attitudes, and practices. collaborative efforts between community agencies and school. These coa-
litions can coordinate and advocate for improving the various aspects of the
• School Health Services. These programs seek to promote children’s health comprehensive school health program.
through screening, intervention, and remediation of various health condi-
tions. The school nurse most often coordinates and provides the services.
Screenings for visual or auditory problems, scoliosis as well as first aid The Health Educator
procedures, illness protocol and services for the handicapped are part of
these services. • Responsibilities
1. Assess individual and community needs for health education. The
• School Physical Education. A comprehensive physical education program
emphasis is placed on the identification of factors that are most likely
is one that offers a daily program of activities. These programs should be
most responsible for unfavorable health behaviors within a particular
based on developing wellness among school-age students
group such as peer pressure, and cultural and religious factors.
• School Nutrition and Food Services. This component involves training the 2. Plan effective health education program. The health educator needs
food preparation personnel and developing nutritionally sound food pro- to be able to develop a detailed plan for the most effective use of educa-
grams for the school. Part of this component is helping children to select tional resources.
nutritionally balanced meals ensuring that food served in the school cafete-
ria is nutritious, palatable and attractive. 3. Implement health education programs. Once an educational plan
has been completed, the health educator needs to be able to present
• School-Based Counseling. This aspect of the program seeks to meet the and describe the program to groups such as local school board who
needs of the children by providing services such as assertiveness, problem- would approve the plan.
solving and self-esteem training. Services are also provided by a school
psychologist for children experiencing learning difficulties and behavioral 4. Evaluate the effectiveness of the health education programs’
problems. competency. The health educator needs to be able to demonstrate the
effectiveness of health education program that has been planned and
• School site Health Promotion. Programs for faculty and staff can provide implemented.
benefits by reducing health costs, improving morale and increasing produc-
5. Coordinate the provision of health education services. Many health
tivity.
education programs involve many people and are often based within
larger organizations. Both of these characteristics require the health

educator in various settings to assist and encourage personnel in carry- 4. Refrain from giving negative opinions to students. This sometimes
ing out the educational aspects of the health education program happens when a teacher pays attention to teacher’s lounge gossip.
When a teacher prejudges, the student will never have a chance.
6. Act as a resource person in health education. The health educator
should be able to collect and organize general information to meet rou- 5. Find time to listen to students. Communication is a two-way street.
tine requests and should become aware of community resources for Never be too busy to listen to your students. Genuine communication
referring more complex requests. does not always require words; it grows out of mutual sense of concern
for others.
7. Communicate health and health education needs, concerns, and
resources. Health educators should be able to communicate many dif- 6. Show care, love, and concern to students. Teachers should not be
ferent types of messages involving different types of media. Bear in involved in the personal lives of their students. However, they must deal
mind that these messages will need to be communicated to a wide with problems in students’ personal lives that affect their performance
variety of individuals and groups in class.
• Qualities 7. Be a success yourself. Success is 1% inspiration and 99% perspi-

ration. Successful people invest in themselves. Attend seminars, read a
The following is a list of characteristics and actions that will help one lot, consult with others and continue schooling. Good luck comes from
become a quality health educator hard work.
1. Stay Motivated. The best teachers are, always have been, and always 8. Be Positive. Positive thinking and unswerving dedication to make a
will be, those who have worked hardest to motivate their students. Mo- dream a reality will provide the incentive to carry through whatever hard
tivation is as important a part of any teacher’s teaching as any part of times and negativism on the part of the others that lies in your part. A
their lesson plan. One cannot overstate or over estimate the effect of teacher can’t quit during the hard, frustrating times. Remember that
motivation on the level of intensity of a student’s performance. change is normal and inevitable.
2. Be Organized. Good organization is a habit. Teachers should unders- 9. Seek role models. Benefit from others. Teachers usually have a
tand that there are no shortcuts to success. Practice organization and teacher in their past that inspired them. Drive yourself to meet new
attention to details. challenges and set new goals
3. Be Consistent in relation with students. This doesn’t mean that you Set goals. Outline your goals clearly. Concrete goals are easily under-
10.
have to treat all students alike. Students have the right to fair and equi stood by you and by your students. Set goals and develop a plan to
table treatment, attention and discipline. Treat all of them with dignity achieve those goals.
and respect.

Work hard. The road to success is never easy. To succeed, work hard.
11. • Role model behavior through lifestyle Working with Parents
Stay updated. No matter how well you are doing what you are doing,
12. 1. Notify a student’s parent when an illness or serious deviation from nor-
you can do it better by exposing yourself to interests and ideas outside mal health occurs
your immediate day-to-day activities.
2. Follow school policy on parent notification

3. Invite administrator to sit in a teacher-parent conference. Explain to pa-
The Health Educator as part of the Health Team
rents the significance of the child’s health condition, and encourage
them to obtain needed care for the student.
• Legal Responsibilities as a Teacher
4. If parents ask for guidance in seeking care, refer them to proper agency
1. “Loco Parentis “in the place of parents”. One major concern of today’s
or person. Follow up any case reported to parents.
teacher is liability. Negligence can be charged when students are under
the teacher or school’s supervision.
• Working with Other Teachers and School Administrators
2. The primary responsibility of the teacher is to act responsibly to prevent
1. Keep teachers and administrators informed of health matters related to
injury to students. A health teacher must be aware of first aid and emer-
the community and students
gency procedures in order to care for a student and not to aggravate an
existing injury or illness. 2. Represent the school in health-related committees of teacher-parent
and community organizations.
3. Follow the school system’s procedure for filing a report for each acci-
dent. 3. Plan the Health Education curriculum and make recommendations re-
garding the health education program
• Working with Students
4. Work closely with the administrators when notifying parents about
1. Counseling students in health-related matters. One of the teacher’s res- child’s health referring parents to appropriate health resources and fo-
ponsibilities is counseling student in health-related matters. Counse- llowing up on student cases.
ling should be straight forward, and free from moral judgment, prea-
ching or scare tactics. In the role of counselor, a teacher must develop • Working with the School or Clinic Nurse
good listening skills and communication skills.
1. Help the school nurse understand the health behavior of students
2. Teaching Health Education
2. Assist nurse in the screening of students

3. To refer students who are in need of screening

 Educators who model good health behavior have a positive impact on their
4. Conduct in-service workshops for other faculty members students.

5. Can be a member of the disaster brigade  Several specific characteristics and actions will help a teacher become a
quality educator.
• Working with Other Agencies
 Teamwork with parents, school nurse, the school physician, administrators,
1. Promote health education and awareness in the community community organizations and students is the key to a successful school
2. Can volunteer to educate the community on health matters health program.
3. Involvement in the local public health programs by providing services to  As a part of the health team, the teacher
the students and community 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
Summary 4. Is available to refer the student and parent to appropriate community
resource or to counsel the student and/or parent concerning the stu-
 Health education has evolved from a diverse background dent’s health
 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
 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.

board and most of the time bumps into objects inside the classroom and in
PART II – ANALYZING TEST ITEMS the corridors. Which of the following is the best way that the teacher can do
to help Jennie with her problem?
1. Health teachers play important role in the health assessment of students. In A. Use Jenny’s record on visual acuity for referrals
addition to their skillful observations, they have access to a variety of health B. Call for a conference with the parents regarding the problem
information concerning each student. Which of the following records provide C. Refer Jennie to the nearest health center
a rich source of background and current information that can be useful in D. Send Jennie to the school clinic for referral
promoting good health and identifying potentially handicapping situation?
A. Class Register The best answer is D. As the health teacher, Jenny’s teacher can use her screen-
B. Permanent Health Record ing result to refer Jennie immediately to the clinic for proper referral measures.
C. Annual Medical Examination Record Option A is also correct but as a health teacher, he must know Jennie’s health
D. Health Screening Record status after the screening test. Option B can be done by the school clinic person-
nel and option C is the duty of the school doctor or nurse.
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. 4. All of the following are some uses of the student’s health record except for
A. Coordinating services
B. Research
2. In order to help the school-age child to function very well while at school, the C. Medication
school health team is tasked to monitor their health status as part of their D. Developing intervention program
routine work. The following are members of the school health team except:
A. Nurse C. Parent 5. Stephanie Rani, age 16, refuses to drink milk or eat vegetables except corn
B. Health teacher D. Barangay Chairman and carrots. What methods are available for Teacher Joyce to evaluate the
nutritional adequacy of her diet?
The correct answer is D since the Barangay Chairman is not a member of the A. Biochemical assessment
school community. The rest of the options are members of the school commu- B. Dietary assessment
nity. C. Anthropometric assessment
D. Wellness assessment
3. Jennie’s health teacher has recently become concerned about her ability to 6. While playing basketball in the gymnasium, Marlu shouted for help as he fell
see. He has noticed that he looks very closely to the instructions on the 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

was no nurse on duty. The nurse comes only on Fridays. What is the best B. To act responsibly to prevent injury to students
way to help Marlu? C. Assume the role of a clinic personnel when there is no doctor available
A. Shout for help and give first aid D. To Follow school system’s procedure in reporting/filing report of inci
B. Bring Marlu to the nearest health center dence
C. Call for the parents
D. Carry Marlu to the hospital 11. Who among the members of the school health team provides assistance
with mathematical calculations of the nutritional values of foods, recipes and
7. Poor health practices and habits are responsible for many of today’s health menus in the school canteen?
problems. The Health Education subject offered in the Basic Education Cu- A. school nurse C. dietician
rriculum somehow helps improve the overall quality of the student’s health. B. home economics teacher D. canteen manager
This component of the Comprehensive School Health Education Program is
better known as: 12. Filipino children typically eat meals that contain too few ______
A. Health Promotion C. Health Instruction A. meat products C. fruits
B. Health Services D. Health Coordination B. vegetable products D. milk products
8. Involving parents in school’s safety education program encourages consis- 13. Vitamins are organic substances derived from living substances that are
tency of information and practices. This aspect of the Comprehensive School required in small amounts to maintain life. Vitamins do not provide any calo-
Health Education Program pertains to ries but are essential for a variety of roles, from the processing of nutrients
A. School site Promotion to the formation of red blood cells. The 13 vitamins are categorized as either
B. School, Family, Community Health Promotion fat-soluble or water-soluble. Which of the following is fat-soluble?
C. School Health Services A. Vitamin B12 C. Vitamin A
D. School Health Counseling B. Vitamin C D. Vitamin B6
9. Teaching healthy eating practices taught in school can benefit students from 14. Which of the following is NOT a component of School Health Program?
childhood to adulthood but because of other lifestyle a number of health A. Health Instruction
problems are now thought to be directly or indirectly related to food in-take. B. Health Protection & Prevention
The following are food-related problems except: C. Healthful Environment
A. Dental carries C. Cardiovascular disease D. Health Services
B. Obesity D. Lung cancer
15. What could probably be the best reason why smoking in public places is
10. As a health education teacher and member of the school health team, prohibited?
teacher Sheryl is responsible for the following except A. The cigarette butts could become a litter that will plug the drain
A. To act as “Loco Parentis” age.

B. It contributes to air pollution. B. indigestion or difficulty in swallowing

C. It should be done in closed places like the home. C. post natal dip
D. Its secondary smoke is bad for the health of people nearby. D. change in bowel movements
16. What food group can a health teacher suggest to very active students in or- 21. Republic Act 9275 otherwise known as Philippine Clean Air Act aims to pro-
der for them to be provided with heat and energy? tect the country’s bodies of water from pollution. What primary agency can
A. Vitamins C. Carbohydrates your school or community linked with to help you with your ecological prob-
B. Protein D.
Minerals lem?
A. DOH C. Dep ED
17. Labels can help consumer compare and evaluate health products especially B. DENR D. DPWH
on drugs because
A. it gives the prices 22. Which of the following is most closely referred to as an environmental crisis
B. it tells about the ingredients resulting from high increase in the rate of population growth?
C. it tells about the possible side-effect A. Malnutrition C. Pollution
D. it includes the expiration date B. Migration D. Irrigation
18. One of your students have been advised by her doctor to take antibiotics for 23. If a person is pale and has a faint pulse after an accident, first aid should
her skin disease. But because she was so busy doing school works, she include.
forgot to drink one after lunch. What would you suggest to her? A. having the person stands still
A. Shift to a much higher milligram for much effective effect. B. having the person lie down
B. Stop taking the medicine anyway you failed to follow the frequency C. giving a stimulant like alcohol
C. Double the dosage in the evening D. having the person move around
D. Take one right away and adjust the frequency of medicine intake
24. Health Appraisal could be done by the ____________ in the absence of
19. Proper waste management starts in the home for health and sanitation. the doctor
What is the process if discarding waste materials can you share with the A. Health Education Teacher C. Dentist
people in the community so that they can be used again? B. Guidance Counselor D. Music Teacher
A. Ecology C. Garbology
B. Recycling D.
Composting 25. Watching students work and play provides the teacher with many clues
about potential health problems. This screening tool is known as
20. In your community extension work, you were tasked to lecture on cancer A. Health Observation C. Health Screening
warning signals. Which of these is not a cancer-warning signal? B. Health Inspection D. Health Assessment
A. nagging coughs

dotal records, self-evaluation and standardized tests

PART III – ENHANCING TEST TAKING SKILLS A. process evaluation C. content evaluation
B. product evaluation D. context evaluation

1. Daily health inspection provides opportunity for informal health education. 5. To personalize health concepts, students must relate to health instruction
Health educators can help students develop awareness of their own health from the affective domain. An excellent strategy for achieving this goal is
through simple questions about many topics such as the following except through the use of
A. ”Did you brush your teeth this morning?” A. verbal and discussion-oriented strategies
B. ” Do you wash your hands before and after eating?” B. values clarification strategies
C. “Does your neighbor observe traffic rules and regulations?” C. action-oriented strategies
D. “Do you throw your trash in the waste can?” D. Use of media

2. Compared with other components of MAPE/H, Physical Education is parti- 6. Which of the following is not true about healthful school living
cularly vulnerable to accidents and injuries due to negligence. Negligence is A. provision of safe and healthful physical plant
defined by the court as conduct that falls below a standard of care estab- B. good interrelationship among the students, faculty and staff
lished to protect others from unreasonable risk or harm. Which of the follo- C. comprehensive curriculum
wing describes a kind of negligence that occurs based on the lack of action D. well-maintained school health services
of the teacher in carrying out a duty.
A. Nonfeasance 7. How can Teacher Joyce best introduce the proper way of brushing the teeth
B. Contributory Negligence in one remote community where most students have no toothbrush and
C. Torts money to buy toothpaste?
D. Liability A. proceed with the lecture using pictures
B. use salt and twigs of any available edible plant
3. The following are postulates of successful teaching health except C. demonstration using soap and the index finger for brushing
A. The most important factor in the educational process is the teacher D. individualized Instruction for those who brought their toothpaste and
B. There is no one best way to teach toothbrush
C. Adherence to the diagnostic/prescriptive approach is essential
D. The most important factor in the educational process is the student 8. The Health class of Mr. Reyes is composed of drop-outs and regular stu-
dents whose age ranges from 16 to25 years old. What could be a better way
4. The kind of evaluation that is concerned with how far, how accurate, how of organizing them for a team project?
many, how much and how fast. This usually makes use of checklists, anec 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 D. that it uses devices, gadgets, researches to convince patients that their
C. mix them in a group for cooperative learning illness is cured
D. let them work as one group with the teacher as the facilitator
14. Which of the following objectives is correctly stated in affective domain
9. Some of your students would come in incomplete uniform. How are you A. The student will be able to demonstrate positive attitude towards health
going to encourage them to wear the prescribed P.E. uniform? B. The student will demonstrate an understanding of cooperation in a
A. tell them it’s a requirement group work.
B. give them additional grade C. The student will be able to develop positive self concept through rele-
C. tell them the health and hygienic reason vant and positive experiences.
D. tell them the safety reasons D. The student will be able to help others develop a desirable self-concept.

10. Which of the following strategies is no longer appropriate in the teaching of 15. In teaching people in the community, health workers use demonstration to
health concept for fourth year students? help explain meaningful concepts to students because they involve other
A. dramatization C. Values clarification senses. The following areas are appropriate for their use except
B. debate D. Puppet show A. teaching of family planning
B. teaching of first aid
11. The following are possible sources of stress among students except C. teaching of nutrition
A. separation of parents C. birth of a brother or sister D. teaching of drugs
B. frequent headaches D. death in the family
16. As a health educator, teacher Mary plays a vital role in any of the following
12. Which of the following is not nutrition -related issue for athletes except
A. fast food craze A. Referral of sick students to the school doctor
B. junk food culture of students B. Counseling of problem students
C. gain-lose height-weight promo C. Active role in the safety council of the school
D. propaganda advertisement D. Manning the clinic in the absence of a nurse or a doctor
13. The following are characteristics of quackery except 17. Which of the following can help a health volunteer identify the breeding
A. that it offers of guaranteed, quick cure for an illness with a “miracle” place of mosquitoes in the barangay where the school is located
drug or treatment. A. Ocular inspection
B. it underrates traditional medical practice B. Household Survey
C. that it does not use surgery C. DOH report
D. Students’ report

18. The common cause of fainting among public school students is: 23. Which of the following is the main reason why students are encouraged to
A. Missing breakfast C. Poor school environment wear complete PE uniform during PE day?
B. Hunger D. Extreme weather condition A. For personal hygiene C. For conformity
B. For safety D. For easy identification
19. During earthquake or fire drill, the teacher must
A. Be the first to leave to lead the students 24. Who among the members of the health team can best help students who
B. Be the last to leave to clear the area suffer from depression due to failing grades
C. Go with the students A. Health teacher
D. Be left in the area B. Subject teacher
C. Guidance counselor
20. Students are always reminded to follow school rules and regulations. Which D. Peer counselor
of the following are commonly violated that may pose danger to one’s life
A. Bringing of cellphone 25. Parents who are members of the health team may help in which of the
B. Bringing deadly weapons following concerns?
C. Bringing drugs A. Follow up and home visitation
D. Joining fraternity B. volunteer for the health center
C. volunteer for peer group facilitators
21. Extension programs of the school are usually conducted in the community. D. Coordinate school program with the barangay
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

Special Education MAPEH (Music, Arts, Physical Education and Health)
Special Education
Definition of Terms
Prepared by: • Autism - is a complex developmental disability that typically appears during the
Dr. Salve Andes-Favila first three years of life. It is characterized by extreme withdrawal and communi-
cation difficulties.
Competencies:
• Behavior Disorders - are characterized by inappropriate school behavior. It
1. Identify the legal bases for special includes a wide range of disabilities. Most severe are psychotic and schizo-
phrenic individuals.
education
2. Relate theories and principles • Cerebral Palsy - refers to several non- progressive disorders of voluntary
movement or posture that are caused by malfunction of or damage to the de-
of teaching in handling special veloping brain that occurs before or during birth or within the first few years of
students in the mainstream life.
3. Classify special students • Curriculum Adaptation - is an important component of adapting materials for
4. Apply approaches in handling instruction. This is done by joint planning of by the special education teachers
and the general education teachers.
differently-abled persons in
Physical Education and Health • Disability -refers to inability or a decreased capacity to perform a task in a spe-
cific way.
5. Utilize the fitness and health
needs of special students in the • Exceptional Children - refer to individuals who differ from societal or commu-
nity standards of normalcy due to significant physical, sensory, cognitive, or
preparation of Individualized behavioral characteristics.
Education Program in PE and
• Gifted - exceptional students with intellectual gifts or special abilities and ta-
Health Education lents in areas such as the arts, sports, and leadership.
6. Evaluate the fitness
MAPEH (Music, Arts, Physical Education and Health) Special Education
• Handicap - refers to the impact or consequence of the disability, not a condi- • Screening - is the process that involves all students in a school setting and is
tion itself. part of the “child-find” process. In most situations, screening tests may be
administered without parental permission and are used to make initial identifi-
• Hearing Impairment-the handicapping condition characterized by an impair- cation of students who may need special services.
ment in the ability to hear.
• Slate and Stylus - a small hand-held device used to write Braille.
• Individualized Education Program - a plan developed to meet the special
learning needs of each student with disabilities. • Special Education - is a customized instructional program designed to meet
the unique needs of an individual learner.
• Least Restrictive Environment - the most appropriate educational placement
that is closest to the mainstream. • Special Class - a class in which students with special needs are grouped to-
gether in a self-contained class.
• Mainstreaming - involves the practice of placing children with disabilities into
classes with able students. • Special Students - students with special learning needs who require instruc-
tional adaptations in order to learn successfully; includes handicapped stu-
• Mental Retardation - deficient mental functioning measured in terms of intelli- dents, gifted and talented, and students with multicultural heritages.
gence quotient. Mildly retardation (IQ ranging from 52-68), Moderate retarda-
tion (IQ ranging from 36-52), Severe retardation (IQ ranging from 20-36), pro- • Sign Language - a system of manual communication in which gestures ex-
found retardation (IQ under 20). press thoughts.
• Neuromotor Impairment - an abnormality of or damage to the brain, spinal • Structured Instruction - the method of teaching in which environmental
cord, or nerves that send impulses to the muscles of the body. This often results events are carefully manipulated to bring about change in the learner’s perfor-
to motor problems that can affect several body systems. mance of functional skills.
• Orientation - the ability to determine one’s position in space. • Visual Impairment - is a term that describes people who cannot see well even
with correction. Students with visual impairment maybe blind, or partially sigh-
• Programmed Instruction - the method of instruction in which learners prog- ted based upon measures of visual acuity.
ress at their own pace through small incremental steps that provide immediate
feedback about response accuracy. Special Education is the individually planned, systematically monitored arrange-
ment of physical settings, special equipment and materials, teaching procedures
• Physical and Health Disabilities - include students with physical impairments an other interventions designed to help exceptional/special children achieve the
and those with medical conditions that result in chronic health problems. greatest possible self-sufficiency and academic success. (Heward and Orlansky)

Special Education in the Philippines aims to develop the capabilities of children Mainstreaming or integration of children is the main goal of the special educa-
who are physically, mentally, emotionally, socially, or culturally disabled as well chil- tion program to allow them to enjoy normal a life as possible.
dren with special talents or giftedness. Special children are attended through modi-
A mobile training course is also organized on current trends in classroom man-
fied curricula, special services, and physical facilities for the maximum development
agement and supervision of special education programs as well as the utilization of
of their potential.
publications on special education, educating the gifted, the Braille Code, basic sign
Educational programs include the special class plan (in the form of self-con- vocabulary, and regulations and standards for special schools.
tained classroom, resource room plan), special education centers, special schools,
and the itinerant teacher plan.
How many are PWDs in the Philippines?
Figure 1.
Percent Distribution of Persons with Disability by Type of Disability: 2000
Mental
Mental Multiple
Illness
Retardation Impairment
Quadriplegic 7.14% Total Blindness
7.02% 2.92%
5.93% 4.67%
Loss of one or Partial Blindness
both legs/feet 8.14%
4.60%
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% Totsl Deafness
3.81%

What are the laws relative to the protection and care of the PWD’s rights? The fundamental principle of inclusive school is that all children should learn togeth-
er, wherever possible, regardless of any difficulties or differences they may have
• Magna Carta for the Disabled Persons (RA 7277) – March 24, 1992 (The Salamanca Statement on Principles, Policy and Practice in Special Education).
• Section 4: Definition of Terms
Philosophy
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 man-
• The State shall promote the right of every individual to relevant quality edu-
ner or within the range considered normal for a human being;
cation regardless of sex, age, breed, socio-economic status, physical and
• ACT NO. 9442, mental condition, social or ethnic origin, political and other affiliation. The
An Act Amending Republic Act No. 7277, Otherwise known as the State shall therefore promote and maintain equality of access to education
“Magna Carta for Persons with Disability as Amended, and For Other Purposes” as well as the enjoyment of benefits of education by all its citizens (BP Blg.
Granting Additional Privileges and Incentives and Prohibitions on Verbal, 232).
Non-Verbal Ridicule Against Persons with Disability • Every child with special needs has a right to an educational program that
is suitable to his needs. Special Education shares with regular education
• Batas Pambansa Blg. 344 – An Act to Enhance the Mobility of Disabled Per- basic responsibilities of the educational system to fulfill the right of the
sons by Requiring Certain Buildings, Institutions, Establishments, and Public child to develop to his full potential
Utilities to install Facilities and Other Devices
The Bureau of Elementary Education Goals and Objectives
Special Education Division (SPED)
The ultimate goal of special education shall be the integration or mainstreaming
Vision of learners with special needs into the regular school system and eventually in the
community.
The State, community, and the family life hold a common vision for the Filipino child
with special needs: • 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
• he/she could be adequately provided with basic education towards providing him with the opportunities for a full and happy life.
• 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 specific objectives of special education shall be the development and maximi-
the society zation of learning competencies, as well as the inculcation of values to make the
• he/she is God-loving and proud of being a Filipino learners with special needs a useful and effective member of society.

• Facts Strategies to Support Mainstreamed Students in the General

As of Academic Year 2004-2005 Education Classes
*156,270 children with special needs are enrolled in schools 1. Increase student’s sense of belonging.
- 77,152 are mentally gifted/fast learners (G/FL) • Demonstrate respect for the student by using age-appropriate
language, and being a good role model.
- 79,118 are children with disabilities • Involve the student in the typical classroom routine.
- 40,260 learning disabled (LD) • Work with your educational and students to find ways for the student
to participate actively in the classroom activities.
- 11,597 hearing impaired (HI) • Consult with specialists for ideas, and express your concerns.
- 2,670 visually impaired (VI) • Encourage students to find ways to increase learning opportunities
for classmates who are challenged.
- 12,456 mentally retarded (MR)
• Promote equality and interactions with other classmates. Remember
- 5,112 behavior problem (BP) to use “friend” instead of “peer tutor” and say “go together” rather
than “take _with you”.
- 760 orthopedically handicapped (OH)
2. Accepting varied learning goals.
- 5,172 autistic children (Au) 3. Making Environmental Accommodation.
- 912 speech defectives (SD) 4. Team Teaching
5. Cooperative Learning
- 142 chronically ill (CI) 6. Accommodating personal learning styles.
- 32 children with cerebral palsy (CP) 7. Providing Hands-on instruction
*2,149 schools offering SPED programs Providing Opportunities for Functional Practice
- 4 national special schools
In addition to hands- on activities, opportunities for functional practice are
- 450 private special schools also important. When practice is relevant, students can easily see the connection
- 151 recognized Special Education Centers between what they are practicing and its use in life. The following are some exam-
ples:
- 1,544 regular schools with SPED programs
- 4,034 Special Classes

Reading Activities Cooperative Teaching
1. Directions ( for cooking, building a model, repairing appliances General and Special education teachers can work together to enhance ins-
2. Directional orientation and map reading truction for students with disabilities through co-planning and co-teaching.
3. Menus
4. Labels on foods, medicines and clothings • Co-Planning-general education and special education teachers plan spe-
5. Telephone book cific lessons and desired results.
6. Selecting something to order
• The teachers decide who will take the lead in the lesson, who will ensure
7. Schedules
that target students’ needs are met and who will provide individual or
8. Signs
small group instruction.
Writing Activities • Co-teaching- both the general education and special education teachers
are both in the classroom during the same lesson and both participative in
1. Writing a message to a friend the instruction.
2. Writing to request for something • Co-assessment-grading is an important consideration when students with
3. Making a shopping list disabilities are in general education classrooms. Both teachers assess
4. Ordering something by filling the form student’s performance and output as they share observations and evaluation.
5. Writing down telephone message
Rhythmic and Dance Activities SAMPLE CONTENT OF IEP
1. Moving in time with music  STUDENT’S PROFILE

2. Imitating movements  SUMMARY OF PRESENT LEVELS OF PERFORMANCE
3. Creating own dance moves  ANNUAL GOALS AND SHORT TERM SERVICES
4. Improvising musical instruments  PROPOSED EDUCATIONAL PROGRAM AND RELATED SERVICES
 GRADUATION STATUS
Encouraging Parental Involvement  ALTERNATIVE DISCIPLINARY PROCEDURES REQUIRED
 IEP COMMITTEE MEMBERS
Parents play a vital role in determining the student’s educational program.  AGREEMENT
Knowing the parent’s goals for their child can help everyone work together as a team.

MAINSTREAMING  Inventive game
 REFERS TO THE INCLUSION OF SPECIAL STUDENTS IN THE GENERAL

 Inventive game
EDUCATION PROGRAM
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  Dance
 Task or Challenge cards are enjoyable way of individualizing game, dance Develop a routine that includes a clap,
and gymnastic activities 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

3. A MAPEH teacher happens to handle an ADHD student. What can the tea-
PART II – ANALYZING TEST ITEMS cher 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
1. An Act providing for the rehabilitation, self-development, and self-reliance C. Group him with other bullies
of disabled persons and their integration into the mainstream of society is known D. Make him a leader of a group
as
A. RA 7277 4. A partially sighted student would like to join the dance club. What could
B. RA 7394 the dance adviser do to accommodate the special student
C. RA 8749 A. Allow the student to audition together with the other normal students
D. RA 344 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
The correct answer is option A (RA7277). Option B (RA 7394) is Consumer Act of D. Let other dancers tutor him
the Philippines, C (RA 8749) is Clean Air Act, and D (RA 344) is Accessibility Law.
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
2. Mrs. Pablo handles a regular class with one mainstreamed blind student. disorders and has difficulty staying on task, not disrupting others and raising
What can she do during PE class his hand when he has something to say. Unfortunately, several stu-
A. Exempt the student dents seemed to be learning his “bad” behavior instead of him learning
B. Modify instruction the good behavior of the other students. Which of the following measures
C. Modify activity should teacher Joyce use to solve the problem:
D. Give other classroom work A. use peer recognition
B. gnore the situation on purpose
The correct answer is option C. There is no need to modify instruction since there C. use punishment
was no mention that the blind student has other difficulty. It is only in the activity D. time out
that the teacher could modify to suit the need of the special student. Option
6. An important factor that positively affects students with physical and
A is never a good option because PE can help the special student to become
health handicapping situation in Music and Art class is the extent to which
fit. Option D will deprive the blind student of the benefit of physical activity.
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

B. Use different groupings to give students the opportunity to acquire the skills 11. All of the following statements pertaining to mainstreaming are correct
C. Modify instruction or the activity except.
D. Get students interests in accomplishing the task A. Mainstreaming allows special students to interact with regular class
peers and reduces the effects of labeling.
7. Severe disabilities are often described as a condition in which typical life B. Most special students receive the majority of their education in the
activities are significantly affected. Which of the following is not a severe special school.
disability? C. Regular class teacher contributes to the success of mainstreaming by
A. deaf-blind C. hard of hearing participating in the assessment, program planning, IEP development
B. autisms D. speech disorder and placement decisions
D. Most special students can succeed in the mainstream.
8. Tests are a way to find out what students have learned. The best way to dis-
cover what students have learned is 12. Students are referred to special education if they have special needs which
A. to use standardized test interfere with their school performance and if their needs cannot be
B. to use teacher-made tests adequately met within the regular educational program.If a student has difficulty
C. to use assessment portfolio with one or more senses and mobility, what need must be addressed
D. to use student-friendly tests by the special school?
A. Classroom behavior needs
9. This law aims to fully integrate differently-abled persons into the mainstream B. Physical needs
of Philippine society. It reinforces the rights and privileges of PWDs, who C. Academic needs
are now entitled to a minimum of 20 percent discount on various services D. Social needs
such as hotel and lodging, restaurants, recreation centers, theaters, cinemas, 13. These students are characterized by above average performance on mea-
carnivals, and concerts, among others. sures of intellectual performance; they may excel academically in all
A. RA 9442 C. RA 9165 subjects or be particularly advanced in one.
B. RA 344 D. RA 772 A. Talented students C. Excellent students
B. Gifted students D. Advanced students
10. Accessibility law is an act that enhances the following except:
A. mobility of disabled persons 14. Reinforcements have strong effects upon a preferred behavior if done in
B. establishment of public utilities appropriate timing. What type of reinforcement makes use of hugs, positive
C. Installation of Devices comments, and a pat on the back?
D. twenty percent discount for products and services A. Tangible reinforcement C. Social reinforcement
B. Edible reinforcement D. Activity reinforcement

15 Many special students encounter difficulty in social interactions with regular 2. apply skills from the previous concepts
class peers and teachers. Most common sources of the problem are the 3. present the materials for the task
following except 4. master the learning task
A. The behavior of the special student 5. practice the learning task
B. The attitudes and behavior of the regular students A. 1,2,3,4,5 C. 1,3,5,4,2
C. School staff and administration’s lack of knowledge about special B. 1,3,4,5,2 D. 1,2,4,3,5
students
D. Parents of special students who are overly protective 19. Which of the following is not true about the use of drugs in management
of hyperactivity?
16. The following statements about disabilities and handicaps are correct except A. Drug treatment should be considered a permanent solution to a
A. A student may be disabled without being handicapped. youngster’s problem.
B. A disability is some sort of impairment. B. During the course of drug treatment, the child should periodically be
C. Male students with special needs are more common than female drug free.
students. C. Drugs should be considered only when there is a demonstration of
D. Physical disability is directly related to intelligence. inordinately inappropriate behavior.
17. Which of the following statement best explains modification for special D. Before drug treatment is implemented, behavior modification proce-
students? dures or remedial techniques should be attempted.
A. When regular students have questions regarding the mainstreamed
students, the teacher must answer them promptly and honestly. 20. When is the right time to prepare the IEP?
B. Before a special student becomes a member of the class, the regular A. When the resource room is ready
teacher prepares the other students by not only talking about the spe- B. When assessment is complete
cial student’s disability but also about his/her interests, hobbies and C. When remediation is completed
talents. D. When the child is enrolled
C. Regular classroom teachers must group students with special needs
with other students with learning needs. 21. Special students can earn time to use media such as film, film strips, vi-
D. Call special attention to mainstreamed students. There should be a spe- deotapes, and television as
cial treatment, special assignment and must be given privately. A. Rewards for appropriate behavior
B. Direct instruction in interpersonal skill
18. Identify the correct sequence of activities when a regular classroom tea- C. An aid in the presentation
cher wants an individualized instruction D. An aid to monitor independent practice
1. selection of the learning task

22. Mildly retarded students have special needs in academic, classroom beha- PART III – ENHANCING TEST TAKING SKILLS
vior, physical needs and social performance. Which of the following
are indicators of mild retardation?
A. Acting out or withdrawn behavior 1. Which of the following statements is true about special students?
B. Sensory impairment A. Children with special needs can be effectively integrated in the regu-
C. Slow rate of learning lar PE program.
D. Excels in one or two areas B. Children with special needs are educated in the least restrictive envi-
ronment.
23. The following are descriptions of language disorder except C. Students with mental retardation, physical and health disabilities,
A. The inability to communicate using symbols and autism are admitted in the mainstream.
B. Inability to use appropriate grammatical pattern D. The Bureau of Secondary Education takes care of the SPED prog-
C. Difficulty in producing sounds rams in the DepEd.
D. Proper use of speech sounds
2. Children with the following disability constitute the greatest percentage of
exceptional children in the public school
24. Which of the following government agencies is in-charge of the special
A. Learning disability
education program in the Philippines?
B. Mental retardation
A. Commission on Higher Education
C. Physical and Health handicapped
B. Bureau of Elementary Education
D. Visual Impairment
C. Bureau of Secondary Education
D. Department of Education 3. Students with mild mental retardation has an IQ of
A. 40-50 C. 70-80
25. The following classification of special students have physical needs except B. 50-70 D. 80-90
A. Learning disabilities C. Vision/Hearing Impaired
B. Mental retardation D. Speech/Language disorder 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

C. Seizure Disorder C. Postural deviations

D. Perceptual-Motor Deficiencies D. Cardio-respiratory disorders
6. Sensory impairment and neurological disorders include all of the following 11. The term physically awkward refers to children who do not suffer from a
except known neurological or physical disability, yet have difficulty learning and
A. Perceptual-Motor Deficiencies performing basic motor skills. The following are common warning signs
B. Hearing Impairment except
C. Seizure Disorders A. Late in walking C. Difficulty coping with friends
D. Visual Impairment B. Poor catching skills D. Dislike of climbing equipment
7. The following are contents of the Individualized Education Program (IEP) 12. The following descriptors are inherent in physically awkward children except
except A. Poor school achievement
A. Summary of present level performance B. Reading difficulties
B. Annual goals C. Low self-esteem and self-concept
C. IEP committee members Agreement D. Balance and spatial orientation
D. Daily goals
13. Parents, teachers, and school officials have always been concerned about
8. The following are symptoms of perceptual-motor deficiencies except children’s posture because it has something to do with a child’s personality.
A. Body image Which of the following is the primary cause postural problems
B. Balance A. Chronic television watching C. Slanting desks
C. Hand-eye and foot-eye coordination B. Inadequate daily exercise D. Poor lighting
D. Tactile awareness
14. The organizational structure of station work for special students in physical
9. Eating disorders associated with obesity among special students include education is more effective with the use of
anorexia nervosa and bulimia. The criteria for obesity depend upon A. Task cards C. Circuit training
the assessment approach used which is B. Peer tutor D. Obstacle course
A. Physical Fitness test C. Treadmill test
B. Skinfold caliper D. Food Intake Analysis 15. Stations are particularly useful when attempting to individualized the
instruction program for the different physical activities. Which of the
10. This type of impairment denotes any congenital or acquired impairment following activities is appropriate for three children with moderate limita-
that has produced a motor disability. tions and cannot participate in rigorous activities?
A. Traumatic brain injury A. Rope climbing C. Mat activities
B. Orthopedic impairments B. Small equipment use D. Vaulting box

16. One major challenge in the field of special education program is inclusion. 21. In terms of the public school system, students who possess this level of
Inclusion is originally called mental disability are classified as educable.
A. Streamlining C. Integration A. Mild or moderate C. Mild or profound
B. Mainstreaming D. Individualizing B. Moderate or severe D. Profound or moderate
17. Students with rheumatic fever can be dealt with which of the following 22. The following guidelines will help teachers integrate students with visual
guidelines? impairments into the regular physical education program except
A. The amount and type of physical activity must be prescribed by a A. Use bright colored objects to encourage children to use their residual
physician. vision
B. Teachers should not allow students to participate in physical activities. B. Use tactile and auditory boundary
C. Parents should report to the teachers the early signs of fatigue. C. Use peers to guide children with visual impairment
D. Take the child’s pulse before any physical activity is started. D. Use children with visual impairments as posts in the given activity
18. Two most common respiratory impairments are asthma and cystic fibrosis. 23. Which of the following can be done to help children with special needs?
Most asthmatic children can participate in the regular activities except A. Early identification of the disability
when any of these situations is present except B. Consultation with parents
A. Heavy coughing C. Tightening of chest C. Consultation with medical practitioners
B. Heavy wheezing D. High Fever D. Early intervention for the disability
19. The State shall therefore promote and maintain equality of access to edu- 24. Which of the following types of postural defects belong to the first type of
cation as well as the enjoyment of benefits of education by all its functional deviation?
citizens. Which is the legal basis for this? A. Kyphosis (Round upper back)
A. RA 9165 C. BP 344 B. Lordosis (hollow back)
B. BP 232 D. RA 7277 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- 25. The intramural program provides an excellent opportunity to integrate chil-
tance emphasize the use of dren with special needs. This can be accomplished by
A. Individualized instruction C. Collaborative work A. Modifying games C. Modifying equipment
B. Peer tutor D. Group approach B. Modifying instruction D. Modifying facilities

MAPEH (Music, Arts, Physical Education and Health) Gymnastics
Gymnastics 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
Prepared by: movements, group acrobatics, and swing from branches early in their history.
Prof. Rosanna A. Diana
The Egyptians and Chinese
Competencies: 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 wom-
en of Minoan Crete developed the art of bull leaping. In bull leaping the performer
1. Define movement skills would run toward a charging bull, grab its horn and upon being tossed into the air,
and activities 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.
2. Apply Rhythmic and The Greeks
Artistic Gymnastics Skills
In Ancient Greece, three distinct programs of gymnastic exercise were deve-loped:
3. Analyze movement 1. For maintenance of good physical condition
skills for educational 2. For military training
3. As part of the conditioning regime for athletes
gymnastics and sports
The early Greek teachers of physical fitness (paidotribes) were the first to de-
activities. sign a system of physical activity for both athletes and general citizenry. Such pro-
grams, which included gymnastics, were considered central to the formal education
of children. The Greek philosophy portrayed the human body as a temple housing
Prof. Rosanna A. Diana PNU LET Reviewer 171

Gymnastics MAPEH (Music, Arts, Physical Education and Health)
the mind and the soul, and the practice of gymnastics contributed to the health and The Romans
functionality of the temple.
The Romans were a battle- tough people who conquered the known world.
They coined the word “gymnastics” from the word “gymnos” meaning “naked After their conquest of Greece, they adopted gymnastics as their own and devel-
art.” They built elaborate complexes known as “gymnasia” for their physical edu- oped it into a more formal sport. Gymnastic system designed to give strength for
cation training. The philosophers of Greece, Plato, Aristotle, and Socrates would military combat were used extensively by the Romans. Their practical nature turned
go into the gym where they would exercise their bodies and debate philosophy to sport into warfare. Like the Persians, the Roman Circus practiced horsemanship
exercise their minds. The attitude of those early gymnasts was a “sound mind in a and chariot racing in a circle, hence the term circus. Originally designed as a sport-
sound body.” With the gathering of young and old alike, the gymnasia were more ing event where Roman soldiers could match their skills and prowess against one
like a town hall than just a gym. 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
The famous Greek physician, Galen, who wrote a treatise called “Caracalla,” animals, animals killing people. It reached its gruesome height under the Emperor
developed a form a medical gymnastics of which we would call physical therapy Nero. The gymnasiums were used to train their legions for warfare, but with the
today. His work emphasized keeping fit exercises of gymnastics for the masses as decline of Rome, interest in gymnastics also dwindled and gymnastics would have
a means for better health. In time, structured gymnastic and calisthenics exercises been lost completely if it were not for the Medieval Gypsies.
were abandoned in favor of game sports.
Medieval Gypsies
In 776 BC, the Greeks held the first Olympic Games, which was a festival ded-
icated to their God Zeus. In this game, there was only a foot race of 200 yards. The Gypsies are believed to have arrived in Europe from northern India in the 1400s.
games continued for about 1,100 years with boxing, wrestling, throwing, jumping, They were called Gypsies because Europeans thought they came from Egypt. This
and weightlifting added. The Olympic Games were finally abolished by the Roman ethnic minority is made up of distinct groups called “tribes” or “nations”. The Sinti
Emperor Theodosius in 392 AD. 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 crafts-
The Persians men, such as blacksmiths, cobblers, tinkers, horse dealers, and toolmakers. Others
were performers, such as musicians, circus, animal trainers, and dancers.
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 move- The sad tale of Gypsies being persecuted continues to this day, with the happy
ments for combat on speeding horse during battle. Even up to just 50 years ago, the exception of Gypsy dances and music celebrated in 19th century romanticism, for
side horse had a raised neck and a croup (end) like a real horse. 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.
172 PNU LET Reviewer Prof. Rosanna A. Diana

Modern Gymnastics Per Henrik Ling (1776 – 1839) In Scandinavia, he was one of the great
By Lee Bjella gymnastics leaders and called the “Father of Swedish
gymnastics.” Hundreds of students would participate in
Germany, beginning in 1774, began putting its educational concepts into mass floor exercise drills.
practice.
Johann Pestalow (1746 – 1827) was noted as the founder of free exercise
and calisthenics.
Johann Basedow 1723 – 1790) was the first to conduct gymnastics as part
of education. He was the first modern writer and teacher Adolph Spiess (1810 – 1858) “Father of School Gymnastics” taught
of organized gymnastics for whom records survive. gymnastics to his classes in Switzerland and added
marching and free exercises to music.
Johann Guts Muth (1759 – 1839) the Great Grandfather of Gymnastics
wrote many influential books including carefully chosen Friedrich Ludwig Jahn (1778 – 1852) “The Father of Gymnastics.”
gymnastics exercises for girls in 1818. He wrote Gym-
nastics for Youth, the first book on modern gymnastics The American Gymnastics is largely influenced by Europe as evidenced by the
in 1793. He describes the use of sloping beams, climbing early Turnverein movement in their colleges. Dr. Dudley Sargent was the first
poles, ladders and ropes along with the balancing American contributor to gymnastics because he was instrumental in including gym-
beam and the swinging beam. nastics in the school curriculum.
Franz Nachtegall (1777-1847), formed a gymnastics club, opened a pri-
Gymnastics in the Philippines was started by two exponent of Physical Educa-
vate gymnasium and through his success encouraged
tion – Director Candido Bartolome of the University of the Philippines and Mrs.
the government to incorporate training into its school cu-
Francisca Aquino of the Bureau of Public Schools.
rriculum. His gymnastics program in Denmark empha-
sized mass calisthenics, mass vaulting and drills using
“Gymnastics” is a self-motivating activity, where one can manipulate the
dumbbells and balls.
different parts of the body into varied positions or movements (Clarita P. Diñoso,
“Gymnastics Book”, 1990).
Gerhard Vieth (1759 – 1839) published a book of exercises. He also
described the balance beam, jumping ropes, climbing
At present, Gymnastics is recognized as a systematic form of physical exercises
ropes and poles, the horse, the table and the buck. He
designed for:
wrote of vaulting over horizontal poles at different heights.

Educational Gymnastics – a program that challenges students to master tac- • Types of Stunts
tics involving strength, balance, flexibility, agility, and rhythm in a classroom
standard of learning the fundamentals with the maximum safety measures. – Individual Stunts –these are stunts performed by only one person.
Examples: Rocking Chair, Coffee Grinder, Egg Roll, Human Ball,
Therapeutic or Remedial Gymnastics – a series of selected exercises that Dog Walk, Lame Dog Walk, Frog Kick, Frog Jump, Inch Worm, Crab
help to relieve physical discomfort or restore function to disabled people. Walk

– Dual Stunts – are stunts performed by two.
Competitive Gymnastics – consist of prescribed sets of events for men and Examples: Wring the Disk Cloth, Chinese Get–Up, See–Saw, Jump
women, each of which is scored separately in order to determine a winner. Over, Three Partners – One Jump Over
– Group Stunts – are stunts performed by 3 or more persons.
PHASES OF THE EDUCATIONAL GYMNASTICS PROGRAM Examples: Walking Chair, Merry–Go–Round, Skin the Snake
– Combative Stunts –are stunts where two or more fight each other
1. Conditioning Program showing strength, balance, agility, and endurance.
Examples: Rooster Fight, Indian Wrestle, Tug of War
The exercises are selected for the purpose of preparing the body for more com-
plicated movements and skills. Exercises for the warm-up can also be selected
3. Tumbling (Acrobatic skills)
in his phase. This phase can also be considered as “Calisthenics” since routines
can be made out of the exercises in the conditioning program. This is the most important phase of the gymnastics program, because the abili-
ty of the performer is tested as he rolls to and fro, twists, turns, and springs
• Cool Down Exercises – serve to gradually taper off the body from the
about on the mat, floor, and in the air.
stress of exercises. It is as important as warming up because it keeps the
blood circulating around the body to prevent the individual from experien-
4. Rhythmic Gymnastics
cing some form of dizziness.
Routines or Exercises accompanied with music are called “Rhythmic Gymnas-
2. Stunts tics”. They are so- called because they are performed in a rhythmical manner
and the movements are flowing. This phase includes the free hand exercise
These are activities in the form of play which test one’s strength, flexibility,
and all exercise with use of light apparatuses such as wands, rings, hoops,
balance, agility, endurance, and coordination. This phase is specially suited to
ribbons, ropes, etc. Gymnastics skills, dance skills, locomotor skills, stunts, and
the lower grades.
tumbling skills are combined to form a routine on the floor. This is where the
Some stunts can be considered as conditioning exercise and still some are performer can create and develop her own routine according to her abilities.
preparatory stunts to tumbling skills.

5. Apparatus Work (Heavy) Men’s Artistic Gymnastics (MAG) – Gymnastics discipline played in
six (6) events:
This includes exercises done on the balance beam, vaulting horse, parallel bar,
uneven bars, rings, and the trampoline.  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.  Ring – 18 cm. in diameter and hand 275 cm. above the floor.
The positions should be properly arranged and selected, so that they form the
shape of a pyramid.  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
2. Rhythmic Sportive Gymnastics (RSG) – an aesthetic discipline per-
1. Artistic Gymnastics (AG) – gymnastics discipline where the gymnasts
formed to music while using small hand apparatus that seems to be an
perform on top of the heavy apparatus. A competitive event separates men
extension of the body. A competitive event for women either individual or
and women.
group in a bi – annual rotation of four out of five apparatuses.
Women’s Artistic Gymnastics (WAG) – Gymnastics discipline played
 Rope – no handle, but must be knotted at the end. The length depends
in four (4) events:
on the height of the gymnast. A very dynamic apparatus requiring agili-
 Horse Vault – 160 cm. long 35 cm. wide with an adjustable height of ty and good body coordination. The fundamental requirements are
120 cm. for women. jumps/leaps, skips, and hops.
 Asymmetrical Bars – parallel bars with one bar 2.3 m. high and the
 Hoop – made of plastic material between 80 cm. and 80 cm. in diame-
other bar 1.5 m. with an adjustable width of 86 cm. maximum.
ter. The apparatus offers greatest variety of movements and technical
 Balance Beam –500 cm. long, 13 cm. wide, set at a height of 120 cm. skills. The fundamental groups of body movements for hoop are jumps/
The surface is slightly padded to make it slightly springy for protection. leaps, pivot, balance, and flexibility.
 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  Ball – should be 18 – 20 cm. in diameter and weight 400g. This ap
border. paratus is by tradition an elegant and “lyrical” rather than dynamic
apparatus. The fundamental movements are flexibility elements.

 Clubs – made of plastics materials, a great hand game that requires  *Flexibility / Suppleness – is a quality of plasticity which gives the ability
rhythmic work, psychomotor coordination, and clockwork precision. to do a wide range of movement.
 Ribbon – is 7m long with 1m folded and sewn on one end. The actual
It involves four basic movements, namely:
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 de- a. Flexion – bending a body segment;
signs in space. The fundamental body movement is pivots. b. Extension – straightening a body segment;
c. Abduction – moving a limb away from the body; and
3. Aerobics Gymnastics – gymnastics discipline integrates the difficult ele- d. Adduction – moving a limb toward the body.
ments of gymnastics with aerobic dance steps and movements in order to
create a dynamic choreography for the sports either individual, mixed pair, Body flexibility is achieved through stretching specific segments of the
three or group. body. To achieve good body flexibility, exercises should be performed daily.
For very tight muscle–joint area, it is highly recommended that flexibility
4. Acrobatics Gymnastics – a gymnastics discipline where boys and girls exercises be done at least twice a day.
take part balancing with partners with selected acrobatics skills and balan-
ces and dance movements. Types of Stretching
PHYSICAL FITNESS is the capacity of the individual to accomplish his/her regular a. Passive Assisted Stretching – involves relaxing a specific body part
daily task/activities without undue fatigue and still has an ample amount of reserved and just allowing the partner to move the limb of the stretcher to gain
energy to enjoy leisure and meet emergencies. a new range of movement. Done without caution, this type of stret-
ching may cause muscle injury because the person assisting the stret-
Physical Fitness Components cher cannot adequately determine the sensation of the latter. Thus, the
risk of injury associated with overstretching a specific muscle group is
Health Related Components high for this type of stretching.
 *Strength – is the capacity to sustain the application of force without b. Static Stretching – involves slowly stretching a segment of the body
yielding or breaking; the ability of the muscles to exert effort against a to the farthest point and holding that position for a certain period of
resistance. time. Usually performed without a partner, each stretch is easy and
pain – free. Once the stretcher has achieved its full range of move-
 *Endurance / Stamina – is the ability to sustain long-continued contrac- ment and begins to feel a mild discomfort (muscle tension) in the body
tions where a number of muscle groups are used; the capacity to bear or part being stretched, the position is held statically. The risk of injury
last long in a certain task without undue fatigue. associated with this type of stretching is very minimal.

c. Ballistics Stretching – involves a sudden, bouncing or jerking rhyth-  Coordination – is the ability to use your senses together with your body
mic movement of a specific part of the body. In ballistic stretching, the parts or to use two or more body parts together.
stretcher does not know how far the soft tissue structures can extend
during the exercise, thus, the probability of tearing a muscle becomes  Balance – is the ability to control organic equipment neuro-muscularly; a
apparent. In many cases, this type of stretching causes muscle sore- state of equilibrium.
ness.
Body Awareness refers to the consciousness to the body as a whole. It refers to
d. Proprioceptive Neuromuscular Facilitation (PNF) – involves the the awareness to grasp the different kinds of movement that each body part can do
hold – relax (HR) approach to stretching. During the hold – relax, the and the awareness to grasp of its relation to space, time, force, and rhythm. It is the
partner attempts to move the limb at its lengthened range of motion total awareness of what the body can do and where the body is, which leads to a
and isometrically resist the partner’s attempt to move the limb into a greater body control and successful skill learning.
deeper stretch. Then, the stretcher relaxes the limb and the partner
slowly moves the segment into a new range. PNF is generally used if The Body has four (4) major divisions. They are the:
range of motion is extremely limited and if active movement causes  Head
pain.  Trunk
Chest region
 *Body composition – refers to the proportion between fat weight and total Waist
body weight. It is determined by the amount of fat and lean tissue in the Abdominal region
body. Hip region
Buttocks
Skill / Performance Related Components Back – upper back and the lower back
 Upper Extremities or Arms
 Power – refers to the ability of the muscles to release maximum force in Hands – fingers, palm
the shortest period of time. Wrist
Arms – forearms, elbow
 Agility – is the ability of the individual to change direction or position in Shoulder girdle
space with quickness and lightness of movement.
 Lower Extremities or Legs
 Speed – is the ability to make successive movements of the same kind in Feet – toes, heels
the shortest period of time. Ankles
Legs – thigh, hamstrings, lower legs, knees

Planes – the imaginary, two– dimensional surface in which movements are per- MOVEMENTS
formed.
Fundamental Movement Skills:
Three (3) Body Planes corresponding to the three (3) dimension of space:
• Frontal / Lateral – divides the body into half (front and back)  Locomotor Movement Skills – used to move the body from one location
• Sagittal – divides the body into half (right and left) to another.
• Transversal / Horizontal – divides the body into half at a given point
parallel to the ground (upper and lower) • Walking is a series of steps in all directions.
• Running is a fast walk with longer strides and there is a push-off
Spatial Directions – the way where the movements are to take place by the foot to suspend the body momentarily in air.
• Hopping is a spring on one foot and land on the same foot.
• Sideward – right and left • Skipping is a step and a hop with the same foot in one count.
• Forward and Backward • Leaping is a spring on one foot and land on the other foot.
• Diagonally Forward / Backward • Sliding a full contact of the foot on the floor by gliding in any
• Upward and Downward direction.
• Clockwise and Counterclockwise • Galloping a combined step and a cut (shift weight or displace the
other foot)
Axes – an imaginary line used to rotate, passing through the center of gravity. • Jumping is to spring on one or both feet and landing on both feet.
• Horizontal/ Transverse – the axis from one side of the waist to the
 Non–locomotor Movement Skills – in which the individual does not
other (rolling)
have to change location in order to practice an activity
• Vertical/ Longitudinal – the axis from the head to the toe (pirouette)
• Medial – the axis from the front to back (cartwheel)
• Bend or Flexion to move the body or part of the body around a wide
axis.
Level – are positions with reference to height.
• Stretch, Extend, Straighten to lengthen a part of the body.
• Low Level – usually designated as anything below your own hip level. • Twist to move a body around a long axis.
• Middle Level – is usually any movement or shape that is between • Lift, Raise to elevate a part of the body or the whole body to a de-
your own hip level and the top of your head when standing normally. sired level
• High Level – is anything above your own normal head height and may • Circle to move a body around a point.
include standing on the half toe, movement into the air and upward • Rotate/Turn to change direction to move around an axis.
movement, or by being lifted. • Swing to move continuously from one point to the other.

 Manipulative Movement Skills – used to handle or manipulate play ob- HELD or STATIC POSITION – these are positions held for 2 or more seconds.
jects, such as ball, wands, hoops, bats etc. They include movements that
increase hand–eye and hand – foot coordination, tracking skills, and dex- PIKE – the upper body is bent forward at the hips to an angle equal to or
terity and propulsion skills, such as throwing, kicking and batting. less than 90 degrees while the legs remain straight.
PRESS – is the application of steady pressure to a particular muscle or
 Specialized Movement Skills – related to specific sports, games and group of muscles in order to attain a desired stretch.
apparatus. Skills are structured (specific rules, guidelines and techniques)
PRONE – lying face down with the body straight.
SCALE – is a support on one leg with the other leg raised at the back and
TERMS IN GYMNASTICS
the body arch.
ARCH – is a position where the body is curved like an arc of a circle, with STRADDLE – the legs are extended sideways.
the hip forward and the head and truck bent backward.
SUPINE – lying flat on the back, with the body straight.
BASE – a partner who supports the other performer above him.
SPLIT – is a position where the legs are extended forward and backward in
TUCK – is position where the head and the knees are in contact and the a straight position.
trunk is curved.
TOP – the partner who is supported by the base.
MOUNT – are stunts performed by a performer to go up on an apparatus.
DISMOUNT – is a stunt used by a performer to get off on an apparatus.
TUMBLING SKILLS
SPOTTER – is a person who helps a performer to go about a skill for the first
time.  Forward Roll (movement analysis)
SPOTTING – is the act of helping a person to go about a skill for the first time. • Squat position knees together; place hands in front of the knees flat on the
EXERCISE or ROUTINE – planned series of dance skills, locomotor skills, floor, fingers pointing front.
gymnastics skills and tumbling skills performed with or without • Tuck the head so the chin touches the chest.
music. • Raise buttocks up to pike position.
• Bend arms until the shoulders reach the mat.
FLIP – a hand spring • Roll on back in tuck position.
• Come up to squat position, arms forward.

Example of Variations: Hands and Feet Positions

Straddle to Straddle
Pike to Pike • The hands are place in front of the right foot; the elbows locked.
The shape is a triangle.
 Backward Roll (movement analysis) • 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
• With the back facing the mat, squat position; arms in front of the knees, balance.
hands flat on the floor.
• For momentum, place weight of the body before the roll. Steps
• Sit to tuck position to continue rolling on the back; elbow close to the head;
fingers pointing back. • Starting position: Facing the mat in standing position weight on the left foot,
• Continue rolling until the hands touch the mat, (overhead reach position) right foot pointed in front; arms upward close to the ears.
• Immediately push with the hands to clear the head. • Lower the arms sideward down to arms close to the hips and on the floor
• End in squat position, arms forward. 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.)
Example of Variations: • Have the right leg join the left leg in handstand position. The body should
Straddle to Straddle be well contracted, the head is held up.
Pike to Pike
Spotting
 Cartwheel (movement analysis)
• The spotter stands in front of the performer as close as possible to be able
• Standing on the left foot, right pointed forward; arms overhead close to the to catch the left leg in the upward kick.
ears.
• Step the right foot forward at the same time kicks the left leg sideward and  Front Walkover (movement analysis)
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 • Start on standing position on one leg, the other leg pointing forward, arms
hand; legs in wide stride in air. overhead.
• Land on the left leg sideward left, and stand. • Lift the pointed leg forward about 6 – 12 inches of the floor, the arms
stretched overhead
 Handstand (movement analysis) • Step the lifted leg forward to a lunge position, lean trunk slightly forward
hands to reach the floor.

• 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. 1. A gymnastics discipline where every gymnast performs to show his or her
• Bring the second leg down to finish on standing position as in starting prowess on top of the apparatus
position. A. Rhythmic Gymnastics C. Artistic Gymnastics
B. Sports Acrobatics D. Sports Aerobics
 Back Walkover
2. When the coach extends the degree of stretch, care should be taken to
• Start on standing position on one leg, the other leg pointing forward, arms prevent tissue tearing, what type of stretching is this?
overhead. A. Active Stretching C. Passive Stretching
• Lift the pointed leg as the back arched, the arms stretched overhead to B. Inactive Stretching D. Proactive Stretching
reach the floor.
• Push through the supporting leg to come up to a handstand position, with 3. In doing this skill make sure hands are shoulder- width apart, knees are bent
leg on a wide split position. and head is tucked forward towards the knees. Hands are placed on mat
• Keeping the other leg high and straight as the first comes down. facing in direction of travel. Rotate body forward along mat transferring
• Bring the second leg down to finish on standing position as in starting weight onto shoulders then the back, with the body in a tight ball shape.
position. 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

6. This locomotor movement, which is a combination of a step and a hop, 11. A gymnastics discipline integrates the difficult elements of gymnastics with
generally shows speed of action and jolly expression of movement. aerobic dance steps and movements in order to create a dynamic choreog
A. Leap C. Gallop raphy for the sports either individual, mixed pair, three, or group.
B. Skip D. Hop A. Artistic Gymnastics
B. Educational Gymnastics
7. It refers to how fast successive contractions or movements can be executed. C. Rhythmic Sportive Gymnastics
It can be improved by repeated fast movements. Example is increasing the D. Sports Aerobics
number of skips in a set time frame.
A. Muscular Endurance 12. It is when a muscle performs repeated contractions. The duration of this
B. Muscular Strength muscle work should be gradually extended. Example is the length of time for
C. Muscular Speed continuous straddle jumps 10 secs. . . 15 secs. . . . 20 secs. . . .
D. Muscular Power A. Muscular Endurance C. Muscular Speed
B. Muscular Strength C. Muscular Speed
8. A Gymnastics position in which one leg is extended forward, the other leg is
extended backward at right angle to the trunk. 13. It is a gymnastics position or shape when the body and legs are extended
A. Scale C. Swan upward, while the head, shoulder and the bent elbow support the extended
B. Deep Lunge D. Split body.
A. Headstand C. Shoulder stand
9. These gymnastics equipment like the pommel horse, horizontal bar, horse
B. Handstand D. Stride stand
vault and parallel bars are being used in this gymnastics event.
A. Men’s Artistic
14. Gymnastics stunts where one works with someone about his size, height,
B. Sports Aerobics
and weight that aims to develop coordination, balance, and cooperation.
C. Rhythmic Sportive
A. Combative Stunts C. Dual Stunts
D. Women’s Artistic
B. Individual Stunts D. Group Stunts
10. If a hop is a spring on one foot and land on the same foot, then what is a
jump? 15. This is the fundamental aspect of skill development. Example is the conti-
A. A spring on one foot and land on the other foot nuous skipping.
B. A spring on one foot or both feet and landing on both feet A. Speed C. Flexibility
C. A spring on left foot and landing on the right foot B. Coordination D. Agility
D. A spring on both feet and landing on one foot

16. Women’s Artistic Gymnastics (WAG) is a gymnastics discipline where the 21. The preparatory position in backward roll where the feet are held together
gymnast shows a lot of styles, strength, power, and endurance in her rou with knees straight and truck bent forward towards the legs.
tine. One of the apparatuses below is used in one of the four (4) WAG events. A. Squat C. Tuck
A. Ribbon C. Asymmetric Bars B. Pike D. Straddle
B. Trampoline D. Parallel Bars
22. The exercises are selected for the purpose of preparing the body for more
17. This phase of the program makes a picture (mural) out of body static posi- complicated movements and skills. Exercises for the warm-up can also be
tions. The positions should be properly arranged and selected, so that they selected in this phase can also be considered as “Calisthenics.”
form the shape of a pyramid. A. Cool – Down Exercises C. Rhythmic Exercises
A. Stunts C. Rhythmic Gymnastics B. Marching Exercises D. Conditioning Program
B. Pyramid Building D. Conditioning Program
23. An artistic gymnastic terminology for tumbling type movements. Examples
18. A program that challenges students to master tactics involving strength, are cartwheel, handspring, etc.
balance, flexibility, agility, and rhythm in a classroom standard of learning A. Stretchy C. Acrobatic
the fundamentals with the maximum safety measures. B. Elastic D. Supple
A. Educational Gymnastics
B. Competitive Gymnastics 24. It is an aesthetic combination of the body movements to music with portable
C. Therapeutic or Remedial Gymnastics apparatus.
D. Creative Gymnastics A. Artistic Gymnastics C. Rhythmic Sportive Gymnastics
B. Educational Gymnastics D. Sports Aerobics
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, 25. A gymnastics position in which the legs are separated sideways.
turns and springs about on the mat, floor and in the air. A. Scale C. Split
A. Tumbling C. Rhythmic Gymnastics B. Straddle D. Supine
B. Stunts D. Pyramid Building
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

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
1. It refers to the harmonious relation between body and mind where parts and B. Skip D. Hop
segments of the body move in different ways and directions in a gymnastics
8. The Great Grandfather of Gymnastics wrote many influential books including
routine.
carefully chosen gymnastics exercises for girls in 1818. He wrote Gymnas-
A. Cooperation C. Concentration
tics for Youth, the first book on modern gymnastics in 1793. He describes
B. Coordination D. Collaboration
the use of sloping beams, climbing poles, ladders and ropes along with the
2. A regulated external force acting to produce a greater range of flexibility in balancing beam and the swinging beam.
a relatively inactive muscle. A. Johann Guts Muth C. Friedrich Ludwig Jahn
A. Active Stretching C. Passive Stretching B. Johann Pestalow D. Adolph Spiess
B. Inactive Stretching D. Proactive Stretching 9. The muscles move a limb away from the vertical mid–line of the body.
3. It means bending or reducing length. It decreases the angle of the joint. A. Abduction C. Adduction
A. Extension C. Flexion B. Extension D. Rotation
B. Contraction D. Reduction 10. Which of these body parts keeps one in state of equilibrium during a one leg
4. Being the first to conduct gymnastics as part of education. He was the first balance?
modern writer and teacher of organized gymnastics for whom records A. Legs C. Trunk
survive. B. Arms D. Head
A. Per Henrik Ling C. Johann Basedow 11. He formed a gymnastics club, opened a private gymnasium and through his
B. Franz Nachtegall D. Gerhard Vieth success encouraged the government to incorporate training into its school
5. It is a self-motivating activity, where one can manipulate the different parts curriculum. His gymnastics program in Denmark emphasized mass calis-
of the body into varied positions or movements. thenics, mass vaulting, and drills using dumbbells and balls.
A. Physical Education C. Gymnastics A. Johann Pestalow C. Gerhard Vieth
B. Physical Fitness D. Movements B. Adolph Spiess D. Franz Nachtegall
6. A person who helps a performer to go about a skill for the first time. 12. A series of selected exercises that help relieve physical discomfort or restore
A. Helper C. Assistant function to disabled people.
B. Spotter D. Spotting A. Creative Gymnastics C. Therapeutic or Remedial Gymnastics
B. Competitive Gymnastics D. Educational Gymnastics

13. Type of “stretching,” when the gymnast uses her own strength to manipulate events except one of the following.
the stretch movements produced by muscle contraction. A. Pommel Horse C. Parallel Bars
A. Active Stretching C. Passive Stretching B. Asymmetrical Bars D. Ring
B. Inactive Stretching D. Proactive Stretching
20. A planned series of dance skills, locomotor skills, gymnastics skills, and
14. He was one of the great gymnastics leaders and called the “Father of tumbling skills performed with or without music.
Swedish gymnastics.” A. Movements C. Exercises or Routine
A. Friedrich Ludwig Jahn C. Per Henrik Ling B. Aerobics D. Rhythmic Activities
B. Johann Pestalow D. Adolph Spiess
21. “The Father of Gymnastics.”
15. It consists of prescribed sets of events for men and women, each of which A. Friedrich Ludwig Jahn C. Franz Nachtegall
is scored separately in order to determine a winner. B. Johann Pestalow D. `Adolph Spiess
A. Therapeutic or Remedial Gymnastics
B. Competitive Gymnastics 22. It is a quality of plasticity which gives the ability to do a wide range of
C. Creative Gymnastics movement.
D. Educational Gymnastics A. Strength C. Flexibility / Suppleness
B. Balance D. Agility
16. The “Father of School Gymnastics” who taught gymnastics to his classes in
Switzerland and added marching and free exercises to music. 23. This is a mild activity used as the body movement slow down until the pulse
A. Adolph Spiess C. Johann Basedow and breathing rates return to normal.
B. Franz Nachtegall D. Gerhard Vieth 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. 24. An imaginary straight line around which the hand apparatus or body rotates.
A. Horse Vault C. Balance Beam A. Axis C. Union
B. Asymmetrical Bars D. Horizontal Bar B. Bloc D. Coalition
18. He was the first American contributor to gymnastics because he was instru- 25. Ability to keep the center of gravity over the base of support and to maintain
mental in including gymnastics in the school curriculum. equilibrium.
A. Johann Pestalow C. Franz Nachtegall A. Balance C. Solidity
B. Dr. Dudley Sargent D. Gerhard Vieth B. Stability D. Poise
19. Men’s Artistic Gymnastics (MAG) is a Gymnastics discipline played in six (6)

Anatomical, Mechanical and Physiological Bases of Movements MAPEH (Music, Arts, Physical Education and Health)
Anatomical, PART I - CONTENT UPDATE
Mechanical and Definition of Terms
Physiological Bases • Anatomy – is the branch of science that deals with the structure of the
body parts, their forms and how they are organized
of Movements
• 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
Prepared by:
aspect of any system. This provides accurate answers to what is happe-
Prof. Teresita T. Evangelista
ning, why it is happening, and to what extent it is happening
o static - the study of factors associated with non moving systems
Competencies: 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
1. Analyze body parts in  kinetics – the study of the forces acting on body that in-
fluence its movement
relation to movements • Biomechanics- is the area of study wherein the knowledge and methods
of mechanics are applied to the structure and function of the living human
2. Identify the components system
of Physical Education
Introduction
3. Demonstrate lifetime
The study of human body has a long history. Our ancestors, who relied on
wellness program and superstitions and notions about magic to help the sick, became so curious about
how their bodies worked. Through continuous practice and observation, they began
activities to discover useful ways of treating the human body..
186 PNU LET Reviewer Prof. Teresita T. Evangelista

MAPEH (Music, Arts, Physical Education and Health) Anatomical, Mechanical and Physiological Bases of Movements
The medical provider and healer coined many new terms to name the body • Cell – are the building blocks of the body. They are the smallest structure
parts, describe their location and to explain their functions. These terms, most of of the body that carries out complex processes. It varies in size, shape,
which originated from Greeks and Latin words formed the basis for the language of color and other depending upon its function. It can divide and multiply, Ty-
anatomy and physiology which we relate as scientific names. (Biomechanics, 1990) pically a human cell consists of several compartments of organelles sur
rounded by plasma membrane. The organelles can be seen floating in fluid
Scientist has always been interested in the structure and movement of called cytoplasm. Each cell contains a nucleus where the genetic material
the human body. The ancient Egyptians are believed to have been the first people is stored. This coil-like structure is called chromosomes that always comes
to study anatomy. In the middle of the 4th century B.C. Hippocrates, known as the in pair and are made up of a chemical called DNA (deoxyribonucleic acid)
“Father of Medicine”, continue these studies in Greece. Aristotle, known to be the where the genetic materials are stored. Each one of us has 46 chromo
“Father of Kinesiology” was the first scientist to describe and analyze the actions somes, from which 23 came from the father and 23 from the mother. This
of muscle. Galen was the first to introduce the concept of muscle contractions and made us unique from others.
named such muscles as the agonist and antagonist muscles.
• Tissue – are group of cells organized into layers or masses that have com-
Today, even with the modern technology, scientist continues to conduct mon function. Cells of different tissues vary in size, shape, organization
research to learn more of the human body and how it works. The science of Anato- and function, those within each type are quite similar in function. The tis-
my provided us with the knowledge about the structure and function of the human sues of the human body are of four major types
body, while Kinesiology with information about human motion in relation with other
sciences such as physiology, physics and neurology. (Fitness, Theory and Practice, 1. Epithelial – cover all body surfaces, line most internal organs, and
2002) 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
The Human Body
2. Connective – binds structures, provide supports and protection,
The body is the most amazing and miraculous living machine in the universe, serves as frameworks, fill spaces, store fat, produce blood cells,
capable of growth, self repair and reproduction as a result of the monitoring power protect against infections and help repair tissue damage. Exam-
of the human brain. It is made up of thousands of parts of various sizes and shapes ples are the bones, the tendons , ligaments, muscles, adipose tis-
that work together in an organized manner, each of which have a specific functions sue or fats, nervous tissues
working together to keep as alive. But, the big question is “What is the human body
really made of?” • Organs – are groups of different tissues that form a complex structure
with specialized functions like the skin, skeleton, stomach, the heart, kid-
neys, intestine, muscles, brain, blood etc...
Prof. Teresita T. Evangelista PNU LET Reviewer 187

• Systems – are group of organs that function closely together that consti- port blood towards the heart, while exchange of gases takes place
tute the organism in the tiny capillaries.
1. Skeletal system – consist of the bones, cartilage and ligaments 5. Respiratory System – consist of the air passages from the nose
that binds bones together. Without the frame to support your body to the trachea or windpipes, bronchi, to the alveoli or the air sacs
you would collapse, lose your shapes and be unable to move. This of your lungs. The air that you breathe is made up of different
body frame is called skeleton. It gives your body strength and pro- gasses, mixed together, but the body only needs one of them, oxy-
tects the soft parts inside. The bones are light enough to allow you gen to keep you alive.
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 6. Digestive system – consist of the mouth that breaks down the
inorganic salt. food into tiny bits. Then it travels down the esophagus which is
connected to the stomach where the digestive process is stron-
2. Muscular system – consist of the different muscles all over the gest. Then the food flows down the small intestine. Food nutrients
body. By the contraction and pulling of the skeletal muscles, the seep though the thin walls into the blood. The large intestine holds
muscles provide forces that cause the body to move. They also the food that the body can not digest. Later it passes out the body
maintain posture and are the main source of body heat. Your heart through the rectum.
beating, your intestine and lungs working are made of muscles
7. Excretory System – the organs in several systems absorb and
3. Nervous system – consists of the brain, spinal cord, nerves and excrete various wastes. The digestive system excrete undigested
sense organs. Nerve cells within this organs use electrochemical food through the rectum, the kidney removes waste from the blood
signals called nerve impulses that carries information between the in the form of urine. The respiratory system gives out carbon dio-
brain and all parts of the body. The sensory nerve carries signals xide as waste product while the skin gives out perspiration that
to your brain from your senses telling what is happening around even carries salt and fats.
you. When the brain decided what to do it sends signals along the
other set of nerves – the motor nerves that makes your muscles 8. Integumentary system – includes the skin and its various acces-
work. sory organs such as the nails, hair, sweat glands, and sebaceous
glands. This system protects the underlying tissues, help regulate
4. Circulatory system- consist the heart, the blood vessels and the body temperature, house variety of sensory receptors and synthe
blood. The blood is pumped all around your body by the heart. It size certain products.
passes and transport blood through the blood vessels. Arteries
used to transport blood away from the heart while the veins trans- 9. Reproductive system – Reproduction is the process of produ-
cing offspring. Cell reproduces when they divide and give rise to

new cells. The reproduction of an organism produces a whole new ANATOMICAL TERMINOLOGY
organism like itself. This consists of the female organs vagina,
uterus, ovary, egg and egg tube. The male organs include the pe- Relative Positions
nis, testes and bladder.
The terms relative position described the location of one body part with respect to
Lymphatic system – consist of the lymphatic vessels, lymph
10. another which includes the following:
fluid, lymph nodes, thymus gland and spleen. This system trans-
ports some of the tissue fluid back to the blood stream and carries • Superior means that a body part is above another part or is closer to the head.
certain fatty substance away from the digestive organs. The cells (The thoracic cavity is superior to the abdominopelvic cavity).
of the lymphatic system are called lymphocytes. They defend the • Inferior means that the body part is below another body part or is toward the
body against infection by removing the disease causing microor- feet. (The neck is inferior to the head)
ganisms and viruses from the tissue. • Anterior (or Ventral) – means towards the front (The eyes are anterior to the
brain)
Endocrine system – includes all the glands that secrete chemical
11. • Posterior (or Dorsal) – means towards the back (The pharynx is posterior to the
messengers called hormones that help control conditions within oral cavity)
the body. They are the pituitary, thyroid, parathyroid, adrenal, pan- • Medial – relates to the imaginary midline dividing the body into equal left and
creas, ovaries, pineal glands and thymus 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)
In the field of Physical Education, the study of anatomy is centered on the • Lateral – means toward the side with respect to the imaginary midline. (The
systems that are directly involved in movements. The rest of the systems are taken ears are lateral to the eyes)
in passing although it plays a very important role in the development of the body • Proximal – describes a body part that is closer to a point of attachment or clo-
and in maintaining fitness and wellness. The said focus is given more on the mus- ser to the trunk to the trunk of the body than other part. (The elbow is proximal
culoskeletal, cardio respiratory and nervous systems. to the wrist)
• Distal – means that a particular part of the body id farther from the point of
To communicate effectively with same line of thoughts, using the same attachment or father from the trunk than another part. ( The fingers are distal to
language specifically the physical educators, coaches, choreographers, dancers the wrist)
and physical therapist, anatomist developed several terms with precise meanings to • Superficial – means situated near the surface (the epidermis is superficial to
describe anatomy. Some of these terms concern the relative positions of the body the layer of the skin). Peripheral also means outward or near the surface.
parts. The use of such terms assumes that the body is in anatomical position where • Deep – described part that is more internal. The dermis is the inner layer of the
the body is standing erect, face forward, the arms at the sides and with palms skin).
facing forward.

Body Section/ Planes Functions
Observing the various locations and organization of the internal body parts requires • The 206 bones of the human body form a rigid framework (skeleton) to
cutting or sectioning the body along various planes. which the softer tissues and organs of the body are attached.
• The vital organs are protected by the skeletal system. The brain is protec-
• Sagittal – refers to the lengthwise cut that divides the body into right and left ted by the surrounding skulls, as the heart and lungs are encased by the
portion. If the sagittal section passes along the midline and divides the body into sternum and rib cage.
equal parts it is called median (midsagittal)
• Body movement is carried out by the interaction of the muscular and skele-
• Transverse (or Horizontal – refers to the cut that divides the body into superior
tal systems. For this reason, they are often grouped together as the mus-
and inferior potion.
culoskeletal system. Muscles are connected to the bones by tendons while
• Coronal (frontal or lateral) – refers to a section that divides the body into ante-
bone are connected to another bone by ligaments. This bone connection is
rior and posterior portion
typically called joints.
Sometimes a cylindrical organ such as the blood vessel is sectioned. In • Blood cells are produced by the marrow in some bones. An average of 2.6
this case, a cut across the structure is called a cross section, an angular cut is an million red blood cells is produced each second by the bone marrow to
oblique section, and a lengthwise cut is a longitudinal section replace those worn out and destroyed by the liver.
• Bones served as storage area for minerals such as calcium and phospho-
rus. When an excess is present in the blood, a build up will occur within the
THE BODY SYSTEMS bones. When the supply of these minerals is low, it will be withdrawn from
the bones to replenish the supply.
I. THE SKELETAL SYSTEM
Types of Bones
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 types of bones are classified on the basis of their form:
THE BONES
• Long bones - leg and arm bones
The bones are the living structures consisting of several layers. These in- • Short bones – wrist and ankle bones
clude thin, membranous outer surface that has a network of nerves and blood • Flat bones – skull, shoulder blade, ribs, sternum and patella
vessels running through it. Bones is made up of 35% organic materials of fib- • Irregular – bones of the spinal column
rous protein called collagen that gives the bone flexibility. The 65% of inorganic
salt and water like calcium and phosphorus that gives the bone strength.

The thigh bones or the femur is the largest and strongest single bone in the • CRANIAL BONES
body, while the smallest bone is called stirrup found in the middle ear connec- 1. frontal – forms the forehead (1)
ted to two other small bones called hammer and anvil that are joined to the 2. parietal – forms the roof and sides of the skull (2)
eardrum. This carries sound signals to the brain. 3. temporal – house the ears (2)
4. occipital – forms the base of the skull and contains the foramen
Division of the Skeleton magnum (1)
5. sphenoid – is considered the key bone of the skull where all bones
The human skeleton is divided into two parts: are connected to it (1)
6. ethmoid – located between the eyes that forms the part of the
• AXIAL Skeleton – consist of the bones that form the axis of the body and nasal septum (1)
support and protect the organs of the head, neck and trunk.
1. Skull • FACIAL BONES
2. Sternum 1. mandible – forms the lower jaw and the only moveable joint in the
3. Ribs head that provide the chewing motion. (1)
4. Vertebral Column 2. maxilla – forms the upper law (2)
• APPENDICULAR Skeleton is composed of the bones that anchor the 3. palatine – forms the hard palate or the roof of the mouth (2)
appendages to the axial skeleton. 4. zygomatic – are the cheek bones (2)
1. Upper Extremities 5. lacrimal – help form the orbits or inner aspect of the eyes(2)
2. Lower Extremities 6. nasal – forms the bridge of the nose (2)
3. Shoulder Girdle 7. vomer – form parts of the nasal septum ( the divider between the
4. Pelvic Girdle (the sacrum and coccyx are considered part of the verte- nostrils) (1)
bral column) 8. inferior concha – bones which makes-up the side wall of the nasal
cavity (2)
The Axial Skeleton
The Ribs
The Skull
The ribs are thin, flat curved bones that form a protective cage around
The skull is the bony framework of the head. It is comprised of the the organs in the upper body. They comprised 24 bones arranged in 12
eight cranial and fourteen facial bones. The cranial bones make up the pro- pairs that form a kind of cage that encloses the upper body. They give the
tective frame of bones around the brain while the facial bones make up the chest its familiar shape to protect the heart and lungs from injuries and
upper and lower jaw and other facial structures. These are: shocks The ribs also protects parts of the stomach, spleen and kidneys,

during respiration, the muscles in between the ribs lift the rib cage up to and support the head. The first cervical vertebra is called the atlas
allow the lungs to expand when you inhale. Then, the rib cage moves down which allows the head action for the YES and NO.
again, squeezing the air out of your lungs when you exhale.
• THORACIC VERTEBRAE – are the next 12 vertebrae form the anchor
of the rib cage. The bones of the thoracic vertebrae are larger than the
These bones of the rib cage are divided into three categories namely:
cervical and increase in size from to bottom.
• TRUE RIBS – are the first seven pairs of bones connected to the spine
• LUMBAR VERTIBRAE – these five bones are the largest vertebrae in
(backbone) and directly to the breastbone or sternum by a strip of car-
the spinal column that support most of the bodies weight and are at-
tilage called the costal cartilage
tached to many of the back muscles
• 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. • 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
• FLOATING RIBS – are the last two sets of ribs the spine but not con- into a single bone after age 26. This forms the back wall of the pelvic
nected to anything in front. girdle
The Sternum • COCCYC – is also called the tailbone consist of 3-5 bones that are
fused together in adult.
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 The vertebral column turned into 26 movable parts in adults. In bet-
composed of three parts, the handle called the manubrium, the blade ween the vertebrae are intervertebral discs made of fibrous cartilage that
called body and the tip called xiphoid process 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.
The Vertebral Column
Looking at the side, the spine form four curves called the cervical
The vertebral column also called the backbone or spinal column con-
curve, thoracic, lumbar and the final curve pelvic or sacral curve. These
sist of series of 33 irregularly shaped bones called vertebrae, This 33
curves allows human being to stand upright and help maintain their ba-
bones are divide into five categories depending on where they are located
lance. Any exaggeration on this curves is a problem. Kyphosis, on the tho-
in the backbone.
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

The Appendicular Skeleton 3. Fingers or Phalanges – consist of 14 bones called phalanges. The
single finger bone is called phalanx arranged in three rows
The Upper Extremities
Lower Extremities
The upper extremity consist of parts, the arm, forearm and the hands
The lower extremities are composed of the bones of the thigh, leg, foot
• ARM – is the region between the shoulder and the elbow consist of a and patella (kneecap). The bones of the lower extremities are the heaviest,
single long bone called humerus. The humerus is the longest bone in largest and strongest bones in the body because they must bear the entire
the upper extremity. The top or the head is large, smooth and rounded weight of the body when a person is standing in the upright position.
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 • THIGH – the region between the hip and the knee composed of a sin-
forearm. gle bone called femur or thighbone. The femur is the longest , largest
and strongest bone in the body
• 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 • LEG - it is the region between the knee and the ankle. It is formed by
viewed on anatomical position. The ulna is longer than the radius and the fibula on side away from the body and the tibia or the shin bone.
connected more firmly to the humerus. The radius however contributes The tibia connects to the femur to form the knee joint. The tibia is lar-
more to the movements of the wrist and hand than the ulna. When the ger that the fibula because it bears the weight while the fibula serves
hands are turned over so that the palm is facing downwards, the radius as an area for muscle attachment.
crosses over the ulna.
• FOOT – contains 26 bones of the ankle, instep the five toes. The ankle
• HANDS – have 27 bones and are consist of three parts, the wrist, is composed of 7 tarsal bones the largest of which is called calcaneus
palms and fingers. 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
1. Wrist or Carpals – consist of 8 small bones called carpal bones
that are tightly bound by the ligament. These bones are arranged • PHALANGES or Metatarsal – bones of the foot are similar in number
in two rows of four bones each and position to the metacarpal and phalanges of the hands
2. Palm or Metacarpal – consist of 4 metacarpal bones one aligned • KNEECAP or Patella – is a large triangular sesamoid bone between
with each of the fingers. The bases of the metacarpal bones are the femur and the tibia. The patella protects the knee joint and streng-
connected to the wrist bone and the heads are connected to the thens the tendons that forms the knee
bones of the fingers that form the knuckles of a clenched fist.

The Shoulder Girdle • 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 shoulder girdle is also called pectoral girdle composed of four bones: The sutures are the joints of the skull. The parietal bones are joined by
2 clavicles and 2 scapulae. The pectoral girdle serves as an attachment point the sagittal suture. Where the parietal bones and frontal bones meet is the
for the numerous muscles that allows the elbow and the shoulder joint to move. coronal suture, the parietal and the occipital is joined by lomboidal suture
It also provides the connection between the upper extremities and the axial while the suture between the parietal and temporal is referred to squamous
skeleton. suture. This site is the most common location of the fontanelles on the
• CLAVICLE – is also known as collar bone. It is a slender S-shaped bone head of the baby
that connects the upper arm to the trunk of the body and holds the shoul-
der joint that allow a greater freedom of movement. One end of the clavicle • SLIGHTLY MOVABLE or Amphiarthroses – this joint is characterized by
is connected to the sternum and one end is connected to the scapula bones that are connected by hyaline cartilage (fibro cartilage). Example:
The ribs that are connected to the sternum.
• 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 • FREELY MOVABLE or Diarthroses – most of the joint in the human body
seventh ribs and serve as attachment for several muscles. are freely movable which are of six types:
The Pelvic Girdle 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
The pelvic girdle also called the hip girdle composed of coxal bones that range of motion including rotation. Example: shoulder and hip joints
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 2. Condyloid – oval shaped condyle fits into elliptical cavity of another a-
body systems. This coxal bone is composed of the ilium, ischium and pubis llowing angular motion but not rotation. This occur between the meta-
carpals (bones in the palm of the hands) and the phalanges (fingers)
The pelvic girdle differs between man and woman. In man the pelvis is and between the metatarsals(foot bones excluding heel) phalanges
more massive and the iliac crest is closer together. In woman, the pelvis is (toes)
more delicate and the iliac crest is rather apart that reflects the role of women
3. Saddle – this type of joint occurs when the touching surface of two
in pregnancy and in the delivery of children.
bones have both concave and convex regions with the shapes of the
bones complementing one another and allowing a wide range of
The Joints
movement. Example: only the thumb.
The joints or articulation is the place where two bones come together. There 4. Pivot – the rounded or conical surface of one bone fits into a ring of
are three types of joints classified according to their degrees of movement. one or tendon allowing rotation. Example: the joint between the axis

and atlas of the neck. • 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
5. Hinge – a concave projection of one bone fits the concave depression
brain
in another that allows only two movements, flexion and extension.
• From the side, the spine looks curved like a letter S. it helps you to stand
Example: knee joint and elbow joints
up straight
6. Gliding – Flat or slightly flat bones move against each other allowing • The ribcage have 12 pairs of ribs are attached to the raw of bones in your
sliding or twisting without any circular movement. spine.
Example: carpals or wrist bone and tarsals of the ankle • 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
Types of Motion • 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
Joints can move in many directions such as:
the radius and the ulna
• FLEXION – is the act of bringing two bones closer together which de- • Your ankle is a joint, it is made up of bones in the foot and the end of the
crease the angle between two bones legs bones called tibia and the fibula
• 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 II. MUSCULAR SYSTEM
(an imaginary line that divides the body from head to toe
• ADDUCTION – is movement towards the midline The Muscles
• CIRCUMDUCTION – a continuous motion from flexion, extension, ab-
duction, adduction and hyperextension You have about 650 muscles in your body. While bones give the body struc-
• ROTATION – allows a bone to move around one central axis. A pivot ture and support, they cannot move by themselves. Muscles are need for all
motion when you turn the head from side to side. body movements like walking, running , talking, breathing and others. The three
• PRONATION – the forearm turns the hand so the palm is facing down- functions of muscles are movement, maintenance of posture, production of
ward body heat and muscles help give our body its shape.
• SUPINATION – turns the hand to face upward.
3 Types of Muscles
Note:
There are three types of muscle
• 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 • SKELETAL MUSCLES are connected to the bones. A skeletal muscle fiber
nod and turn from side to side. is long, cylindrical, multinucleated and contains an alternation light and

dark striations. They are also called voluntary muscles because the move- • ELASTICITY – the ability of the muscles to return in its original length when
ments they produce are under your control that maybe rapid or forceful. relaxing.
Contraction stabilizes the joint.
Muscle Contraction
• 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 Skeletal muscle is attached to the bone by long ropy strands called tendon.
digestive tract, the blood vessels and other internal organs except the heart The skeletal muscles contract or shorten, to move the bones. A muscle only
• CARDIAC MUSCLES are involuntary muscles found only in the heart that pulls in one direction. It needs another muscle to pull in the muscle in the oppo
works nonstop for life. Its contraction occurs involuntarily and is rhythmic site direction in order to return a bone to its original position. When you straight
and automatic. When the body is at rest the heart generally beats about 60 en the arm the triceps contracts pulling the biceps back to a relax position,
to 70 times in a minute.
• ISOTONIC – when muscles contract they shorten and movements occurs
Characteristics of Muscles • ISOMETRIC – when the muscles contract but the muscles do not shorten
or produce movement...
The muscles whether they are skeletal, smooth or cardiac have four cha-
racteristics in common: Muscle Tone
• CONTRACTIBILITY – When the muscle shortens or contracts, it reduces The muscle tone is the state when two muscles work against each other,
the distance between the parts of its content or the space that it surrounds. and is always at the state of slight contraction and ready to pull. Muscle tone is
The contraction of skeletal muscles which connects a pair of bones brings particularly important in maintaining the posture. If the muscles of the neck,
the attachment point closer together which causes the bone to move. trunk and legs suddenly relax, the body collapses.
When cardiac muscles and other smooth muscles contract they squeeze
out the blood causing the surrounding blood vessels to relax and increase
Oxygen Debt
in diameter to allow the passage of blood in these tubes and to decrease
upon contraction
Oxygen Debt is the condition when we continuously breathe deeply and
• EXCITABILITY (Irritability) – is the ability of the muscle and the nervous pant after strenuous exercise or work. This continued intake of oxygen is re-
cells (neurons) to respond to certain stimuli by producing electric signals quired to complete the metabolism of lactic acid (acid causing pain to muscles)
called action potentials or impulses. that accumulated during the exercise.
• EXTENSIBILITY – is the ability to be stretched. Like when the biceps mu-
scle contracts to lift the bone, the triceps muscle then extends or stretched.

Naming Muscles. 2. Deltoid is a thick triangular muscle that covers the shoulder joint.
that causes the upper arm to abduct
Muscles are named by location, size, and direction, number of origin, lo- 3. Pectoralis Major is located at the anterior part of the chest that
cation of origin, insertion and action; however, not all muscles are named in this flexes the upper arm and helps and helps to abduct the upper arm.
manner. 4. Serratus – is the anterior chest that moves the scapula forward
• location frontalis (forehead) and helps to raise the arms
• size - gluteus maximus ( largest muscles in the buttocks) 5. Biceps Brachii – is the muscle located at the upper arm to the
• direction of fibers - external abdominal oblique radius that helps to flex the lower arm
• number of origins - biceps (two-headed muscles in the humerus) 6. Triceps Brachii – is found at the posterior arm to the ulna that
• location of origin - sternocleidomastoid ( origin is the sternum, clavicle. helps extend the lower arm
maseter) 7. Extensor and Flexor Carpi Muscle Group – are muscles that ex-
• action tend from the anterior and posterior forearm to the hand. This
flexor - flexor carpi ulnaris ( flexes the wrist) group moves the hand
extensor - extensor carpi ulnaris (extends the wrist) 8. Extensor and Flexor Digitorum Muscle Groups – extends from the
levator - raises or lowers body parts anterior and posterior forearm to the fingers. It moves the fingers
depressor - depresses the corner of the mouth
• MUSCLES OF THE TRUNK
Skeletal Muscles
1. External Intercostals - are found between the ribs. It raises the ribs
The following sets of muscles are those directly responsible in produ- to help breathing
cing major body movements: 2. Diaphragm - is a dome-shaped muscle separating the thoracic
and abdominal cavities. This helps to control breathing
• MUSCLES OF THE NECK 3. Rectus Abdominis – is an abdominal muscle that extends from the
ribs to the pelvis that compresses the abdomen
1. Sternocleidomastoid are large muscles extending diagonally down 4. External Oblique – is located at the anterior edge of the last eight
sides of the neck. Possible movements are flexion, extension and ribs that depresses the ribs, flexes the spinal column and com-
rotation (twist) of the head presses the abdominal cavity
5. Internal Oblique – is found directly beneath the external oblique
• MUSCLES OF THE UPPER EXTREMITIES
with fibers running in the opposite direction that depresses the
1. Trapezius is a large triangular muscles located at the upper sur- ribs, flexes the spinal column and compresses the abdominal
face of the back that moves the shoulder and extends the head cavity

• MUSCLES OF THE LOWER EXTREMITIES strength) and those that are used excessively will hypertrophy (increase in size).
Muscles that are over exercised or worked will have a tremendous increase
1. Gluteus Maximus – is the buttocks muscle that stretches the fe- of connective tissue between the muscle fiber. This causes the skeletal muscle
mur and rotates it outward to become tougher.
2. Gluteus Medius – a muscle that extends from the deep femur to
the buttocks and the injection site. Its function is to abduct and Notes:
rotates the thigh • The largest muscle in your body is the gluteus maximus located in your
3. Tensor Faciae Latae - is a flat muscle found along the upper lateral thigh and buttocks.
surface of the thigh that flexes abduct and medially rotates the • If you stand on tip toe, you can see the calf muscle in the back of your leg
thigh • The longest muscle in your body is the sartorius muscle in the upper leg
4. Rectus Femoris – is the anterior thigh that flexes the thigh and • Some of your arm muscles are attached to the bones in your bacl. This
extends the lower leg strong anchor enables you to pick up the heavier things
5. Sartorius – is also called tailor’s muscle. It is a long, strap-like • The muscle of the hands allows to make a delicate, accurate and power-
muscle that runs diagonally across the anterior and medial surface ful movement. Your flexible fingers have many small muscles which are
of the thigh that flexes and rotates the thigh and legs. useful for precise job. Your fingers and thumb work together to let you
6. Tibialis Anterior – is located in front of the tibia bone that dorsifle- grasp things tightly to support you if you hang on the bar or support your
xes the foot which permits walking on heels body when the body is on an inverted position on a handstand.
7. Gastrocnemius – is the calf muscle flexes the lower muscles that • Muscles are attached to the bones that make them move. They can only
points the toes pull; they cannot push which is why they always move in pair.
8. Soleus – is abroad flat muscle found beneath the gastocnemius
that extends the foot Role of Muscles
9. Peroneus Longus – is a superficial muscle found on the lateral
side of the leg that extend and everts the foot and support the Muscles have various role in a given movement which is dependent on
arches the requirement of that movement.. Those roles are designated as prime mover,
antagonist, and synergist.
Muscle Structure and Size
• MOVERS or AGONIST – is a muscle that is directly responsible to produ-
Muscles will only change in size but not in the number of cells. Muscles cing a movement.
that have been injured can regenerate only to a limited degree. If the muscle 1. Prime movers – are muscles that do most of the work to produce
damage is extensive, then the muscle tissue is replaced by connective tissue movement.
(scar) Muscles that are not used will atrophy (shrink in size and reduced in 2. Assistant movers – are the muscles that help to perform the move-
ments but seem to be of less important.

• SYNERGIST – are muscles that act as neutralizers or stabilizers. These are relaxed at the right moment and do not interfere with the functioning
aids in the production of the desired motion use to indicate cooperative of the working muscle
muscle functioning in various roles. • Improved functioning in the cortical brain region, where the nerve impulses
1. Stabilizer, fixator, supporting muscles – are the muscles that con- starts muscular contraction
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 Common Exercise and Sports Injuries
force that interferes with the desired movement
2. Neutralizer – is a muscle that acts to prevent an undesired action of • Muscle Strain – is a tear in the muscle resulting fro excessive use. There
the mover, is a limited bleeding inside that can result swelling and pain ( ice pack
helps to stop bleeding and swelling)
• ANTAGONISTS – are muscles that cause the opposite movement from that
• Muscle Spasm (cramp) - is a sustained contraction of the muscle that may
of the movers.
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 Food
muscle causes there muscle to contract very sharply and painfully.
To keep the muscle working properly, you need a diet that includes protein • Rotator Cuff – is an inflammation of group of tendons that fuse together
like eggs, cheese, milk and dried beans. and surrounds the shoulder joint. This occurs due to repetitive overhead
swinging a tennis racquet or pitching a ball
Effect of Training on Muscle Efficiency
• Shin Splint – is an injury to the muscle tendon in the front of the shin that
• Improved coordination of all muscles involved in a particular activity occurs in jogging. Using the correct running shoes may prevent such an
• Improvement in the respiratory and circulatory system to supply the needs injury
of an active muscular system
• Tennis Elbow – is an inflamed tendon that connects the arm muscle to
• Elimination and reduction of excess fat
elbow.. this may occur carrying heavy luggage, playing tennis or pounding
• Improved joint movement involved with that particular muscle activity
hummer.
Effect of Training on Muscle Strength
Note:
STRENGTH (capacity to do work) is increased by proper training. Training • It is quite important that before you begin to make any strenuous move-
can have the following effects on skeletal muscles: ments, you should always start with a warm up doing gentle loosening-up
and stretching exercise.
• Increase in muscle size
• It is also important that you end up with a cool-down exercise to relax the
• Improved antagonistic muscle coordination, where antagonistic muscles

muscle that had bee forced to contract during the activities. each half is divided into two parts, thus creating four chambers. The upper
• Muscles are able to adapt gradually to the amount of work they have to do, chambers are the right and left atrium (auricle) and the lower chambers are the
so regular exercise can build the up and make them healthier. right and left ventricle
Valves
III. CIRCULATORY SYSTEM
The heart has two pairs of valves that regulate blood flow within. These
The circulatory system is the longest system of the body which includes the valves prevent the from flowing back blood as the heart open and close during
following organs: contraction.
• HEART – is the muscular pump which is responsible for circulating blood • ATRIOVENTRICULAR or A V – are valves located between the atria and the
throughout the body ventricle.
1. Tricuspid valve – is a valve with 3 points of attachment positioned
• BLOOD VESSELS – which includes the arteries, veins and capillaries are
between the right atrium and right ventricle. It allows the blood to flow
the structures that takes the blood from the heart to the cells and return
from the right atrium down to the right ventricle.
blood from the cells back to the heart
2. Bicuspid – a 2 point attachment valve located at the left side of the
• BLOOD – carries oxygen and nutrients to the cells and carries the waste heart, regulating the blood flow from the left atrium down to the left
products away ventricle
• LYMPH – return excess fluid from the tissue to the general circulation, The
lymph nodes produce lymphocytes and filter out pathogenic bacteria • SEMI-LUNAR Valve – are valves located where the blood will leave the
heart.
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
The heart is a four chamber muscular organ about the size of a closed artery then into the lungs.
fist that functions as a powerful pump. It is located in the chest between the 2. Aortic –is found at the orifice of the aorta. This valve permit the blood
lungs behind the sternum and above the diaphragm, just to the left of center. to pass from the left ventricle into aorta to the different body parts.
The heart continuously pumps blood through the body’s extensive network of
arteries and veins, delivers oxygen and nutrients and removes waste products. Sounds
Chambers 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
The human heart is divided into right and left halves by the septum and are described phonetically as “lub-dub”. The lub sound is produced by the

closing of the AV valve called systole. The dub sound is made by the closing of • SYSTEMIC CIRCULATION – occurs when the oxygenated blood returns to
the semi-lunar valves known as diastole the heart and pumps the blood throughout to the different systems of the
body and back to the heart
Cardiac Cycle
The Blood
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 The blood contains the red and white blood cells that float inside a liquid
then repeat continuously. The cycle consist of two phases, in systole the ven- called plasma, it also contains thousand of different substances needed in the
tricle contract, forcing the blood into the arteries out of the heart. In diastole the body .Blood carries all these things around the body and also removes the
ventricle relaxes and fill it with blood, waste products. It is part of the bodies communication system, that carries che-
mical messengers called hormones that switch organs on and off as required.
Blood Circulation
Functions
The heart functions as a double pump. Two major functions occur each
• RESPIRATORY – transporting oxygen from the lungs to the tissues and
time the heart beats. The pumping actions occur at the same time. Each time
release carbon dioxide from the tissues to the lungs
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 • REGULATORY - transport hormones and other chemical substances that
oxygen and nutrients to the cells and tissues. control the proper functioning of many organs. It also controls body tem-
perature by circulating excess heat to the body surfaces and to the lungs
• RIGHT HEART – the deoxygenated blood flows into the heart from the through which it is lost. It maintain water balance and a constant environ-
superior and inferior vena cava, to the right atrium down to the right ventri- ment for tissue cells
cle to the pulmonary artery towards the lungs for the exchange of gases
• NUTRITIVE – transport nutrient molecules from the small intestine to the
• LEFT HEART – the oxygenated blood from the lungs flows into the heart
tissues
through the pulmonary vein to the left atrium down the left ventricle, to the
aorta to general body circulation • PROTECTIVE – circulate the antibodies and defensive cells throughout the
body to fight against infection and disease.
Types of Circulation • EXCRETORY – transporting waste product like lactic acid, urea and crea-
• PULMONARY CIRCULATION – is the shorter blood circuit where the used tinine from the cells to the excretory organs
blood is pumped into the lungs, picks up oxygen and discard carbon dio-
xide, then the blood returns into the heart

Blood Cells The Blood Vessels

In one tiny drop of blood, there are red cells, white cells and platelets, all Blood flows around your body through a network of tubes called blood
floating in a liquid called plasma. vessels. There are three types of blood vessels namely arteries, veins and
capillaries.
• RED BLOOD CELLS (Erythrocytes) - transport oxygen to the tissues picks
up carbon dioxide away from the tissues and give up carbon dioxide to the • ARTERIES – carries oxygenated blood away from the heart to the capilla-
lungs. ries except the pulmonary arteries that carries deoxygenated blood from
the heart to the lungs. Because the blood in arteries comes straight from
• WHITE BLOOD CELLS (Leucocytes) – are blood cells manufactured in
the heart and is pumped under pressure, so the artery walls are thick and
both red marrow and lymphatic tissues. It helps protect the body against
muscular
infections and injuries
• VEINS – carries deoxygenated blood away from the capillaries, towards
• BLOOD PLATELETS ( Thrombocytes) - are the smallest of the solid com-
the heart. Because the pressure is now lower, the veins have thinner wall
ponents of the blood. The platelets function in the initiation of the blood-
that the arteries.
clotting process. The platelets are then stimulated to produce sticky pro-
jecting structure creating a platelet plug to stop the bleeding. • CAPILLARIES – are the smallest blood vessels where the exchange of ga-
ses and nutrients takes place. It is so narrow that the RBC has to squash
Blood Types themselves up to pass through
The knowledge of one’s particular type of blood is important in cases of Pulse
blood transfusions and surgery. A test called type and cross match is done
before giving blood transfusion to test blood compatibility. The pulse is a throbbing beat that can be felt on the inside of your wrist and
There are four main types of blood in the side of your neck. It is the alternating expansion and contraction of an
artery as blood flows through it.
• O – is the blood type that can only receive type O blood, but is a uni-
versal donor to all blood types Heart Rate
• A - is a blood type that can receive A and O only but can donate blood
to A and AB only The heart rate is the number of times that the heart contracts in a minute.
• B – is a blood type that can receive B and O only and AB. This letters The practical ways of taking your pulse rate is by finding the pulse on your wrist
refer to chemicals on the surface of the red blood cells. or neck and gently holding your fingers (the index and middle fingers) on it and
• AB – is a universal recipient, that can receive blood type A, B, AB, O counting the number of beats per minute.
but can donate only to AB blood type

Blood Pressure The Lungs
When the heart pumps blood into the arteries the surge of blood filling the The lungs are two fairly large, cone-shaped organs filling up the two lateral
vessels create pressure against the wall. The pressures measured at the mo- chambers of the thoracic cavity. The lung tissue is porous and spongy, due to
ment of the contraction is the systolic pressure while the lessen force of the the alveoli and the large amount of air it contains the alveoli is about 0.2mm
blood measured when the heart relax is the diastolic pressure. The average across. The walls of the alveoli are very thin so oxygen and carbon dioxide can
blood pressure is recorded as 120/80 with a normal pulse pressure of 40 easily pass through. There are 300 million estimated numbers of alveoli in the
lungs.
IV. Respiratory System Breathing Process
The body requires a constant supply of energy for the cells to perform their Most of the breathing in the lungs is cause by the contraction of a sheet
many chemical activities. Oxygen facilitates the release of energy stored in nu- of muscle called diaphragm. This curved muscle sheet separates the content of
trient molecules. It must be in constant supply to the body because without the chest from the abdomen. When you inhale the ribs are lifted upward out-
oxygen a human being can live no more than few minutes at best. ward, 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
Functions ribs move down the diaphragm relaxes, it becomes curved again and forces the
• Provide the structures for the exchange of oxygen and carbon dioxide in air out of the lungs.
the body through respiration
The breathing process becomes faster and deeper when you exercise in
• Responsible for the production of sounds through the larynx that contains
order to get more oxygen. This helps break down the sugar and provide more
the vocal cord. When air is expelled from the lungs it passes over the vocal
energy for the muscles to work.
chord and produces sounds
Normally you only breathe out about 10% of the air in your lungs. But when
PATHWAYS OF RESPIRATION
you are panting very hard or running you may use about 60% of the air. Yet 20%
When you breathe you draw air into the nose and into the lungs. Air travels will always be permanently trapped in the alveoli
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 It is harder to breathe at high altitude because the air is thinner so there is
bronchioles to the air sacs called alveoli. The oxygen is absorbed through the less oxygen in it. While under water the pressure of the water would prevent the
thin walls of the alveoli and releases carbon dioxide to be breathed out as waste lungs from expanding enough to draw the air in.
product.

Most healthy people can hold their breath for about 60 to 90 seconds but Nerves also extend message to the internal organs to keep lungs, heart,
it soon becomes very uncomfortable. Because breathing is a normal process, digestive system, reproductive and other organs working and responding pro-
we never think about it. If you try to hold your breath you can override this perly. The nerves that control these involuntary activities form the unconscious
process only for a while but the brain will not let carbon dioxide build up too autonomic parts of the nervous system.
much and will soon force you to breath
Nerve Cells
IV. NERVOUS SYSTEM 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 thread-
The nervous system is the body’s main communication network, helping like fiber called the axon. The tip of the axon is branched and touches other
all the body systems to work properly. It is made up of billions of tiny cells that neurones to which it derives messages or nerve impulses. Neurones have many
carry electrical signals throughout the body. It consists of: smaller threads and branches called dendrites which receives other messages
• CENTRAL NERVOUS SYSTEM – consists of the brain which contains more from other neurones
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 Types of Nerve Cells
rings of your bone in your spine. Together, they act as the central proces-
sing unit, collecting information from every part of the body. The messages There are three types of neurones with different functions
flow around the body through a highly complex system of nerves, while • MOTOR NEURONES – are neurones that control muscle works
some information is acted on immediately, others are stored. • SENSORY NEURONES – are neurones that carry messages from
• PERIPHERAL NERVOUS SYSTEM – is the network of small nerves that the sense organs
extends to all parts of the body. It comprises cranial nerves that emerge • CONNECTOR NEURONES – are those that pass messages be
from the brain and spinal nerve in the spinal cord. tween different parts of the nervous systems
• AUTONOMIC NERVOUS SYSTEM –is includes peripheral and ganglia or Synapse

the group of cell bodies outside the central nervous system that carry im-
pulses to involuntary muscles and glands 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
Nerves carry messages of sensation, proprioception and movement in signal from the neurone to the next.
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).

Nerve Impulse 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
NERVE IMPULSE is like a very simple message either on or off. Because same liquid so that the soft tissue does not flap about. The brain tissue has
there are so many neurones connected to one another, this simple signal is three main layers
enough to carry the most complicated messages throughout the whole of the
body’s nervous system • Inner layer which surrounds the ventricle consist of nerve cells that con-
trols instinctive behavior
As a nerve impulse arrives at the junction between two nerve cells, it is • Middle layer of white matter consist of primary nerve fibers control ins-
carried across the gap or the synapse by the chemicals called neurotrans- tinctive behavior
mitters. These contact sensitive areas in the next nerve cell, and the nerve
• Outer surface layer called the cerebral cortex or gray matter which con-
impulse is carried along.
sist of layers of nerve cells that controls conscious though, movement and
sensations
Reflex Movement
Parts of the Brain
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 The brain is divided into three main regions each with different function.
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 mu- • CEREBRUM – is the part of the brain that gives you your intelligence and
scles to pull your arms away as soon as the nerves have detected pain or da- emotions. It makes up almost 90% of the brain’s tissue. Its grey surface is
mage. Reflexes also take place in the body maintaining normal conditions. Like made up of millions of nerve cells. The white layers beneath is mostly made
when food enters the stomach the flow of digestive juice immediately starts. of the nerve fibers connecting them. A narrow strip across the top of cere-
Another example is the blink when dirt enters in your eye and tears flows out to brum called the cerebral cortex is concerned with organizing your move-
cleans the eye 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-
The Brain 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
THE BRAIN is the largest organ of the central nervous system and the sensitive areas.
body’s control center. It coordinates all the messages that pass through the • CEREBELLUM – is the smaller hemisphere that sits below the cerebrum.
nervous system, giving as the ability to learn reason and feel. It also controls It controls posture, balance, maintenance of muscle tone and muscle co-
the body’s automatic functions such as breathing, heart beat, digestion growth ordination. Fine movements are possible because the cerebellum filters
and blood pressure. The bony cranium that surrounds the brain is cushioned by

instruction from other parts of the brain. It monitors these instructions and • VELOCITY is speed in a given direction
insures that the muscles work together. This part of the brain is well under • ACCELERATION is the rate of change in velocity.
stood. Its neurones are arranged in a regular pattern tha makes it possible
• MOMENTUM Is equal to the mass of an object and the velocity with which
to trace the electrical circuit from one neurone to another.
it is traveling. All moving objects have momentum and the more momen-
• BRAIN STEM – connects the brain to the spinal cord. The brain stem is tum an object has and the harder it is to stop. The total momentum of an
sometimes called the oldest, part of the brain. This is because it keeps the object remains the same unless outside force act on it The momentum lost
whole body alive. Even if the other parts of the brain are destroyed, the by one object is gained by another ( Conserved momentum)
brain stem often keeps a person alive for some time. It contains the mid • FORCE is either a push or a pull. It gives energy to an object causing it to
brain controls eye and hearing reflexes and conduct impulses that controls start moving, stop moving or change direction.
the sleep-wake cycle. the pons controls respiration, chewing and taste and • FRICTION is a force that acts in a direction opposite to the motion of the
the medulla that controls crucial function of the heart, lungs, stomach and moving object. Friction will cause a moving object to slow down and finally
blood vessels stop.
• GRAVITY is the force of attraction that exists between all objects in the
The Spinal Cord
universe.
The spinal cord continues down from the brain. Like the brain it is sub • WEIGHT is a measure of the of the force of gravity on an object.. (gravita-
merge in cerebro-spinal fluid and is surrounded by the three meninges. The tional force)
gray matter in the spinal cord is located in the internal section and the white • MASS is a measure of the amount of matter in an object.
matter composes the outer part. The spinal cord functions as a reflex center • PROJECTILE is a motion when objects are thrown or shot through the air
and as a conduction pathway to and from the brain 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
VI. PHYSICS OF LIFE
which the force is applied
Terminology • POWER is the rate at which work is done
• MOTION is a change in position in a certain amount of time. NEWTON’S LAW OF MOTION

• 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 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.

First Law – An Object at rest remains at rest and an object in motion will re- Third Law – For every action, there is an equal and opposite reaction.
main in motion unless acted upon by an outside force.
• The forces in an action reaction pair are always equal in size and opposite
• Force is used any time an object begins moving, stops moving or change in direction.
direction • All moving objects have momentum. The momentum of objects is the pro-
• Force can slows down or make it move fast. duct of its mass and velocity.
• Speed is a measure of how fast or how slow an object moves • The total momentum of a set of objects is conserved unless a net force acts
• Speed changes when the motion of an object changes called acceleration. on the set.
Example: In serving volleyball, simply holding it with one hand will not put The Newton’s Law of Universal Gravitation
the ball in flight unless you hit it forcefully with the other hand. And it will not
return back unless another player hit back. 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
Second Law – The greater the mass of an object the greater the force is nee- object and the distance between them.
ded to accelerate it. The greater the force given to an object the greater the
acceleration Pressure and Gravity
• This explains that the size of acceleration depend on the strength of the As a result of gravity , the pressure a liquid exerts increases as the depth
force and the mass of the object. increases. Air pressure decreases as altitude increases.
• Near Earth’s surface, gravity causes the falling object to accelerate, and all
objects accelerate at the same rate regardless of mass Buoyancy
• Air resistance acts in the opposite direction that in which the object is Buoyancy is the phenomenon caused by the upward force of the fluid pressure.
moving
• Any object thrown or shot horizontally or vertically through the air is called • The buoyant force of an object is equal to the weight of the fluid displaced
projectile. The horizontal velocity is constant while the vertical velocity by the object.
which is affected by gravity is accelerated. • An object float in the fluid when the buoyant force on the object is greater
than or equal to the weight of the object.
• When an objects moves along a circular path it is accelerated towards the
• An object will float in a fluid if lit isles than the density of the fluid.
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.

Machine • 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
• Screw is an inclined planned wrapped around a cylinder.
force or change the direction of the force
A machine changes either the size or direction of an applied force Energy
• Effort force is force applied to a machine. The work put into the machine is Energy is the ability to do work.. Energy appears to have many forms.
work input
• Work that comes out of the machine is work output. Work output over • Mechanical energy – is associated with motion like when you walk, ride
comes the resistance force. a bike or hit a ball and the blood flowing through your blood vessels
• Efficiency is the comparison between the work output and the work input • Heat Energy – the atoms that are constantly moving produces energy. The
• The mechanical advantage is the amount a machine can increase its force faster the particle moves the more heat energy is produced. As when you
rub your hands using friction convert the mechanical energy into heat
Simple Machines energy
• Lever is a rigid bar that is free to move about a fulcrum when an effort • Chemical energy – energy is required to bond atom, when the bonds
force is applied. There are three classes of levers depending upon the are broken it produces energy. When you digest food bonds are broken to
locations of the fulcrum, the effort force, and the resistance force release energy for you to use
1. First Class Lever – the fulcrum is between the effort arm and
Kinetic and Potential Energy
the resistance arm
2. Second Class Lever – the resistance arm is between the ful • Kinetic Energy is energy of motion. This type of energy is dependent on
crum and the effort arm both mass and velocity. Example: a tossed ball that hit you may not hurt
3. Third Class Lever – the effort arm is between the resistance much, not like when the ball came from a spike.
arm and the fulcrum.
• Potential energy is energy of position or shape. Example: In Archery, the
• Pulley is a chain, belt or rope wrapped around a grooved wheel. a fixed
bow has a potential to send an arrow gliding towards the target
pulley changes the direction of an effort force
• Inclined Plane is a slanted surface.
• Wedge is a moving inclined plane

VII. MAINTAINING HEALTH • 3min-Step Test

2. Muscular Strength – The amount of force that particular muscle
Health group can generate to work against resistance
• Bent Knee Curl-ups
Being healthy involves far more than simply not being ill. Heath as defined • Push–ups /Bent-Knee Arm Push-up
by the WHO is the state of completer physical mental social and emotional well-
being of an individual and not merely the absence of disease or infirmity. If 3. Muscular Endurance – It is the ability of a muscle group to perform
you feel in good health, your organs will be working properly and you will have minimum resistance in a maximum repetition or to stabilize a fixed
the energy to live life to the full. This feeling of wellbeing affects your mind and contraction (isometric) for a prolonged period of time.
your body. • Flexed Arm Hang
4. Flexibility – It is defined as muscle suppleness to accommodate the
PHYSICAL FITNESS full range of motion available at a joint.
• Sit and Reach
Physical fitness is an important part of health, and this means that your 5. Body Composition – This refers to the relative amount of fats and lean
heart, lungs, skeleton and muscles all work together smoothly to carry out your body tissue or fat free mass (muscle, bones and water) that comprise
daily activities. the body.
• Skinfold Test
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 • Skill-Related Fitness
to enjoy leisure and to meet emergencies.
1. Balance – The process of orienting yourself in space which involve
muscle reflexes, visual cues and reaction time for the maintenance of
Basic Fitness Components
equilibrium. It can either is static or dynamic balance.
• Static balance – One-Leg-Balance ( Closed Eyes)
There are two basic fitness components. These are the health-related and
• Dynamic balance – Leap and Pick
skill-related components. The health-related fitness component pertains to the
total functioning of the body. The skill-related fitness component refers to the 2. Coordination – The ability to shift smoothly the body or parts of the
quality of movement of one’s skills. body from one motion or position to another.
• Wand Juggling
• Health-Related Fitness
3. Agility – The ability to move the entire body accurately to a sudden
1. Cardio-respiratory Endurance – The ability of the heart and the lungs change of a direction.
to function efficiently and effectively over a prolonged period of time. • Shuttle Run

4. Speed – It is the ability of the body to perform any movements in the • Frequency
shortest possible time. 2. Specificity
• 50 meter Sprint 3. Individuality
5. Power – It is the ability to transform energy into an explosive force that 4. Recovery
will cause the body to move as fast or spring about. 5. Reversibility
• Standing Long Jump
• Vertical Jump Note
6. Reaction Time – It is the time needed for a muscle group to move in • Exercise is important because it keeps the bones, joints and muscles
response to a given stimulus called reflexes healthy. You cannot expect an older person to take vigorous exercise but
• Ruler drop. they are encourage for guided workout
• Carefully planned and performed exercises helps prevent joint and muscle
Exercise injuries
• Walking and even swimming helps the circulation and keeps the joint
Exercise is a physical activity that is planned, structured, repetitive and supple.
purposive in the sense that improvement or maintenance of physical fitness is • Follow professional advice on proper exercise level to avoid any damage to
an objective. their body particularly that of those who are under medical treatment.
• Regular exercise helps you tone up the muscles and the circulatory system.
Basic Parts or Phase of an Exercise Program • Regular exercise strengthens the muscles and improves muscle tone.
• Regular exercise can improve body shape and posture
1. Warm –up • Regular exercise strengthen the heart and improves your blood flow
2. Exercise Proper • Regular exercise promote sound sleep and rest.
• Strength
• Flexibility
• Endurance
3. Cool Down
General Principles of Exercise

1. Overload
• Intensity
• Duration

Competency No. 3 Demonstrate lifetime wellness program and activities

3. When the body systems work together smoothly to carry out your daily life
Competency No.1 Analyzing body parts in relation to movement. activities, you are said to have:
A. Strength C. Full of energy
1. The degree of motion at a joint is determined by: B. Physical Fitness D. Healthy lifestyle
A. the amount of synovial fluid in a joint
B. the number of bursa around a joint The correct answer is B
C. the bone shape and joint structure Physical Fitness is an important part of health which simply mean that when
D. the unusual amount of exercise there is a smooth relationships with the work of you body systems, you are fit
The correct answer is C And keeping fit will help you lead a more active life.
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 mov- 4. Walking is an example of
able and the freely movable. The skull has an immovable joint that protects A. Catalyst C. Matter
the brain, eyes and ears. The rib cage are slightly movable that helps in the B. Kinetic energy D. Potential energy
breathing process while the shoulder, hip, elbow and knee joints allows a wider
degree of movement. 5. Forward movement of a part of the body in a plane
A. Insertion C. Protraction
B. Obstruction D. Extension
Competency No.2 Identify components of Physical Fitness
6. When Joe White put out his arm to receive money from his father which pair
2. The lasting power of the heart, lungs and skeletal muscle as a result of re- of action are involved
gular exercise such as walking jogging, swimming and aerobic dancing is A. pronation and rotation C. flexion and inversion
referred to as B. flexion and abduction D. extension and supination
A. Flexibility C. Power
B. Strength D. Stamina 7. The component of a second-class lever are positioned in this sequence
A. Pivot , resistance, effort C. Pivot, effort, resistance
The correct answer is D B. Resistance, pivot, effort D. Effort, pivot , resistance
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 8. The carpometacarpal joint of the thumb
endurance acquired from regular aerobic exercise that strengthen the heart and A. Saddle joint C. Hinge joint
increased lung capacity. B. Pivot joint D. Gliding joint

9. The longest and strongest bone in the body 17. The blood circulation that carries blood from the heart to lungs & back to heart
A. Humerus C. Femur A. Coronary C. Cardiopulmonary
B. Tibia D. Fibula B. Fetal D. Portal
10. The muscle in the upper arm used as the injection site 18. The blood vessel that carries blood away from the heart to the lung
A. Biceps C. Triceps A. Pulmonary artery C. Aorta
B. Deltoid D. Trapezius B. Pulmonary vein D. Vena cave
19. In archery, the amount of pull given to the bow will determine the speed
11. Muscle fatigue is caused by a built-up of
and distance of the arrow upon its release.
A. ATP C. Lactic acid
A. First Law of Motion C. Third Law of Motion
B. Oxygen D. Glycogen
B. Second Law of Motion D. Newton’s Law of Gravitation
12. The strongest muscle of the body is the buttocks also called 20. The type of bone that usually functions as a lever
A. Gastrocnemius C. Gluteus A. Flat bone C. Irregular bone
B. Trapezius D. Rectus femoris B. Short bone D. Long bone
13. The biggest part of the human brain consisting of the frontal, parietal, tem- 21. The blood flow to the brain during moderate exercise
poral and occipital lobe A. Increases C. Remains unchanged
A. Cerebellum C. Cerebrum B. Decreases D. Initially increase then decreases
B. Midbrain D. Brain stem
22. A person’s blood pressure is generally taken with a cuff around the humerus
14. The nerve which contains fibers that both send and receive messages A. The subclavian artery C. Brachial artery
A. Afferent nerve C. Mixed nerve B. The humeral artery D. Radial artery
B. Efferent nerve D. Sensory nerve 23. Lifting a 2 lbs dumbell with one arm is like a
15. The blood type found in the largest percent of the population A. Third class lever C. Second class lever
A. Type AB C. Type B B. First class lever D. Inclined plane
B. Type A D. Type O 24. The force that pushes your body off the water in swimming is
A. Gravity C. Pressure
16. The valve between the right atrium and the right ventricle that prevents the
B. Hydraulics D. Buoyancy
back flow of blood
A. Tricuspid valve C. Bicuspid valve 25. Dribbling as a require skill in basketball proves the Newton’s Law of Motion
B. Aortic semi-lunar valve D. Pulmonary semi-lunar valve A. First Law of Motion C. Third Law of Motion
B. Second Law of Motion D. Newton’s Law of Gravitation

MAPEH (Music, Arts, Physical Education and Health) Principles, Strategies and Coaching and Officiating Techniques
Principles, Strategies
and Coaching Coaching is a craft that is best learned through practical experience, develop-
ing effective relationships with athletes and by application of knowledge. Knowledge
is the foundation for all coaches whether beginning or practicing coaches as long as
and Officiating they are seeking improvement.
Techniques
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 in-
clude a wide range of activities, usually to help somebody prepare for some-
Prepared by: thing. Coaching in sports has been depicting as the original condition of support
Prof. Julio Victor B. Santarin 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
Competencies: such as social and emotional as well as more apparent needs related to sport
and competition.
1. Apply Concepts, Principles The roles of a Coach – As a coach you will perform many functions that some
and Techniques in Coaching will be willingly and others may not that desirable, but still it is equally impor-
tant. All these work or responsibilities contribute to being a successful coach.
and Officiating Sports
Events Ask yourself “do I or can I act”:
2. Exhibit positive values in the

1.
2.
As a teacher – teaching knowledge, skills and ideas
As a trainer – enhancing fitness
performance of Duties and 3. As an instructor – directing activities and practices
4. As a motivator – create a positive and decisive approach
Responsibilities 5. As a disciplinarian – establishing a system of rewards and punishments
6. As a manager – systematize and preparation
Prof. Julio Victor B. Santarin PNU LET Reviewer 213

Principles, Strategies and Coaching and Officiating Techniques MAPEH (Music, Arts, Physical Education and Health)
7. As an administrator – attending to paper work • Philosophy in action –

8. As a publicity agent – work out with the media 1. Why do you coach?
9. As a social worker – psychoanalysis and advising 2. How do you like your athletes portray you?
10. As a friend – supporting and follower 3. What coaching style do you mostly use?
11. As a scientist – investigate, evaluating and problem solving 4. What is the most important area you must develop to be a better
12. As a student – ready to pay attention, study and seek for brand new coach?
knowledge
II. Anatomy and Physiology – Knowledge of the basic structures of the body
• Comparison of the Three Major leadership Styles and how they functions together.
LEADERSHIP STYLE 1. 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
AUTHORITARIAN COOPERATIVE CASUAL
working together. There are several types of cell or group of cells task to do
Philosophy Win centered Athlete centered No emphasis different job. resulting to different looks, some cells are designed to:
Objectives Task objectives Social and task No objectives • Carry messages – nerve cells transport electrical messages
objectives • Carry chemicals – red cells in the blood transmit oxygen around the
Decision making Coach makes all Decision are guided Athletes makes body
decisions by coach, but shared decision • Support the body – bone cells build up the skeleton
Communication Telling Telling, asking, Listening • Move the body – muscles cells generate forces
style listening
Each cell has its own function, they live, grow and die, to be replaced by
Communication Little or none high None
new cells.
development
What is “winning” Judge by coach judge by athlete and Not defined 2. The Skeleton – is a system of bones and other supporting materials
coach which functions to :
Athlete develop- Little or no trust in Trust in the athlete Trust not shown • It gives support to the body like the frame work of a building
ment the athlete • It gives protection to vital and fragile organs of the body.
Motivation Sometimes Motivates all No motivation • It provides anchorage for muscles to move not only in parts but also
motivates the entire body with precision and control.
Training structures In flexible Flexible None 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.
214 PNU LET Reviewer Prof. Julio Victor B. Santarin

3. Muscles – use to control movements consisting of bundles of long, thin • Anaerobic Alactic System – The stored start up system which does
cells called muscles fibers. At each end of the muscles all these linking not require oxygen and does not produce lactic acid.
sheaths join together molding into tendons which attached the muscle to • Anaerobic Lactic System – The system that not requires oxygen but
the bone. Movement is triggered by muscles pulling on a bone. Muscles produces lactic acid.
can only pull, they cannot push. This is why muscles are arranged in oppo-
sing pairs. When one muscle tenses and contracts, its partner relaxes and 6. The cardio respiratory system – accountable for getting oxygen, fuel
stretches to allow movement. If both muscle groups contract at the same and nutrients to the performing muscles. It is made of the lungs, the heart,
time and with equal force the joint is fixed and there is no movement. the blood vessels and blood
Muscles Fiber types: • Lungs – getting oxygen to the blood
• Fast twitch fibers • Heart – life pump
• Slow twitch fibers • Blood vessels and the blood – the transport system:
1. Carrying oxygen from the lungs and food from the digestive sys-
How Muscles Pull tem to the cells of the body. Red cells in the blood carry oxygen.
• Dynamic contractions result in a change in muscle length and 2. Carrying carbon dioxide from the cells to the lungs where it is
movement at a joint or joints. removed and breathed out of body.
• Static contractions or sometimes called the isometric contraction 3. Carrying waste materials from the body tissues to the kidneys
where there is not lengthening or shortening of the muscles. where they are excreted.
4. Preventing infection by healing wounds and fighting germs.
4. The Nervous System – getting information from Place to Place
Muscle pulls the moment they receive signals from the brain telling what to 7. Individual Difference – individuals appear in all shapes and sizes which
do. These signals carried by special nerves cells. The nervous system is are categorized into three body types. These are:
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 ner- • Endomorph type – these individuals tend to have a less well defined
vous system indicate to the muscles determines the number of fibers that body outline and can become fat very easily
contract. When a light load is placed on a muscle only few fibers of the • Mesomorph type – individuals who are perfectly proportioned and
entire muscle need to contract to do the task. As the load increases more muscular
and more muscles fibers must indicate to contract. • Ectomorph type – thin individuals who likely to be tall
5. Energy system – There are three energy systems operating in the bodies 8. Body Composition – refers to the relationship between lean body weight
of the athletes. and excess fat.
• Aerobic System – the muscles energy system which requires oxygen.

III. Biomechanics – Knowledge of what produces movement and to analyze • Growth spurt
movement • Difference between boys and girls
• Early and Late developers
1. Force – is simply a pull or push
2. Structure of the Body – from cartilage to bones especially in the growth
2. Linear Motion – movement along a straight line palates
3. Rotational Motion – movement is usually about an axis of rotation 3. Children and Exercise – the younger the athlete the harder their bodies
4. Velocity – how fast a thing is moving and in which direction must work to provide oxygen their muscles need.
• Implication to Coach
5. Acceleration – how fast the velocity of something is changing
a. Think about the growth stages rather than ages
6. Momentum – quality of motion a body has and is a product of weight and b. Think how changes in physical proportions will affect performance
velocity c. Help children understand the changes taking place in their bodies
7. Laws of Motion d. Set standard of performance according to developmental age not
• Newton’s First Law of Motion – All bodies continue in a state of rest chronological age
or uniform motion in a straight line unless acted upon by an external e. Group children according to physical development, using height
force and weight as a guide
• Newton’s Second Law of Motion – The acceleration of a body is f. Encourage skill learning for all your athletes; late developers could
proportional to the force causing it and takes place in the direction the be very successful later
force acts. g. Don’t use exercise which place excessive force on the bone
• Newton’s Third Law of Motion – To every action, there is an equal growth regions during periods of maximum growth
and opposite reaction h. Avoid weights before adolescence
8. Center of Gravity – is a force which is always present and is pulling force 4. Developing Control of Movements
in the direction of the center of the earth. • What determines Children’s Skill
• Maturation
• Experience
IV. Growth and Development – knowing the period that take place to come up • Teaching
with decision of identifying the physical needs of the individual. • Difficulty of the task
1. Physical Development 5. Children’s basic movements
• Patterns of Growth – changes in proportions • How to help children learn
• Pattern of Growth – change in size • Children’s basic capabilities

6. Principles for Structuring Practice 2. Law of Overload – causes fatigue, and recovery and adaptation allow the
• Big movements before Small movement body to overcompensate and reach higher level of fitness.
• Simple to Complex
3. Law of Reversibility – “If you don’t use it, You lost it”
• Parts and Whole
• Continuous Practice or Broken Practice 4. Law of Specificity – the specific nature of a training load produces its
• Practice and competition Conditions own specific response and adaptations.
• Summary of Training Principles
7. Social Development
a. The body is capable of adaptation of training loads.
8. Self – Image b. Training loads of correct intensity and timing cause overcompen-
• How Children See Themselves sation.
• Influence of Others c. Training loads that increases progressively cause repeated over
• The Influence of Parents compensation and higher level of fitness.
• The Influence of Other Children d. There is no increase in fitness if loading is always the same or too
• Influence of the Coach apart.
e. Overtraining, or incomplete adaptation, occurs when training loads
9. Ability and Effort
are too great or too close.
• When mistakes happen
f. Adaptation is specific to the specific nature of the training.
Play, Sport and Competition
10.
5. Principle of Individualization
• Children’s play
• The Individual’s Response to Training – each individual is unique.
• Adult play
• Heredity – athletes inherit physical, mental and emotional characteris-
• Children’s understanding of Competition
tics form their parents.
11. Adapting Sports for Children • Developmental Age – each athlete is unique.
• Modifying Techniques • Training Age the number of years an athlete has trained.
• Adapting Equipment
6. Principle of Variety – different training load
• Modifying Rules
7. Principle of Active Involvement – the athlete must want to actively and
willingly participate for the training program to be effective
V. Training Theory – putting together all information about sports from social
and scientific sources. 8. Bio-motor abilities
• The components of fitness
1. What is Fitness? Is how well a person is tailored to and competent of a. Strength – the ability of the body to exert force
living a confident survival?
b. Endurance – the ability to perform work on a given intensity over • Transition Period – comes in the end of a season sometime refer to
a period of time as the “active rest”. The main objective of this period is to have ath-
c. Speed – the capacity to travel or move very quickly letes to recover from the physical exhaustion received from previous
d. Flexibility – is the ability to perform joint actions through a wide competition and have the opportunity to recover mentally and physi-
range of motion cally from the two previous period of training. Light activities are being
e. Coordination given in this period to keep the condition of athlete to its high level and
be ready for the next cycle of training.
9. Planning the Training Program
Planning the Training Session
11.
Periodization
10.
• Warm – Up – done gradually increasing the load that involves all mu-
• Volume and Intensity
scles to move in preparation for the main activities.
Volume refers to the quantity of training. The total of all exercises,
• Skill Units – starts from known unit gradually progressing to unknown
repetitions, and other activities being done during training proper such
or new unit, where athlete should be given time to execute the skill in
as jumps, throws, runs, carries and others performed by the athletes.
a competition like simulation.
Intensity refers to the quality of training such as speed of execu-
• Fitness Unit – is the parts where physical conditionings are being de-
tion, time of performance and in between rest, rates of executions in
velop for the athletes to perform the skill with efficiency and accuracy.
terms of jumps, throws, runs, carries and others performed by the
• Cool Down – gradually lower the body temperature and heart rate.
athletes.
Opportunity to evaluate the completed unit.
• 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 VI. Skill Teaching – Helping athletes to acquire knowledge, physical skills and
volume of load are being develop in this phase. The volume of load attitudes.
should be increased in such a way as a stairs where there is rest to
have time for recovery and overcompensation. 1. Techniques and Skills
• Competition Period – the volume of training for overall fitness is gra- • Open and Closed Environment
dually decreased and intensity for training increase in relation to the Open environment is the situation where athlete needs to respond to
characteristics of competitions. The training loads should be heavier to outside factors during competition such as reacting to his opponents
keep the athlete’s fitness developing and lighter to keep the athlete’s and to come up with strategies.
energy and enthusiastic in high level for competition. The athlete will Closed environment is the situations where athlete performance is
develop the athletic shape that will show up in the last part of the stable and predictable in executing skill
competition period where there are ready for the big event – the com- • Simple and Complex Skills
petition proper.
Simple skill – where an individual athlete can perform with little 4. Methods of Teaching Complex Skills
practice. • Shaping a Complex Skill – Making the whole action simpler
Complex skill – where an individual athlete find more difficult to prac- • Chaining a Complex Skill – Breaking a Skill into Simpler parts
tice and needs longer time to acquire. • Shaping vs. Chaining
• Skill Learning – involves the nervous system, the brain and memory.
5. Planning a Skill Unit
In practicing a skill the memory of the previous attempts is the basis
• Plan an explanation and demonstration
for performing the same action again. Precise memory of the action is
• Plan how the athletes will practice the skill
formed with the continuous practice of a particular skill which is being
• Provide feedback during practice
recalled for used as the need arises.
• Use effective communication skills
2. Stage of Learning
6. Feedback
• Beginning Stage of Learning – the thinking stage – working out what • Intrinsic Feedback
to do • Augmented Feedback
• The Intermediate Stage of Learning – the learning stage – trying out
7. Effective Verbal Feedback
ways to do it
• Specific not general
• The Advance Stage of Learning – the skilled stage – performing the
• Constructive not destructive
skill
• Sooner not later
3. Methods of Teaching Simple Skills • Checked for clarity not left misunderstood
• The Imitation Method – simple imitation is time and again the best • Directed at behavior which is changeable?
way for athletes to learn. The athlete is required to concentrate on what • Corrects one fault at a time
to be copied or imitated
• The Demonstration / Explanation / Practice / Correction Method –
VII. Sports Psychology – Factors that influence performance and how these
this method should follow the different steps:
factors may be controlled by utilizing mental aptitude
1. Demonstration with explanation
2. Allow time to practice. Observe carefully, look for errors and cor- 1. Mental Skills – Psychological preparation is as important as physical con-
rections ditioning
3. Provide information even as practice continues, if you must stop
2. Personality – People will interpret the same piece of information as physi-
practice and prove correct action and if needed make suggestion
cal conditioning
to correct errors.
4. Allow additional practice and put right more point, if needed 3. Motivation – how much an individual wants to achieve a goal and to
understand motivation we need to know what goals an individual has.

4. Goal Setting • Water – hydration of the bodies

• Knowing What Your Athletes Want to Achieve • Fiber – laxatives
• Acceptable Goals
4. The Nutrient Balance – a person must take in the entire nutrients that
• Difficulty of Goals
require being healthy.
• Specific Goals for Measuring Success
• Recording Goals 5. The Balance Diet – is one that maintains an individual’s nutrient balance
5. Emotional Control – Learning how to control anxiety 6. The Digestive System
• Worry • Changing food to fuel
• Psychological Arousal • Pre – competition Nutrition – eating to win
6. Communication – two way process of exchanging information between 7. Analysis of Local Diet
the athlete and coach, and assists motivation, goal setting and all skill
learning.
IX. Injuries and First Aid – Being aware of sports events and training or com-
7. Developing Effective Communication Skills
petition situation includes an element of hazard or risk.
• Gaining the Athlete’s Attention
• Learning to Use Your Voice
1. Prevention of Injury
• Developing Non – Verbal Skills
• Developing Listening Skills 2. Prevention through skill
3. Prevention through Fitness
VIII. Nutrition – All the food a person eats and drinks. • Strength
• Endurance
1. Calories • Flexibility
2. The Energy Balance 4. Prevention through Nutrition
3. Nutrients 5. Prevention through Environment
• Proteins – growth and repair foods • To stretch the muscle and tendons, particularly those that are going to
• Carbohydrates – energy food be used.
• Fat – slow energy food • To heat the body particularly the deep parts like the muscle and joints
• Vitamins – booster food • To prepare athletes for what is to follow by stimulating them mentally
• Minerals – support food and physically.

6. Prevention through Treatment • Cycling

• Equipment • Weight Training
• Surface • Recreational Walking
• Personal Clothing • Stretching and Relaxation
7. Stages of Injuries
• The Acute Stage (0 – 24 hours) SPORTS OFFICIATING
• Middle Stage (24 – 48 hours)
• Final Stage (48 hours +) I. NATURE OF SPORTS OFFICIATING
8. Care of Soft Tissue Injuries
• R – Rest A. Definition of Sports Officiating

• I – Ice
That phase of competitive sports management, which deal directly with the
• C – Compress
proper conduct of the game.
• E – Elevation
New officials generally desire to officiate the sport that they played at the
9. Soft Tissues Injuries
high school or collegiate level. There are many new officials; however, they
• Mild
pursue a sport that they love to watch. The game is something that is
• Moderate
played by athletes; officials are assigned to “work” the games.
• Severe
Injuries to the Ankle
10. B. Primary Function of Sports Officiating Officials: To cause the game to
• Mild progress with as little interference as possible.
• Moderate
• Severe 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
11. Rehabilitation of Sports Injuries this will allow you to focus and learn the rules and the ins-and-outs of the
• Full flexibility, 100% range of motion officiating world.
• Full strength return in the injured part
• Absence of pain C. Types of Officiating
• Psychological readiness, absence of fear
1. Decision on every action: in this type of officiating a decision be
Activity Guide for Injured Athletes
12. made on every single action that keeps place. Ex. Tennis
• Water Training

2. Discriminating Judgment: decision depend upon the effort created appearance. Like in your day-to-day business, officials are judged on
by the players and the rule that permit the official to exercise discre- how they look. The expression, ”you never get a second chance to
tion. Ex. Basketball make a good first impression,” applies specially to sports officiating.
Your officiating clothes must b neat and pressed, and shoes must be
D. Kinds of Game Officials: polished. Also, you are judged on how you dressed for the game.
1. Field or court officials” Those who position or stay in the court of field 3. Experience: the amount of time work is being done and the skill or
of play. They may either be stationary (Ex. Volleyball and Badminton) or knowledge gained by actually doing. Excellent rules knowledge comes
moving (basketball and Soccer). 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
2. Table Officials
to game situations.
E. Knowledge of the Rules
B. Qualities of an Official
The rules of the game provide direction of play. Insure the neither team is
1. Essential Qualities
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 a.) The potential of Presence: “Be felt not heard, as mush as possi-
knowledge and the proper application of this knowledge to the game situa- ble.” Through the influence of the presence, he causes players to avoid
tion are absolutely essential to good officiating. With good training and rile violations. His presence felt but he himself is not noticed. Mecha-
positive mental attitude, you can learn how to apply the rules and get into nics refers to the positioning of the officials when working a game. You
position to make the calls. 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
II. FOUNDATION OF SPORTS OFFICIATING no-no in officiating.
Official-Player Rapport: “Win friends, but don’t violate principles” a
b.)
A. General Requirements
personal relationship that breeds friendliness and trust and not anta-
1. Ability: the natural talent for the job. This should be discovered and gonism is essential to successful game control. The art of being one’s
exploited to the fullest. If you played the game of basketball, for exam- self and being able to sense the correct approach to each situation is
ple, you have developed a feel for the game, and this will help you the secret of establishing the correct rapport.
understand the advantage/disadvantage aspect of the game.
Good Public Relations: “Be pleasant, but firm and fearless.’’ Remem-
c.)
2. Preparation: The action or process of getting something ready for ber that the sport was created for the players and not for the official.
some duty. One of the most important aspects of sports officiating is Dominate the game but be noticed as little as possible.

2. Requisite Qualities ternal and/or external stimuli. Concentration is a very fundamental and
important mental skill, which must be learned by all aspiring officials.
Knowledge of the rules: Know the rules thoroughly and the intentions
a.)
or spirit behind them. Good Mechanics – mechanics of officiating is a system designed as a
c.)
practical working method to facilitate the tasks of the officials on the
First-Hand Experience in the Game: Having played the game is a
b.)
court. It is intended to help the referees concentrate on obtaining the
great factor. Participation provides the official with a better unders-
best possible position and to follow the progress of the game enabling
tanding of the fundamentals and strategy and the practical application
judgmental decision to be taken. Its primary objective is to achieve
of the rules in actual game situations. This will be enabling him to
proper control. The two primary areas of mechanics are “signaling”
anticipate and follow the participants and the game situations more
and “positioning”. Where more than one officials involved, “teamwork”
closely.
becomes a third category, and additional signaling and positioning res-
c.) Physical Fitness – the quality of officiating performance can be limited ponsibilities are then necessary. The mechanics of signaling, positio-
by the physical condition of the official. Good conditioning is necessary ning and teamwork are all of essential importance to assure professio-
throughout the game to enable the official to: nal performance. Signals may be executed by circumstance, sharp,
unhesitating and unhurried signals are necessary both to communi-
1) Be where he should be cate decision and to build the confidence of participants and observers
2) Maintain his alertness and good judgment in your abilities. Correct positioning is necessary to permit you to see
3) Hold up his end of the teamwork with his fellow official (rather than guess) what you are hired to see. Teamwork procedures
are necessary to provide balance coverage of all conceivable actions to
3. Personal Qualities minimize or eliminate disagreement between/among the officials.
When proper mechanics are observed precisely the game progresses
Good Judgment – the ability to see a situation and to make the cor-
a.) without confusion or unnecessary delay.
rect response to that situation. Good judgment is made up of three
parts: Officiating is about teamwork. You must be able to get along with
d.)
1) Perception: the ability to look at s situation and ascertain what is the men and women that work in your crews. If your partners dislike
truly taking place. you, it is going to be very tough (perhaps impossible) for you to be a
2) Position successful official. Many retiring officials state that the camaraderie
3) Experience with fellow officials is what they will miss the most. After joining the
officiating community, you will notice that fellow officials will be some
Concentration – Defined as being aware of only the present. It means
b.) of your best friends, and remain so the rest of your life. If you are not a
having one’s complete conscious mental attention on only an indivi- likeable person; that is, if you are arrogant, conceited or act like a
dual’s present performance, to the complete exclusion of all other in- know-it-all, it is very doubtful that you will have any semblance of suc-

cess as an official. Officiating games is a very humbling experience, lead to the high level of consistent officiating. Conscientious, intelligent
where you will make many mistakes. If you are a person who has a effort coupled with experience will develop consistency for most
hard time accepting constructive criticism, it is better to stay away officials.
from joining the officiating ranks.
Decisiveness – The decisive official converts a controversial or judg-
h.)
The first two obligations of new officials are to: mental decision into accepted decision through decisiveness. A good
1) Learn and understand the playing rules, official will “sell” his call to the game participants. This selling process
2) Develop the correct habits involved in officiating mechanics. starts with a firm blast on the whistle. The second is the hand signal.
Finally, the proper hand signal must be given.
Hustle – Means to move and act with resolute energy. It includes
e.)
mental readiness, physical movement and a genuine interest in the i.) Confidence – Confidence and decisiveness are closely related. Con-
game. Game must be taken to avoid two extremes: fidence deals more with the attitude of the official and impression he
1) Pointless running to give the impression of the hustle; makes, while decisiveness is concentrated on the mechanics of offi-
2) The ‘rocking chair” official who calls the entire game from the ciating. Anxiety and self – doubt have no place in the mind of the good
same spot. officials. Confidence is gained through experience and knowledge of
the game. The confident official is aware of all the possible situations
f.) Cooperation – The ability to team with fellow officials is absolutely es- that can arise and he is prepared with the correct response. Confi-
sential to a well – handed game. The officials should gauge their dence is reflected in the attitude, voice projection, and game control.
decisions so that they are as uniform as possible. Each must have faith Decisive action that is not hasty but has no element of hesitation is
in the other, and harmony must exist between them. Any tendency for highly desirable. It leaves no doubt in the mind of others. It portrays
one official to attempt to dominate the game may cause a poorly admi- possessiveness that wins acceptance. A resonant strong voice is a
nistered game. Each should welcome the support to the play. Each great asset to an official. By means of a clear strong voice, the official
should be ready realize that he is not always in an advantageous posi- is able to convey to all the exact decisions he has made. Baritone qua-
tion to see all the action, even though he is close to the play. Each lity is probably best; a high pitched voice is the poorest. The use of the
should be ready to cover play for the other when one is momentarily voice supplemented by pantomime for clarity in signaling decisions is
caught out of position. desirable. The whistle blown sharply has the effect of saying “Attention
Please” and alerting everyone to the field that an important decision is
Consistency – Applying the correct rule interpretation and administe-
g.)
to be announced.
ring the rules to each situation a distinct separate part of the game. No
two officials possess the same judgment; although individual diffe- j.) Poise/ Calmness – Poise is complete self – control and is not always
rences do exist, these effects are minimized by the use of correct rule the easiest thing to maintain. However, it is essential to the good offi-
interpretation. The rule interpretation applied uniformly by all officials’ cial. Amid the chaos, the official must stand as the steadying force.

Maintaining control requires a great deal of concentration on the part III. BASIC PHILOSOPHY
of the official.
A. Essential Objectives
Courage – The ability to give decision with a firm conviction. Courage
k.)
is a personal quality, but it also largely based upon understanding and 1. Each official should have a clear concept of his over-all responsibility
accepting officiating responsibilities. Competitive rules empower & ob- when he reports for duty.
ligate the official to make the indicate rulings to the best of his ability.
2. If all officials possessed the same conception, there would be uniformi-
ty in administration of all contests.
Two most unfavorable things that can be done are:
1) Avoid a decision where a decision is required. 3. The key to excellent officiating is adherence to the advantage-disad-
2) To make a decision merely because it is demanded vantage philosophy, or stated in another manner “realistic officiating”.
4. The essence of Mr. Oswald Tower’s philosophy: “It is the purpose of the
l.) Objectivity – Treating facts without distortion by personal feelings or
rules to penalize a player who by reason of an illegal act has placed his
prejudices. As human beings, various pressures can influence officials.
opponent at a disadvantage.”
But the official is not supposed to be influenced by external pressures.
Most officials benefit from: consciously recognizing their own suscep- 5. It represents a realistic approach to guide a judgment of officials in
tibility to being influenced; and seriously attempting to improve their making decisions on all situations where the effect upon the play is the
complete objectivity in each game. Otherwise, the temptations of a key factor on determining whether or not a rule violation has occurred.
given moment in the competition can lead the normally well meaning
individual to make a popular decision rather than a correct decision. B. General Principle of Officiating
Reaction Time – the ability to respond to a given stimulus as quickly
m.) The primary function and aim of officiating can be better obtained by
as possible. Assuming that judgment is correct, decisions, which are adhering to the following basic principles:
made quickly, have a great chance of being accepted without question.
An official with fast reaction frequently can make the decision and si- 1. Uniformity in the interpretation
multaneously with the moment of the action (split-second decision). 2. Close collaboration between coaches and officials
This qualification is a must, because one either has quick reaction time 3. Keep close to the play
or one does not simply have it. The best method of gaining the con- 4. Don’t imagine or suspect – see it happen
fidence of players is to make decision at the time a player is going 5. Decide or rule on acts completed
through his maneuver. Therefore, a “subtle influence” on the game is Call what you see anywhere
quickly and firmly established.

10. Carry information around the body by electrical signals

a. Nerves b. Ligaments c. Cells
11. Uses oxygen and produces easily disposed waste products

Test I. Multiple Choice: Write the letter of your answer.
a. Aerobic lactic b. Anaerobic lactic c. Anaerobic alactic
Energy System Energy System Energy System
1, Little or no trust in the athlete
a. Authoritarian b. Cooperative c. Casual 12. Intense activity for less than 10 seconds
2. Athlete with a flexible training structure
a. Cooperative b. Authoritarian c. Casual
13 The energy system most used by the 400 meter racer
3. Athletes make all the decisions
a. Casual b. Authoritarian c. Cooperative
4. Support the body like the frame work of a building
14. Begins when adolescence finishes
a. Skeleton b. Muscles c. Bones
a. Childhood b. Adolescence c. Adulthood
5. Joins muscle to bone
15. From birth to two years of age
a. Muscles b. Tendons c. Skeleton
a. Childhood b. Adolescence c. Infancy
6. Approximately 200 in human body 16. Period for learning basic movements
a. Tendons b. Bones c. Muscles a. Childhood b. Adolescence c. Infancy
7. Can only pull not push 17. Stages of sexual development
a. Bones b. Muscles c. Tendons a. Childhood b. Adulthood c. Puberty
8. Joins bone to bone 18. Period for developing athletic event specific skills
a. Cells b. Nerves c. Ligaments a. The skill stage b. The learning c, The thinking stage
stage
9. Unit of living material that is the base building block of life
a. Ligaments b. Cells c. Nerves 19. Working out what to do
a. The skill stage b. The learning c. The thinking stage
stage
20. Performing the skill

a. The skill stage b. The learning c. The thinking stage
stage
21. Trying out ways of doing it 1. The ability to exert force?
a. The skill stage b. The learning c. The thinking stage a. Flexibility c. Strength
stage b. Coordination d. Endurance
22. Fitness reduces when training stops 2. Capacity to travel or move very quickly
a. Law of Specificity b. Law of Overload c. Law of Reversibility a. Flexibility c. Speed
b. Coordination d. Endurance
23. Specific adaptation to applied training loads
a. Law of Specificity b. Law of Overload c. Law of Reversibility
3. Perform and learn skills well
24. Results in overcompensation a. Flexibility c. Strength
a. Law of Specificity b. Law of Overload c. Law of Reversibility b. Coordination d. Endurance
25. Which of the following is an essential quality of an official? 4. Resistance to fatigue

a. Knowledge of the game c. Official – player rapport a. Flexibility c. Strength
b. Physical fitness d. First hand experience b. Power d. Endurance
5. Gradually reduces with age

a. Flexibility c. Speed
b. Coordination d. Endurance
6. Volume of training is gradually reduces and intensity increased

a. Competition Period c. Preparation Period
b. Transition Period
7 Volume of training gradually increases

a. Competition Period c. Preparation Period
b. Transition Period

8. Motor programs develops most 16. Which of the following is not a personal quality of an official?
a. Intermediate stage c. Advanced stage a. Body mechanics c. Hustle
b. beginning stage b. Physical Fitness d. Concentration
9. Athletes need to practice skill under different and difficult conditions 17. Which of the following statements referred to as essential quality of an official?
a. Intermediate stage c. Advanced stage a. Knowledge of the game c. Official – player rapport
b. beginning stage b. Physical fitness d. First hand experience
10. Completed when the athlete can perform a rough form of the skill 18. Which of the following is not the primary function and aim of officiating?
a. Intermediate stage c. Advanced stage a. Uniformity in interpretation c. Call what you see
b. beginning stage b. Decide on act completed d. The potential of presence
11. Body repair and growth 19. Who is responsible for establishing program, funding and evaluation of the
a. Protein c. Minerals program?
b. Vitamins d. Carbohydrate a. Director c. Student Leader
b. Council d. Volunteers
12. Essential fuel control rate of chemical reactions
a. Protein c. Minerals 20. Which of the following statement is a function and aim of officiating?
b. Vitamins d. Carbohydrate a. Difference in interpretation c. Call what you see
b. Decide on act not completed d. The potential of presence
13. Adds non-digestible bulk to food
a. Protein c. Minerals
b. Fiber d. Carbohydrate
14. 50% - 70% of the body

a. Water c. Minerals
b. Vitamins d. Carbohydrate
15. Slowly digested fuel

a. Fat c. Minerals
b. Vitamins d. Carbohydrate

MAPEH (Music, Arts, Physical Education and Health) Individual, Dual and Combative Sports
Individual, ATHLETICS
Dual and 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
Combative Sports
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)
Prepared by: 2. 100 meters
Prof. Julio Victor B. Santarin 3. 200 meters
4. 400 meters (quarter mile)
Competencies:  Middle Distance Events:

events from 600 meters to the mile. Common lengths include:
1. 600 meters (indoor)
2. 800 meters (half mile)
1. Analyze playing skills 3. 1,000 meters (indoor)
4. 1,500 meters (metric mile)
and performance in
 Long Distance Events:
actual play/ game 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

Individual, Dual and Combative Sports MAPEH (Music, Arts, Physical Education and Health)
during the race. Common lengths include  Jumping Events

1. 60 meter hurdles (indoor) 1. High Jump
2. 100 m hurdles (women) 2. Pole Vault
3. 110 m hurdles (men) 3. Triple Jump
4. 400 m hurdles 4. Long Jump
5. 3000 m Steeplechase
 Heptathlon: the Heptathlon includes the following seven events:
 Relays: races in which four athletes participate as a team, passing a baton in
Outdoors (usually only women):
between. Common lengths include:
1st day 2nd day
1. 4 x 100 meter relay Non-visual pass
1. 100 meter L hurdles 5. Long Jump
2. 4 x 400 meter relay Visual pass
2. High Jump 6. Javelin Throw
 Road Races: 3. Shot Put 7. 800 meters
Common lengths are: 4. 200 meters
1. 5000 meters (5 km)
 Decathlon: the Decathlon includes the following ten events:
2. 10,000 meters (10 km)
1st day 2nd day
3. Half marathon (21.0975 km)
1. 100 meters 6. 110 meter H hurdles
4. Marathon (42.195 km). The marathon is the only common road-racing
2. Long Jump 7. Discus
distance run in major international athletics championships, such as
3. Shot Put 8. Pole Vault
the Olympics.
4. High Jump 9. Javelin
5. 400 meters 10.1500 meters
Field Events
 Race walking: Common lengths are:
 Throwing Events
1. 10 km
1. Javelin
2. 20 km
2. Shot Put
3. 50 km
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-
Rules
dicine ball, with a handle attached) or outdoors (basically a shot with a
handle attached) Track events
4. Discus 1. Starting
 The start of a race is marked by a white line 5cm wide. In all races that

are not run in lanes the start line must be curved, so that all the ath- Running the race
letes start the same distance from the finish
 In all races run in lanes, each athlete must keep within his allocated lane
 Starting blocks must be used for all races up to and including 400 m from start to finish. This also applies to any portion of a race run in lanes.
(including the first leg of the 4 x 200 m and 4 x 400 m) and may not
 Any athlete who jostles or obstructs another athlete, in a way that impedes
be used for any other race. No part of the starting block may overlap
his progress, should be disqualified.
the start line or extend into another lane.
 All races must be started by the report of the starter’s gun or approved The finish
starting apparatus fired upwards after he or she has ascertained that
 The athletes must be placed in the order in which any part of their bodies
athletes are steady and in the correct starting position
(i.e. torso, as distinguished from the head, neck, arms, legs, hands or feet)
 An athlete may not touch either the start line or the ground in front of reaches the vertical plane of the nearer edge of the finish line.
it with his hands or his feet when on his marks
High Jump
 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- The Competition
ding 400 m, be “on your marks” and “set”. When all athletes are “set”, 1. An athlete shall take off from one foot.
the gun must be fired, or an approved starting apparatus must be 2. An athlete fails if:
activated (a) After the jump, the bar does not remain on the supports because of the
action of the athlete whilst jumping; or
 False start: An athlete, after assuming a final set position, may not
commence his starting motion until after receiving the report of the (b) He touches the ground including the landing area beyond the vertical
gun, or approved starting apparatus. If, in the judgment of the starter plane through the nearer edge of the crossbar, either between or out
or recallers, he does so any earlier, it is considered a false start. side the uprights with any part of his body, without first clearing the bar.
 It is deemed a false start if, in the judgment of the starter an athlete Pole Vault
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 The Competition
your marks” disturbs other athletes in the race through sound or other- 1. An athlete fails if:
wise.
(a) after the vault, the bar does not remain on the pegs because of the ac-
 Any athlete making a false start must be warned. tion of an athlete whilst vaulting

(b) he touches the ground, including the landing area beyond the vertical (c) In order to obtain a better grip, an athlete may use a suitable substance
plane through the back end of the box with any part of his body or with on his hands only. In addition, hammer throwers may use such subs-
the pole, without first clearing the bar after leaving the ground he pla- tances on their gloves, and shot putters may use such substances on
ces his lower hand above the upper one or moves the upper hand their neck.
higher on the pole. (d) In order to protect the spine from injury, an athlete may wear a belt of
(d) during the vault an athlete steadies or replaces the bar with his hand/s. leather or other suitable material.
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 ex- Trials
tended (see Rule 185.1(f)).The measurement shall be taken perpen-
dicular to the take-off line or its extension. 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
Triple Jump 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
The Rules for the Long Jump apply to the Triple Jump with the following additions: allowed to touch the inside of the stop board described in Rule 188.2.
The Competition It shall be a failure if an athlete in the course of a trial:

1. The Triple Jump shall consist of a hop, a step and a jump in that order. (a) Improperly releases the shot or the javelin,
2. The hop shall be made so that an athlete lands first on the same foot as (b) after he has stepped into the circle and begun to make a throw, touches
that from which he has taken off; in the step he shall land on the other foot, with any part of his body the top of the rim or the ground outside the circle,
from which, subsequently, the jump is performed. (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
C. THROWING EVENTS
discus, the hammerhead or the tip of the javelin in contacting the ground
 Personal Safeguards when it first lands touches the sector line or the ground outside the sector
line.
(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 17. An athlete shall not leave the circle or runway until the implement has touched
in any way provides assistance when making a trial. An athlete may the ground
use tape on the hand when needed to cover an open cut or wound. An (b) In the case of the Javelin Throw, when an athlete leaves the runway, the
athlete in the Hammer Throw may tape individual fingers. 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
(b) An athlete shall use gloves in the Hammer Throw only. lines.

18. After each throw, implements shall be carried back to the area next to the circle Hammer Throw
or runway and never thrown back.
The Competition
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
In all throwing events, distances shall be recorded to the nearest 0.01m below the circle.
the distance measured if the distance measured is not a whole centimeter. 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.
20. The measurement of each throw shall be made immediately after the trial:
3. The athlete may stop and begin the throw again, provided no other Rule
(a) From the nearest mark made by the fall of the shot, discus and hammer
has been breached.
head, to the inside of the circumference of the circle
4. If the hammer breaks during a throw or while in the air, it shall not count as
Along a line to the centre of the circle;
a failure.
(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
Javelin Throw
Centre of the circle of which the arc is part.
The Competition
Markers
(a) The javelin shall be held at the grip. It shall be thrown over the shoulder or
21. A distinctive flag or marker may be provided to mark the best throw of each upper part of the throwing arm and shall not be slung or hurled.
athlete, in which case it shall be placed along, and outside, the sector lines. A (b) A throw shall be valid only if the tip of the metal head strikes the ground
distinctive flag or marker may also be provided to mark the existing World Re- before any other part of the javelin.
cord and, when appropriate, the existing Area, National or Meeting Record. (c) Until the javelin has been thrown, an athlete shall not at any time turn com-
pletely around, so that his back is towards the throwing arc.
Shot Put 2. If the javelin breaks during a throw or while in the air, it shall not count as a
failure.
The Competition
1. The shot shall be put from the shoulder with one hand only. At the time an Combined Events Competitions
athlete takes a stance in the circle to commence a put, the shot shall touch
The Men’s Decathlon consists of ten events which shall be held on two consecutive
or be in close proximity to the neck or the chin and the hand shall not be
days in the following order:
dropped below this position during the action of putting. The shot shall not
First day:100m;Long Jump; Shot Put; High Jump; 400m.
be taken behind the line of the shoulders.
Second day:110m Hurdles; Discus Throw; Pole Vault; Javelin Throw;1500m.

WOMEN Heptathlon of competitions under Rules 1.1(a),(b),(c)and (f), subject to the Rules and proce-
dures of the appropriate international organisation.
The Heptathlon consists of seven events, which shall be held on two consecutive
days in the following order: The following list comprises the officials considered necessary for major Inter-
First day: 100m Hurdles; High Jump; Shot Put; 200m. national Competitions. The Organizing Committee may, however, vary this according
to local circumstances.
Second day: Long Jump; Javelin Throw; 800m.
The Women’s Decathlon consists of ten events which shall be held on two consec- MANAGEMENT OFFICIALS
utive days in the following order: -One Competition Director
First day:100m;Discus Throw; Pole Vault; Javelin Throw; 400m. -One Meeting Manager
Second day:100m Hurdles ;Long Jump; Shot Put; High Jump; 1500m. -One Technical Manager
-One Event Presentation Manager
General
COMPETITION OFFICIALS
7. At the discretion of the Combined Events Referee, there shall, whenever possi- -One Referee for the Call Room
ble, be an interval of at least 30 minutes between events, for any individual -One (or more) Referee for Track Events
athlete. If possible, the time between the last event and the start of the first -One (or more) Referee for Field Events
event on the succeeding day should be at least 10 hours. -One (or more) Referee for Combined Events
-One (or more) Referee for events outside the Stadium
9. The Rules for each event constituting the competition will apply with the follo-
-One Chief Judge and an adequate number of Judges for Track Events
wing exceptions:
-One Chief Judge and an adequate number of Judges for each Field Event
(a In the Long Jump and each of the throwing events, each athlete shall be
-One Chief Judge and five Judges for each Track Race Walking Event
allowed three trials only.
-One Chief Judge and eight Judges for each Road Race Walking Event
(b) In case Fully Automatic Timing is not available, each athlete’s time shall be
-Other Race Walking Competition officials, as necessary,
taken by three Timekeepers independently.
Including Recorders, Posting Board operators, etc.
(c) In the track events, an athlete shall be disqualified in any event in which he
-One Chief Umpire and an adequate number of Umpires
has made two false starts.
-One Chief Timekeeper and an adequate number of Timekeepers
-One Start Coordinator and an adequate number of Starters and Recallers
Officials of the Competition
-One (or more) Starter’s Assistant
The Organising Committee of a competition shall appoint all officials, subject to -One Chief and an adequate number of Lap Scorers
the Rules of the Member in whose country the competition is held and, in the case -One Competition Secretary and an adequate number of assistants

-One Chief and an adequate number of Marshals Badminton

-One (or more) Wind Gauge Operator
Badminton is a racquet sport played by either two opposing players (singles) or
-One Chief Photo Finish Judge and an adequate number of
two opposing pairs (doubles), who take positions on opposite halves of a court
Assistant Photo Finish Judges
that is divided by a net. Players score points by striking a shuttlecock with their
-One (or more) Measurement Judge (Electronics)
racquet so that it passes over the net and lands in their opponents’ court. A rally
-One Chief and an adequate number of Call Room Judges
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.
ADDITIONAL OFFICIALS
-One (or more) Announcer
History and development
-One (or more) Statistician
-One Advertising Commissioner Badminton was called “Poona” in India during the 18th century, and British
-One Official Surveyor Army officers assigned there took an energetic Indian type back to England
-One (or more) Doctor in the 1860s, where it was introduced as an upper class amusement. Isaac
-Stewards for Athletes, Officials and Press 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
FACILITIES AND EQUIPMENT
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 go-
verns international badminton and develops the sport globally.
Although originated in England, international badminton has usually domi-
nated 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
Badminton offers a wide variety of basic strokes, and players require a high

level of skill to perform all of them effectively. All strokes can be played either speed or direction of the stroke. If an opponent tries to anticipate the stroke,
forehand or backhand. he may move in the wrong direction and may be unable to change his body
momentum in time to reach the shuttlecock.
A player’s forehand side is the same side as his playing hand: for a right-
handed player, the forehand side is his right side and the backhand side is
Singles
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 The singles court is narrower than the doubles court, but the same length,
hand leading (like hitting with the knuckles). Players frequently play certain with the exception that a serve in the single can reach the end of the court
strokes on the forehand side with a backhand hitting action, and vice-versa 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
Service 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
The service presents its own array of stroke choices.
lifts and clears with drop shots and net shots. Smashing is less prominent in
The serve is restricted by the Laws so that it must be hit upwards. singles than in doubles because players are rarely in the ideal position to
The server can choose a low serve into the forecourt (like a push), or a lift to execute a smash, and smashing often leaves the smasher vulnerable if the
the back of the service court, or a flat drive serve. smash is returned.
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. Doubles
Both pairs will try to gain and maintain the attack, smashing downwards
Strategy when possible.
To win in badminton, players need to employ a wide variety of strokes in the Whenever possible, a pair will adopt an ideal attacking formation with one
right situations. player hitting down from the rear court, and his partner in the mid court in-
These range from powerful jumping smashes to delicate tumbling net re- tercepting all smash returns except the lift. If the rear court attacker plays a
turns. Often rallies finish with a smash, but setting up the smash requires drop shot, his partner will move into the forecourt to threaten the net reply.
subtler strokes. For example, a net shot can force the opponent to lift the If a pair cannot hit downwards, they will use flat strokes in an attempt to gain
shuttlecock, which gives an opportunity to smash. If the net shot is tight the attack. If a pair is forced to lift or clear the shuttlecock, then they must
and tumbling, then the opponent’s lift will not reach the back of the court, defend: they will adopt a side-by-side position in the rear mid court, to cover
which makes the subsequent smash much harder to return. Deception is the full width of their court against the opponents’ smashes. Both pairs will
also important. Expert players make the preparation for many different try to gain and maintain the attack, smashing downwards when possible.
strokes look identical, and use slicing to deceive their opponents about the 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 in- The Laws of Badminton
tercepting 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 posi- COURT AND COURT EQUIPMENT
tion in the rear mid court, to cover the full width of their court against the The court shall be a rectangle marked out with lines 40 mm wide as shown
opponents’ smashes. Both pairs will try to gain and maintain the attack, in Diagram A. The lines marking out the court shall be easily distinguishable
smashing downwards when possible. Whenever possible, a pair will adopt and preferably be colored white or yellow. All the lines shall form part of the
an ideal attacking formation with one player hitting down from the rear area which they define.
court, and his partner in the mid court intercepting all smash returns except
the lift. POST
Mixed doubles 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
In mixed doubles, both pairs try to maintain an attacking formation with the posts or its supports shall not extend into the court. The posts shall be
woman at the front and the man at the back. This is because the male pla- placed on the doubles side lines as in Diagram A irrespective of whether
yers are substantially stronger, and can therefore produce more powerful singles or doubles is being played.
smashes. As a result, mixed doubles requires greater tactical awareness
and subtler positional play. Clever opponents will try to reverse the ideal NET
position, by forcing the woman towards the back or the man towards the
The net shall be made of fine cord of dark color and even thickness with a
front. In order to protect against this danger, mixed players must be careful
mesh of not less than l5 mm and not more than 20 mm. The net shall be
and systematic in their shot selection
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
DEFINITIONS
through the tape. This tape shall rest upon the cord or cable. The cord or
Player: Any person playing Badminton.
cable shall be stretched firmly, flush with the top of the posts. The top of the
Match: The basic contest in Badminton between opposing sides each of
net from the surface of the court shall be 1.524 meters at the centre of the
one or two players.
court and 1.55 meters over the side lines for doubles. There shall be no
Singles: A match where there is one player on each of the opposing sides.
gaps between the ends of the net and the posts. If necessary, the full depth
Doubles: A match where there are two players on each of the opposing sides
of the net at the ends shall be tied to the posts
Serving side: The side having the right to serve.
Receiving side: The side opposing the serving side. SHUTTLE
Rally: A sequence of one or more strokes starting with the service, until the
shuttle ceases to be in play. The shuttle shall be made of natural and / or synthetic materials. From what-
Stroke: A forward movement of the player’s racket. ever material the shuttle is made, the flight characteristics generally shall be

similar to those produced by a natural feathered shuttle with a cork base the stringed area does not then exceed 330 mm. The racket: shall be free
covered by a thin layer of leather. Feathered shuttle shall have 16 feathers of attached objects and protrusions, other than those used solely and spe
fixed in the base. The feathers shall have a uniform length between 62 mm cifically to limit or prevent wear and tear, or vibration, or to distribute weight,
to 70 mm when measured from the tip to the top of the base. The tips of or to secure the handle by cord to the player’s hand, and which are reason
the feathers shall lie on a circle with a diameter from 58 mm to 68 mm. The able in size and placement for such purposes; and shall be free of any de
feathers shall be fastened firmly with thread or other suitable material. The vice that makes it possible for a player to change materially the shape of the
base shall be 25 mm to 28 mm in diameter and rounded on the bottom. racket.
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 TOSS
ural feathers. However, because of the difference in the specific gravity and
Before play commences, a toss shall be conducted and the side winning
other properties of synthetic materials in comparison with feathers, a varia-
the toss shall exercise the choice in either to serve or receive first; to start
tion of up to 10 per cent shall be acceptable. Subject to there being no varia-
play at one end of the court or the other. The side losing the toss shall then
tion in the general design, speed and flight of the shuttle, modifications in
exercise the remaining choice.
the above specifications may be made with the approval of the Member As
sociation concerned, in places where atmospheric conditions due to either
SCORING SYSTEM
altitude or climate make the standard shuttle unsuitable.
A match shall consist of the best of three games, unless otherwise arranged.
RACKET 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
The racket shall be a frame not exceeding 680 mm in overall length and
that game and if the score becomes 29-all, the side scoring the 30th point
230 mm in overall width consisting of the handle is the part of the racket
shall win that game. The side winning a rally shall add a point to its score. A
intended to be gripped by a player. The stringed area is the part of the racket
side shall win a rally, if the opposing side commits a “fault” or the shuttle
with which it is intended that a player hits the shuttle. The head bounds the
ceases to be in play because it touches the surface of the court inside the
stringed area. The shaft connects the handle to the head. The throat (if pre-
opponent’s court. The side winning a game shall serve first in the next game.
sent) 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
CHANGE OF ENDS
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 Players shall change ends: at the end of the first game; at the end of the
all length and 220 mm in overall width. However, the strings may extend into second game, if there is to be a third game; and in the third game when a
an area which otherwise would be the throat, provided that: the width of the side first scores 11 points. If the ends are not changed it shall be done so as
extended stringed area does not exceed 35 mm; and the overall length of soon as the mistake is discovered and when the shuttle is not in play. The

existing score shall stand. If the ends are not changed it shall be done so as positions within their respective courts, which do not unsight the opposing
soon as the mistake is discovered and when the shuttle is not in play. The server or receiver.
existing score shall stand
SINGLES
SERVICE
Serving and receiving courts.
In a correct service: neither side shall cause undue delay to the delivery of
The players shall serve from, and receive in, their respective right ser-
the service once the server and the receiver are ready for the service. On
vice courts when the server has not scored or has scored an even number
completion of the backward movement of server’s racket head, any delay in
of points in that game. The players shall serve from, and receive in, their
the start of the service shall be considered to be an undue delay; the server
respective left service courts when the server has scored an odd number of
and the receiver shall stand within diagonally opposite service courts with
points in that game. Order of play and position on court in a rally, the shuttle
out touching the boundary lines of these service courts; some part of both
may be hit by the server and the receiver alternately, from any position on
feet of the server and the receiver shall remain in contact with the surface
that player’s side of the net, until the shuttle ceases to be in play.
of the court in a stationary position from the start of the service until the ser-
vice is delivered; the server’s racket shall initially hit the base of the shuttle; Scoring and serving
the whole shuttle shall be below the server’s waist at the instant of being
If the server wins a rally the server shall score a point. The server shall
hit by the server’s racket. The waist shall be considered to be an imaginary
then serve again from the alternate service court. If the receiver wins a rally,
line round the body, level with the lowest part of the server’s bottom rib; the
the receiver shall score a point. The receiver shall then become the new
shaft of the server’s racket at the instant of hitting the shuttle shall be poin-
server.
ting 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;
DOUBLES
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 Serving and receiving courts
court (i.e. on or within the boundary lines); and in attempting to serve, the
A player of the serving side shall serve from the right service court when
server shall not miss the shuttle. Once the players are ready for the service,
the serving side has not scored or has scored an even number of points in
the first forward movement of the server’s racket head shall be the start of
that game. A player of the serving side shall serve from the left service court
the service. Once started the service is delivered when the shuttle is hit by
when the serving side has scored an odd number of points in that game.
the server’s racket or, in attempting to serve, the server misses the shuttle.
The player of the receiving side who served last shall stay in the same ser-
The server shall not serve before the receiver is ready. However, the receiver
vice court from where he served last. The reverse pattern shall apply to the
shall be considered to have been ready if a return of the service is a temp-
receiver’s partner. The player of the receiving side standing in the diagonally
ted. In doubles, during the delivery of service, the partners may take up any
opposite service court to the server shall be the receiver. The player of the

receiving side who served last shall stay in the same service court from FAULTS
where he served last. The reverse pattern shall apply to the receiver’s part-
It shall be a “fault”: if a service is not correct; if, in service, the shuttle: is
ner. The player of the receiving side standing in the diagonally opposite ser-
caught on the net and remains suspended on its top; after passing over the
vice court to the server shall be the receiver. Order of play and position on
net, is caught in the net; or is hit by the receiver’s partner; if in play, the
court after the service is returned, in a rally, the shuttle may be hit by either
shuttle: lands outside the boundaries of the court (i.e. not on or within the
player of the serving side and either player of the receiving side alternately,
boundary lines); passes through or under the net; fails to pass over the net;
from any position on that player’s side of the net, until the shuttle ceases to
touches the ceiling or side walls; touches the person or dress of a player;
be in play (Law 15).
touches any other object or person outside the court; (Where necessary on
Scoring and serving 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 dea-
If the serving side wins a rally, the serving side shall score a point. The ser- ling with cases in which a shuttle touches an obstruction); is caught and
ver shall then serve again from the alternate service court. If the receiving held on the racket and then slung during the execution of a stroke; is hit
side wins a rally, the receiving side shall score a point. The receiving side twice in succession by the same player. However, a shuttle hitting the head
shall then become the new serving side. Sequence of serving in any game, and the stringed area of the racket in one stroke shall not be a “fault”; is hit
the right to serve shall pass consecutively: from the initial server who started by a player and the player’s partner successively; or touches a player’s ra-
the game from the right service court to the partner of the initial receiver. cket and does not travel towards the opponent’s court; if, in play, a player:
The service shall be delivered from the left service court to the partner of the touches the net or its supports with racket, person or dress; invades an op-
initial server to the initial receiver, to the initial server and so on. No player ponent’s court over the net with racket or person except that the striker may
shall serve or receive out of turn, or receive two consecutive services in the follow the shuttle over the net with the racket in the course of a stroke after
same game, except either player of the winning side may serve first in the the initial point of contact with the shuttle is on the striker’s side of the net;
next game, and either player of the losing side may receive first in the next invades an opponent’s court under the net with racket or person such that
game. No player shall serve or receive out of turn, or receive two consecu- an opponent is obstructed or distracted; or obstructs an opponent, i.e. pre-
tive services in the same game, except either player of the winning side may vents an opponent from making a legal stroke where the shuttle is followed
serve first in the next game, and either player of the losing side may receive over the net; deliberately distracts an opponent by any action such as shou-
first in the next game. ting or making gestures; if a player is guilty of flagrant, repeated or persis-
tent offences under Law 16
SERVICE COURT ERRORS
service court error has been made when a player: has served or received out LETS
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 “Let” shall be called by the umpire, or by a player (if there is no umpire), to
shall stand. halt play. It shall be a “let, if: the server serves before the receiver is ready;

during service, the receiver and the server are both faulted; after the service different, but the concept is quite similar. In singles play, the serve is not required
is returned, the shuttle is: caught on the net and remains suspended on its to cross from the server’s right-hand court to the receiver’s right-hand court (or
top, or after passing over the net is caught in the net; during play, the shuttle left to left) as it is in tennis. The sport is played with two or four players hitting a
disintegrates and the base completely separates from the rest of the shuttle; ball with rackets back and forth to each other on a table, in a manner similar to
in the opinion of the umpire, play is disrupted or a player of the opposing tennis. The rules are slightly different, but the concept is quite similar. In singles
side is distracted by a coach; a line judge is unsighted and the umpire is play, the serve is not required to cross from the server’s right-hand court to the
unable to make a decision; or any unforeseen or accidental situation has receiver’s right-hand court (or left to left) as it is in tennis.
occurred. When a “let” occurs, play since the last service shall not count
and the player who served last shall serve again. 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
SHUTTLE NOT IN PLAY 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
A shuttle is not in play when: it strikes the net or post and starts to fall to-
left to left) as it is in tennis. However, serving across is required in doubles play.
wards the surface of the court on the striker’s side of the net; it hits the
Ball spin, speed, placement, strategy and tactics play an important part in com-
surface of the court; or a “fault” or a “let” has occurred.
petitive 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
Table tennis mph).
Table tennis, also known as ping pong, is a sport in which two or four players Facilities and Equipment
hit a lightweight, hollow ball back and forth to each other with paddles (also
The Racket – A wooden rubber faced as mandated by the rules
known as ‘bats’ or ‘rackets’). The game takes place on a hard table divided by a
The Ball – Celluloid spherical white or yellow in color 40 mm in diameter
net. Players must allow a ball played towards them only one bounce on their side
The Table – measured 5’ X 9’ and 30” above the surface of the floor
of the table and must return it so that it bounces on the opposite side. Points are
Net – 6’ long and 6” wide stretched across the center of the table and
scored when a player fails to return the ball within the rules. Play is fast and de-
extend in both sides by 6”
mands 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.
Analysis of the Game
The game is controlled by the International Table Tennis Federation (ITTF), foun-
ded in 1926. Since 1988, table tennis has been an Olympic sport which includes The Grip – Forehand/Backhand
four events: men’s singles, women’s singles, men’s teams, and women’s teams. Serving – push shot serve, top spin serve, back spin serve
The sport is played with two or four players hitting a ball with rackets back and Foot work and /stance –proper stance and footwork in serving or receiving
forth to each other on a table, in a manner similar to tennis. The rules are slightly are important consideration

Strokes the Indonesians for fencing called “Tjakalele” (Yukalele). An extension of

Forehand/backhand Push shot or half volley the arms was used which is a stick and the fighting form was called Arnis
Forehand/backhand top spin de Mano which has three forms of plays Known as: Espada y Daga – a
Forehand/backhand drive combination of a long and short dagger. Solo Baston – single stick is used.
Forehand/backhand chop Sinawali – two sticks being swing in an intricate movement of a criss-cross
Forehand/ backhand Smash fashion. Espada y Daga – a combination of a long and short dagger. Solo
Baston – single stick is used. Sinawali – two sticks being swing in intri-
Rules of the Game cate movements of a criss-cross fashion. Modern Arnis attracted many
Single practitioners because of its interesting features and for being known as
1. A game is won by the player who wins 11 pts. except when the score Filipino Martial Arts. Its inclusion to the Physical education classes of the
is 10 all, where an advantage of two points is needed in order to win Filipinos truly promotes it as an indigenous game.
2. The service and receiving is decided by a toss
3. Server is given 2 service delivery Equipment
4. Match is consist of 4 winning games  Rattan Stick – 28” - 32” long and a diameter of ¾ to 1”
 Body Armor – use for official competition in Arnis
Service
A good service is done by placing the ball in the open palm of the free hand Fighting Form
away from and above the table. The ball must first bounce in the table side  12 Striking Technique
of the server before going over the net and bouncing on the table side of  Defensive Stance
the receiver. The receiver must strike the ball after it bounce in his table  Redondo
side in returning to the server.  Single Sinawali
 Double Sinawali
Points, Let and Scoring
Point is an outcome of any violations Stance and Posture
A let is an outcome of a rally which is not score  Straddle Stance
Rally points is being used  Forward Stance
 Back Leaning Stance
ARNIS  Forward Leaning stance sideward direction
One of the oldest systematic martial arts of the Filipinos. Patterned to a  Forward Leaning stance facing the back
bladed weapon from Malay Known as “Kali” a large bladed weapon use by  Cross Stance

Footwork History
 Reverse Triangle Swimming has been known since prehistoric times; the earliest recording
 Left and Right side Stepping of swimming dates back to Stone Age paintings from around 7,000 years
 Left side triangle ago. Written references date from 2000 BC. Some of the earliest referen-
ces include the Gilgamesh, the Iliad, the Odyssey, the Bible (Ezekiel 47:5,
Essential Elements to Become Good Fighter Acts 27:42, Isaiah 25:11), Beowulf, and other sagas. Competitive swim-
 Techniques ming in Europe started around 1800, mostly using breaststroke. Swimming
 Alertness and Awareness was part of the first modern Olympic Games in 1896 in Athens. In 1902
 Speed Richard Cavill introduced the front crawl to the Western world. In 1908, the
 Power world swimming association, Fédération Internationale de Natation (FINA),
 Timing was formed. Butterfly was developed in the 1930s and was at first a variant
 Proper Delivery of Strikes of breaststroke, until it was accepted as a separate style in 1952.
 Endurance and Stamina
 Determination Non-aquatic animals
 Confidence
 Yelling 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
SWIMMING swim and some, like the proboscis monkey, crab-eating macaque, and
Rhesus macaque swim regularly.
Swimming is the movement by humans or animals through water, usually with-
out artificial assistance. Swimming is an activity that can be both useful and Competitive swimming
recreational. Its primary uses are bathing, cooling, travel, fishing, escape, and
The goal of competitive swimming is to be the fastest over a given distance.
sport. Animals with lungs have an easier time floating than those without. Al-
Competitive swimming became popular in the nineteenth century, and
most all mammals can swim by instinct, including bats, kangaroos, moles and
comprises 34 individual events - 17 male events and 17 female events.
sloths. The few exceptions include apes and possibly giraffes and porcupines.
Swimming is an event at the Summer Olympic Games, where male and
Land birds can swim or float for at least some time. Ostriches, cassowaries and
female athletes compete in 13 of the recognized events each. Olympic
tortoises can swim. Juvenile penguins drown if they accidentally fall in water
events are held in a 50 meter pool. Competitive swimming internation
since their down cover is not suited to water.
al governing body is FINA (Fédération Internationale de Nation), the Inter
national Swimming Federation. The four competitive strokes are the butter

fly, backstroke, breaststroke, and freestyle (front crawl). While “freestyle” (25 m or 25 yd pool) and long course (50 m pool) races to be held.
and “front crawl” are often used interchangeably, freestyle is the more
common name and is used in almost all competitive, club-swimming or There are several types of judges:
international competitions. Swimmers generally choose to swim front crawl a starter sends the swimmers off the blocks and may also call a false-start if a
in a freestyle event since it is the fastest and easiest stroke. Disqualification swimmer leaves the block before the starter sends them; finish judges make
will occur if the stroke is not swum correctly, for example if the swimmer sure the swimmers touch the wall with the appropriate number of hands (one
does not touch the wall with two hands during breaststroke or butterfly. 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)
These strokes can be swum individually or together in an individual medley (IM). turn judges check that the swimmers’ turns are within rules; stroke judges
The IM order is: check the swimmers’ strokes; time keepers time the swims; referee along with
1) Butterfly, 2) backstroke, 3) breaststroke, and 4) freestyle. 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
There are two types of relays: medley and freestyle. swimming, that swimmer is said to be disqualified (commonly referred to as a
“DQ”) and the swim is not considered valid.
The medley relay order is:
1) Backstroke, 2) breaststroke, 3) butterfly, and 4) freestyle. There are two types of meets:
Each of the four swimmers in the relay swims a predetermined distance, de- ‘A’ meets are official meets that allow qualification for a special or bigger meet
pendent on the overall length of the relay. if the qualifying time is met. Scores are kept to see how each team did at the
end of the season.
The three relay lengths are 200 meters or yards, 400 meters or yards, and 800
meters or yards (which is only swum freestyle). ‘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
In a 50 meter pool, each swimmer swims one length for the 200 relay, two sport for adults who have a competitive spirit. Swimming at this level differs
lengths for the 400 relay, and four lengths for the 800 relay. from competitive club swimming.
In a 25 meter or yard pool, each swimmer swims two lengths for the 200 relay, In swim meets masters are allowed to compete in the 50, 100 and 200 of
four lengths for the 400 relay, and eight lengths for the 800 relay. backstroke, fly and breaststroke and the 50, 100, 200, 500 and 1650 of fre
style.
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. The age groups are organized into 5 year increments (Masters, 1). “Swimming
has continually been identified as the best way to exercise. Stress reduction,
Many full-size competition pools in the United States have a length of 50 me-
weight control, cardiovascular fitness, reduced cholesterol, muscle tone and
ters and a width of 25 yards (the Olympic pool size, allowing both short course
endurance are all positively influenced by exercise.

Masters Swimmers swear by it (Masters, 1).” Shoulder injuries are the most The flip-turn was developed by the 1950s and goggles first were used in the
common because of the repetitive motion of freestyle, butterfly, and backstroke. 1976 Olympics.
Knee injuries often occur from breaststroke due to the unnatural kick. Incorrect
stroke technique can also lead to injuries.] 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
Changes to the sport
allowed for a longer stroke and faster time. In addition, a split stroke in the
Swimming times have dropped over the years due to better training techniques breaststroke start and turns have been added to help speed up the stroke.
and to new developments.
Backstrokers are now allowed to turn on their stomachs before the wall in order
The first four Olympics competitions were not held in pools, but in open water to perform a “flip-turn”. Previously, they had to reach and flip backwards.
(1896- The Mediterranean, 1900- The Seine River, 1904- an artificial lake,
1906- The Mediterranean). The 1904 Olympics’ freestyle race was the only one Recreational swimming
ever measured at 100 yards, instead of the usual 100 meters.
The most common purpose for swimming is recreation. Recreational swim-
A 100 meter pool was built for the 1908 Olympics and sat in the center of the ming is a good way to relax, while enjoying a full-body workout. Several
main stadium’s track and field oval. The 1912 Olympics, held in the Stockholm swimming styles are suitable for recreational swimming; most recreational
harbor, marked the beginning of electronic timing. 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
Male swimmers wore full body suits until the 1940s, which caused more drag and dog paddle are the most common strokes utilized in recreational swim-
in the water than their modern swim-wear counterparts. ming, 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.
Competition suits now include engineered fabric and designs to reduce swim-
mers’ drag in the water and prevent athlete fatigue. Also, over the years, pool
A recreational breaststroke swimmer. The bu-
designs have lessened the drag. Some design considerations allow for the re-
tterfly stroke, which consists of out-of-water re-
duction of swimming resistance, making the pool faster.
covery with even symmetry in body movements,
Namely, proper pool depth, elimination of currents, increased lane width, ener- is most suited to rough water swimming.
gy absorbing racing lane lines and gutters, and the use of other innovative For example, in a record-setting example of
hydraulic, acoustic and illumination designs. endurance swimming, Vicki Keith crossed the
rough waters of Lake Ontario using butterfly.
The 1924 Summer Olympics were the first to use the standard 50 meter pool Most recreational swimming takes place in swimming pools, and calm natural
with marked lanes. In the freestyle, swimmers originally dove from the pool waters (sea, lakes, and rivers), therefore front crawl is suitable
walls, but diving blocks were incorporated at the 1936 Summer Olympics.

Swimming as exercise tions swamping or overwhelming the swimmer or causing water inhalation.

Actions of others pushing under water accidentally in play or intentionally,
Swimming is an excellent form of exercise. Because the density of the hu- exhaustion or unconsciousness, incapacitation through shallow water
man body is very similar to that of water, the body is supported by the water blackout, heart attacks, carotid sinus syncope or stroke, adverse effects of
and less stress is therefore placed on joints and bones. Swimming is fre- immersion
quently used as an exercise in rehabilitation after injuries or for those with
disabilities. Secondary drowning, where inhaled salt water creates foam in the lungs
that restricts breathing, salt water aspiration syndrome. Thermal shock af-
Resistance swimming is one form of swimming exercise. It is done either ter jumping into water can cause the heart to stop. Exostosis, which is an
for training purposes, to hold the swimmer in place for abnormal growth in the ear canal due to the frequent, long-term splashing
stroke analysis, or to enable swimming in a confined of water into the ear canal (Known as Swimmer’s ear.)
pace for athletic or therapeutic reasons. Resistance
swimming can be done either against a stream of mo- Exposure to chemicals, Disinfectant Chlorine will increase the pH of the
ving water (often termed a swimming machine) or by water, if uncorrected the raised pH may cause eye or skin irritations. Chlo-
holding the swimmer stationary with elastic attach- rine inhalation; breathing small quantities of chlorine gas from the water
ments. surface whilst swimming for long periods of time may have an adverse ef-
fect on the lungs, particularly for asthmatics. This problem may be resolved
Swimming is primarily an aerobic exercise due to the by using a pool with better ventilation, with an outdoor pool having the best
long exercise time, requiring a constant oxygen supply results. Chlorine also has a negative cosmetic effect after repeated long
to the muscles, except for short sprints where the mu- exposure, stripping brown hair of all color, turning it very light blonde. Chlo-
scles work anaerobically. As with most aerobic exercise rine damages the structure of hair, turning it “frizzy.” Chlorine can dissolve
swimming is believed to reduce the harmful effects of copper which turns blonde hair green. Proper pool maintenance can re-
stress. Swimming can improve posture and develop a duce the amount of copper in the water, while wetting the hair before en-
strong lean physique, often called a “swimmer’s build.” tering a pool can help reduce the absorption of copper. Chlorine will often
remain on skin in an anhydrous form, even after several washings. The
The risks of swimming chlorine becomes odorous once it is back in an aqueous solution (when
salivated on, during a shower, etc.).
A sign warns hikers on the trail to Hanakapiai Beach. Swimming is a heal-
thy activity and enjoys a low risk of injury compared with many other sports. Infection
Nevertheless there are some health risks with swimming, including the
Water is an excellent environment for many bacteria, parasites, fungi and
following: Drowning, inhalation of water arising from adverse water condi-
viruses affecting humans depending on water quality. Skin infections from

both swimming and shower rooms can cause athletes foot (boat bug). The or the bottom, often in turbid water. Snagging on underwater objects, par-
easiest way to avoid this is to dry the space between the toes. Microscopic ticularly submerged branches or wrecks. Stepping on sharp objects such
parasites such as Cryptosporidium can be resistant to chlorine and can as broken glass. Aquatic life Stings from jellyfish and some corals.
cause diarrhea illness when swimmers swallow pool water. Ear infections,
otitis media, (otitis external). When chlorine levels are improperly balanced, Piercing caused by sea urchins, zebra mussels, stingrays. Bites from
severe health problems may result, such as chronic bronchitis and asthma. sharks and other fish and snakes, and pinches from lobsters or crabs. Elec-
trocution from electric rays and electric eels. Organizations publish safety
Swimmers own actions guidelines to help swimmers avoid these risks.

Overuse injury; competitive butterfly stroke swimmers for example may de- Swimming lessons
velop some back pain, including vertebral fractures in rare cases, and
A Styrofoam flotation aid can help chil-
shoulder pain after long years of training, breaststroke swimmers may de-
dren learn to swim. Children are often
velop knee pain, and hip pain, and freestyle and backstroke swimmers may
given swimming lessons, which serve
develop shoulder pain, commonly referred to as swimmer’s shoulder (a
to develop swimming technique and
form of tendinitis). Hyperventilation in a bid to extend underwater breath-
confidence. Children generally do not
hold times lowers blood carbon dioxide resulting in suppression of the urge
swim independently until 4 years of age.
to breathe and consequent loss of consciousness towards the end of the
In Sweden, Denmark, Norway and Fin-
dive, see shallow water blackout for the mechanism. Adverse water and
land, the curriculum for the fifth grade
weather conditions Currents, including tides and rivers can cause exhaus-
states that all children should learn how
tion, can pull swimmers away from safety, or pull swimmers under water.
to swim as well as how to handle emergencies near water. Most commonly,
Wind increase waves and can blow a swimmer off course.
children are expected to be able to swim 200 meters (220 yards) – of
Hypothermia, due to cold water, can cause rapid exhaustion and uncon- which at least 50 meters (55 yards) on their back – after first falling into
sciousness. Sunburn severity can be increased by reflections in the water deep water and getting their head under water. Even though about 95
and the lack of clothing worn during swimming. Long-term exposure to the percent of Swedish school children know how to swim, drowning remains
sun contributes to risk of skin cancer. the third most common cause of death among children. In both the Nether-
lands and Belgium swimming lessons under school time (schoolzwemmen,
Objects in the water school swimming) are supported by the government. Most schools provide
swimming lessons. There is a long tradition of swimming lessons in the
Propeller damage is a major cause of accidents, either by being run over Netherlands and Belgium, the Dutch translation for the breaststroke swim-
by a boat or entanglement on climbing into a boat. Collision with another ming style is even schoolslag (schoollstroke). The children learn a variant of
swimmer, the pool walls, rocks or boats. Diving into a submerged object, the breaststroke which is technically not entirely correct.

In many places, swimming lessons are provided by local swimming pools, For swimming in cold water, wetsuits provide thermal insulation. Swim
both those run by the local authority and by private leisure companies. caps keep the body streamlined.
Many schools also include swimming lessons into their Physical Education
curricula, provided either in the schools’ own pool, or in the nearest public II. SWIMMING FUNDAMENTALS
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 People can swim in any body of water large enough to permit free move-
who have not reached Great Britain’s National Curriculum standard of ment. These areas include ponds, lakes, rivers, the ocean, and pools. Most
swimming 25 meters by the time they leave primary school will be given a people enjoy swimming in water that is between 18° and 29°C (64° and 84°F).
half-hour lesson every day for two weeks during term-time. In Canada
Learning to Swim
and Mexico there has been a call for swimming to be included in the public
school curriculum. 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
Swimsuits at swim clubs, centers, schools, or recreational facilities. In addition, the
Philippine Red Cross sponsors programs that teach volunteers about water
Most standard clothing is impractical and unsafe for swimming. In histori- safety. Instructors teach students skills that will make them safe, efficient, and
cal cultures, it has been common to swim nude, but in those with taboos a- confident swimmers. Beginners first put their heads in the water and blow
gainst nudity, specialized swimwear has been the norm. Most cultures to bubbles by exhaling. Gradually, students progress to floating, treading water,
day expect swimsuits to be worn for public swimming. Modern men’s and ultimately, learning the techniques of the major strokes. Students use va-
swimsuits are usually shorts, either skintight (jammers) or loose fitting rious pieces of equipment during these lessons.
(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 Water-wings are inflatable worn around the upper arms; they allow children
required tops for public swimming. Modern women’s swimsuits are gene- to float easily. Kickboards are buoyant boards that students can rest their arms
rally skintight, either two pieces covering only the breasts and pelvic region, on; this keeps their upper bodies afloat and allows them to concentrate on ki-
or a single piece covering them both plus the torso between them. Skirts cking correctly. Paddles are small, firm boards fitted over the hands; they force
are uncommon and short when included, but have been required and students to pull their arms through the water correctly. Fins worn on the feet
sometimes as much as full length in some cultures. allow swimmers to go faster and to develop proper body position and power.
Competitive swimwear seeks to improve upon bare human skin for a speed Hazards and Safety Measures
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 Individuals should not swim in conditions that their ability and experience
small amount of thrust--just barely enough to help a swimmer swim faster. will not allow them to handle. For inexperienced recreational swimmers, many
safety hazards exist even in a pool.

These hazards include: How to Swim the Freestyle Stroke
Misjudging a dive and hitting one’s head on the bottom The freestyle is a swim style also known as front crawl or sidestroke. It is
Holding one’s breath too long used in competitions but there is no real regulation on how it has to be swum.
Becoming exhausted Most swimmers chose to swim front crawl during freestyle competition be-
Experiencing sudden cramps while too far from shore or other swimmers. cause it is the fastest technique. For individual freestyle competitions, however,
In rivers and oceans, all swimmers should respect the power of nature. a swimmer can use any stroke they want, but during medley competitions they
Powerful waves, tides, and currents can easily overpower even the most cannot use the breaststroke, butterfly stroke or backstroke.
experienced swimmers, sweeping them out beyond safety or throwing Step 1 - Visualize a line running down the center of your body from your chin
them into coral or rocks. to your chest. This line is the axis upon which your whole body should pivot,
Caves pose additional dangers because swimmers can be trapped inside and it should extend horizontally in the direction you are swimming.
them.
Swimmers must follow the instructions of lifeguards and obey posted infor- Step 2 - Keep your legs straight, but not rigid, with your toes pointed out, and
mation about water conditions, tides, and other dangers such as jelly- kick up and down. Continue kicking the entire time.
fish or pollution.
Step 3 - Move your arms in a windmill motion opposite each other. While one
A good precaution for children is the buddy system, in which each child is
arm is extended completely out, the other should be all the way back, al-
paired with another while in the water.
most against the side of your body.
This system ensures that no person is swimming alone and that if an emer-
gency does happen, the lifeguard can be notified immediately. 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-
THE MAJOR STROKES ter of your body.
Four of the five main swimming strokes: Step 5 - Lift your other arm out of the water and move it all the way forward
1. Crawl as the first arm is pulling beneath you. Bend at the elbow and drag your
2. Backstroke fingertips along the surface of the water. Penetrate the water with your
3. Breast Stroke fingertips and completely extend the arm.
4. Butterfly Stroke
Step 6 - Breathe on one side by turning your head to that side as the arm
comes out of the water.

How to Swim the Backstroke 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
Ever wonder how people do the backstroke? Floating on your back, use an body by pointing your toes and extending your arms completely.
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 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
Step 1 - Floating on your back in a horizontal position, kick your legs up and that they end up in their original position, together against your chest.
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 Step 4 - Use the thrust of the pull with your hands to pull your head up and out
surface of the water. 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 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 Step 5 - Glide for a moment, and then repeat the entire motion.
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 How to Swim the Butterfly Stroke
position back down to your side. Your hand should enter the water pinky- Ever wonder how swimmers do the butterfly stroke? They whip their legs
first. together and stroke with both arms simultaneously and symmetrically to dive
Step 3 - Keep your head floating back in the water, with your eyes looking up. and glide like a dolphin in the water. Here are a few steps to get you swimming
Breathe normally. like a pro.
Step 1 - Hold your legs together and extend your arms above your head.
How to Swim the Breaststroke
Step 2 - Kick your legs up and down once in a whipping motion generating from
This can be a relaxing and gliding swim stroke, or it can be a quick, intense the hips and bending at the knees, as if you were a dolphin.
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 Step 3 - Pull both of your arms simultaneously and symmetrically through the
it properly for the first time. water beneath your body along with the big kick, helping to propel your
body forward and out of the water.
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 Step 4 - Lift your head up and breathe as you quickly pull both arms out of the
prayer. water and swing them forward. Head and arms reenter the water together
in a diving motion.

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.
Athletics
How to Swim the Sidestroke 1. 5,000 M.R is _____ lap in the oval.
a. 25 b. 13 c. 7 d. 4
Swimming on your side is one of the most relaxing recreational strokes.
Here’s a step-by-step guide to doing it correctly. 2. There are ____ water jumps in steeplechase.
a. 5 b. 12 c. 7 d. 14
Lie in the water on whichever side feels more comfortable. The lower side of 3. One round in the oval is ____
your head is in the water, your legs are close together and extended, and your a. 100 M b. 500 M c. 600 M d. 400M
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 4. Triple jump is done by a ____, step, and jump.
backward with your knees bent, so your lower legs resemble scissors opening a. hop b. walk c. run d. skip
up. Snap your legs together in a scissor kick. When your legs meet they should 5. There are ____ hurdles in the hurdling events.
be extended as in the starting position. Extend your bottom arm ahead of you, a. 10 b. 12 c. 14 d. 16
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 6. Heptathlon is composed of _____ events.
water. When it’s pointed nearly straight down, bend your elbow and sweep your a.
6 b. 7 c. 8 d. 9
hand up to your chest. Slide your top hand sideways through the water from
7. Decathlon is composed of ____ running events.
your thigh to your chest. The force of your stroke is transferred from your bot-
a. 8 b. 4 c. 6 d. 3
tom hand to your top hand. Sweep your top arm back down to the starting po-
sition, pushing water down toward your feet, while extending your bottom arm 8. 100 M, 400 M and ____ meter are all sprint events.
forward again. Synchronize the timing of your arms and legs so you’re snapping a. 800M b. 1,500 M c. 200 M d. 300 M
your legs together at the same time your arms meet at your chest. Glide at the
9. There are ____ obstacles including the water jump in the steeplechase
end of each stroke.
a. 3 b. 4 c. 5 d. 6
10. 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

Badminton 19. Before the start of the game, the winners of the racquet spin or shuttle toss
may choose:
11. A game is played to ____ points? a. to serve or to receive
a. 11 b. 15 c. 20 d.
21 b. to serve and side of court
12. Any infraction of the rules where the resulting penalty is loss of serve? c. to serve or side of court
a. Fault b. Rally c. Side Out d. to give the options to your opponent
13. An overhead stroke hit downward with force -usually used to score a point? 20. The most common service being used in doubles games is:
a. Clear b. Drive c. Drop Shot d. Smash a. short and low b. long and low
c. high and long d. short and high
14. Playing singles, your score is 4, the opponent 3, which serving court do you
serve from? Table Tennis
a. Left b. Right c.
Center
21. When the ball hits permanent fixtures during play it is called:
15. A high shot that travels to the back of your opponents court? a. A ‘let’ and the point are replayed.
a. Clear b. Drive c. Drop Shot d. Smash b. A good hit and play continues.
16. The service box in a singles game is: c. Fault by the player who strikes it
a. short and narrow b. long and narrow d. A dead ball
c. long and wide d. short and wide 22. In a game of doubles the serve is taken from –
17. A legal service is done by hitting the shuttle a. Behind the back line.
a. between your waist and shoulders b. The service court of the serving teams choice.
b. anywhere from your shoulders down c. The left service court.
c. anywhere below your wrist d. The right service court.
d. below the knee 23. What happens if the ball touches the net during the serve but continues to
18. Your score is 8, where you going to serve? land in the correct service area?
a. left service box across to the right a. It is referred to as a ‘let’ and the serve is taken again.
b. left service box straight across to the left b. It is a fault and service is awarded to the opponent.
c. right service box straight across to the right c. Play continues, as it is a correct serve.
d. right service box across to the left. d. The point is awarded to the receiver.

24. If the player in the act of service misses the ball completely – ARNIS
a. They may serve again from the same area.
b. They may serve again but from the other service court. 31. What is the Filipino martial art of stick fighting?
c. They lose the serve. a. Kali b. Kuntao c. Arnis d. Escrima
d. Their opponent receives a point but they continue to serve.
32. Who is the father of modern arnis?
25. An overhead stroke hit downward with force -usually used to score a point? a. Ernie A. Presas b. A. Soteca
a. Clear b. Drive c. Drop Shot d. Smash c. Remy A. Presas d. Roberto Presas
26. A game is played up to ____ 33. Tjakalele is a native Indonesian fencing art with technique closely similar
a. 11 points b. 15 points c. 20 points d. 21 points to_____.
a. Kali b. Arnis c. Espada y Daga d. Redonda
27. If a player in the act of service misses the ball completely –
a. he may serve again from the same area. 34. This is a system of fighting with bladed weapons among maharlikas known
b. he may serve again but from the other service end. as_______
c. he lose a point a. Kali b. Arnis c. Espada y Daga d. Redonda
d. he lose a point but continue to serve 35. What school is teaching kali to the children as part of the curriculum during
28. The length of the table is ___ the reign of the datus of Panay?
a. 9 ft. b. 7 ft. c. 8 ft. d. 10 ft. a. Bothoan b. Kuntao c. Moro-moro d. Maojapahit
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

SWIMMING PART III – ENHANCING TEST TAKING SKILLS

36. The stroke that is being interchangeably known as freestyle
a. Crawl b. Breast c. fly ATHLETICS
37. Almost all mammals can swim by instinct excerpt:
a. kangaroos b. bats c. porcupines 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
38. A standard Olympic pool measure: the ____.
a. 50 m b. 75 m c. 100 m a. recorder c. technical manager
b. meet manager d. referee
39. The official who looks if the swimmers do the correct strokes in competition
is: 2. Who is the official responsible for allowing only officials on duty and com-
a. Turn judge b. Stroke judge c. referee petitors taking part in the events that are in progress to be in the area?
a. the referee c. the marsha
40. The fastest stroke use in competitive swimming is the:
b. announcer d. manager of the meet
a. Backstroke b. Crawl c. Butterfly
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

7. A distinctive flag or marker may be used to mark the best throw of each 12. One of the following is a serving violation:
competitor in the following events. a. The foot of the server is toeing the short service line
a. javelin only c. for all throwing event b. One foot is not in contact to the ground.
b. hammer & discus only d. for all throwing event except shot put c. Feet are far apart
d. The feet are in contact to the ground.
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 13. In a game of doubles the first serve is taken from –
b. The discus breaks after landing a. The long service line of the right service box
c. He has put rising powder on his hands b. The doubles alley of the serving teams choice.
d. The discuss lands within the landing area and rolled out. c. The left service box.
d. The right service box.
BADMINTON 14. When a shuttle touches a permanent fixture it is:
a. a ‘let’.
9. If the serving player misses the shuttle he: b. a good return
a. may serve again from the same area. c. a fault.
b. may serve again but from the other service court. d. a must for the opponent to reach for it.
c. lose the serve.
d. may reserve again 15. When serving, the racket head should:
a. be pointing to the floor.
10. During service when the shuttle touches the net but continues to land in the b. be higher than the waist
proper service box it is: c. be below the knees at impact.
a. a ‘let’ and the serve is taken again. d. be below the racket hand at impact.
b. a fault and service is lost to the opponent.
c. a good serve.
TABLE TENNIS
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: 16. The ball is ____ from the last moment at which it is stationary on the
a. Form of assistance from a team member. palm of the free hand before being intentionally projected in service until
b. Communication between partners that is not allowed. the rally is decided as a let or a point.
c. Technical violation of team members. a. Dead b. Alive c. Let d. Serve
d. Stoppage of game and warning should be given to the team.

17. A ____ is the period during which the ball is in play. ARNIS
a. rally b. Alive c. Let d. Serve
26. A sharp pointed hardwood stick hardened by fire called
18. A ____ is a rally of which the result is not scored. a. Muton c. Kali
a. Dead b. Alive c. Let d. Serve b. Espada y Daga d. Dolo-dolo
19. The player due to strike the ball second in a rally. 27. Depict the traditional striking technique of arnis in a form of free hand
a. Server c. Server’s partner exercise.
b. Receiver d. Receiver’s partner a. Sinawali b. Anyo c. Doblete d. Redonda
20. A ____ is a rally of which the result is scored. 28. In what aspect of arnis does the learner taught the how and where to de-
a. Dead b. Alive c. Let d. Point liver a strike?
21. Anything that a player ____ includes anything that he was wearing or a. Blocking Technique c. Striking Techniques
carrying, other than the ball, at the start of the rally. b. Stances d. Body shifting
a Used b Wear c Bear d Bring 29. Double stick striking criss-across fashion and strike called:
22. The ____ is the hand carrying the racket. a. Sinawali c. Banday-banday
a Left hand c Racket hand b. Redonda d. Palis-palis
b Right hand d Free hand 30. What is the target vital area of single sinawali?
23. The ball shall be regarded as passing ____ the net assembly if it passes a. Temple/Knee c. Forehead/leg
anywhere other than between the net and the net post or between the net b. Shoulder/hip d. Chest/abdomen
and the playing surface.
a Over b Under c Around d About
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

MAPEH (Music, Arts, Physical Education and Health) Team Sports
Team Sports
TEAM SPORTS

BASKETBALL
A. HISTORY
Prepared by:
Dr. Rosalina Elizabeth N. Edralin 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
Competencies: uniformly.
4. The first baskets were peach baskets suspended from the traditional
running track of so many gymnasiums built in that period.
1. Recall the historical 5. Heights of the baskets were determined by the running track or balcony
height.
background of the different 6. The first team had nine players, three forwards, three centers, and three
guards.
team sports. 7. Later it became optional to reduce five, and finally five was selected as the
2. Identify the facilities and best number.
8. As late as 1950, a total of 16 foreign nations had hired Americans to teach
equipment use in the the game abroad, conduct clinics, and act as consultants in schools and
cities.
sport. 9. Basketball was first used in Olympic Games in 1936 in Berlin where the
3. Mechanical analysis of the United States toyed with all oppositions.

basic skills. 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 MAPEH (Music, Arts, Physical Education and Health)
- Center line, center circle and semi-circles c. After the pass is released, the palms should be facing the floor.
- Free throw lines, restricted areas and free-throw rebound places d. Avoid telegraphing the direction of the pass. Learn to use peripheral
- Three point field goal area vision and keep eyes moving from place to place to develop an aware-
- Team bench areas ness of the teammates’ positions.
e. Anticipate the spot toward which a teammate will be moving to receive
2. Equipment the pass.
- Backstop units, consisting of: 2. CATCHING – Receiving the ball is a most important fundamental skill.
• Backboards Many turn overs involve failure to handle a pass properly.
• Baskets comprising rings and nets
• Backboard support structures including padding a. Move toward the pass with the fingers spread and relaxed, reaching
- Basketballs for the ball with elbows bent and wrists relaxed.
- Game clock b. Hands “give” as the ball comes in.
- Scoreboard
- Twenty-four second device 3. DRIBBLING – It is used to advance the ball, break for a basket, or maneu-
- Stopwatch or suitable device (not the game clock) for timing time-outs ver out of a difficult situation.
- Two separate, distinctly different and loud signals a. The knees and trunk are slightly flexed, hands and eyes forward. Pe-
- Score sheet ripheral vision is important. Do not look beyond the ball and see it in
- Player foul markers the lower part of the visual area.
- Team foul markers b. The ball is propelled by the fingertips with the hand cupped and re-
- Alternating possession arrow laxed. There is a little arm motion. Push rather than slap the ball.
c. The dribbling hand should be alternated.
C. MECHANICAL ANALYSIS OF THE BASIC SKILLS
4. SHOOTING – The primary objective of the game is to score goals.
1. PASSING – Regardless of which pass is used, certain factors are common a. Both the toes and the shoulders face the basket. The weight is evenly
to all passes. distributed on both feet. The ball is held between the shoulder and eye
a. For firm control, hold the ball with the thumb and finger pads and not level.
with the palms of the hands. b. A comfortable grip, with fingers well spread and the ball resting on
b. Passer step forward in the direction of the receiver. Passes should be the pads of the fingers is essential. One should be able to see daylight
made with a quick arm extension and a snap of the wrists, with thumbs between the palm of the hand and the ball.
and fingers providing momentum.
258 PNU LET Reviewer Dr. Rosalina Elizabeth N. Edralin

c. The eye is fixed on the target (the rim or the backboard) for the rest of • The One meter (3 ft.) line is drawn parallel to and 0.91 m (3 ft) from
the shot. As the shot starts, the wrist is cocked. the baseline, starting at a point halfway between home plate and first
base.
d. The follow-through imparts a slight backspin to the ball. The arms are
• The Batter’s On-Deck circle is a 1.52m (5 ft) circle 0.76m (2 1/2 ft)
fully extended, the wrist is completely flexed, and the hand drops down
radius placed adjacent to the end of players’ bench or dugout area
towards the floor. The arch should be 45 degrees or a little higher.
closest to the home plate.
5. PIVOTING – It is a maneuver that protects the ball by keeping the body • The Batter’s Box, one on each side of home plate, 3 ft by 7 ft.
between the ball and the defensive player. • The Catcher’s Box 10 ft in length from the rear outside corners of the
batters’ boxes and 8’ 5” wide.
a. The ball is held firmly in both hands, with elbows out to protect it. • Each Coach’s Box is behind a line 15 ft drawn outside the diamond.
b. One foot, the pivot foot, must always be in contact with the floor. Tur- The line is parallel to and 12 ft5 from the first and third baselines,
ning on that foot is permitted, but it must not be dragged away from extended from the bases toward home plate.
the pivot spot. The lead foot may, however, step in any direction. • 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
SOFTBALL inside lines of the batter’s box and 8 ½ inches long. The sides of the
point facing the catcher are 12 inches long.
A. HISTORY • The Pitcher’s Plate is made of rubber 24 inches long and 6 inches
wide.
1. George Hancock of Chicago, Illinois, started the game softball in 1889 and a. The top of the plate shall be level with the ground
Lewis Rober of Minnesota in 1895. b. The front line of the plate shall be the following distance from the
2. The game took different names at different times such as playground ball, outside corner of home plate:
kitten ball, recreation ball, four old cats, and ladies ball.
3. Walter Hakanson gave the official name of Softball. 1. Male Fast Pitch (Adult and Junior) – 14.02m (46 ft);
2. Female Fast Pitch (Adult and Junior) – 13.11m (43 ft)
B. FACILITY AND EQUIPMENT • 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
Playing Field – It is the area within which the ball may be legally played
`1. thickness. The bases should be securely fastened in position.
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 2. Bat is round and smooth and not more than 34 inches long and 38 ounces
fast pitch. in weight.

3. Ball is 12 ½ inches in circumference and 6 ¼ ounces in weight. h. The eye should be on the target throughout, and the arm should be
kept free and loose during the throw.
5. Gloves and Mitts – Any player may wear a glove, but only the catcher and
first baseman may use mitts. 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
4. Shoes should be worn by all players. throws and employs a whip like action.
C. MECHANICAL ANALYSIS OF THE BASIC SKILLS a. Swing the arm out from shoulder and around parallel to the ground.
b. The throw curves more because a side-spinning action is usually par-
1. Gripping the Ball ted to the ball on release.
a. The thumb is on one side, the index and middle fingers on top, and the c. There is generally some body lean toward the side of the throwing arm.
other fingers supporting along the other side.
Underhand Throw
2. Throwing
a. The throwing hand and arm brought back, with palm facing forward, in
Overhand Throw a pendulum swing. The elbow is bent slightly.
a. Secure a firm grip on the ball, raise the throwing arm to shoulder b. The weight is mostly on the back foot.
height and bring the elbow back. c. The arm comes forward, almost in a bowling motion, and the ball is
b. The hand with the ball is then brought back over the head so it is well tossed. The weight shift to the front foot during the toss.
behind the shoulder at about shoulder height. d. The flight of the ball should remain low & arrive at about waist height.
c. The left side of the body is turned in the direction of the throw, and the
3. Pitching
left arm is raised in front of the body.
d. The weight is on the back (right) foot, with the left foot advanced and Slingshot Delivery
the toe touching the ground. a. Grip the ball with index finger and middle finger on top of the ball with
e. The arm comes forward with the elbow leading, and the ball is thrown the ring finger to the side and thumb underneath. Both feet must be in
with a downward snap of the wrist. contact with pitcher’s plate, facing the batter, and holding the ball mo
f. The body weight is brought forward into the throw, shifting to the front mentarily in front with both hands.
foot. b. The pitcher takes one hand from the ball, extends the right arm for-
g. There should be a good follow-through so the palm of the throwing ward, and brings it back in pendulum swing, positioning the ball well
hand faces the ground at completion of the throw. behind the body.

c. A normal stride taken toward the batter with the left foot begins the b. The eyes must be kept on the ball, following into the hands or glove.
throwing sequence for a right-handed pitcher. c. The feet are spread, the seat is kept down, and the hands are carried
d. The arm is brought forward with an underhanded slingshot motion, low and in front. The weight is on the balls of the feet or on the toes,
and the weight is transferred to the leading foot. and the knees are bent to lower the body.
e. Only one step is permitted. The follow-through motion is important. d. As the ball is caught, the fielder straightens up, takes a step in the
direction of the throw, and makes the throw.
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- 5. Batting
ward the batter.
a. The batter stands with the left side of the body toward the pitcher. The
a. The arm goes into full extension on the downward swing in the back, feet are spread and the weight is on both feet.The body should be fa-
gathering momentum as the forward motion begins. cing the plate.
b. The pitch is otherwise the same as the normal motion. 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
4. Fielding 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-
Fly Balls tion of the pitcher. The bat is then swung level with the ground at the
a. For a low ball, the fielder keeps the fingers together and forms a basket height of the pitch.
with the hands. d. The eyes are kept on the ball until it is hit. After the hit, there must be
b. For a higher ball, the thumbs are together, and the ball is caught in good follow-through.
front of the chin.
6. Base Running
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. a. In running to first base, run in all out sprint. Run through first base to
d. The eye is on the ball continually until it hits the glove or hands. the other side without slowing.
e. The knees are flexed slightly when receiving and aid in giving when the b. In rounding bases, touch base with outside foot, do not break stride.
ball is caught. Use banana approach, turn sharply and accelerate away from base.
Grounders c. In sliding, the slide begins 10 feet from base. Hands and arms are
extended in most of the slides.
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.

VOLLEYBALL Warm-up Area

Penalty Area
A. HISTORY
2. Net
1. William G. Morgan of Holyoke City, Massachussetts created a game called
a. The net is placed vertically over the center line whose top is set at the
Mintonette in 1895.
height of 2.43 m for men and 2.24 m for women.
2. Dr. A. F. Halstead renamed it to Volleyball.
3. Elwood S. Brown introduced it in the Philippines in 1910. b. It is 1 m wide & 9.50 to 10 m long, made of 10 cm square black mesh.
4. It was first played as demonstration sport in the 1964 Tokyo Olympics. c. Two side bands are fastened vertically to the net and placed directly
above each sideline.
B. FACILITY AND EQUIPMENT 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.
1. Playing Area – It includes the playing court and the free zone. It shall be
rectangular and symmetrical. 3. Posts
a) The playing court is a rectangle measuring 18 x 9 m, surrounded by a a. The posts supporting the net are placed at a distance 0.50 -1.00 m
free zone which is a minimum of 3 m wide on all sides. outside the sidelines. They are 2.55 m high and preferably adjustable.
The free playing space is the space above the playing area which is b. The posts are rounded and smooth, fixed to the ground without wires.
free from any obstructions. The free playing space shall measure a mi-
nimum of 7 m in height from the playing surface. 4. Balls
Lines on the Court a. The ball shall be spherical, made of a flexible leather or synthetic lea-
Boundary lines ther case with a bladder inside made of rubber or a similar material.
Center line b. Its color may be a uniform light color, or a combination of colors.
Attack line c. Its circumference is 65-67 cm and its weight is 260-280 g.
Zones and Areas C. MECHANICAL ANALYSIS OF THE BASIC SKILLS

Front Zone
Service Zone 1. SERVING

Substitution Zone Underhand Serve
Libero Replacement Zone

a. The server stands facing the net with the left foot slightly forward and 2. Passing (or Returning)
the weight on the right foot.
Forearm Pass (Underhand Pass)
b. The ball is held in the left hand with the left arm across and a little in
front of the body. a. The body must be in good position to ensure a proper volley. The player
c. The ball is lined up with a straight forward swing of the right hand. The must move rapidly to the spot where the ball is descending to prepare
left-hand fingers are spread, and the ball rests on the pads of these for the pass.
fingers. b. The trunk leans forward and the back is straight, with a 90 degree
d. On the serving motion, the server steps forward with the left foot, angle between the thighs and the body. The body is bent, and the body
transferring the weight to the front foot, and at the same time brings is in partially crouched position, with the feet shoulder apart.

the right arm back in preparatory motion. c. The hands are clasped together, so that the forearms are parallel. The
e. The right hand now swings forward and contacts just below the center. clasp should be relaxed, with the type of handclasp a matter of choice.
The ball can be hit with an open hand or with the fist (facing forward or The wrists in either case are turned downward, and the elbow joints
sideward). are reasonably locked.
f. An effective follow-through with the arm ensures a smooth serve. 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
Overhand Serve receiver crouches.
a. The server stands with the left foot in front and the left side of the body Overhand Pass
turned somewhat toward the net. The weight is on both feet.
a. The passer moves underneath the ball and controls it with the finger
b. The ball is held in the left hand directly in front of the face. The ball
tips. Feet should be in an easy, comfortable position, with knees bent.
must be tossed straight up and should come down in front of the right
shoulder. b. 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
c. As the ball is tossed, the weight shifts to the back foot. The height of
forehead high, with elbows out and level with the floor.
the toss is a matter of choice, but from 3 to 5 feet is suggested.
c. The passer contacts the ball at above eye level and propels it with the
d. As the ball drops, the striking arm comes forward, contacting the ball
force of spread fingers, not with the palms. At the moment of contact,
a foot or so above the shoulder. The weight is shifted to the forward
the legs are straightened and the hands and arms follow-through.
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 d. If the ball is a pass to a teammate, it should be high enough to allow
floater. for control. If the pass is a return to the other side, it can be projected
forward with more force.


3. Spiking
a. Approach – Take 3-4 steps near the side and attack lines with the last
step taken with the stronger leg. Competency No. 1. Recall the historical background of different team sports.
b. Step-close take –off- Transfer the momentum of the body into a verti-
cal direction. Heels of both contact the floor with the weight shifted 1. Who created the game of basketball?
forward to the toes during the last step. A. Walter A. Hakanson C. Kareem Abdul Jabbar
c. Arm movements – Swing both arms forward and upward during the B. James A. Naismith D. William J. Morgan
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, The correct answer is B.
followed by an extension of the spiking arm. Contact ball with the heel
Dr. James A. Naismith was a member of the teaching staff of the International
of the open hand. To impart a spin, snap wrist over the ball.
Training School at Springfield, Massachusetts. He conceived the game as a solu-
d. Blocking – Jump into the air directly in front of the spike, with the arms tion to the problem of the school’s winter Physical Education program. A peach
extended in an effort to block the ball and at the same time to rebound basket was first used as the hoop. After each score the ball had to be taken out
it off the arms into the spiker’s court. 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

BASKETBALL
The correct answer is A.
4. What was the original type of basket used for basketball?
A mask, throat guard and chest guard must be worn by catcher in fast pitch A. peach basket B. sewing basket
and are recommended in slow pitch softball. C. fish basket D. trash basket
Option B: Glove and uniform is required to be worn by all players in a softball;l
game. 5. Which is used for timing periods of play and intervals between them?
A. 24-second device B. Game clock
Option C: Mask is worn by the catcher, but mitt s is limited to first baseman C. Stopwatch D. Wristwatch
and catcher.
6. Which movement would be most efficient when shooting a lay-up from the
Option D: Spikes or any other type of sharp projections on the shoes are right side of the basket?
usually prohibited except in higher levels of competition. A. Take off from the left foot, shoot with right hand.
B. Take off from right foot, shoot with right hand.
Competency No. 3. Recognize bio-mechanics and skills. C. Take off from left foot, shoot with both hands.
D. Stand on both feet, shoot with right hand.
3. What is the position of the spiker’s hand at the beginning of the forward 7. Which statement concerning the pivot is untrue?
swing to hit the ball? A. It is an offensive maneuver.
A. Over the spiker’s head B. It is a defensive maneuver.
B. Over the spiker’s right shoulder C. It is a method of evading an opponent.
C. Out to the side of the spiker’s shoulder D. It is executed by lifting both feet from the floor.
D. Above and slightly behind the spiker’s head
8. What is the most significant factor to stress when executing a pass?
The correct answer is D. A. handling the ball with the fingers
B. using a wrist snap upon release
The ball is contacted just in front of the hitting shoulder. The greater the dis- C. stepping into the pass
tance the ball is in front of the spiker, the lower it drops before contact and the D. keeping the elbows in
greater the chance of it being hit into the net.
9. What is the most executed factor in the execution of an accurate bounce
Options A, B, and C: All three options results in one common error. Balls con- pass?
tacted over the right, out to the side of the piker’s shoulder, and over the spiker’s A. Lowering the release point
head, the hard driven spike consistently go-out-of bounds. B. Rotating the wrists inward

C. Initiating the pass with a stride 15. What is the most important consideration for an infielder when fielding a
D. Having correct point of contact on the floor ground ball?
A. Charging the ball
10. Where should a player’s eyes be focused when dribbling? B. Getting in front of the ball
A. downward in order to control the ball C. Getting the glove down immediately
B. forward in order to pass to a teammate D. Keeping the weight on the balls of the feet
C. forward in order to alternate hands quickly
D. downward in order to see the feet of a defensive player. 16. What technique is used to pitch an incurve?
A. rotate wrist upward C. rotate wrist downward
SOFTBALL B. rotate wrist to the left D. rotate wrist to the right
11. In what city did softball originate? 17. What is the correct procedure for a right- handed person to use on an over
A. Springfield, Massachussetts C. Chicago, Illinois head throw?
B. Detroit, Michigan D. Cleveland, Ohio A. Face the target, step ahead on the left foot.
B. Face the target, step ahead on the right foot.
12. What equipment is worn by the catcher for safety? C. Left shoulder toward target, step ahead on the right foot.
A. mask and mitt C. glove and uniform D. Left shoulder toward target, step ahead on the left foot.
B. cleats and mask D. mask and body protector
13. When is the sidearm throw used most often? VOLLEYBALL
A. When the pitcher is pitching 18. William G. Morgan invented a game in 1895. What team sport is this?
B. when the infielders used to make a good throw A. Volleyball C. Softball
C. When the right fielder is attempting to throw out a base runner at the B. Basketball D. Soccer Football
first base
D. When the catcher is attempting to throw out a runner stealing second 19. What is the dimension of the volleyball playing court?
base A. 28 meters x 15 meters C. 9 meters x 18 meters
B. 225 feet x 220 feet D. 22 feet x 40 feet
14. Which grip should be used if the batter wants to hit a long ball?
A. hands spread about 2 inches 20. In hitting the forearm pass, what is the reason for hitting the ball on the inner
B. hands together at the bottom of the bat part of the forearms?
C. hands together about 1 inch from the bottom of the bat A. So the pass will be legal.
D. hands together about 3 inches from the bottom of the bat B. So the ball can be hit below the waist.

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?
1. When does the timer stop the clock?
A. leg extension
A. When the official gives the hand signal.
B. arching the back
B. When the scorers’ buzz alerts the official of a substitution.
C. upward movement of the arms
C. When the official’s whistle blows.
D. leg extension and upward movement of the arms
D. When two opposing players collide attempting to get a loose ball.
22. What parts of the hands should contact the ball in hitting the overhand
pass? 2. How many seconds may a defensive player stay in the lane?
A. the finger pads and thumbs A. 3 seconds C. 10 seconds
B. the heels of the hands, finger pads, and thumbs B. 5 seconds D. No time limit
C. the palms of the hands, finger pads, and thumbs
D. the thumbs and finger pads of the first two fingers 3. If after receiving a pass a player makes a two-step stop, what is he permit-
ted to do?
23. When should the blocker extend his or her arms upward for the block? A. Pivot in any directions on the front foot.
A. just before reaching the peak of the jump B. Pivot in any directions on the back foot.
B. as he or she jumps upward to block the ball C. Pivot in any directions on either foot.
C. as he or she moves into position to jump for the block D. Pivot in any directions on both feet.
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 4. A foul is committed against a player who is able to make the goal in spite of
spike? the fouls. Does the shot counts?
A. sideways to the net C. facing the opposing team’s setter A. No, a free throw is awarded.
B. squarely facing the net D. facing the line of the spiker’s approach B. No, a jump ball is called.
C. Yes, a free throw is awarded.
25. Where is the ball held when the server is going to hit an overhand serve? D. Yes, the other team takes the ball out of bounds
A. Waist high, diagonal to the right side line
B. Waist high, directly toward the right side line 5. The offensive team plays a fast break, what is the best shot for the player
C. chest high, toward the net and in line with the right shoulder close to the basket do?
D. Chest high, toward the net and in line with the left shoulder A. Lay-up shot C. Jump shot
B. Set shot D. Fall away shot

6. A violation is committed by the defensive team and the ball is out of play. The 12. A batter-runner successfully hit a fair ball and reaches first base. The next
ball situation is called batter in the line-up hits a fly ball and was caught by a fielder. When does
A. Jump ball C. Time-out the base-runner advance to another base?
B. Dead ball D. Delay of game A. As soon as the ball is hit
B. As soon as the ball is caught
7. Player A is cutting for the basket and runs into Player B who has established C. As soon as the ball leaves the pitcher’s hand
a guarding position. What is the official’s decision? D. The base runner may not advance to another base on a fly ball
A. Blocking on Player A C. Charging on Player B
B. Blocking on Player B D. Charging on Player A 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?
8. An offensive player happened to return the ball to the back court and a viola-
A. The batter C. The runner on second
tion occurs. What is the penalty for the violation?
B. The runner on first D. The runner on third
A. Jump ball C. Two free throws
B. One free throw D. Opponent’s ball out-of-bounds
14. Softball is played in innings and run is the unit in scoring. What determines
9. An inning is that portion of a game within which the teams alternate on of- the winner of a game?
fense and defense. For an official game the minimum number of innings is A. The team that scores five runs first
A. Seven C. Five B. The team that makes the fewest errors
B. Six D. Four 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? 15. The outfielders support the basemen in fielding balls. Which base is usually
A. Between the shoulders and ankles and over the home plate. not backed up by the pitcher?
B. Between the neck and the top of the knees and over the home plate. A. First base C. Third base
C. Between the armpits and the top of the knees and over the home plate. B. Second base D. Home
D. Between the waist and the top of the knees and over the home plate.
16. The bases are loaded with no outs. The batter swings and misses a third
11 A legally batted ball is said to be fair when it strike. How is the batter put out?
A. settles in fair territory in the infield. A. The catcher must hold the ball to put the batter out.
B. touches fair territory and rolls foul in the infield. B. The catcher must tag the batter to make the out.
C. rolls outside third base into the outfield. C. The catcher must throw to first to put the batter out.
D. hits foul territory in the outfield and bounces fair. D. The batter is automatically out.

17. What position in the serving order a player takes if he/she re-enters the 22. A block attempt is the action of blocking without touching the ball. If two or
game? more players attempt to block a spike at the same time what is this called?
A. His or her original position C. The left front position A. A team block
B. The serving position D. Any position B. An attack block
C. A multiple block
18. A toss coin is performed by the first referee between the two team captains D. A simultaneous block
before the match. What choices does the winner of the toss coin have?
A. First serve or team area in that game 23. The officiating officials cause the game to progress with as little interference
B. First serve in the first or second game as possible. Which of these directs the match from the start until the end?
C. First serve and team area in that game A. Head official C. Umpire
D. First serve in the first and second game B. First refereev D. Head Referee
19. A hit is any contact with the ball by a player in play. When may a player hit 24. A playing area does not have the required clearance above the court. A
the ball twice in a row? serve hits the ceiling. What is the ruling?
A. Never A. Play continues C. Second serve
B. When the first hit was an attempted block B. Reserve D. Side-out
C. When the hits are made with different body parts
D. When the first hit was a ball recovered from the net 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
20. A back row player on the serving team spikes the ball into the opponent’s a center line violation?
court. The spike was behind the attack line when jumping to make the spike. A. Stepping on the center line
What was the decision? B. Touching the opponent’s playing area with the hands
A. Legal play C. Side-out C. Stepping on center line and opponent’s playing area
B. Point D.
Replay D. Having one or both feet on or above the center line
21. 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

6. What position is best for fielding a ground ball?

PRE-BOARD EXAMINATION
A. side stride, one knee on the ground, glove waist high
B. forward stride, one knee on the ground, glove waist high
1. A player makes a two-step stop after receiving a pass. What is the player C. side stride, knees bent and hips lowered, glove touching the ground
permitted to do? D. forward stride, knees bent and hips lowered, glove touching the ground
A. Pivot in any directions on the front foot.
B. Pivot in any directions on the back foot. 7. Which parts of the hands supply the primary force in hitting an overhand
C. Pivot in any directions on either foot. pass?
D. Pivot in any directions on both feet. A. the finger pads and thumbs
B. the finger pads of the last three fingers
2. What is the purpose of arching shots toward the basket? C. the heels of the hands, finger pads, and thumbs
A. so the ball will go a longer distance D. the thumbs and finger pads of the first two fingers
B. so the ball will be dropping into the basket
C. so there will be a less chance of a guard blocking the shot 8. What movements contribute to the height of the jump in hitting a spike?
D. so the players will have time to get into rebounding positions. A. leg extension
B. arching of the back
3. Where should the ball be in relation to the body when using a speed dribble? C. upward movement of the arms
A. in front D. leg extension and upward movement of the arms
B. to the side when closely guarded
C. slightly toward the dribbling-hand side 9. When should the blocker extend his or her arms upward for the block?
D. in front and slightly toward the non dribbling-hand side A. just before reaching the peak of the jump
B. as he or she jumps upward to block the ball
4. Where is the strike zone? C. as the spiker begins the forward motion for the spike
A. Between the shoulders and ankles and over the plate. D. as he or she moves into position to jump for the block
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. 10. A player is blocking a spike. How far apart should the player’s thumbs be?
D. Between the waist and the top of the knees and over the plate. A. 1 to 2 inches
B. 6 inches apart
5. What is the most important thing to remember when catching a ball above C. touching each other
the waist? D. slightly less than the width of the ball apart
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

MAPEH (Music, Arts, Physical Education and Health) Personal, Community, Environmental Health, Safety Education and First Aid
Personal, Community, PART I - CONTENT UPDATE
Environmental Health, PERSONAL HEALTH
Safety Education and

PERSONAL CARE
Having healthy skin, hair, and nails is a part of looking and feeling your best.
First Aid These are the first things people see when they look at you.
A. SKIN
Prepared by: MAIN LAYERS OF THE SKIN
Prof. Minerva Y. Atanacio-Brillante
1. Epidermis - the layer just below the skin’s surface that continually produ-
ces new cells. These cells are nourished by the blood vessels that run
Competencies: 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 de-
prived of nourishment and die.
1. Apply learning relative to health
2. Dermis - it contains muscle fibers, blood vessels, and nerves. The blood
education vessels bring nutrients to the skin, and carry away waste products. The
• Proper handling of the in- nerves in the dermis help you sense your environment. They transmit mes-
sages of pain that warn you of possible danger of injury.
jured and victim of accidents
• Diseases and drugs SKIN CARE
• Environmental issues and • A balanced diet, regular exercise, and sleep are essential for healthy skin.
concerns
BASIC STEP SKIN CARE
• Personal care and hygiene 1. Cleanse - Soap should only touch your skin from the neck down. Do
not cleanse too often.
Prof. Minerva Y. Atanacio-Brillante PNU LET Reviewer 271

Personal, Community, Environmental Health, Safety Education and First Aid MAPEH (Music, Arts, Physical Education and Health)
2. Expoliate - Scrubs work by removing the top layer of dead skin cells Scalp is massaged for at least 10 minutes during shampooing. After the
that tend to dull your complexion. 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
3. Moisturize - A basic rule of beauty is that if you have dry skin, you
process takes almost 40-45 minutes.
should invest in a basic moisturizer. But be careful not to over-moistu-
rize for this can clog pores.
HAIR CARE TIPS
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 General
• A healthy lifestyle will mean healthier hair for you. Excessive stress, smo-
B. HAIR king, not exercising and not eating nutritious foods are not healthy for your
hair
• Hair helps to insulate your body from the cold and the heat. • Get enough sleep
• Eyelashes and the hair in your nostrils and ears keep dust and dirt out of
your eyes, nose and ears. Hair product
• Eyebrows help to keep sweat from running into your eyes. • Avoid using hair styling products with alcohol which dries out hair.
• The hair on your arms and legs helps you sense when something is on or • Avoid putting hair styling products directly on your scalp to avoid clogging
close to your skin. of pores.
Swimming
HAIR CARE
• Wet your hair with tap water before entering the pool to soak up the initial
• Frequent, gentle brushing helps to remove dirt and makes your hair shine
water instead of the chlorinated water.
• Shampooing washes away built-up oil.
• 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 SPA Treatment
hair right after you are done swimming
A hair spa involves oil massage of the scalp, shampooing and conditioning.
Drying
It starts with oiling the scalp and the hair, which is followed by shampooing. Af-
• Hot air can damage your hair so use the cool setting
ter shampooing, conditioning treatment is done. It may take around one hour
• Don’t leave the blowdryer in one spot for more than a few seconds, kee it
for this treatment at a salon. Hair spa treatment is said to be best for those,
moving and at a good distance from your hair
who are facing hair loss and those with dull and damaged hair. This treatment
• Gently use your finger or a pick to untangle knots while your hair is drying
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 Combing/ Brushing
treatment. • Avoid brushing hair when it’s wet ,or it will cause breakage. Wait until your
272 PNU LET Reviewer Prof. Minerva Y. Atanacio-Brillante

hair is almost dry. • Clip or file so edges are smooth

• Use brushes/combs with widely spaced bristles/teeth and smooth tips. • Some spas offer services aimed at improving your nails. Overlays, silk
Sharp tooth combs can damage your hair, cause split ends and scratch wraps and hardening treatments can strengthen your natural nails so you
your scalp. no longer need artificial nails.
• Begin by combing your hair gently at the ends to get any tangles out and
work way up to the base of your hair. NAIL TREATMENT
Shampooing and Conditioning Nail treatments are some of the quickest and most cost-effective ways to
• Buy shampoo & conditioners that match your hair type. Trial and error is the pamper yourself such as manicure and pedicure.
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 D. EYES
massage it gently with your finger tips. Then thouroughly rinse out your hair
to remove any shampoo residue THREE LAYERS OF THE EYES
• Try rotating the shampoo and conditioner periodically, hair responds differ
SCLERA - the outside layer of our eye which is white. Muscles attached to it
ently to different products
allow the eye to move within its socket
• Use a conditioner after shampooing; it gives extra protection, add shine,
reduce static OPTIC NERVE - the nerve that transmit visual information to the brain.
• When conditioning your hair, try to spread conditioner evenly throughout CONJUCTIVA - covers the front part of the sclera and the inside of the eyelid.
your hair and leave it for a couple of minutes before rinsing out your hair.
RETINA- light-sensing part of the eye.
• 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.
EYE CARE
Avoid eye strain
C. NAILS
Be sure to have adequate light when reading
• Fingernails and toenails, like your hair, are outgrowths of the skin that pro- Regular examination
tect the sensitive upper surfaces of the tips of your fingers and toes. Use protective glasses or goggles
• If your hands are in water frequently, your nails will become brittle.
• White spots on nails are the result of minor injuries. E. EARS
PARTS of the EARS

NAIL CARE
OUTER EAR includes auricle, ear canal and eardrums
• Brush regularly

MIDDLE EAR contains three small bones- hammer, anvil and stirrup HOW TO FLOSS
INNER EAR structures in the inner ear help you maintain your balance. • Floss a minimum of once every day.
• Slide the floss between your teeth with a back and forth movement, not
Vestibule – fluid filled chamber that senses the position of your head up and down. The floss should move against both teeth and go up to
Semicircular canals- a set of three hollow tubes detects changes in body the gums.
position • Floss between all teeth including the back teeth that are against gums.
EAR CARE
Wet washcloth to clean your outer ear COMMUNITY HEALTH
Never insert a cotton-tipped swab into your ear canal to clean it.
Wear ear plug when swimming THE USE AND MISUSE, AND ABUSE OF DRUGS
D. TEETH DRUG - is any substance that causes a physical or emotional change in a person.
TYPES OF TEETH Categories of drugs:

INCISORS-teeth with sharp edges used to cut food 1. HERBAL DRUGS - herbal drugs can be classified as drugs because they
CANINES- teeth with single point that are used for tearing food have an effect, though mild, on the body. Because they are mild, herbal
PREMOLARS- have flat surfaces with rounded ridges for crushing food drugs are not controlled by law.
MOLARS-have large flat surface used to grind food
2. OVER-THE-COUNTER DRUGS - can be legally bought without the doctor’s
DENTAL CARE prescription.
Eat a balance diet low in sugar a. ANALGESIC - are used to relieve pain. Three kinds are aspirin, acet
Brushing teeth 3 x a day aminophen, and ibuprofen.
See dentist regularly b. SEDATIVES - are drugs that slows down body functioning and make
you sleepy.
HOW TO BRUSH TEETH c. STIMULANTS - are opposite of sedatives, they make you more alert.
• Place toothpaste on your toothbrush Commonly used stimulant is caffeine.
• Brush teeth for a full two minutes
• Hold the brush at a 45-degree angle against your teeth. 3. PRESCRIPTION DRUGS - are drugs that require a doctor’s prescription. A
• Brush the outer and inner surface of teeth, the chewing surface of your prescription is a doctor’s written order to a pharmacist that a patient is
gums allowed to purchase a drug. A prescription drug includes the drug’s name,
• Brush teeth after each meal. direction for use and amount of drugs to be used.

4. TOBACCO PRODUCTS- it contains: ALCOHOL

a. Tar - solid material in tobacco smoke that condensed into a thick li- • It irritates the throat and esophagus on its way into the stomach and into
quid. They are tiny particles that when they enter the lungs they con- the intestine.
dense and form a sticky coating on the bronchial tubes. It damages • From there alcohol is absorbed into the bloodstream going to all cells and
the tiny hairs in the tube and so they will not be able to protect him tissues including the brain.
from getting a serious respiratory disease • About 20% of the alcohol is absorbed into the blood stream through the
b. Nicotine- is the psychoactive chemical in tobacco. It causes a change stomach wall.
in a person’s mood and behavior. It is very addictive. A person who is • Alcohol remains in the blood stream until it can be metabolized by the liver.
addicted to nicotine has trouble functioning without it. • When ALCOHOL REACHES THE LIVER, IT BREAKS DOWN INTO CARBON
c. Carbon Monoxide-an extremely dangerous gas released by burning DIOXIDE AND WATER. The more a person drinks, the harder his liver will
cigarettes. work to get rid of the alcohol.
EFFECTS OF NICOTINE Three phases of addiction to alcohol:

1. ABUSE- when a person drinks alcohol he cannot do so in moderation or at
BRAIN - smoking restricts oxygen flow and causes a narrowing of the blood
appropriate times.
vessels in the brain, which can lead to stroke
2. DEPENDENT- people in the dependent phase of alcoholism feel they need
LUNGS - cigarette smoke introduces cancer-causing agents directly to the the drug to function properly. They have a very strong and constant desire
lung tissue. It also impairs the cilia’s ability to clear these and other harmful for alcohol. Alcohol is beginning to dominate their lives.
foreign substances from the lungs. 3. ADDICTION- dependence on alcohol becomes physical or psychological.
HEART- nicotine increases heart rate and blood pressure, and constricts Being addicted means putting the drug before anything else. Sometimes
the blood vessels, which can lead to a heart attack. they substitute alcohol from food which can lead to serious health prob-
lems such as malnutrition.
RISK of “PASSIVE SMOKING”
Long Term Effect
• Mainstream smoke- passes through the tobacco and filter when the
smokers inhale • Hepatitis - is an inflammation or infection of the liver that can cause fever,
• Side stream smoke- rises from the cigarette during the time the smok a yellowing of the skin, weakness and sometimes death.
er is not inhaling. Almost 75% of the smoke that comes from a burning • Cirrhosis - occurs when liver cells are permanently replaced with useless
cigarette is side stream smoke. scar tissue. People with cirrhosis often suffers from serious digestive prob-
lems because their liver no longer able to metabolize food properly.

• Alcohol can damage the heart . It causes fat deposits on heart muscles. ENVIRONMENTAL POLLUTION
• Alcohol kills brain cells which cannot be replaced.
• Long term used can increase one’s changes of suffering from cancer of the 1. WATER POLLUTION- the contamination of water bodies (e.g. lakes, rivers,
liver, esophagus, pharynx, and larynx. 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 HEALTH
Diseases spread by water pollution
ENVIRONMENTAL HEATH- Environmental health is the branch of public health • Cholera
that is concerned with all aspects of the natural and built environment that may • Typhoid
affect human health. • Cancer
• Birth defects
THE ENVIRONMENT AND HEALTH • Gastro-intestinal disorders
• Kidney and liver disorders
• ECOSYSTEM - a system made of living things and their physical surroun-
dings. Every living thing is part of the ecosystem. WATER POLLUTION CAUSES
• INTERACTIONS - one characteristic of an ecosystem is that its living and
non-living parts interact with each other. The causes of water pollution vary and may be both natural and anthropogenic.
However, the most common causes of water pollution are the anthropogenic
• INTERDEPENDENCY - whatever happens to one part of the ecosystem
ones including:
affects other parts.
• HOMEOSTASIS - the tendency of any living thing to maintain a balance in 1. Agriculture runoff – carrying fertilizers, pesticides/insecticides/herbicides
its inner system. 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
ELEMENTS OF A HEALTHY ENVIRONMENT water bodies. This is a sign of increased nitrates and phosphates in water
• WATER- water is vital to all living things. Sixty five to seventy percent of our that could be harmful for human health.
body is water and eighty percent of the brain. In addition we use water to 2. Mining activities – mining activities involve crushing the rock that usually
drink and to use for personal and household cleanliness, food preparation contains many trace metals and sulfides. The left material may easily gene-
and recreation. rate sulfuric acid in the presence of precipitation water.
• AIR – another substance that is vital to all living things. Oxygen allows us 3. Accidental leaks and spills – associated with handling and storage of
to obtain energy from food. Carbon dioxide traps the sun’s heat and is used chemicals may happen anytime and, although they are usually contained
by plants to make food that animals need.

soon after they occur, the risk of polluting surface and groundwater exist. • Industrial waste often contains many toxic compounds that damage the
An example are ship accidents such as Exxon Valdez disaster which spilled health of aquatic animals and those who eat them. Some of the toxins in
large amounts of petroleum products into the ocean. industrial waste may only have a mild effect whereas other can be fatal.
They can cause immune suppression, reproductive failure or acute poiso-
4. Intended/illegal discharges of waste while such occurrences are less
ning.
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 • Microbial pollutants from sewage often result in infectious diseases that
the world. infect aquatic life and terrestrial life through drinking water. Microbial water
pollution is a major problem in the developing world, with diseases such as
5. Burning of fossil fuels – the emitted ash particles usually contain toxic
cholera and typhoid fever being the primary cause of infant mortality.
metals (such as As or Pb). Burning will also add a series of oxides including
carbon dioxide to air and respectively water bodies. • Organic matter and nutrients causes an increase in aerobic algae and de-
pletes oxygen from the water column. This causes the suffocation of fish
6. Disposal of personal care products and household chemicals (inclu-
and other aquatic organisms.
ding detergents and various cleaning solutions) – this is a serious
problem since the releases to water are unpredictable and hard if not im- • Sulfate particles from acid rain can cause harm the health of marine life in
possible to control. It is up to each of us to minimize this contribution to the rivers and lakes it contaminates, and can result in mortality.
water pollution by controlling our consumption and disposal of such prod
• Suspended particles in freshwater reduces the quality of drinking water
ucts as well as trying to recycle as much as we can.
for humans and the aquatic environment for marine life. Suspended parti-
cles can often reduce the amount of sunlight penetrating the water, dis-
EFFECTS of Water Pollution
rupting the growth of photosynthetic plants and micro-organisms.
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 Harmful Effects of Water Pollution
populations but also to the natural biological communities. Water pollution is
• A number of waterborne diseases are produced by the pathogens present
harmful to the health of humans and animals. Water pollution may not damage
in polluted water, affecting humans and animals alike.
our health immediately but can be harmful after long term exposure. Different
forms of pollutants affect the health of animals in different ways: • Pollution affects the chemistry of water. The pollutants, including toxic che-
micals, can alter the acidity, conductivity and temperature of water.
• Heavy metals from industrial processes can accumulate in nearby lakes
and rivers. These are toxic to marine life such as fish and shellfish, and • Polluted municipal water supplies are found to pose a threat to the health
subsequently to the humans who eat them. Heavy metals can slow deve- of people using them.
lopment; result in birth defects and some are carcinogenic. • As per the records, about 14000 people perish or incur various communi-

cable diseases due to the consumption of contaminated drinking water. used to describe the warming effect of certain gases in the atmosphere that
trap heat from the sun’s rays.
• The concentration of bacteria and viruses in polluted water causes in- • Carbon dioxide
crease in solids suspended in the water body, which, in turn, leads to health • Water vapor
problems. • Methane
• Marine life becomes deteriorated due to water pollution. Lethal killing of • Ozone
fish and aquatic plants in rivers, oceans and seas is an aftereffect of water • Nitrous oxide
contamination only. • CFC’s
• Diseases affecting the heart, poor circulation of blood and the nervous sys- Agricultural and Industrial consumer practices are increasing the amount
tem and ailments like skin lesion, cholera and diarrhea are often linked to of green house gases in the atmosphere At the same time trees which consume
the harmful effects of water pollution. carbon dioxide and give off oxygen, the overall effect of these changes is what
• Carcinogenic pollutants found in polluted water might cause cancer. we call global warming.
• Alteration in the chromosomal makeup of the future generation is foreseen, Indoor Air Pollution - Indoor air pollutants in tightly sealed buildings may be
as a result of water pollution. more
• Discharges from power stations reduce the availability of oxygen in the • Asthma
water body, in which they are dumped. • Bronchitis
• Heart disease
• The flora and fauna of rivers, sea and oceans is adversely affected by water
• Emphysema
pollution.
3. LAND POLLUTION - is the spoiling of the land so that it is unfit to be inhabited
2. AIR POLLUTION - is caused by the release of toxic gases and particles into the
by living things. But the greatest land pollution problem is the accumulation
atmosphere by automobiles, factories, power generating plants and bur-
of wastes that are produced and discarded by humans.
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
a. SOLID WASTE
major worldwide problems.
The most common of dealing with solid waste has been to drum them
Destruction of the OZONE layer. Ozone layer completely surrounds the pla- “as far as possible. But these are breeding grounds for disease-carrying
net and protects living things from the ultra violet rays of the sun. insects and rodents.
Global warming and the Green House Effect. The green house effect is Most solid waste is now placed in sanitary landfills. At these sites, the

waste are covered with a layer of spoil to prevent the spread of disease. • 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 PROTECTING NATURAL RESOURCES AND THE ENVIRONMENT
pollute the air and water
• When burned, it reduces the amount of solid waste because they may CONSERVATION - is the protection and wise use of natural resources by using less
cause injury, illness or death. of the materials we take from the environment, particularly those resources that are
nonrenewable. It also means protecting the environment from pollutants by using
b. HAZARDOUS WASTE products that are less toxic.
Certain types of wastes are classified as hazardous waste because RECYCLING AND REUSING - Many of the materials that we discard can be reused.
they may cause injury, illness or death.
• Heavy metals such as lead, and mercury are toxic and may block the Ways or reusing materials:
digestive system causing starvation or even death.
• Recycling- the reusing of materials either directly or indirectly by making
• Nuclear waste-exposure to a large dose of radiation from nuclear
them into another products.
wastes can be deadly. It can cause bone marrow damage, skeletal ab-
• Composting- the conversion of organic matter into fertilizer by allowing it
normalities, cataract as well as leukemia and other types of cancer.
to be broken down by the action of bacteria.
• Pulverizing and Compacting- the pounding of solid wastes into bricks that
4. NOISE POLLUTION - Loud or constant noise not only can damage your hea-
can be used in constructing landfills, roads and other structures.
ring but also can cause:
REDUCING PERSONAL POLLUTION
1. Fatigue, Stress, Irritability, Anger, Tension, Anxiety
2. Prolong exposure can rupture eardrums and may cause permanent hea- 1. Preserving the Air:
ring loss.
• Walk, bicycle or carpool
• The slightest sound that the human ear can detect has a loudness of 0 de- • Purchase safer alternatives to products sold in aerosol cans.
cibels (dB) • Choose not to smoke or spend time with those who do.
• Sound in the 40-60 dB range are comfortable • Keep the car well tuned,& have the exhaust system checked frequently
• Constant exposure to 70 dB can be annoying and may begin to damage • Avoid purchasing products that contains formaldehyde or CFCs
your hearing • Use less electricity
• Exposure to sounds to 120 dB may result to serious damage. • Plant trees
2. Preserving the water Natural Resources has been busy tracking down illegal loggers and been
spearheading projects to preserve the quality of many remaining rivers that
• Use only biodegradable, low-phosphate detergents. are not yet polluted.
• Fix leaks faucets and toilets quickly
• Take shorter shower. Anti- Nuclear movement in the Philippines
3. Reducing Solid and Chemical Waste • The anti- nuclear movement in the Philippines aimed to stop the construc-
• Recycle and reuse whenever as possible tion of nuclear power facilities and terminate the presence of American
• Reduce household trash by purchasing reusable items and products military bases, which were believed to house nuclear weapons on
with minimal packaging Philippine soil.
• Start a compost pile for biodegradable garbage • Anti-nuclear demonstrations were led by groups such as the Nuclear-Free
• Limit the use of chemical fertilizers and pesticides Philippines Coalition and No Nukes Philippines.
• Purchase environmental safe cleaning products.
• A focal point for protests in the late 1970s and 1980s was the proposed
Environmental issues in the Philippines Bataan Nuclear Power Plant, which was built but never operated. The pro-
ject was criticised for being a potential threat to public health, especially
• The Philippines are prone to natural disasters, particularly typhoons, floods, since the plant was located in an earthquake zone.
landslides, volcanic eruptions, earthquakes, and tsunamis, lying as it does
astride the typhoon belt, in the active volcanic region known as the “PACI- • The demand of the anti-nuclear movement for the removal of military ba-
FIC RING OF FIRE” and in the geologically unstable region between the ses culminated in a 1991 Philippine Senate decision to stop extending the
Pacific and Eurasian tectonic plates. tenure of US facilities in the Philippines. Tons of toxic wastes were left be-
hind after the US withdrawal and anti-nuclear and other groups worked to
• the Philippines also suffers major human-caused environmental degrada- provide assistance for the bases’ cleanup.
tion aggravated by a high annual population growth rate, including loss of
agricultural lands, deforestation, soil erosion, air and water pollution, im- AIR
proper disposal of solid and toxic wastes, loss of coral reefs, mismanage-
ment and abuse of coastal resources, and overfishing. Air pollution - is the introduction of chemicals, particulate matter, or biological
materials that cause harm or discomfort to humans or other living organisms, or
• According to Greenpeace SouthEast Asia, the Philippines major historical damages the natural environment into the atmosphere.
river, the Pasig River is now biologically dead due to negligence and in-
The atmosphere is a complex dynamic natural gaseous system that is essential
dustrialization. Currently, the Philippines’ Department of Environment and
to support life on planet Earth. Stratospheric ozone depletion due to air pollution has

long been recognized as a threat to human health as well as to the Earth’s ecosys- Pollutants
tems.
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 thres-
hold 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 Schematic drawing, causes and effects of air pollution: (1) greenhouse effect,
grew by less than 1% per year. Since 2000, emissions have grown at a rate of (2) particulate contamination, (3) increased UV radiation, (4) acid rain, (5) increased
3.5% per year. No part of the world had a decline in emissions from 2000 to ozone concentration, (6) increased levels of nitrogen oxides
2008.
An air pollutant is known as a substance in the air that can cause harm to
• Climate disasters are on the rise. Around 70 percent of disasters are now cli-
humans and the environment. Pollutants can be in the form of solid particles, liquid
mate related – up from around 50 percent from two decades ago.
droplets, or gases. In addition, they may be natural or man-made.
• 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, Pollutants can be classified as either primary or secondary. Usually, prima-
compared to 1.7 billion in the previous decade. The cost of responding to disas- ry pollutants are substances directly emitted from a process, such as ash from a
ters has risen tenfold between 1992 and 2008. volcanic eruption, the carbon monoxide gas from a motor vehicle exhaust or sulfur
• Destructive sudden heavy rains, intense tropical storms, repeated flooding and dioxide released from factories.
droughts are likely to increase, as will the vulnerability of local communities in Secondary pollutants are not emitted directly. Rather, they form in the air when
the absence of strong concerted action. primary pollutants react or interact. An important example of a secondary pollutant
• Unless we can reduce the amount of carbon dioxide in the atmosphere to 350 is ground level ozone — one of the many secondary pollutants that make up pho-
parts per million, we will cause huge and irreversible damage to the earth. tochemical smog.

Major primary pollutants produced by human activity include: • Particulate matter - Particulates, alternatively referred to as particulate
matter (PM) or fine particles, are tiny particles of solid or liquid suspended
• Sulfur oxides (SOx) - especially sulfur dioxide, a chemical compound with
in a gas. In contrast, aerosol refers to particles and the gas together. Sources
the formula SO2. SO2 is produced by volcanoes and in various industrial
of particulate matter can be man made or natural. Some particulates occur
processes. Since coal and petroleum often contain sulfur compounds, their
naturally, originating from volcanoes, dust storms, forest and grassland fires,
combustion generates sulfur dioxide. Further oxidation of SO2, usually in the
living vegetation, and sea spray. Human activities, such as the burning of
presence of a catalyst such as NO2, forms H2SO4, and thus acid rain.[2]
fossil fuels in vehicles, power plants and various industrial processes also
This is one of the causes for concern over the environmental impact of the
generate significant amounts of aerosols. Averaged over the globe, anthro-
use of these fuels as power sources.Nitrogen oxides (NOx) - especially ni-
pogenic aerosols—those made by human activities—currently account for
trogen dioxide are emitted from high temperature combustion. Can be seen
about 10 percent of the total amount of aerosols in our atmosphere. In-
as the brown haze dome above or plume downwind of cities. Nitrogen dio-
creased levels of fine particles in the air are linked to health hazards such as
xide is the chemical compound with the formula NO2. It is one of the several
heart disease,[3] altered lung function and lung cancer.
nitrogen oxides. This reddish-brown toxic gas has a characteristic sharp,
biting odor. NO2 is one of the most prominent air pollutants • Toxic metals, such as lead, cadmium and copper.
• Carbon monoxide - is a colourless, odourless, non-irritating but very poi- • Chlorofluorocarbons (CFCs) - harmful to the ozone layer emitted from
sonous gas. It is a product by incomplete combustion of fuel such as natural products currently banned from use.
gas, coal or wood. Vehicular exhaust is a major source of carbon monoxide.
• Ammonia (NH3) - emitted from agricultural processes. Ammonia is a com-
• Carbon dioxide (CO2) - a greenhouse gas emitted from combustion but is pound with the formula NH3. It is normally encountered as a gas with a
also a gas vital to living organisms. It is a natural gas in the atmosphere. characteristic pungent odor. Ammonia contributes significantly to the nu-
tritional needs of terrestrial organisms by serving as a precursor to food
• Volatile organic compounds - VOCs are an important outdoor air pollu-
stuffs and fertilizers. Ammonia, either directly or indirectly, is also a building
tant. In this field they are often divided into the separate categories of me-
block for the synthesis of many pharmaceuticals. Although in wide use,
thane (CH4) and non-methane (NMVOCs). Methane is an extremely efficient
ammonia is both caustic and hazardous.
greenhouse gas which contributes to enhanced global warming. Other
hydrocarbon VOCs are also significant greenhouse gases via their role in • Odors — such as from garbage, sewage, and industrial processes
creating ozone and in prolonging the life of methane in the atmosphere,
• Radioactive pollutants - produced by nuclear explosions, war explosives,
although the effect varies depending on local air quality. Within the NMVOCs,
and natural processes such as the radioactive decay of radon.
the aromatic compounds benzene, toluene and xylene are suspected car-
cinogens and may lead to leukemia through prolonged exposure. 1,3-buta-
Secondary pollutants include:
diene is another dangerous compound which is often associated with indus-
trial uses. • Particulate matter formed from gaseous primary pollutants and compounds

in photochemical smog. Smog is a kind of air pollution; the word “smog” is ecology and controlled fire can be a tool for foresters. Controlled bur-
a portmanteau of smoke and fog. Classic smog results from large amounts ning stimulates the germination of some desirable forest trees, thus
of coal burning in an area caused by a mixture of smoke and sulfur dioxide. renewing the forest.
Modern smog does not usually come from coal but from vehicular and in-
• Fumes from paint, hair spray, varnish, aerosol sprays and other solvents
dustrial emissions that are acted on in the atmosphere by sunlight to form
secondary pollutants that also combine with the primary emissions to form • Waste deposition in landfills, which generate methane.Methane is not
photochemical smog. toxic; however, it is highly flammable and may form explosive mixtures
with air. Methane is also an asphyxiant and may displace oxygen in an
• Ground level ozone (O3) formed from NOx and VOCs. Ozone (O3) is a key enclosed space. Asphyxia or suffocation may result if the oxygen con-
constituent of the troposphere (it is also an important constituent of certain centration is reduced to below 19.5% by displacement
regions of the stratosphere commonly known as the Ozone layer). Photo
chemical and chemical reactions involving it drive many of the chemical • Military, such as nuclear weapons, toxic gases, germ warfare & rocketry
processes that occur in the atmosphere by day and by night. At abnormally
B. Natural sources
high concentrations brought about by human activities (largely the combus-
tion of fossil fuel), it is a pollutant, and a constituent of smog. • Dust from natural sources, usually large areas of land with little or no
vegetation.
• Peroxyacetyl nitrate (PAN) - similarly formed from NOx and VOCs.
• Methane, emitted by the digestion of food by animals, for ex. cattle.
Minor air pollutants include: • Radon gas from radioactive decay within the Earth’s crust. Radon is a
colorless, odorless, naturally occurring, radioactive noble gas that is
A. Anthropogenic sources (human activity) mostly related to burning different
formed from the decay of radium. It is considered to be a health hazard.
kinds of fuel
Radon gas from natural sources can accumulate in buildings, especially
• “Stationary Sources” include smoke stacks of power plants, manufac- in confined areas such as the basement and it is the second most fre-
turing facilities (factories) and waste incinerators, as well as furnaces quent cause of lung cancer, after cigarette smoking.
and other types of fuel-burning heating devices
• Smoke and carbon monoxide from wildfires.
• “Mobile Sources” include motor vehicles, marine vessels, aircraft and
• Volcanic activity, which produce sulfur, chlorine, and ash particulates.
the effect of sound etc.
• Chemicals, dust and controlled burn practices in agriculture and fores- Health effects
try management. Controlled or prescribed burning is a technique some
times used in forest management, farming, prairie restoration or green- The World Health Organization states that 2.4 million people die each year from
house gas abatement. Fire is a natural part of both forest and grassland causes directly attributable to air pollution, with 1.5 million of these deaths attrib-

utable to indoor air pollution. has shown a strong correlation between pneumonia SAFETY EDUCATION AND FIRST AID
related deaths and air pollution from motor
SAFETY EDUCATION is recognizing the risks or hazards and practicing behavior
Acid rain that promotes safety.
SAFETY – the condition of being protected against physical, social, spiritual, finan-
cial, political, emotional, occupational, psychological, educational or other types or
consequences of failure, damage, harm or any other event which could be consid-
ered 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

• 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.
Acid rain is a rain or any other form of precipitation that is unusually acidic, • Ability- A person who is equipped with appropriate skills in doing a certain
i.e. elevated levels of hydrogen ions (low pH). It can have harmful effects on plants, activity keeps him from accidents.
aquatic animals, and infrastructure through the process of wet deposition. Acid rain • State of Mind- A person, who is tired, distressed or under the influence of
is caused by emissions of compounds of ammonium, carbon, nitrogen, and sulfur drugs is more likely to be injured or may cause injury to others. So by being
which react with the water molecules in the atmosphere to produce acids. Govern- alert and ready in all situations a person can keep himself away from mee-
ments have made efforts since the 1970s to reduce the production of sulfur dioxide ting accidents.
into the atmosphere with positive results. However, it can also be caused naturally •
\ Environmental Conditions- Identify any possible source of harm in the en-
by the splitting of nitrogen compounds by the energy produced by lightning strikes, vironment. A safe physical condition of the environment can keep a person
or the release of sulfur dioxide into the atmosphere by volcano eruptions. from harm.

CLASSIFICATIONS PREVENTIONS FIRST AID

OF ACCIDENTS
First Aid is the immediate care given until professional medical personnel arrive at
1. VEHICULAR • Obey traffic signs the scene of an accident or sudden illness.
ACCIDENTS • Use safety belt always
• Never drive under the influence of drugs or liquor FIRST STEPS IN EMERGENCY
• Never drive when sleepy
• Don’t tailgate 1. SURVEY THE SCENE - evaluate the situation and the area for possible dan-
• Wear corrective eyeglasses when necessary ger to you or to the victim. Determine what happened and how many people
2. ACCIDENTS AT • Electrical wiring must be checked regularly were injured. Look for bystanders who can help you.
HOME • Sharp tools and poisonous products should be kept
away from children 2. RESCUE - next step is to rescue anyone whose life is in danger. Otherwise,
• Handrails should be sturdy and step non-slip never moved an injured person until medical help arrives. Moving someone
• Floors and stairs should be free of materials that may who has a head, neck or spine injury could cause further serious or fatal
cause accidents injury.
• Always keep the floor dry 3. SEND FOR MEDICAL HELP - Ask for help. Do not leave the injured person
3. EARTHQUAKES • If outdoors, get away from building and other tall until you have checked for a life- threatening conditions.
objects
• If inside the car, pull over but stay inside the car INITIAL ASSESSMENT PRIORITIES
• If indoors, stand in a doorway or get under a heavy
table. Stay away from windows and door with glass 1. Determine whether the victim is conscious or unconscious
panels
2. Check ABC’s ( Airway, Breathing, Circulation of the blood)
4. ASSAULTS • When at home, keep door locked. Never unlock a
door for strangers 3. Cardiopulmonary Resuscitation (CPR)- a lifesaving procedure designed to
• Never let strangers know that you are alone revive a person who is not breathing and has no heartbeat. At this stage the
• Avoid deserted area, alleys and poorly lighted parks person is TECHNICALLY DEAD.
when walking at night.
4. Control Bleeding- If breathing and circulation is adequate, the next priority is
• Keep the doors locked when inside a car
to stop severe bleeding that is life threatening.
• If you are attacked let good judgment determine your
action, escape if you can. a. Direct pressure

b. Elevation OPEN WOUNDS FIRST AID

c. Tourniquet
5. Treat Poisoning- as soon as the victim’s ABC’s are in order and bleeding stopped, 5. Avulsion- skin or another part or • Use direct pressure on the wound
the next to be treated is poisoning. the body is torn off, or nearly torn to stop bleeding
off and attached by a flap of skin. • If a flap of skin is cut off or ha-
WOUNDS nging loose, gently lay it back in
place before bandaging the
OPEN WOUNDS FIRST AID wound.
• If the body part has been removed,
1. Laceration-the skin is torn. It • Stop severe bleeding send it to the hospital with the
usually bleeds freely and risk of victim.
infection is small if the wound is • Wash with soap and water • Treat for shock.
kept clean.
2. Incision- clean cut, as made by a • Cover with clean sterile dressing

knife or sharp piece of glass.
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

PART II – ANALYZING TEST ITEMS C. People engaged in self-diagnosis

D. Determined a course for their own treatment
1. There are several reasons why a person becomes drug dependent or Drug The correct answer is A.
Abuser. Who can help him/her best to get freed from his dependency? It is advisable to always consult specialists. Self-medication might pose more
A. Family and friends problems
B. Institutions who cater for this group of people
C. Self
D. Government 4. Which of the following has pollution the greatest effect?
A. Economic and social planning
The correct answer is C. B. People’s physical health
Although harmonious relationship among family members and friends are C. Values
needed to avoid drug addiction, it is the person’s responsibility to get out of such D. Technological innovations
mess he went into. It is his responsibility
The correct answer is B.
2. There are several ways to prevent from drug addiction. Which of these is the All living things are affected by the harmful effects of type of pollution.
best way to be free from being hooked to drugs?
A. Believe and trust yourself
5. Hair is as important as the rest of the body parts. Which of the following is
B. Have a healthy lifestyle
not a good reason of why we need to give importance to our hair?
C. Be friendly and go out with friends
A. It helps insulate our body from cold and heat
D. Isolate yourself from the crowd
B. Keep dust and dirt out of our eyes, nose and ears
The correct answer is B. C. Help sweat from running into our eyes
Having healthy attitude towards self and others help an individual to be con- D. They are made of dead a cell that needs to be nourished.
tented and to live a happy life. A contented person will live a healthful lifestyle
and who need drugs after all? 6. Labels can help consumer compare and evaluate health products especially
on drugs because____.
3. Which of the following is not an advantage of the availability of over-the- A. Tells about the side effects
counter drug? B. It gives the price
A. Self-administered treatment C. Tells about the ingredients
B. Feed physician from serving people whose illnesses are worst than D. It includes expiration dates
them

7. The danger of burns depend on_________. 12. Drug is considered a friend because_______
A. Depth , size and location A. It treats anxiety and tensions
B. Size, location but not depth B. Of its overall medical importance
C. Depth and location only C. It is used as anesthetics for surgical procedures
D. Depth, size but not location D. It treats different diseases
8. Water is vital to all living things. What is the percentage of water in our body? 13. There are four critical areas of the body. What are they?
A. 65 to 70% A. Face, feet, hands and genitals
B. 75% to 100% B. Torso, genitals, feet and legs
C. 55% to 65% C. Hands, feet, arms and legs
D. It depends on the size and age of a person D. Head, chest, hand and genitals
9. If you are caught in an open area during lightning, lying down on a dry land
14. During earthquakes one has to observe the following except:
is the best way to avoid accident. Which of these is not the reason of such
A. If outdoor get away from buildings
decision?
B. Get out of the car and run inside a building for safety
A. Water is a conductor of electricity
C. If indoors stand in a doorway
B. The tallest building is often hit by lightning
D. If swimming out in the sea, get to the shore as fast as possible
C. Those inside the building are often struck by lightning
D. Tall and isolated trees are commonly hit by lightning
15. A conscious victim has broken leg and blood is gushing from a big cut on
the arm. What would you do first?
10. A victim of car accident has pain in his neck. Upon checking, you found out
A. Splint the leg
the neck is swollen and tender. What should you do?
B. Stop the bleeding
A. Ask the patient to remain quite and not to move
C. Check the breathing
B. Splint the neck
D. Raise his arm
C. Ask the patient to bend his head from side to side
D. Ignore it and tell the patient, it is nothing
16. Wrong use of drugs can cause great harm to our body. Which of the follo-
11. Which of the following is not an effect of changes in the atmosphere? wing should we practice to get the full benefit from drug?
A. Agriculture and industrial consumer practices A. Illegal use of drug
B. Cutting of trees which consume carbon dioxide B. Taking drugs for a different purpose
C. Water pollution C. Following the correct dosage
D. Noise pollution D. Taking a substance for its intended use but not in appropriate amount

17. Certain types of wastes are classified as hazardous wastes, which of these 22. An accident is an event that cannot be predicted. Which of these is not an
has the greatest hazardous effect on mankind? element that characterized accidents?
A. Lead and mercury A. Accidents can make us rich because of insurance
B. Nuclear waste B. Accidents may result to damage to properties
C. Garbage C. Accidents may result to unsuccessful performance
D. Chemical waste D. Accidents may happen anytime to anyone
18. One of the following is not a common reason why people lack safety aware- 23. The following are first aid treatment for Open Wound. Which of these is to
ness, what is it? be avoided?
A. Ignorance and lack of caution A. Clean wound with soap and water
B. Education B. Use hydrogen peroxide to clean the wound
C. Person’s emotional state C. Clean out all the dirt
D. Peer pressure D. Apply any ointment even if the wound has not been cleaned yet
19. Checking the victim’s breathing is important. This is because 24. You have been advised to take antibiotics for your skin disease. But because
A. A few minutes without oxygen can cause brain damage you are so busy you forgot to take one after lunch. What would you do?
B. An aider needs to decide if the patients needs CPR A. Take one right away and adjust the frequency of medicine intake
C. To find out if the patient is still alive B. Shift to a much higher milligram
D. Anything that blocks the victim’s mouth or throat should be removed C. Double the dosage in the evening
D. Discontinue taking the pills
20. Problems such as tooth decay can be prevented by the following
A. Eat a balance diet low in sugar 25. There are different ways of reducing personal pollution. What among the
B. Brushing teeth thrice a day following is not recommendable?
C. See dentist regularly A. Preserving the air
D. Eat sweet foods and high in cholesterol B. Preserving the water
C. Reducing solid and chemical waste
21. There are different ways to stop bleeding but what among the following is
D. Depend on the program of different health organization
the best first aid to simple cuts?
A. Tourniquet
B. Direct pressure
C. Inhalation
D. None of these
B. Environmental Health
PART III – ENHANCING TEST TAKING SKILLS C. Community Health
D. Environmental Pollution
1. This is the first thing to do in an emergency 7. AN old woman is unable to move one side of her body, her speech is hard to
A. Rescue the victim C. Give CPR understand. She might be suffering from______
B. Check victims breaths D. Treat wounds A. Heat stroke C. Heat exhaustion
B. A stroke D. Heart attack
2. Heart attack involves a clot in one of the blood vessels that supply the heat.
What of the following should be avoided 8. It slows down the brain function and other parts of the nervous system
A. Remove the victim from the source of heat A. Chocolate C. Coffee
B. Open the airways B. Alcohol D. Tea
C. Cool the patient by means of cold water bath or cold moist towel
D. Watch out for convulsions or vomiting 9. It is prescribed to control extreme pain
A. Sedative C. Morphine
3. IT is a drug primarily employed in surgery on the membranes lining the nose B. Antibiotic D. Opium
and throat.
A. Shabu C. Barbiturates 10. This is a simple scrape-type wounds which can be contaminated and infec-
B. Cocaine D. Amphetamines ted due to dirt and bacteria
A. Laceration C. Incision
4. Second degree burns has_____ B. Punctured D. Abrasion
A. Open tissues C. Black painful blisters
B. Few or no blisters D. Red blisters 11. What drugs increase heart rate, blood pressure and breathing rate?
A. Inhalants C. Depressants
5. What is the most common reason why people turn to drugs? B. Hallucinogens D. Stimulants
A. Forced by parents C. Necessity
B. Curiosity D. Drugs are available 12. First degree burns could be treated first by ______
A. Ordinary water sprinkle
6. It is the branch of public health that is concerned with all aspects of the B. Pouring oil on the affected area
natural and environment that may affect human health. C. Application of burn ointment
A. Safety Education D. Pouring cold water on the burn

13. How does first aider check breathing of victims? 20. The protection & wise use of natural resources by using less of the materials
A. check the pulse at the neck C. ask the patients we take from the environment.
B. check the eyes D. Listen at his breathing A. Recycling C. Conservation
B. Reducing D. Re-using
14. Prevention of drug addiction is the responsibility of
A. Parents C. Self 21. An injury in which the end of the bone comes out of its joint, swollen and
B. Government D. None of these deformed is called______.
A. Sprain C. Dislocation
5. In hair spa treatment, scalp is massaged for at least 10 minutes after sham- B. Strain D. Fracture
pooing. After the shampoo, a deep conditioning mask is applied and it
should be massaged for: 22. To lessen assaults, the following should be observed except:
A. 10- 15 minutes C. 15-20 minutes A. Tell a stranger that you are alone that is why you cant entertain them
B. 20-25 minutes D. 20-30 minutes B. Keep door locked
C. Walk with friends and avoid deserted areas
16. This is a simple scrape type which can be contaminated and infected due to D. Do not bring valuable if alone
dirt and bacteria
A. Laceration C. Incision 23. The following are signs for shocks except:
B. Puncture D. Abrasion A. Rapid, shallow breath C. Blue lips
B. Pinkish skin D. Nausea and weaknesses
17. What drugs are used to treat people who have trouble sleeping?
A. Sedative C. Tranquilizer 24. Healthy skin is one of the things people see when they look at you. What are
B. Alcohol D. Antibiotics essentials for healthy skin?
A. A regular body scrub
18. A person with symptoms such as fever with chills, muscle aches, nasal B. Taking vitamins needed for healthy skin
congestion and sore throat is suffering from: C. A balanced diet, regular exercise and sleep
A. Pneumonia C. Typhoid D. Bathing regularly and applying lotion
B. Common colds D. Bronchitis
25. A stretched or torn muscles or tendons is called_____
19. What will you check after you rescue a little girl from the bottom of a pool? A. Strain C. Fracture
A. Breathing C. Broken bones B. Sprain D. Dislocation
B. Pulse D. Head injury

Philippine Folk and Ethnic Dances MAPEH (Music, Arts, Physical Education and Health)
Philippine
Folk and
A. Basic Concept of Folk Dance
• Folk dancing is the oldest form of dance probably one of the earliest forms
Ethnic Dances
of communication. It is this self –expression that separates folk dancing
from the functional aspects of games and gymnastics in the physical edu-
cation program.
• Dance is the expression of oneself through rhythmic movement. Folk

Prepared by: dance, which is also the expression of oneself, is an expression through
Prof. Lordinio A. Vergara 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
Competencies: perform a set of patterned movements.
• Folk dance may be defined as the traditional dance of a given country

1. Identify the fundamentals which evolved naturally and spontaneously with everyday activities, e.g.
occupations, customs, festivals, rituals, and innumerable themes common
of folk dance 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
• Dance Terms are more or less fixed in their pattern, but may differ in various areas of
• Dance Steps provinces.
• Historical and
Sociological Context
292 PNU LET Reviewer Prof. Lordinio A. Vergara

MAPEH (Music, Arts, Physical Education and Health) Philippine Folk and Ethnic Dances
B. PHILIPPINE FOLK AND ETHNIC DANCES Example of Dances among the Cordillera Groups
Ethnolinguistic Title of Dance Dance Description
Group
• Bontoc 1. Pattong  A war dance depicting a mock
fight of two warriors.
2. Balangbang  A victory dance performed after
head hunting.
3. Takik/ Don-  A courtship and wedding dance.
gadong
4. Palakis  A courtship dance from Western Bontoc
usually performed at wedding celebrations
& during festivals like the canao & begnas.
• Ifugao 1. Talip  A courtship dance of the Ifugaos, where
a man lures a woman with a blanket to
be placed on the woman’s shoulder.
2. Intaneg  A wedding dance among the Ifugao
3. Bumayah  A festival dance among the Ifugao
Five Major Classifications of Philippine Folk Dances for thanksgiving in their gods.
4. Monghimong  A festival dance among the Ifugaos
The Dances of the Cordillera Groups where men turn up in a mass at the
burial of a murdered tribal member.
• The ethnic dances in the Philippines are found in the different regions 5. Dinuya  A festival from Lagawe, Ifugao performed
from the northern part to the southern part of the country. The Cordillera by men and women during major feasts.
groups composed of the Bontocs, Ifugao, Benguet, Apayao, Kalinga, Itneg, • Benguet 1. Bendean  A festival and victory dance.
Ilonggot, and Gaddang (BIBAKIIG) have their own unique customs and tra- 2. Tarektek  A courtship dance where two female
ditions reflected in their dances. tarektek (woodpeckers) try to get the
• Most of the dances are reflections of daily living. attention of the male tarektek by bran-
• They used metal gongs called ganza and other percussive instruments to dishing their blankets over each other to
accompany their dances during rituals, festivities, and other social gathe- show their affections.
rings. 3. Chumnu  A female dance performed during celebra-
tions of tribal victory and bountiful harvest.
Prof. Lordinio A. Vergara PNU LET Reviewer 293

Ethnolinguistic Title of Dance Dance Description native religion and culture slowly gave way to Christianity and Western
Group civilization. The natives started to lose most of their ancient traditions in
the literary, visual, and performing arts. In no time, dances from Spain,
• Apayao 1. Turayen  An Apayao dance imitating the high France, and other European countries, such as the jota, balse, pandanggo,
flying bird.
habanera, escotis, mazurka, paseo, marcha, and paso doble were adopted
2. Say - Yam  A major feast held to celebrate the taking
and adapted to the tastes and needs of a colonial society and the condi-
of a head of an enemy.
tions of a tropical archipelago.
• Kalinga 1. Pattong  A dance of revenge vowed for the death of
the slain warrior. Examples of Dances with Western Influenced
2. Salip  A courtship dance where the rooster – like
males swoops around the maiden.
3. Ragragsakan  A work – dance of Kalinga women where Types of Title of Dance Dance Description
they carry basket on their heads. Dances
4. Takiling  A victory dance after successful head • Quadrille 1. Rigodon de Honor  A quadrille dance commonly per-
hunting. Dances formed in formal gatherings in a
5. Tadjok  Kalinga’s most famous village dance. quadrille formation.
6. Idaw  A mock battle dance ensues between two 2. Lanceros de  A quadrille dance from Tayabas,
tribes. Tayabas Quezon performed by old folks during
7. Lumagen  A dance performed at Kalinga festivals to the early days.
celebrate thanksgiving. 3. Birginia  A quadrille form of dance of the
8. Palok  A festival dance performed by Kalingas in Americans, the “Virginia Reel”
any social gathering. inspired the Cagayanos to develop a
• Itneg 1. Idudu  A dance where the men lull their babies Filipino version called Birginia.
to sleep while the women till the fields and 4. Pasakat  A quadrille dance from Sta. Rosa,
process the harvest. Laguna.
5. Los Bailes de Ayer  A quadrille dance from Tarlac.
• Gaddang 1. Bumbuwak  In this dance, the gaddang imitate birds or Maharlika
attracted to tobacco trees. 6. Lanceros de  A version of lanceros from Pangasinan.
Lingayen
Western Influenced Dances 7. Lanceros de  A dance from Silay, Negros Occidental
Negros which was not in quadrille formation
• When the Spaniards came to the Philippines in the 16th century, they
but in linear formation.
brought with them the Spanish religion and European arts and culture. The

Types of Title of Dance Dance Description 3. Pandanggo sa  A pandanggo dance from Camiling,
Dances Sambalilo Tarlac.
• Jota 1. La Jota Moncadeña  A festive dance from Moncada, Tarlac 4. Pandanggo Ivatan  A wedding dance from Batanes.
which was originally danced during a f 5. Pandang -  Is an exciting and extraordinary
funeral procession in the early times. Pandang wedding dance from Antique.
2. Jota Gumaqueña  A jota version from Gumaca, Quezon. • Balse 1. Valse Vieja  A festival dance from Pangasinan
3. Jota Cabangan  A courtship dance form Zambales. meaning old waltz.
4. Jota Cagayana  A lovely dance which is an adaptation 2. Valse Ybanag  A dance from Camalaniugan, Cagayan
from the Spanish Jota performed by meaning waltz of the Ybanag people.
the early Spanish settlers in the 3. Balse Marikina  A dance performed after the Lutrina, a
Cagayan valley. religious procession.
5. Jota de Manila  Manila’s version of the famous Jota 4. Cariñosa  The famous national dance of the
with its typical Spanish stampas, Philippines depicting the character of
cobradas and clicking of bamboo Filipina maiden’s modesty and humility.
castanets bearing Hispanic culture. 5. Sayaw Sta. Isabel  A dance performed during thanksgi-
6. Jota de Paragua  A version of the Jota, which bears ving feasts after a good harvest, during
Spanish stampas and cobradas from balaihan, weddings, or religious
Paragua, the old name of Palawan. occasions.
7. Jota Bicolana  A jota version from Bicol Region • Habanera 1. Habanera  A Habanera named after San Narciso
performed during social gatherings. Narcisena town in Zambales.
8. Jota Rizal  A jota version from Batangas popular 2. Habanera Botolena  A dance which was supposedly
during the time of Dr. Jose Rizal.
performed in the earlier days in honor
9. Jotabal  A festival dance originated in Camo-
of a departing priest. Later on it
haguin, Gumaca, Quezon which
became a dance performed during
derived from the words jota and balse
social gatherings in Botolan, Zambales.
•Fandanggo 1. Pandanggo Rin-  A festival dance from the province of 3. Habanera De  A dance performed by betrothed
conada Bicol depicting the happy and contented Soltera couple during one of the ceremonies
life of the people. before the wedding.
2. Pandanggo sa Ilaw  A dance from Mindoro using tinghoy 4. Habasinan  From the word “haba” in habanera and
or oil lamps placed on the top of the head “sinan” form Pangasinan is a courtship
and one on each hand. dance.

Types of Title of Dance Dance Description Dances of the Muslim Groups

Dances
• Down in the southern part of the country are the muslim groups. The ethnic
• Mazurka 1. Mazurka de Cuyo  A social dance from Cuyo Island, and groups are the Maranao, Maguindanao, Tausug, Yakan, Samal, Java
early Spanish settlement in Palawan. Mapun, and Badjao.
2. Mazurka de Jagna  A mazurka named after Jagna town. • The dances performed by these groups describe the everyday living of the
3. Mazurka Mindoreña  A premiere dance of the elite in people.
Mindoro, and Don Antonio Luna, who
• Common to their dances are the use of fingers to express feelings and
considered best dancer of his time
emotions.
popularized it.
4. Mazurka Boholana  A traditional dance from Bohol which
• Some believe that Muslim dances are influenced by Malays and Indone-
was originally performed by couples sians due to their geographical setting.
informally gathered in the ballroom
with no definite sequence steps. Example of Muslim Dances
5. Mazurka Val  A combination of the two dances,
mazurka and valse, which features the Group Title of Dance Dance Description
skill of coordination of movement of • Maranao 1. Singkil  A Marano dance derived from the
both dancers as the boy carries the girl sounds of the bell anklets worn by
on his feet while dancing. the Princess as she leaps in & out
• Polka 1. Polkabal  A dance which acquired its name from of the criss-crossed bamboo poles.
two well-known steps polka and valse, 2. Kakulangan  Maranao women walk nobly with
corrupted into one word as polkabal, their distinctive movements parti-
by the people of Atimonan, Quezon. cularly their graceful sway.
2. Polka Tagala  A dance from Bataan, where one of 3. Pig-apir  A fan dance of Maranao maidens
the figures, the ladies pick their volu- showcasing their simplicity and
minous skirts forward and backward to character.
show-off their beautiful lace petticoats. 4. Sagayan  A warrior dance that depicts the
3. Maliket-A-Polka  A dance from Pangasinan which hero – warrior prince Bantugan’s
means happy polka. preparation for the war, the actual
4. Sileleddaang  A dance which means laden with combat and the victory
sorrow in Ilocos Norte. 5. Karatong  A dance in memory of Bantugan’s
5. Polka sa Nayon  A polka dance version from Batangas. fighting evil spirits whom he can
6. Polka Sala  A polka dance version from Mindoro. hear but can’t see.

Group Title of Dance Dance Description

Dances of the Lesser Known Groups/Ethnic Dances
6. Kappa Malong  Also called Sambi sa Malong, this
Malong Maranao dance shows the many
• Also known as the lesser-known-groups are ethnic groups living in the
ways of donning the malong, a
tabular circle of cloth used as different locations in the country that are untouched and never been influ-
skirt, shawl or mantle. enced by the Westerners.
7. Kapiil sa Munsala  A handkerchief dance from Lanao • These tribal groups are the Bukidnons, Bagobo, Manobo, Tiboli or Tagabili,
commonly performed by girls. Tagbanua, Mansaka, Mandaya, B’laan, Tagakaolo and Tiruray.
• These tribal groups believe in “shamans” or spirits which are primarily re-
• Maguindanao Asik  A doll dance for girls.
flected in most of their dances.
• Badjao Tauti  A dance of fishing scenario.
• Yakan 1. Paunjalay  A pre-nuptial dance of the Yakan Example of Ethnic Dances
tribe of Basilan. performed by the
bride. Group Title of Dance Dance Description
2. Pindulas  A dance depicting the movements
• Bukidnons 1. Dugso  A dance by women commonly wearing
of fish at it wades in the water.
a bell anklets done during thanksgiving
• Tausug 1. Pangalay ha Patong  A dance imitating the graceful for driving away bad spirits.
movement of the swift vinta as well 2. Hinaklaran  A festival and ritual dance of three
as of the birds and fish of the Kaamulan datus, with chanting and
Tausug world. dancing around an altar,
2. Janggay  A Tausug female dance using
• Manobo 1.Binabua-bua  Fertility dance and courtship dance
extended fingernails.
and Pangaliyag among the Manobos.
3. Sua – ku - Sua  A dance from Jolo, Sulu with an
2. Binanog  Version of a hawk dance.
influence of Chinese movements
3. kinugsik kugsik  A dance imitating the movements of
meaning “my pomelo tree”.
the squirrel.
• Samal Maglanka  A Samal dance class of girls and
• Bagobo 1. Todak  A Bagobo dance on the rice planting
women. This dance depicts the
and harvesting cycle.
training of Samal girls and women
2. Baliti  A Bagobo dance representing the
on the languid and flexible move-
quivering of the leaveas of the baliti
ments of the arms which signifies
tree.
good breeding.

Dances of the Countryside

Group Title of Dance Dance Description
• T’boli 1. Kadal Tajo  A mimic dance of the beautiful birds • Dances that typically characterize the nature and kind of work of the people.
performed by young T’boli girls. • Commonly performed by ordinary groups of people depicting daily activities.
2. Kadal Iwas  A dance imitating the movements of • Dances were light and more informal.
the monkey.
• Tagbanua 1. Pagdiwata  A ceremonial rite performed during Some Examples of countryside Dances and their Descriptions:
bilug (full moon) for the purpose of
healing the sick, imploring or in thanks  Binasuan – a dance which requires a skill in balancing glasses of wine on
giving for a good and bountiful harvest. the top of the head and one on each hand.
 Bulaklakan – a dance using arches festooned with flowers.
• Mansaka 1. Gapakaungod  A wedding dance among the Mansaka
 Karatong – bamboo noisemakers played by Cuyunen men to accompany
people.
2. Inamo sa Sayaw  A monkey dance for two.
gaily dressed ladies in a boisterous street parade.
 Maglalatik – a playful dance of young men beating coconut shells, reflec-
• Mandaya 1. Kinabua  A dance imitating the movements of a tive of a mock battle over the “latik” or coconut residue.
hawk.  Pandango sa Ilaw – a dance which requires a skill in balancing glasses
• Talaandig 1. Pig-Agawan  Young women of the Taalandig tribe try of Tinghoy lamps, one on top of the head and one on each hand.
to outdo each other in attracting an  Oasiwas – a dance using lighted glasses wrapped in scarves and swayed
eligible man with the use of colorful like beacons for the homecoming of the fisherman.
scarves.  Pasikat sa Baso – a Pangasinan dance that requires skill in balancing
• Higaonon 1. Binaylan - banog  A typical dance of the Higaonons glasses of wine on the head and hands while on top of a bench.
depicting a mother hen and her chicks  Salakot – a wide brimmed hat used to protect Filipinos from the heat and
being attacked by a ferocious hawk, rain.
three hunters save the hen from the  Subli – a dance from the province of Batangas that reveals the reverence
clutches of the “Banog” or hawk. given by the performers to a wooden cross.
• Subanon 1. Sohten  An all male dance that dramatizes  Tinikling – derived from the long-legged Philippine bird called “tikling”
the strength and stoic character of the trapped from the bamboo poles.
Subanon male. The Subanon warrior  Bati – a dance performed during Easter Sunday.
calls the attention of the diwatas with  Gayong-gayong – a game dance.
the sound of the leaves.  Binislakan – which means sticks, is a Pangasinan dance that bears the

Chinese influence. Philippines with a common basic movement or pattern but with light
 Pabirik – depicts the stages of gold panning. variation. Examples are: Carinosa, Kuratsa, Balitaw, Rigodon, Pan-
 Kalapati – depicts the movements of doves. danggo, and Surtido.
 Inalisan – a lively festival dance from Nangalisan, Laoag, Ilocos Norte. 1.2 Local or Regional Dances – these are dances found in certain
Innalis means to transfer from one place to another. localities or regions only. Examples are: Esperanza (Nabua, Cama-
 Pantomina – very popular wedding dance in the Bicol regions. rines Sur), Alcampor (Leyte), Rogelia (La Union), Maglalatik (San
 Sinalampati – dance from Tanjay, Negros Oriental which depicts the ac- Pablo, Quezon) and Biniganbigat (Abra).
tions of mother doves fondling, caressing, and feeding their young.
 Katsutsa – very interesting courtship dance from San Pablo, Laguna. 2. Nature
 Sayaw Ed Tapew na Bangko – dance which means “Dance of a Bench”.
A lively and skillful dance from the barrio of Pangapisan, Lingayen, 2.1 Occupational Dances – depicting action of certain occupation,
Pangasinan. industry or human labor. Examples: Planting, Harvesting, Pounding,
 Biniganbigat – courtship dance from Bangued, Abra portraying a story of Winnowing, Pabirik, Mananguete,etc.
a boy who is very much in love with a girl. 2.2 Religious or Ceremonial Dances – performed in connection with
religious vows and ceremonies. Examples: Dugsu, Sua-ku-Sua,
C. CHARACTERISTICS OF PHILIPPINE FOLK DANCES Putong, Sta Clarang Pinong-pino.
1. As rule, dances begin and end with a saludo. A saludo is a three-step-turn 2.3 Comic Dances – depicting funny movements for entertainment.
in place and a bow to either partner or audience. Examples: Makonggo, Kinoton.
2. In general, dancers are far apart. A distance of about 6-8 feet from each 2.4 Game Dances – with play elements (dance mixers) Examples:
other is normal. Pabo, Sineñalan, and Lubi – Lubi.
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 impor- 2.5 Courtship Dances – depicting love making. Examples: Hele-Hele,
tant role. Bago Quire, Maramion, Tadek, Daling-Daling, Rogelia, Lulay.
5. Most of our dances are done in long formation. 2.6 Wedding Dances – performed during wedding feast. Examples:
6. Our dances are performed by both young and old and by both sexes. Pandang-Pandang, Soryano and Pantomina.
2.7 Festival Dances – suitable for special occasion or any social ga-
D. CLASSIFICATION OF PHILIPPINE FOLK DANCES thering. Examples: Kuratsa, La Jota, Pandanggo, Surtido.
1. Geography 2.8 War Dances – showing imaginary combat or duel. Examples:
Sagayan, Palu-Palo.
1.1 National Dances – These are the traditional dances throughout the

3. Movements F. COMMON DANCE TERMS

3.1 Fast or Active – with fast energetic movement. Examples: Tinikling, 1. Arms in Lateral Position – both arms are at one side, either right or left;
Maglalatik, Polkabal, Sakuting, etc. at shoulder, chest, or waist level.
3.2 Moderate – Examples: Carinosa, Tagala, Habanera, Purpuri, ect. 2. Brush – weight on one foot, hit the floor with the ball or heel of the other
3.3 Slow – Examples: Pasakat, Kundiman foot, and lift that foot from the floor to any direction.
3.4 Slow and Fast – Examples: Putritos, Ba Ingles, Habanera Botolena, 3. Bilao – to turn palms of hands up and down alternately, hands at waist le-
Alcampor. vel in front, elbows close to waist.
4. Cabeceras - the couples occupying the width of the hall when the dancers
4. Formation are in square formation (head couple).
4.1 Square or Quadrille – Examples: Rigodon, Los Bailes de Ayer, etc. 5. Clockwise – like the motion of the hands of the clock. R shoulder is toward
4.2 Long Formation – (two or more parallel lines) Examples: Lulay, the center of an imaginary circle.
Sakuting 6. Counterclockwise – the reverse direction of clockwise, L shoulders to-
4.3 Set – consisting of two or more pairs as a unit, partners facing each ward the center. Movement is toward right when facing center of circle.
other or standing side by side. Examples: Binadyong, Haplik, Kaka- 7. Costados – the couple occupying the length of the hall when dancers are
wati, etc. in square formation (side pairs).
8. Crossed Arms – Partners facing each other or standing side by side join
E. SPECIAL CLASSIFICATION their L hands together and the R hands together; either R over L or L over
1. Dances with Songs – Examples: Abaruray, Manang Biday, Lulay, Rogelia, R hands.
Lawiswis, Kawayan, etc. 9. Cut – to displace quickly one foot with the other.
2. Old Ballroom Dances – Examples: Polka, Mazurka, Choits, Valse, etc. Do- si- do (Dos-a-Dos) – Partners advance forward, pass each other’s
10.
3. Dances with Implements – Examples: Maglalatik,. Sakuting, Jota Mon- right (or left) side, step across to the right (or left) move backwards without
cadeña, Tinikling, Salakot. turning around , pass each other left (or right) side to proper places.
4. Dances with Combined Rhythm – Examples: Surtido, Pantomina, Los 11. Free Foot – the foot not bearing the weight of the body.
Bailes de Ayer, etc. Free Hand – the hand not placed anywhere, or not doing anything.
12.
Hayon – Hayon – to place one forearm in front and the other at the back
13.

of the waist. 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
Hop – a spring from one foot landing on the same foot in place or in any
14.
L (or R).
direction.
28. Set – a dance formation like a square or a unit formation composed of two
Inside Foot – the foot nearer the partner when partners stand side by side.
15.
or more pairs.
Jaleo – partners turn around clockwise (with R elbows almost touching) or
16.
Slide – to glide foot smoothly along the floor.
29.
counterclockwise (with L elbows touching) using walking or any kind of
dance step. Stamp – to bring the foot forcibly and noisily on the floor.
30.
Jump – a spring on one foot or both feet landing on both feet in any
17. 31. Step – to advance or recede by moving one foot to another resting place
direction. with a complete transfer of weight from one foot to another.
Kumintang – moving the hand from the wrist either in a clockwise or
18. Supporting Foot – the foot that bears the weight of the body.
32.
counterclockwise direction.
Tap – to rap slightly with the ball or toe of the free foot keeping weight of
33.
Leap – a spring from one foot, landing on the other foot in any direction.
19. the body on the other foot. There is no transfer of weight.
Outside Foot – the foot away from one’s partner, when partners stand side
20. Whirl – to make fast turns by executing small steps in place, to right, or to
34.
by side. left.
Outside Hand – the hand away from one’s partner when partners stand
21.
 Regional Classification of Published Filipino Dance Terms
side by side.
Place – to put foot in a certain position without putting weight on it; the
22. Region Dance Terms
sole of the foot rests on the floor. Tagalog Bilao
Hapay
Pivot – to turn with the ball, heel, or whole foot; on fixed place or point.
23.
Jaleo
Point – touch the floor lightly with the toes of one foot, weight of the body
24. Panadyak
on the other foot. Salok
25. Salok – swinging the arm downward – upward passing in front of the body Visayan Hayon-Hayon
as if scooping; the trunk is bent forward following the movement of the arm Sarok
doing the salok. Ilocano Patay
Kumintang
26. Saludo – partners with feet together bow to each other, to the audience,
opposite dancers, or the neighbors. Ibanag Masiwak

H. COMMON DANCE STEPS • Bleking 2/4 12 Heel-place, close 1

or 3/4 1,2 3 Heel-place, close 1
Dance Steps/Time Counting Step Pattern No. of • Change Step 1&2 Step, Close, Step 1
Signature Measures
– 2/4
Polka Series – 2/4
• Cross Change 1&2 Cross-step, close, step 1
• Plain Polka 1&2& Step, close step (pause) 1
Step – 2/4
• Hop Polka Ah, 1 & 2 & Hop, step, close step pause 1
• Heel and toe 1, 2, & 2 & Heel-place, toe-point; step, 2 • Contra-ganza 1&2 Leap (sideward), cross-step, 1
Polka close step (pause) – 2/4 step
• Slide Polka 1 & 2 &, 1 & 2 & Step, close step (pause) 2 • Habanera – 2/4 12& Step, close, step 1
Waltz Series – ¾ • Haplik – 2/4 12121&212 Step, step, hop, hop, step, 8
• Native waltz 1, 2, 3 Step, close, step 1 1 & 2 1 2 1 2 1, 2 step, step (turning), hop,
• Waltz 1, 2, 3 Step, close and raise heels 1 hop, step, step, step (turn-
balance Up, down ing) hop, hop, step, step,
• Cross waltz 1, 2, 3 Cross-step, close, step 1 close (pause)
Sway Balance • Mazurka – 3/4 123 Slide, cut, hop 2
Series – ¾
• Mudansa – 3/4 1 2 3 (4x) R & L Step, heel-brush, heel-step 16
• With a point 1, 2, 3 1 2, 3 Step, cross-step/Step, point 2
alternately (3x to the right)
• With a waltz 1, 2 3 1 2 3 Step, cross-step/Step, close. 2
123123 Repeat same to the left
step
123123 Step, close, step, step,
• With a hop 1, 2 3 1 2 3 Step, cross-step/Step, raise, 2
(turning) close, step
hop
Step, close, step, step,
• With a brush 1, 2 3 1 2, 3 Step, cross-step/Step brush 2
close, step (turning)
• With a raise 1, 2 3 1 2, 3 Step, cross-step/Step raise 2
• With a close 1, 2 3 1 2, 3 Step, cross-step/Step close 2 • Redoba – 2/4 123 Slide, cut, cut 1
• Double sway 1, 2 3 1 2, 3 1, 2 Step, cross-step/Step point/ 4 • Sagamantica 1 2,3 1 2,3 1 2,3 Step, close, step, close, 4
balance 3 1, 2, 3 Cross-step, step/point 1 2,3 step, close, raise, heel-place
• Bacui – ¾ 1,2 3 1,2 3 1,2 3 Cross-point step/Cross-step 4 Engaño Series – ¾
1,2,3 (rear) step/Cross-step(front) • With a waltz 1,2 3 1 2 3 Step (sideward) cross; step, 2
Step/Close (pause) close, step
• With a close 1,2 3 1 2, 3 Step (sideward); step, close 2

Dance Steps/Time Counting Step Pattern No. of PART II – ANALYZING TEST ITEMS
Signature Measures
• Paso Español 123123123 Step, close heels up, (for- 4
- 3/4 123 ward) down; step, close, and Identify the dance terms and steps used in Philippine Folk dances.
heels up, down (backward);
Step, brush-swing hop, step, Question No. 1 – Mr. Rioflorido instructed his students to do the kumintang.
brush-swing, hop What will be the correct movements execution of his students in doing the
• Papuri – 3/4 1,2 3 1,2,3 1,2 3 Step, cross-step,cross-point, 4 kumintang?
1,2,3 step, cross-step, cross-step A. The students will move their hand from the wrist in a clockwise or coun-
terclockwise direction.
• Sangig – 3/4 123 Step, close, circle in air 1
B. The students will move their hand from the elbow in a clockwise or
• Escotis – 4/4 1234 Step, close, step, hop 1 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

The correct answer is option D. Based on the book of Mrs. Francisca Aquino, The correct answer is option B. Ragragsakan is a dance among Kalinga women
“Fundamental Dance Steps and Music”, the contraganza step is described as that carries baskets or pots that are filled with goodies on their heads. The dance
leap, cross-step, step. Option A is the correct dance step pattern for change is also a festival dance among the Kalingas. Option A is incorrect because the
step. Option B describes the dance step of cross change step. Option C is the dance Idudu is a dance among the Tinggians that shows the role of a father in
step pattern for redoba step. 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
Question No. 3 – Which of the following is a dance step in 4/4 time music? dance from Benguet province. It is an all female dance but does not use baskets
A. Espunti C. Mudansa carried on their heads.
B. Mazurka D. Escotis
6. Of the following patterns of movements, the one that best describes the
The correct answer is option D. Among the dance steps mentioned in the choic-
mazurka step is ______.
es Escotis is the only dance steps performed in 4/4 time music. Espunti, Mudan-
A. slide, cut, hop C. slide, slide, hop
sa, and Mazurka are dance steps performed in ¾ time music.
B. hop, slide, close D. hop, cut, and slide
Question No. 4 – All of the following are correct except _________. 7. Which of the following associations is incorrect?
A. waltz – ¾ time signature A. Cordillera dances of Luzon C Mangyan dances of Nueva Viscaya
B. mazurka – ¾ time signature B. Tausug dances of Mindanao D. Ibanag dances of Cagayan
C. polka – ¾ time signature
8. Each of the following pairs of folk dance steps can be performed in combi-
D. sway balance – ¾ time signature
nation except the _________.
The correct answer is option C. The question is asking the one that is not ap- A. waltz and reboda C. waltz balance and paso español
propriate in the given association. Option C is the only dance step that is not B. polka and mazurka D. cross waltz and step, swing, hop
performed in ¾ time signature because it is a dance step commonly used in 2/4 9. Which of the following dance steps has an incorrect time signature in 2/4
time music. Option A, B and D are all dance steps in ¾ music. time music?
A. haplik C. polka
Question No. 5 – It is a work-dance of Kalinga women where they carry baskets B. contraganza D. sagamantica
on their heads.
10. All are four measures of music and beyond except ____________.
A. Idudu C. Bumayah
A. double sway balance C. haplik
B. Ragragsakan D. Bendian
B. mudansa D. mazurka

11. Common among rural or countryside dances are the use of implements in nations. What time signature the students will look for?
their dance. They offer the glass of wine, a hanky, a hat, or even their own A. 2/4 time music C. 4/4 time music
hands to somebody as a sign of invitation or love. This characterizes to a B. ¾ time music D. 6/8 time music
dance term which means ___________.
18. Which of the following is a Visayan d ance term?
A. salok B. sarok C. hapay D. bilao
A. Bilao B. Jaleo C. Salok D. Sarok
12. Which of the following dance steps has eight measures? 19. Which is called the unit of formation?
A. bacui B. chotis C. haplik D. sagamantica 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 20. Of the following folk dances, which has a combined rhythm?
A. Alitaptap C. Lanceros de Negros
14. Joseph is demonstrating the correct movement of hayon-hayon. Which of B. Tiklos D. Los Bailes de Ayer
the following is the correct movement pattern that King June Four will show?
21. Which of the following folk dances can be performed in ¾ time music?
A. He will place his forearm in front and the other at the back of his waist.
A. Cariñosa C. Polka sa Nayon
B. He will cross his arms in front and open it to second position.
B. Tiklos D. Polka Antigo
C. He will place both his arms at one side.
D. He will scoop his one arm up to fifth position. 22. What is the rythm pattern of escotis?
A. uneven B. even C. broken D. syncopated
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 23. Which of the following is an occupational dance?
is __________. A. Polka sa Nayon C. Biniganbigat
A. 1 and 2 B. 1 2 C. 1 2 and D. 1 2 3 B. Lanceros de Negros D. Mananguete
24. You are instructing your class to do one sway balance with a waltz right
16. Kheeno is performing a sway balance with a waltz in his dance class. The
and left alternately, two waltz steps right and left, and one waltz turn. How
counting that he will use when doing the sway balance with a waltz is ____.
many measures are there in the combination?
A. 1, 2 3/1 2 3 C. 1,2 3/ 1,2 3
A. 6 measures C. 12 measures
B. 1, 2 3/ 1 2, 3 D. 1,2 3/ 1,2,3
B. 8 measures D. 16 measures
17. Mr. Reyes asked his students to do a combination of the following dance 25. Which dance is very popular in the Bicol Region that is commonly performed
steps; change, step, heel and toe change step, polka, heel and toe polka. during wedding celebrations?
He advises his students to get a folk dance music to accompany the combi- A. Kuratsa B. Pandango C. Sinakiki D. Pantomina

wrists halfway clockwise then raise and lower wrist once or twice?
PART III – ENHANCING TEST TAKING SKILLS A. panadyak C. free hand
B. masiwak D. kumintang
1. The waltz is done in what tempo?
9. This is done by bending halfway the knees and body slightly with a bow of
A. slow C. moderate
the head. It is called ____.
B. marching D. fast
A. curtsy C. Dip
2. This is a kind of movement wherein the dancer glides one foot forcibly on B. do-si-do D. Draw
the floor with or without transfer of weight. It is called _______. 10. This dance term is executed by swinging the arm downward passing infront
A. step C. pivot of the body as if scooping with the trunk bending forward following the
B. tap D. slide movement of the arm. The term for this is __________.
3. Which type of dance is performed in social gathering to honor the guest? A. slide C. salok
A. Pantomina C. Papuri B. swing D. sarok
B. Pandanggo D. Putritos 11. When two people walk toward each other, pass by right shoulder, step side-
4. What is a Samal dance class of noble women which shows off women’s ward to the right and return to position, walking backward, passing left
dexterity and flexibility of the shoulders, elbows and wrist joints? shoulder the movement is called _______.
A. Sua-ko-Sua C. Janngay A. cross-over C. counterclockwise
B. Maglanka D. Kancingan B. do-si-do D. clockwise
12. The toe or ball or free foot is placed momentarily on floor and lifted again
5. What is the national dance of the Philippines?
immediately again is called ________.
A. Singkil C. Rigodon
A. touch C.
pivot
B. Cariñosa D. Tinikling
B. step D.
tap
6. Which of the following dances use fighting implements?
13. The free foot is drawn toward the foot which supports the body weight by
A. Lanceros C. Rigodon
pressing the toes against the floor as the close is made is called _________.
B. Sagayan D. Pabo
A. bow C. brush
7. A dance step of sixteen measures is ______________. B. draw D. cut
A. haplik C. papuri 14. Subli is a dance honoring the wooden cross. It originates from _______.
B. sagamantica D. mudansa A. Bohol C. Cavite
8. What is an Ibanag dance term wherein the dancers turn their hands from the B. Batangas D. Mindoro

15. It is a dance among the Apayaos imitating the high – flying bird and is called 21. Which steps have the same time signature?
________. A. polka and redoba
A Bendian C. Say - yam B. change step and waltz balance
B. Pattong D. Turayen C. kuradang and contraganza
D. espunti and sangig
16. Who are called “Peacocks of the mountain”?
A. Bontocs C. Kalingas
B. Benguets D. Apayaos Read the paragraph below and answer the questions that follow.
17. Which is a dance among the Maranaos which displays the women’s simpli-
You are teaching a unit of folk dance to your first year students. They will be learning
city and elegant walk with the use of beautifully decorated umbrellas?
the dance Subli. Answer the following questions that will help your class under-
A. Sagayan C. Pag-aper
stand thoroughly the nature and characteristics of the dance.
B. Kapamalong D. Kakulangan
18. This is Palawan’s famous ceremonial rite of healing the sick, imploring and 22. What is the sociological context of the dance?
thanksgiving for a good and bountiful harvest. Its name is _______. A. Subli is a festival dance from Quezon.
A. Pagdidiwata C. Binaylan B. The dance comes from two tagalog words “sumubsob” at “bumali”.
B. Blit-Blaan D. Sohten C. It is a dance in honor of the Mahal na Poong Sta. Krus.
D. The dance showcases the use of bamboo sticks.
19. Which of the following folk dances are classified as ceremonial dances?
1. Dugso 23. What is the correct time signature of the music used in the dance?
2. Putong A. 2/2 time signature C. ¾ time signature
3. Pandang-Pandang B. 2/4 time signature D. 4/4 time signature
4. Daling-Daling
24. Which of the following steps are common to the dance?
A. 1 and 2 C. 3 only A. Change step C. Mincing steps
B. 3 and 4 D. 4 only B. Mazurka D. Polka steps
20. The National Artist in dance who is also known as the Mother of Folk Dance 25. What are the basic arm movements used in the dance?
is ______. A. Bilao and Hayon-hayon C. Hapay and Salok
A. Lucrecia Urtula C. Leonor Orosa Goquingco B. Sarok and Kewet D. Masiwak and Forearm turn
B. Corazon Iñigo D. Francisca Reyes Aquino


Research in MAPEH MAPEH (Music, Arts, Physical Education and Health)
Research in MAPEH Definition of Terms
Applied Research Type of research that has direct value to practitioners but
in which the researcher has limited control over research
Prepared by: setting.
Dr. Larry A. Gabao
Basic Research Type of research that may have limited direct application
but in which the researcher has careful control of the
Competencies: situation.
Biomechanics The application of the physical laws of motion to the study
1. Determine appropriate of biological systems.
research methods for Music, Case Study Form of descriptive research in which a single case is
Arts, Physical Education and studied in depth to reach a greater understanding about
other similar cases.
Health. Categorical Response Type of closed question that offers the subject only two
2. Define and Review the responses such as “yes” or “no.”
various types of research in Categorical Variable A kind of independent variable that cannot be manipula-
MAPEH. ted because it is categorized by age, race, sex, and soon;
also called moderator variable.
3. Apply theories and principles Central Tendenc A single score that best represents all score.
in conducting MAPEH Closed Question Category of question found in the questionnaires or inter
Research. views that requires a specific response and that often
takes the form of rankings, scaled items
308 PNU LET Reviewer Dr. Larry A. Gabao

MAPEH (Music, Arts, Physical Education and Health) Research in MAPEH
Content Validity Condition that is claimed (usually in educational settings) Historical Research Type of research that deals with events that have already
when a test adequately samples what was covered in the occurred
course.
Hypothesis The anticipated outcome of the study or experiment.
Cross-sectional Study Methods of research in which samples of subjects from
different age groups are selected in order to assess the Independent Variable The part of the experiment that the researcher is manipu-
effects of maturation. lating; also called the experimental or treatment variable.
Cross Validation Technique to assess the accuracy of a prediction formula Internal Reliability The extent of agreement among different observers con-
in which the formula is applied to a sample not used cerning the description of events.
when the formula was developed. Internal Validity The extent to which the results of a study can be attribu-
Dependent variable The effect of the independent variable; also called the ted to the treatments used in the study.
yield. Likert Scale Type of closed question that requires the subject to res-
Descriptive Research Type of research concerned with status, including tech- pond by choosing one of five scaled items with the
niques such as surveys, case studies, and developmental assumption that there are equal intervals between items.
research. Mean A statistical measure of central tendency that is the ave-
Developmental Study of changes in behavior across the life span. rage score of the group.
Research Median A statistical measure of central tendency describing the
Empirical Describes data or a study that is based on objective ob- middle score in a group.
servations. Mode A statistical measure of tendency that is the most fre-
External Reliability The content of the data in qualitative research that deter- quently occurring
mines the degree to which a study can be repeated. Normal Curve Distribution of data in which the mean, median and mode
Experimental Type of research that involves the manipulation of treat- are the same point (center of distribution) and ± 1 s from
Research ments in an attempt to establish cause-effect relation the median includes 68% of the scores, ± 2 s from the
ships. mean, includes 95% of the scores, and ± 3 s includes
99% of the scores.
External Validity The generalizability of the results of the study.
Normative Survey Survey method that involves establishing norms for abili-
ties, performances, beliefs and attitudes.
Dr. Larry A. Gabao PNU LET Reviewer 309

Null Hypothesis Hypothesis that is primarily used in the statistical test for the use of more than one source of data to substantiate a
the reliability of the results that says that there are no researcher’s conclusion.
differences among treatments (or no relationship among
variables). Validity The degree of difference between each individual score
and the central tendency.
Paradigm A scientific model and the approaches used to test the
model; also called perspective, tradition, and approach in The Nature of Research
historical research.
The word “research” may mean several understanding depending on the peo-
Probability The odds that a certain event will occur.
ple’s background, purpose, and usage. This particular explanation will deal more
Qualitative Research Research method that involves intensive, long-time ob- on the educational aspect of research whereby it means careful and systematic
servation in a natural setting; precise and detailed recor- procedure to solve some problems and objectives.
ding of what happens in the setting; interpretation and
analysis of the data using description, narratives, quotes, Characteristics of research:
and charts and tables. Can also be called ethnographic,
• Systematic – Problem solving is accomplished though the identification and
naturalistic, interpretive,, grounded, phenomenological,
labeling variables and is followed by the design of research that tests the rela-
subjective, and participant observational.
tionships among these variables. Data are then collected that, when related to
Questionnaire Type of paper and pencil survey used in descriptive re- the variables, allow for the evaluation of the problem and hypothesis.
search in which information is obtained by asking sub- • Logical – Examination of the procedures used in the research process allows
jects to respond to questions rather than by observing researches to evaluate the conclusions that are drawn.
their behavior. • Empirical – The researcher collects data on which to base decisions.
• Reductive – Research takes many individual events (data) and uses them to
Reliability The consistency and dependability of a measure. establish more general relationships.
• Replicable – The research process is recorded, enabling others to test the
Research Proposal A formal preparation that includes the introduction, re-
findings by repeating the research on previous results.
view of literature, and proposed method for conducting
the study.
Applied and Basic Research
Standard Deviation An estimate of the variability of the scores of a group
around the mean. 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
Triangulation Term borrowed from the field of surveying that refers to research setting but to give results that are of direct value to practitioners.
Basic Research – Usually deals with theoretical problems, has the laboratory ring of data. This is more guided with observations and experience rather
as the setting, may frequently use animals as subjects, has carefully controlled than theory. These are pitfalls regarding experience because it is limited.
conditions, and procedures results that have limited direct application.
The Scientific Method of Problem Solving
Quality Research – Always involve some or all of the following components
• Identification and delimitation of a problem Basic steps in Scientific Method
• Searching, reviewing and effectively writing about relevant literature
• Specifying and defining testable hypotheses Step 1. Developing the Problem (Defining and Delimiting)
• Designing the research to test the hypotheses Designing and executing a selected topic with sound investigation and
• Selecting, describing, testing and treating the subjects careful study.
• Analyzing and reporting the results Step 2. Formatting the Hypotheses
• Discussing the meaning and implications of the findings. Expected results or anticipated solution based on some theoretical
construct or results of previous studies.
Unscientific vs Scientific Methods of Problem Solving Step 3. Gathering the Data
Method of acquiring the necessary data must be thoroughly discussed,
Humans Self Method of Solving Problems the reliability of measuring instruments, the controls that should be
a. Tenacity – changing to certain beliefs regardless of the lack of supporting employed, and the objectivity of the data gathering process. Internal
evidence. and external validity are related to the research design.
e.g. Unlucky day seeing a BLACK cat Internal validity refers to the extent to which results can be attributed
Wearing a lucky dress, cap, hat, shoes, etc. to the treatments used in the study.
b. Intuition – or sometimes considered common sense. External validity pertains to the generalibity of the results.
e.g. Winning a raffle, passing exams
c. Authority – reference to some authority as source of knowledge or totally Step 4. Analyzing and Interpreting Results
dependent on what authority is saying without verified results or knowledge Analysis and interpretation of results provided by evidences to support
such. the research synthesizing the data to contribute to the development of
d. Rationalistic Method – rationalizing knowledge a theory.
e.g. All basketball players are tall.
Tom Thumb is a basketball player. Types of Research
Therefore Tom Thumb is tall
(In this case, Tom Thumb happens to be a dwarf) 1. Analytical Research
e. Empirical Method –the word empirical denotes experience and the gathe- Involves in-depth study and evaluation of available information in an attempt to

explain complex phenomena. The different types of analytical research are: searcher can rephrase questions and ask additional ones to clarify respon-
ses and secure more vivid results. Becoming a skilled interviewer requires
• Historical Research
training and experience. Telephone interviewing has become increasingly
Deals with events, organizations, institutions and people that have already
more common in recent years, mainly because of cost. Telephone inter-
occurred. Locating pertinent sources of information (primary or secondary)
views costs half as much as face-to-face interviews and has the additional
concerning the specific problem.
advantage of being able to cover a wide geographical area, which is gene-
• Philosophic Research
rally a limitation in personal interviews.
Critical inquiry. The researcher establishes a hypothesis, examines and a-
nalyzes existing facts and evidences into a workable theoretical model. • Normative Study
• Literature Review The normative study generally seeks to gather performance or knowledge
Paper reviews involves analysis, evaluation, and integration of published data on a large sample from a population and to present the results in the
literature after leading to a conclusion. form of comparative standards or norms.
• Meta-Analysis
SAnalyzing the findings from numerous studies. • Case Study
The case study is used to provide detailed information about an individual
2. Descriptive Research (or institution, community etc.) the case study aims to determine unique
Primarily concerned with status. Most prevalent is the use of questionnaires. characteristics about the subject or condition. This descriptive research
Other forms include: technique is used widely in fields such as medicine, psychology, counse-
ling, and sociology. The case study is also a technique used in qualitative
• Questionnaires research.
The questionnaire usually strives to secure information about present
The researcher attempts to gather and analyze as much information about
practices, conditions, and demographic data. Occasionally, a questionnaire
the case as possible. Sometimes, subjects who are high achievers are
asks for opinion or knowledge.
studied, and often the lower performer serves as the subject.
The researcher must take great care in preparing the questionnaire to
obtain valid and reliable responses. However, the questionnaire has ac- • Job Analysis
quired an unfavorable reputation as research tool in some fields. This has The objective of the job analysis is to describe in details the various du-
been the result of poorly designed and overused questionnaires. ties, procedures, responsibilities, preparation, advantages, and disadvan-
tages of a particular job. Used widely in vocational training and counseling,
• Interview the job analysis research procedures require time, attention to details, and
The interview and the questionnaire are essentially the same technique a variety of data-gathering techniques. The job analysis has not been used
in so far as their planning and procedures are concerned. Obviously, the to a great extent in health and physical education, recreation and dance,
interview has certain advantages over the questionnaire in that the re but some studies dealing with the duties of athletic director, intramural

director, and physical education teacher have been conducted. tolerance; or the correlation between attitudes and behavior, as in the
attitude toward fitness activities.
• Documentary Analysis
The documentary analysis could be classified under analytical research Sometimes correlation is employed to predict performance. For example, a
because it is used in literature reviews, historical studies, and other areas. researcher may wish to predict body fat percentage from skin fold mea-
However, the form of documentary analysis included in descriptive re- surements. First, the correlation between percent body fat (as measured)
search is directed primarily at establishing the status of certain practices; by a method such as underwater weighing) and skinfold measurements
areas of interest; and the prevalence of certain errors, usage of terms, and is established with a sample of subjects. Percent fat can the be predicted
space counts. For example news papers or magazines might be studied to for other subjects on the basis of this relationship simply by using skinfold
determine the extent of coverage (and thus public interest) devoted to cer- measurements. Correlational research is descriptive in that you cannot
tain sports or recreational activities. A study to ascertain the frequency of presume a cause-and-effect relationship. All that can be established is that
use of various statistical procedures in a research journal also falls under there is an association between two or more traits or performances.
the category of documentary analysis.
3. Experimental Research
• Developmental Studies
In developmental research, the investigator is usually concerned with the Experimental research is usually acknowledged as being the most scientific of
interaction of learning or performance with maturation. For example, a re- all the types of research because the researcher can manipulate treatments to
searcher may wish to asses the extent to which the ability to process in- cause things to happen. (i.e., a cause-and-effect situation can be established).
formation can be attributed to maturation as opposed to strategy, or the This is in contrast to other types of research in which already existing pheno-
researcher may desire to determine the effects of growth on a physical mena or data from the past are observed and analyzed. For an example of an
parameter such as aerobic capacity. experimental study, assume the Virginia Reel, a dance teacher, hypothesizes
that students would learn more effectively through the use of a videotape. First,
Developmental research can be undertaken by what is called the longitudi- she randomly assigns students to two sections. One section is taught by the is
nal method, whereby the same subjects are studied over a period of years. called traditional method (explanation, demonstration, practice and critique).
Obvious logistical problems are associated with longitudinal studies, so an The other section is taught in similar manner, except the students are filmed
alternative is to select samples of subjects from different age-groups to while practicing and can thus observe themselves at the same time the teacher
asses the effects of maturation. This is called the cross-sectional approach. critiques their performances. After 9 weeks, a panel of dance teachers evalu-
ates both sections. In this study, method of teaching is the independent variable
• Correlational Studies and dance performance (skill) is the dependent variable. After the groups’
The purposes of the correlational study is to examine the relationship bet- scores are compared statistically, Virginia can conclude whether her hypothesis
ween certain performance variables, such as heart rate and ratings of per- can be supported or refuted.
ceived exertion; the relationship between traits such as anxiety and pain

In experimental research, the researcher attempts to control all factors except constitute a research method. The term “ethnography” has been closely asso-
the experimental (or treatment) variable. If the extraneous factors can be suc- ciated with anthropology, although it has been adapted by educational re-
cessfully controlled, then the researcher can presume that the changes in the searchers. The term refers to the process of re-creating for the reader the
dependent variable can presume that the changes in the dependent variable shared beliefs, practices, and behaviors of some group of people. Participant
are due to the independent variable. 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
Several research designs are used in experimental research. Not all designs observer who has almost no involvement in the activity to a complete partici-
are truly experimental in that the independent variable cannot always be mani- pant who is totally involved in the activity. The degree of involvement is deter-
pulated. In a study of learning strategies of brain-damaged and normal children, mined by type of information designed and sometimes by how much involve-
the researcher certainly would not take a sample of children and cause half of ment is permitted. The case study was mentioned in the section on descriptive
them to become brain damaged; instead children with brain damage would be research. It is also an important technique in qualitative research. It is used
chosen for the study. Similarly, a researcher wishing to compare training res- for diagnosing problems; for evaluating programs, practices, and policies; and
ponses of men and women would select subjects from each sex and then com- for developing insights into the behavior of individuals and groups.
pare their responses. Thus when there are preexisting differences such as sex,
race, age, and personality traits, the independent variable is not truly indepen- The basic characteristics of qualitative research include the following:
dent but categorical. Such design is an example of quasi-experimental design. • Intensive, longtime observation and participation in natural a setting.
• Precise and detailed recording of what happens in the setting through the
4. Qualitative Research use of field notes, audiotapes, videotapes, and other kind of documentary
In physical education, exercise science, and sport science, qualitative research evidence.
is so called the new kid on the block. Actually, qualitative research has been • Interpretation and analysis of the data through the use of rich description,
used for many years in other fields, such as anthropology and sociology. Re- interpretative narratives, direct quotes, charts and tables, and sometimes
searches in education have been engaged in qualitative methods longer than statistics (usually descriptive)
researches in our fields. As previously mentioned, several names are given to The nature of the data and analysis sometimes leads to questions different than
this research (ethnographic, naturalistic, interpretative, grounded, phenomo- those formulated at the beginning of the study if they more accurately capture
logical, subjective and participant observational). Some of these are simply the participants’ perspectives that the original focus questions.
name differences, whereas some have different approaches and points of fo-
cus. We have arbitrarily lumped them all under the heading of qualitative re- Qualitative research is different from other research methods. It is a systematic
search as that seems to be the most common term used in our field. method of inquiry, and it follows a scientific method of problem solving to a
considerable degree; however, it deviates in certain dimensions. Qualitative re-
It is important to note that the term “qualitative” infers interpretative, as op- search rarely establishes hypotheses at the beginning of the study. It proceeds
posed to simple, description. Description is a technique an as such does not

in an inductive process in developing hypotheses and theory as the data un-

folds. 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 per-
ceptions 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 nu-
merical data in quantitative types of research.
The qualitative researcher is interested with the process rather than the pro-
duct. 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 hypothe-
ses 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 un-
doubtedly 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.

Chapter 1: Introduction Chapter 4: Results
Here the problem is defined and delimited. The researcher specifically identifies The results chapter presents the pertinent findings from the analysis of data. It
the problem and states the research hypotheses. Certain terms critical to the study corresponds to the step in the scientific method in which the results are scrutinized
are operationally defined for the reader, and limitations and perhaps some basic as to their meaningfulness and reliability.
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 Chapter 5: Discussion and Conclusions
literature review is instrumental in the formulation of hypotheses and the deductive
reasoning leading to the statement of the problem. In this last step in the scientific method, the researcher employs effort to ana-
lyze 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
Chapter 2: Review of Related Literature as to their acceptability. Then, on the basis of the analysis and discussion, conclu-
sions 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. How-
ever, because the purpose here is to make the thesis format parallel to the da-
ta-gathering steps, this chapter relates to the scientific method. First, the research-
er explains how the data were gathered. The subjects are identified, the measuring
instruments are described, the measurement and treatment procedures are pre-
sented, 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.

C. Right to confidentiality
PART II – ANALYZING TEST ITEMS D. Right to human dignity
5. The researcher’s questioning is well meaning and sensitive to the person

For Competency Number 1: or subject.
A. The right to remain anonymous
Determine appropriate research methods for Music, Arts, Physical Education and
B. The right to privacy and nonparticipation
Health.
C. The right to confidentiality
1. Enrico Rosales wanted to discover the origins of a sport way back the time D. The right to human dignity
of Modern Olympics in 1896. What type of research method will Mr.
6. The researcher has to tell honestly the subjects of his intention not to di-
Rosales use?
vulge identities and data.
A. Normative Study C. Philosophic Research
A. The right to privacy and nonparticipation
B. Analytic Study D. Historical Research
B. The right to remain anonymous
2. In the selection of subjects in a problem of who plays the violin better be- C. The right to confidentiality
tween male or female, the subjects’ characteristics are extremely pertinent. D. The right to human dignity
What method can be best utilized to select the subjects?
7. In the conduct of experiments using the different meaning instruments in
A. Random sampling C. Draw lots sampling
measuring sports skills, attitude, & habit, the researcher bears the follo-
B. Fish-bowl sample D. Purposive sampling
wing: To generate accurate information in a sport psychology study regar-
3. Which is research subjects rights must be considered in the following? ding the influence of steroid usage which test is more appropriately
Identification number is used rather than the name. selected.
A. Right to remain anonymous A. Steroid Knowledge Test C. Personality Trait Measure Test
B. Right to privacy and nonparticipation B. Responsible Drug Test D. All of the above
C. Right to confidentiality
8. Motor behavior is conducted to test the subjects.
D. Right to human dignity
A. Reaction and Movement Time C. Movement Tine
4. The researcher does not ask unnecessary information and should even ask B. Reaction Time D. Measured Time
consent from parents.
9. Vincent is conducting a research to find out the cause and effect of his
A. Right to remain anonymous
newly developed exercise routine.
B. Right to privacy and nonparticipation

What type of research will he use? 16. What it would be like if I make my students feel comfortable and happy?
A. Correlational Studies C. Development Studies A. Hypothetical C. Interpretive
B. Experimenting Research D. Documentary Analysis B. Ideal D. Subjective
10. In the descriptive type of research, what is the most commonly utilized 17. In the descriptive type of research several observations are made. There
instrument to obtain factual data? are commonly used procedures for recording observational data. Which
A. Survey C. Interview type of observation recording can be utilized in the difficulty of counting
B. Questionnaire D. Essay movement occurrences?
A. Narrative or continual recording C. Interval Method
11. The artifacts found in the Mangyan culture are well described in their art-
B. Tallying or frequency counting D. Duration Method
works inscribed in wood and bamboo carvings. Which type of research
study can be used to validate the information?
18. The recording is done in a series of occurrences on movement happening.
A. Experimental Research C. Historical Research
A. Narrative or continual recording C. Interval Method
B. Quantitative Research D. Qualitative Research
12. Triangulation of data is appropriately utilized in
A. Experimental Research C. Historical Research 19. The recording is done each time the movement occurs
B. Quantitative Research D. Qualitative Research A. Narrative or continual recording C. Interval Method
13. The best technique employed in a survey using a series of questionnaires
in order for the subjects to arrive to a decision is 20. The recording is done in a time device on how much time a movement
A. Open-ended Survey C. Nero-Interview Method occurs.
B. Delphi Survey Method D. Normative Survey A. Narrative or continual recording C. Interval Method
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 21. Research characterizes scientific search for result or findings. In order to
my first day of teaching? protect the study one material must possess a characteristic which is valid.
A. Ideal Question C. Interpretive Question What kind of technique will one utilize on this principle?
B. Hypothetical Question D. Subjective Question A. Cross Validation C. External Validation
B. Internal Validation D. All of the above
15. What it would be like if I handle the best or least section of grade six pupils?
A. Ideal C. Interpretive 22. Historical Research involves different types of research methods for accu-
B. Hypothesis D. Subjective racy of reporting. Which of the following best describe the type of historical

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 1. One characteristic of strong research follows an examination of the pro-
C. Experimental Historical Report cedures which allows the researcher to evaluate the necessary conclusion.
D. Methodological Historical Report This characteristic pertains to what principle?
A. Systematic C. Empirical
23. To compare the Inter-collegiate intramurals in 2005 at the Philippine Nor- B. Logical D. Replicable
mal University and today what type of historical report can be used?
A. Analytic Historical Report 2. There are Humans self method are sometimes attempted to influence re-
B. Descriptive Historical Report search findings. Which of the following options dictate doubts of reliability
C. Experimental Historical Report using common sense?
D. Methodological Historical Report A. Authority type of solving problem
B. Intuition
24. Writing the research report is both prepared in a scientific procedure. The C. Empirical
written report follows an appropriate format and the oral report or defense D. Rationalistic
is well patterned. When preparing for a oral defense which is a more attrac-
tive presentation via PowerPoint presentation of numerical data? 3. In developing a problem, one basic requirement is to clearly spell out what
A. Graphical Presentation C. Puzzle Type Presentation the intention is all about. Which option below can be applied?
B. Word Text Presentation D. Audio-Visual Presentation A. Formulating Hypothesis C. Analyzing Result
B. Gathering Data D. Defining and Delimiting
25. In a big conference or meetings of sycholars which has the most usable
method of research presentations? 4. Jun Posadas is a political celebrity in the ZTE Deal scandal. To find out
A. Oral Presentation C. Plenary Presentation more of the details of this person, one can apply which type of research?
B. Poster Presentation D. Group Presentation A. Correlational Studies C. Developmental Study
B. Case Study D. Interview
5. Music and dance of the ethnic groups vary in many aspects of interpreta-
tions 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
6. A hypothesis is established prior to the conduct of actual research. This is 12. The degree to which a test or instrument measures what it intends to mea-
done to test the reliability of the result that says there are no differences on sure is known as
relationship among variables. Which of the following is appropriately used? A. Reliability C.
Stability
A. The hypothesis is true and valid B. Validity D.
Probability
B. The hypotheses is null and valid
C. The hypothesis is null 13. In measuring physical fitness, the most valid test for cardio-vascular fitness
D. The hypotheses is not true and valid is called
A. Step test C. VO2 Max
7. When two variables are measured on their degree of association a simple B. Flex-Arm Hang D. Distance Run
correlation is used known as
A. Pearson r C. Z - test 14. Skinfold thickness with the use of calipers or the accuracy of predicting
B. T – test D. Central Tendency percent of fat is an anthropometric measure also known as
A. Density C. Body Composition
8. A Statistical computation is used whether the independent variable (weight B. Density Volume D. Body Fat
training vs. regular activity) produces a change in the dependent variable
(standing long jump score). The test to be used is 15. Which of the following is an open-ended question?
A. Pearson r C. Central Tendency A. How do you like your job? C. Where do you work?
B. Z – test D. T – test B. What is your job? D. What is your work?
9. To select subjects to represent a larger population is known as: 16. Which part of the process is developing the problem of the study relates the
A. Sampling C. Subject Sampling bulk of reviews and attempting compare similarities and differences?
B. Random Sampling D. Sample Sampling A. Identifying the problem C. Review of related literature
B. Developing Hypothesis D. Background of the study
10. A concept that deals with certain things to happen is called.
A. Frequency C. Tendency 17. A study on teacher pedagogical skills to handle the piano lessons are ca-
B. Equally likely event D. Probability pable in terms of knowledge and skills. What type of research activity is
being considered?
11. When a researcher wants to determine the average of two or more correla- A. Basic assumptions and limitations
tion he will use a tool called B. Basic and applied research
A. Z – test C. Correlation Test C. Basic Procedure
B. T – test D. Prediction test D. Basic Understanding

18. The most common tool for research in striving to secure information about 25. Terms used in the study may come in different interpretations. If terms are
practices, conditions, and demographic data is called: observational and on actual usage, the definitions may be called as
A. Questionnaire C. Documentary Analysis A. Preferable Term C. Operational Terms
B. Interview D. Background of the study B. Conditional Term D. Dictionary Terms
19. 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

Answer Key MAPEH (Music, Arts, Physical Education and Health)
ANSWER KEY
The Visual Arts Integrated Music Theory Conducting, Instrumental Asian Music
and Vocal Groups
Part II Part III Part II Part III Part II Part III Part II Part III
1. C 1. A 1. B 1. A 1. C 1. B 1. B 1. B
2. D 2. D 2. C 2. C 2. A 2. A 2. C 2. C
3. A 3. D 3. A 3. B 3. B 3. B 3. C 3. B
4. C 4. C 4. C 4. A 4. C 4. C 4. A 4. A
5. B 5. B 5. B 5. A 5. C 5. D 5. C 5. A
6. D 6. D 6. D 6. C 6. B 6. D 6. A 6. C
7. B 7. B 7. B 7. C 7. D 7. D 7. C 7. B
8. C 8. B 8. B 8. A 8. C 8. C 8. D 8. A
9. B 9. A 9. A 9. C 9. B 9. C 9. C 9. C
10. C 10. B 10. C 10. D 10. A 10. A 10. A 10. C
11. A 11. D 11. D 11. D 11. B 11. C 11. A 11. B
12. D 12. C 12. C 12. A 12. D 12. B 12. B 12. A
13. D 13. C 13. A 13. C 13. B 13. C 13. A 13. C
14. A 14. C 14. C 14. A 14. A 14. C 14. B 14. B
15. C 15. D 15. A 15. B 15. C 15. C 15. A 15. D
16. D 16. B 16. C 16. C 16. B 16. B 16. B 16. C
17. B 17. A 17. D 17. A 17. C 17. D 17. C 17. A
18. C 18. D 18. A 18. B 18. A 18. B 18. B 18. C
19. D 19. B 19. C 19. A 19. D 19. D 19. C 19. D
20. B 20. B 20. C 20. B 20. D 20. A 20. C 20. A
21. C 21. C
22. B 22. B
23. C 23. B
24. C 24. B
25. D 25. A
322 PNU LET Reviewer

MAPEH (Music, Arts, Physical Education and Health) Answer Key
Foundations of Physical International Folk Dance

Philippine Music Western Music Education and Other Dance Forms
1. C 1. C 1. A 1. A 1. D 1. D 1. C 1. C
2. B 2. B 2. C 2. B 2. C 2. B 2. B 2. B
3. C 3. B 3. D 3. C 3. A 3. D 3. B 3. D
4. D 4. C 4. C 4. D 4. D 4. C 4. A 4. C
5. B 5. D 5. A 5. B 5. B 5. C 5. A 5. A
6. D 6. D 6. C 6. C 6. D 6. A 6. B 6. B
7. B 7. B 7. C 7. A 7. A 7. B 7. A 7. D
8. C 8. C 8. A 8. B 8. D 8. B 8. C 8. B
9. D 9. D 9. B 9. A 9. C 9. C 9. A 9. A
10. C 10. A 10. D 10. B 10. A 10. C 10. C 10. A
11. C 11. B 11. A 11. D 11. C 11. B 11. C 11. A
12. D 12. B 12. B 12. A 12. D 12. C 12. D 12. B
13. C 13. C 13. A 13. D 13. D 13. B 13. A 13. B
14. A 14. B 14. A 14. C 14. D 14. D 14. B 14. D
15. B 15. C 15. A 15. A 15. C 15. D 15. A 15. A
16. B 16. A 16. A 16. D 16. C 16. B 16. B 16. A
17. A 17. A 17. C 17. D 17. A 17. B 17. C 17. C
18. A 18. B 18. A 18. A 18. C 18. C 18. D 18. B
19. D 19. B 19. B 19. C 19. C 19. A 19. C 19. D
20. D 20. D 20. B 20. B 20. C 20. D 20. B 20. B
21. B 21. A 21. C 21. C
22. B 22. C 22. D 22. D
23. B 23. B 23. D 23. D
24. A 24. A 24. C 24. B
25. A 25. D 25. C 25. C
PNU LET Reviewer 323

Methods and Techniques Organization and

of Teaching Physical Management of Physical Health Practicum Special Education
Education and Health Education and Health
1. D 1. C 1. D 1. C 1. B 1. C 1. A 1. A
2. C 2. A 2. D 2. A 2. B 2. A 2. C 2. A
3. D 3. D 3. A 3. B 3. D 3. D 3. D 3. B
4. D 4. B 4. B 4. C 4. C 4. A 4. A 4. C
5. A 5. A 5. C 5. B 5. B 5. B 5. D 5. C
6. B 6. B 6. C 6. D 6. A 6. C 6. A 6. A
7. B 7. D 7. B 7. A 7. C 7. B 7. D 7. D
8. A 8. C 8. A 8. B 8. B 8. C 8. D 8. D
9. C 9. C 9. A 9. B 9. D 9. D 9. A 9. B
10. B 10. A 10. B 10. D 10. C 10. D 10. D 10. B
11. D 11. A 11. B 11. A 11. C 11. B 11. B 11. C
12. C 12. B 12. D 12. B 12. B 12. D 12. B 12. D
13. A 13. C 13. D 13. D 13. A 13. D 13. B 13. B
14. D 14. C 14. A 14. C 14. B 14. C 14. C 14. C
15. A 15. B 15. C 15. C 15. D 15. D 15. A 15. B
16. B 16. B 16. C 16. A 16. C 16. B 16. D 16. B
17. C 17. C 17. A 17. A 17. B 17. A 17. D 17. A
18. D 18. C 18. B 18. D 18. D 18. B 18. C 18. D
19. D 19. B 19. C 19. A 19. B 19. B 19. A 19. B
20. A 20. D 20. D 20. C 20. C 20. D 20. B 20. B
21. B 21. C 21. C 21. A 21. B 21. A 21. A 21. A
22. B 22. A 22. A 22. B 22. C 22. C 22. C 22. D
23. C 23. A 23. D 23. A 23. B 23. B 23. C 23. A
24. D 24. D 24. B 24. D 24. A 24. C 24. B 24. A
25. C 25. B 25. D 25. A 25. A 25. D 25. D 25. A

MAPEH (Music, Arts, Physical Education and Health) Answer Key
Anatomical, Mechanical Principles, Strategies and Individual, Dual and

Gymnastics and Physiological Bases of Coaching and Officiating Combative Sports
Movements Techniques
Part II Part III Part II Part III Part II Part II Part III
1. C 1. C 1. C 1. B 1. A 1. B 21. C 1. C
2. C 2. C 2. D 2. A 2. A 2. C 22. D 2. C
3. D 3. C 3. B 3. C 3. D 23. C 3. B
3. A
4. B 4. A 4. A
4. B 4. C 4. A 4. A 24. C
5. D
5. B 5. C 5. D 5. D 5. B 5. A 25. D 6. B
6. B 6. B 6. D 6. C 6. B 6. B 26. A 7. C
7. C 7. C 7. A 7. A 7. B 7. B 27. C 8. A
8. D 8. A 8. A 8. C 8. C 8. C 28. A 9. C
9. A 9. A 9. C 9. C 9. B 9. C 29. A 10. C
10. B 10. A 10. B 10. B 10. A 10. D 30. C 11. A
11. D 11. D 11. C 11. D 31. C 12. B
11. A
12. C 13. D
12. A 12. C 12. C 12. A 32. C
14. C
13. A 13. A 13. C 13. B 13. D 33. A 15. A
14. C 14. C 14. D 14. C 14. B 34. C 16. B
15. B 15. B 15. D 15. C 15. A 35. A 17. A
16. C 16. A 16. A 16. A 16. B 36. A 18. C
17. B 17. D 17. C 17. C 17. C 37. C 19. B
18. A 18. B 18. C 18. A 18. C 38. A 20. D
19. A 19. B 19. B 19. A 39. B 21. A
19. C
20. D 22. C
20. A 20. C 20. A 20. A 40. B
23. C
21. B 21. A 21. C 21. B 24. D
22. D 22. C 22. C 22. C 25. B
23. C 23. A 23. B 23. A 26. A
24. C 24. A 24. D 24. B 27. B
25. B 25. A 25. C 25. A 28. C
29. B
30. A

Personal, Community,
Team Sports Environmental Health, Philippine Folk and Ethnic Research in MAPEH
Safety Education and Dances
First Aid
Part II Part III PRE-BOARD Part II Part III Part II Part III Part II Part III
1. B 1. D 1. B 1. C 1. A 1. A 1. C 1. D 1. B
2. A 2. C 2. B 2. B 2. D 2. D 2. D 2. D 2. B
3. D 3. B 3. A 3. A 3. B 3. D 3. C 3. A 3. D
4. A 4. A 4. C 4. B 4. D 4. C 4. B 4. B 4. B
5. B 5. A 5. D 5. D 5. B 5. B 5. B 5. D 5. A
6. A 6. B 6. D 6. D 6. B 6. A 6. B 6. C 6. C
7. C 7. D 7. D 7. A 7. B 7. C 7. D 7. D 7. A
8. C 8. D 8. D 8. A 8. B 8. B 8. B 8. A 8. C
9. D 9. B 9. B 9. D 9. A 9. D 9. A 9. C 9. B
10. B 10. A 10. A 10. B 10. A 10. D 10. C 10. C 10. D
11. C 11. B 11. D 11. D 11. C 11. B 11. D 11. A
12. D 12. C 12. B 12. A 12. C 12. D 12. D 12. B
13. B 13. B 13. D 13. D 13. B 13. B 13. B 13. C
14. B 14. A 14. B 14. C 14. A 14. B 14. B 14. C
15. C 15. C 15. B 15. B 15. C 15. D 15. A 15. A
16. C 16. D 16. C 16. D 16. A 16. C 16. C 16. C
17. D 17. D 17. B 17. A 17. A 17. D 17. C 17. A
18. A 18. A 18. B 18. D 18. D 18. A 18. A 18. A
19. C 19. B 19. A 19. A 19. D 19. A 19. B 19. B
20. C 20. C 20. D 20. C 20. D 20. D 20. D 20. B
21. D 21. A 21. B 21. C 21. A 21. D 21. D 21. B
22. A 22. D 22. C 22. A 22. B 22. C 22. B 22. D
23. B 23. B 23. D 23. B 23. D 23. B 23. A 23. B
24. B 24. A 24. D 24. C 24. B 24. C 24. A 24. A
25. C 25. B 25. D 25. A 25. D 25. A 25. B 25. C

MAPEH (Music, Arts, Physical Education and Health) Bibliography
BIBLIOGRAPHY
Grandream Books, MY FIRST BOOK ON HUMAN BODY, (2004) Robert Frederick
Ltd. UK
Aerobics and Fitness Association of America, FITNESS THEORY AND PRACTICE
(2002), AFAA USA High Performance Training for Track and Field – William J. Bowerman and William
H. Freeman
Andin, Carmen T. The Teaching of Physical Education in Philippine Schools, REX
Book Store1984 Howard, Robert A. (1996) AN UNDERSTANDING OF THE FUNDAMENTAL TECH-
NIQUES OF VOLLEYBALL Copyright by Allyn and Bacon A. Simon and
Atkins, Ken (2004) BASKETBALL Offenses and Plays, Human Kinetics PO Box Schuster Company Needhams Height, Massachussetts.
5076, Champaign IL 61825-5076
http://en. Wikipedia.org/wiki/Basketball Rules and Regulations
Badminton Handbook – Bernd- Volker Brahms
IAAF HANDBOOK Introduction to Coaching London, 1989
Badminton: Steps to Success by Tony Grice
info@fig-gymnastics.org
Bauzon, Orlando D. and De Jesus, Virginia B. (2000) TEAM SPORTS, SLA Publish-
ing House. International Association of Athletic Federation (IAAF) rule book
Bertuci, Bob and Peterson, James (1992) VOLLEYBALL DRILL BOOK Published by Jerry Grunska, “Successful Sports Officiating” Referee Magazine, National Associ-
Masters Press A Division of Howard W. Sames and Company. ation of Sports Officials, 1999
Bucher, Charles A. Administration of Physical Education and Athletic Programs. Kelley, Miles et. el. (2004) ENCYCLOPEDIA OF QUESTIONS AND ANSWER, Octu-
London The C.V. Mosby Company, 1983 pus 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
Laws and Regulations – Badminton World Federation rule book
Favila, Salve A., Evangelista, Teresita T., Atanacio, Minerva Y., Edralin, Ro.Elizabeth
N. Physical Education and Health – A Worktext for College Students, Luttgens, Kathryn and Hamilton, Nancy (1997) KINESIOLOGY: SCIENTIFIC BASIS
OCP Typesetting & Printing Services 2007 OF HUMAN MOTION, Brown & Benchmark Publishers
Feather, Ralph M. Jr., Snyder S., Hesser D. and Thompson, M. INTEGRATEAD Matom, Hopkins,Johnson, LaHart, Warner and Wright , MOTION, FORCE AND
SCIENCE, (1994) Glencoe Macmillan/McGraw-Hill ENERGY (1994) Prentice Hall, NJ USA
FIBA OFFICIAL BASKETBALL RULES (2010). Mcnamara, Jerre & Neil Schmottlach. Physical Education Handbook 10th edition,
Needlam Heights, Massachusetts: Simon and Schuster Company 1997
Fundamentals of Track and Field – Gerry Carr

Bibliography MAPEH (Music, Arts, Physical Education and Health)
Mood, Dale et. Al. (1991) SPORTS AND RECREATIONAL ACTIVITIES FOR MEN AND
WOMEN Mosby Yearbook Inc.
OFFICIAL RULES OF SOFTBALL (2010-2013)
OFFICIAL VOLLEYBALL RULES (2009-2012).
Philips, Sarah et. al, THE BIG BOOK OF KNOWLEDGE American Edition(1994),
Covent Garden Books
Prie, Keeney, Giallombarado, Philips. US Naval Institute Gymnastics and Tumbling
1943 George Banta, Co., Inc.
Schmottlack, Neil and McManama, Jerre (1997) PHYSICAL EDUCATION HAND-
BOOK, A Simon and Schuster Company.
Scientific Publishing Ltd. THE ILLUSTRATED ALTAS OF HUMAN ANATOMY (2006),
Scientific Publishing Ltd. USA
Scott, Ann Senisi and Fong, Elizabeth, BODY STRUCTURS & FUNCTIONS 9TH
Edition (1998), Delmar Publishers
Sheir, David, Butler, Jackie and Lewis, Ricki, ESSENTIALS OF HUMAN ANATOMY
AND PHYSIOLOGY 6th Edition (1998) Mc Graw-Hill USA
Steitz, Edward S. “Advantage and Disadvantage” Rules, Philosophy and Principles.
Sweeney, Kate, AN ILLUSTRATED ADVENTURE IN HUMAN ANATOMY 2002),
Lippincott, Williams & Wilkins
Table Tennis: Step to Success Richard Mcafee
Van De Graaff, Kent and Fox, Stuart Ira CONEPTS OF HUMAN ANATOMY AND
PHYSIOLOGY (1999) WCB McGraw-Hill USA
Viera, Barbara L. and Ferguson, Bonnie Jill (1996) VOLLEYBALL DRILL BOOK
Published by Masters Press A Division of Howard W. Sames and Company.
www.fig-gymnastics.com

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A Reviewer for the

Licensure Examination for Teachers

Philippine Normal University

All Rights Reserved. No part of this publication may be

ii PNU LET Reviewer

PNU LET Reviewer iii

▪▪ English The authors of these books are considered experts in

iv PNU LET Reviewer

LET REVIEW CURRICULUM AND MATERIALS DEVELOPMENT COMMITTEE

Rosemarievic V. Diaz, Ph.D.

Bert J. Tuga, MAT (Head)

Ester B. Ogena, Ph.D.

PNU LET Reviewer v

TABLE OF CONTENTS Special Education 158

Philippine Music Individual, Dual and Combative Sports 229

Foundations of Physical Education 62

Organization and Management of Physical 130 Answer Key 322

vi PNU LET Reviewer

PART I - CONTENT UPDATE

The Visual Arts I. Definition of Terms

Laya A. Roman PNU LET Reviewer 7

8 PNU LET Reviewer Laya A. Roman

elements. Common mediums used in contemporary painting

Laya A. Roman PNU LET Reviewer 9

Notable Philippine painters and their works: Selected contemporary artists

10 PNU LET Reviewer Laya A. Roman

Laya A. Roman PNU LET Reviewer 11

12 PNU LET Reviewer Laya A. Roman

Laya A. Roman PNU LET Reviewer 13

14 PNU LET Reviewer Laya A. Roman

C. Art which is centered on, or inspired from familiar images of popular

6. Which of the following beliefs/philosophies did not have a great influence on

Laya A. Roman PNU LET Reviewer 15

16 PNU LET Reviewer Laya A. Roman

Laya A. Roman PNU LET Reviewer 17

18 PNU LET Reviewer Laya A. Roman

21. Which among these Filipino painters is not a modernist?

Laya A. Roman PNU LET Reviewer 19

PART I - CONTENT UPDATE

1. Pitch – is the highness or lowness (or height or depth) of a musical sound.

1. Distinguish and analyze MUSICAL ELEMENTS

20 PNU LET Reviewer Prof. Luzviminda B. Modelo

Prof. Luzviminda B. Modelo PNU LET Reviewer 21

• Soprano PART II – ANALYZING TEST ITEMS

TEXTURE – is the relationship of melodies (horizontal) and harmonic (ver-

22 PNU LET Reviewer Prof. Luzviminda B. Modelo

9. The first note of a mode is called_________.

Prof. Luzviminda B. Modelo PNU LET Reviewer 23

4. One section set to 2 or more stanzas is called ________.

5. A single melodic line performed without any accompaniment is said to be_.

7. A clef sign that fixes the 3rd line as middle C.

24 PNU LET Reviewer Prof. Luzviminda B. Modelo

Prof. Luzviminda B. Modelo PNU LET Reviewer 25

Conducting, PART I - CONTENT UPDATE

26 PNU LET Reviewer Prof. Luzviminda B. Modelo

1. Chamber Ensembles – may range from one to eight or more voices,

Prof. Luzviminda B. Modelo PNU LET Reviewer 27

Prof. Luzviminda B. Modelo PNU LET Reviewer 29

30 PNU LET Reviewer Prof. Luzviminda B. Modelo

Prof. Luzviminda B. Modelo PNU LET Reviewer 31

PART I - CONTENT UPDATE

Asian Music A. JAPAN

32 PNU LET Reviewer Prof. Glinore S. Morales