LES

SON
ANATOMICAL POSITION, REGIONAL TERMS, DIRECTIONAL
1
TERMS, and BODY CAVITIES
3
HOURS

MODULE
1

Today’s educators are focus on increasing attention on human body and proper
movement towards more healthy and fit citizenry. This focus is pushing physical educators
to develop more scientific approach in fitness and skills activity. Teaching Anatomical
terminology are important to describe the functional state of an organ refers to the
connection between two structures. Anatomy is subdivision of science which is study of
living organism both plant, animals, and human that has to do with the total structure. In
addition, human anatomy deals with body structure and relationship between its function
(Physiology).

Certain directional anatomical terms appear throughout this and any other anatomy
textbook. These terms are essential for describing the relative locations of different body
structures. For instance, an anatomist might describe one band of tissue as “inferior to”
another or a physician might describe a tumor as “superficial to” a deeper body structure.
Commit these terms to memory to avoid confusion when you are studying or describing the
locations of particular body parts.

1. Gain Knowledge about the anatomical terms.

2. Identify the different anatomical position and regional terms.
3. Enumerate the different anatomical position and regional terms.
4. Give importance to the body composition in maximizing its proper usage towards
fitness.
5. Gain Knowledge about the directional terms.
6. Analyze the directional terms and anatomical position of human anatomy.
7. Give importance to the body composition in maximizing its proper usage.
8. Identify the different body cavities.
9. Indicate the implications of learning the different Body Cavities

INSTRUCTIONS: To give you an idea on what this lesson entails look on the chart the words listed
below.

Q S W L A T E R A L M
E U F O R E V E R D R
R P S I N G L E T C E
T E A N T O M C A L G
P R O X I M A L X A I
O I I S B R Q W I N O
S O H E V O L S M T N
T R M E D I A L A E A
E R A A L R J H L R L
R E A D E E P I P I B
I L O V E F H O K O H
O Z Q W L N P K L R G
R Q W S D I S T A L D
S U P E R F I C I A L
A N A T O M I C A L Z

Anterior Posterior

Lateral Regional

Deep Anatomical

Superior Inferior

Medial Proximal

Distal Superficial
 Before we get into the following learning units, which will provide more detailed
discussion of topics on different human body systems, it is necessary to learn some useful
terms for describing body structure. Knowing these terms will make it much easier for us to
understand the content of the following learning units. In these lessons, students will fully
understand and apply the different scientific Directional term and different scientific
anatomical terminologies.

The body parts listed from the previous activity are the body parts we learn as kids.
Now that we’re at a higher level we can learn the regional terms. To further increase
precision, anatomists standardize the way in which they view the body. Just as maps are
normally oriented with north at the top, the standard body “map,” or anatomical position, is
that of the body standing upright, with the feet at shoulder width and parallel, toes forward.
The upper limbs are held out to each side, and the palms of the hands face forward. Using
this standard position reduces confusion. It does not matter how the body being described
is oriented, the terms are used as if it is in anatomical position.
For example, a scar in the “anterior (front) carpal (wrist) region” would be present on
the palm side of the wrist. The term “anterior” would be used even if the hand were palm
down on a table.
A body that is lying down is described as either prone or supine. Prone describes a
face-down orientation, and supine describes a face up orientation. These terms are
sometimes used in describing the position of the body during specific physical examinations
or surgical procedures.
Regional Terms - The human body’s numerous regions have specific terms to help
increase precision. Notice that the term “brachium” or “arm” is reserved for the “upper arm”
and “antebrachium” or “forearm” is used rather than “lower arm.” Similarly, “femur” or “thigh”
is correct, and “leg” or “crus” is reserved for the portion of the lower limb between the knee
and the ankle. You will be able to describe the body’s regions using the terms from the
figure.
The Directional Terms
Anterior  (or ventral) describes the front or direction toward the front of the body. The toes are
anterior to the foot.
Posterior (or dorsal) Describes the back or direction toward the back of the body. The popliteus is
posterior to the patella.
Superior (or cranial) describes a position above or higher than another part of the body proper. The
orbits are superior to the oris.
Inferior (or caudal) describes a position below or lower than another part of the body proper; near
or toward the tail (in humans, the coccyx, or lowest part of the spinal column). The pelvis is inferior
to the abdomen.
Lateral  describes the side or direction toward the side of the body. The thumb (pollex) is lateral to
the digits.
Medial describes the middle or direction toward the middle of the body. The hallux is the medial toe.
Proximal  describes a position in a limb that is nearer to the point of attachment or the trunk of the
body. The brachium is proximal to the antebrachium.
Distal describes a position in a limb that is farther from the point of attachment or the trunk of the
body. The crus is distal to the femur.
Superficial describes a position closer to the surface of the body. The skin is superficial to the bones.
Deep describes a position farther from the surface of the body. The brain is deep to the skull.
 BODY CAVITIES

The body maintains its internal organization by means of membranes, sheaths, and other
structures that separate compartments. The dorsal (posterior) cavity and the ventral
(anterior) cavity are the largest body compartments. These cavities contain and protect
delicate internal organs, and the ventral cavity allows for significant changes in the size and
shape of the organs as they perform their functions. The lungs, heart, stomach, and
intestines, for example, can expand and contract without distorting other tissues or
disrupting the activity of nearby organs.

Figure 4. Dorsal and Ventral

Body Cavities. The ventral cavity
includes the thoracic and
abdominopelvic cavities and their
subdivisions. The dorsal cavity
includes the cranial and spinal
cavities

Subdivisions of the Posterior (Dorsal) and Anterior (Ventral) Cavities

The posterior (dorsal) and anterior (ventral) cavities are each subdivided into
smaller cavities. In the posterior (dorsal) cavity, the cranial cavity houses the brain, and
the spinal cavity (or vertebral cavity) encloses the spinal cord. Just as the brain and spinal
cord make up a continuous, uninterrupted structure, the cranial and spinal cavities that
house them are also continuous. The brain and spinal cord are protected by the bones of
the skull and vertebral column and by cerebrospinal fluid, a colorless fluid produced by the
brain, which cushions the brain and spinal cord within the posterior (dorsal) cavity.

The anterior (ventral) cavity has two main subdivisions: the thoracic cavity and the
abdominopelvic cavity. The thoracic cavity is the more superior subdivision of the anterior
cavity, and it is enclosed by the rib cage.

The thoracic cavity contains the lungs and the heart, which is located in the
mediastinum. The diaphragm forms the floor of the thoracic cavity and separates it from the
more inferior abdominopelvic cavity.
 The abdominopelvic cavity is the largest cavity in the body. Although no
membrane physically divides the abdominopelvic cavity, it can be useful to distinguish
between the abdominal cavity, the division that houses the digestive organs, and the pelvic
cavity, the division that houses the organs of reproduction.

Subdivisions of the Posterior (Dorsal) and Anterior (Ventral) Cavities

The posterior (dorsal) and anterior (ventral) cavities are each subdivided into smaller
cavities. In the posterior (dorsal) cavity, the cranial cavity houses the brain, and the spinal
cavity (or vertebral cavity) encloses the spinal cord. Just as the brain and spinal cord make
up a continuous, uninterrupted structure, the cranial and spinal cavities that house them are
also continuous. The brain and spinal cord are protected by the bones of the skull and
vertebral column and by cerebrospinal fluid, a colorless fluid produced by the brain, which
cushions the brain and spinal cord within the posterior (dorsal) cavity.

The anterior (ventral) cavity has two main subdivisions: the thoracic cavity and the
abdominopelvic cavity (see Figure 4). The thoracic cavity is the more superior subdivision
of the anterior cavity, and it is enclosed by the rib cage. The thoracic cavity contains the
lungs and the heart, which is located in the mediastinum. The diaphragm forms the floor of
the thoracic cavity and separates it from the more inferior abdominopelvic cavity.
The abdominopelvic cavity is the largest cavity in the body. Although no membrane
physically divides the abdominopelvic cavity, it can be useful to distinguish between the
abdominal cavity, the division that houses the digestive organs, and the pelvic cavity, the
division that houses the organs of reproduction.

Abdominal Regions and Quadrants

To promote clear communication, for instance about the location of a patient’s

abdominal pain or a suspicious mass, health care providers typically divide up the cavity
into either nine regions or four
quadrants (Figure 5).
 Figure 5. Regions and Quadrants of the Peritoneal Cavity. There are (a) nine abdominal
regions and (b) four abdominal quadrants in the peritoneal cavity.

The more detailed regional approach subdivides the cavity with one horizontal line
immediately inferior to the ribs and one immediately superior to the pelvis, and two vertical
lines drawn as if dropped from the midpoint of each clavicle (collarbone). There are nine
resulting regions. The simpler quadrants approach, which is more commonly used in
medicine, subdivides the cavity with one horizontal and one vertical line that intersect at the
patient’s umbilicus (navel).

[L. A. #1] Direction: Name the Regional Term marked with an X. Place your answer in the
space provided below.
[L. A. #2] Instruction: Identify the Anatomical region or the Directional term. Write your
answer after the question and on the space provided.

1. The Cephalon is ____________ to the Cervicis.

2. The Pelvis is ____________ to the Inguen
3. What is Superior to the oculus?
4. What is lateral to the nose?
5. The Mamma is_____________ to the abdomen
6. The abdomen is ______________to the mamma
7. What is proximal to the antecubitis?
8. What is distal to the Antecubitis?
9. What is posterior to the Crus?
10. What is anterior to the cervicis?
[ASS. #1] DIRECTION: Explain the following questions comprehensively.
After gaining mastery in these lessons, how can an individual improve
their physical activity skills?

What is the relevance of scientific approach in fitness?

RUBRICS
Ideas 20%
Organization 20%
Sentence Fluency 20%
Conventions 20%

Presentation 20%

Total 100%
[ASS. #2] Instruction: ANALYZE and IDENTIFY the Anatomical region or the Directional
term. Write the letter of the correct answer before the number.

1. The nose is superior to the navel.

a. true b. false
2. What’s another name for anterior? *
a. Dorsal b. Ventral c. Cranial d. Caudal
3. The word anterior means:
a. At or toward the front of the body
b. At the back or rear of the body.
c. Toward the middle of the body.
4. The wrist is distal to the elbow. *
a. true b. false
5. What’s another word for “superior?”
a. Internal b. Caudal c. External d. Cranial
6. The skin is _________ to the skeletal bones.
a. Superior b. Proximal c. Superficial d. Inferior
7. The heart is _______ to the shoulders.
a. Medial b. Lateral c. Distal d. Proximal
8. The elbow is _________between the wrist and shoulder.
a. Medial b. Intermediate c. Distal d. Lateral
9. What is the term for the backside or "back" in the anatomical position?
a. Anterior b. Ventral c. Caudal d. Posterior
10. The radius (forearm bone) is ________ to the humerus (upper arm bone).
a. Intermediate b. Proximal c. Distal d. Anterior
11- 15 Identification. Body Cavities.
_________________11. The Abdominal Region is divided into 9 Quadrants. Name
the Quadrant on the Upper Right Region.
_________________12. Largest cavity in the body.
_________________13. When the Abdominal Regions are divided into 9 Quadrants,
name the lowest left region.
_________________14. The Body cavity that houses the Lings and Heart.
_________________15. On the Dorsal or Posterior Cavity name the cavity that
encloses the Spinal Cord.
 LESSO
N
2 FITNESS TEST
3
HOUR
S

A fitness test, also known as a fitness assessment, is comprised of a series of

exercises that help evaluate your overall health and physical status. There is wide of range
of standardized tests used for these exams, some of which are intended for medical
purposes and others of which establish whether you are qualified to participate.

For general health and fitness purposes, the tests are considered the starting point
for designing an appropriate exercise program. They are meant to ensure you won't be at
risk of harm and provide the trainer with the insights needed to establish clear and effective
fitness goals.

1. Undertake physical activities and physical fitness assessments.

Instructions: Among the 3 pictures, identify which is not a fitness test. On the space
provided write: not a fitness test below the picture which you believe is not a fitness test.
Then, name the 2 other fitness tests.

he
 This lesson is all about your fitness - how fit are you before taking up this course.
Fitness testing is a great way to monitor and assess your ability as it relates to aerobic
fitness, strength, and flexibility. It can also help you understand how healthy you are and
learn to set goals to improve your fitness.

ASSESSMENT OF INDIVIDUAL FITNESS

A fitness test, also known as a fitness assessment, is comprised of a series of

exercises that help evaluate your overall health and physical status. There is wide of range
of standardized tests used for these exams, some of which are intended for medical
purposes and others of which establish whether you are qualified to participate (such as
with the Army combat readiness test).

For general health and fitness purposes however, like what you are going to do, the
tests are considered the starting point for designing an appropriate exercise program for
yourself. They are meant to ensure you won't be at risk of harm and provide your teacher
with the insights needed to establish clear and effective fitness goals.

General Health Evaluation

Before starting a fitness program, it is important to share your medical history with
your teacher and to get the necessary approvals from your doctor if it is necessary.
Most fitness specialists will use one or more screening tools to help determine your
baseline health. This may include obtaining vital sign measurements such as your height,
weight, resting heart rate (RHR), and resting blood pressure (RBP).

Many gym trainers will also use a physical activity readiness questionnaire (PAR-
Q) comprised of seven or more questions related to your general health. Among the
questions, you may be asked about the types of medications you take, any problems you
have with dizziness or pain, or any medical condition that may impair your ability to
exercise.

Body Composition Testing

Body composition describes the different components that make up your total body
weight, including your muscles, bones, and fat. The most common methods for estimating
body composition include:
Bioelectrical impedance analysis (BIA): Electrical signals are sent from electrodes
through the soles of your feet to your abdomen to estimate your body composition
 Skinfold measurement: Calipers are used to estimate how much body fat there is in
a fold of skin
Body mass index (BMI): A generalized calculation of body fat based on your height
and weight.
FORMULA: BODY MASS INDEX (BMI)
BMI = Weight (in Kilograms)
Height (in Meters) ²
Example: 30 kg. = 30 = 20. 83 (Normal)
1.20M² 1.44
Classification:
Below 18.4 - Underweight
18.5 – 24.9 - Normal
25.0 – 29.9 - Overweight
30.0 – above - Obese

Cardiovascular Endurance Testing

Cardiovascular endurance testing, also known as stress testing, measures how
efficiently your heart and lungs work to supply oxygen and energy to your body during
physical activity.

Among the three most common tests used:

12-minute run tests: Performed on a treadmill and compare your pre-exercise heart
and respiration rates with your post-exercise heart and respiration rates
Exercise stress: Testing is also performed on a treadmill or stationary bike and
involves the use of a heart monitor and blood pressure cuff to measure your vital signs
during exercise
VO2 max testing: Performed on a treadmill or stationary bike and uses a breathing
device to measure your maximum rate of oxygen consumption during an activity

3-minute Step Test: this test is used to measure cardiovascular endurance using a
stopwatch and a Step 12 inches high. This is done by positioning yourself at least one foot
away from the step or bench and step up and down the step/ bench for 3 minutes at a rate
of 24 steps per minute. One step consists of 4 beats – that is, up with the left foot (ct. 1), up
with the right foot (ct. 2), down with the left foot (ct. 3), down with the right foot (ct. 4).
Immediately after the exercise, locate your pulse and start the counting. Count the pulse
beat for 10 sec. Multiply it by 6 and record the 60-second heart rate after the activity.
Some trainers will incorporate exercises such as sit-ups or push-ups to get a
qualitative measurement of how you respond to specific exercises. These baseline results
can be used at a later date to see if your health and fitness levels have improved.

Strength and Endurance Testing

Strength testing measures the maximal amount of force a muscle group can exert at
one time. Muscle endurance testing, by comparison, measures the length of time a muscle
group can contract and release before it fatigues.

The exercises used include the push-up test and core strength and stability test. In
some cases, a trainer will use a metronome to see how long can you keep up with the
rhythm. The results are then compared to people of the same age group and sex
to establish your baseline levels.
 Strength and endurance tests are valuable as they help the trainer pinpoint which
muscle groups are stronger and which are vulnerable and in need of focused attention.

Flexibility Testing
Measuring the flexibility of your joints is vital in determining whether you have
postural imbalances, foot instability, or limitations in your range of motion.
There are a variety of tests used to measure flexibility including:
Shoulder flexibility testing: Sometimes called the zipper test, shoulder flexibility
testing evaluates the flexibility and mobility of your shoulder joint. Use one hand to reach
behind your neck, between your shoulders, while reaching behind your back, toward your
shoulders, with the other. Measure how many far apart your hands are.
Sit-and-reach testing: This is used to measure tightness in your lower back and
hamstring muscles. The test is performed while sitting on the floor with your legs fully
extended. Flexibility is measured by the number of inches your hands are from your feet
when reaching forward.
Trunk lift testing: This is used to measure tightness in your lower back. It is
performed while lying face-down on the floor. With your arms at your side, you would be
asked to lift your upper body with just your back muscles. Flexibility is measured by how
many inches you are able to lift yourself off the ground.

Benefits of a Fitness Assessment:

● Assess current fitness levels
● Help develop and establish a fitness program
● Identify possible areas of health or injury risk
● Aid in motivation
● Evaluate and track progress
● Other tools of assessment used in our department

LEARNING ACTIVITY 1-2. Fill up the table below and include a documentation in
passing your output.

Now that you know what are the things you will do to assess your general health and
fitness, your task is to do all of the tests as indicated in the table shown below. Remember
to find a safe area within your house to conduct the tests, use proper and comfortable
clothes, use mats and other proper equipment if necessary. Ask for assistance from other
family members if needed.

After you’re through will all of the tests, you can put your scores to complete the
table
below.
 NAME:
Year and Section:
Tests Scores
Height (m)
BMI
Weight (Kg)
3-minute Step Test Resting Heart Rate
Pulse rate immediately after
the Test
Push - ups No. of Repetitions
Basic Plank _____________ (seconds)
Zipper Test _____________ (cm)
Sit and Reach _____________ (cm)

Take the Physical Activity Readiness Questionnaire

Being physically active is very safe for most people. Some people, however, should
check with their doctors before they increase their current level of activity. The PAR-Q has
been designed to identify the small number of adults for whom physical activity may be
inappropriate or those who should have medical advice concerning the type of activity most
suitable for them.
Answer Yes or No
1. Has your doctor ever said that you have a heart condition and that you should only
do physical activity recommended by a doctor?
2. Do you feel pain in your chest when you do physical activity?
3. In the past month, have you had chest pain when you were not doing physical
activity?
4. Do you lose your balance because of dizziness or do you ever lose consciousness?
5. Do you have a bone or joint problem that could be made worse by a change in your
physical activity?
6. Are your doctor currently prescribing drugs (for example, water pills) for your blood
pressure or heart condition?
7. Do you know of any other reason why you should not do physical activity?

If You Answered Yes

If you answered yes to one or more questions, and have been inactive or are
concerned about your health, consult a physician before taking a fitness test or substantially
increasing your physical activity.
Ask for a medical clearance along with information about specific exercise limitations
you may have. In most cases, you will still be able to do any type of activity you want, as
long as you adhere to some guidelines.
If You Answered No
If you answered no to all the PAR-Q questions, you can be reasonably sure that you
can exercise safely and have a low risk of having any medical complications from exercise.
It is still important to start slowly and increase gradually.
 ASSESSMENT 1-2: Answer the question below using 5 paragraphs. First 2
paragraphs will explain about the importance of physical health and exercise. Your
3rd paragraph will talk about your current health and the last 2 paragraphs will
answer why you need to assess your fitness even before setting up your exercise
program.

1. Explain why you need to assess your physical health and fitness before
setting an exercise program? (25 points)

Rubric:
Content: 50%
Organization: 50%
Total: 100%

LESSON

3 MOVEMENT TERMS, BODY PLANES, & BREATHING AND BRACING

3 HOURS

Body planes is an imaginary two-dimensional surface that passes through the body.
Body cavities are hollows or hole that contain and protect delicate internal organs, and the
ventral cavity allows for significant changes in the size and shape of the organs as they
perform their functions.

Anatomical terms of movement are used to describe the actions of muscles upon the
skeleton. Muscles contract to produce movement at joints, and the subsequent movements
can be precisely described using this terminology. The terms used assume that the body
begins in the anatomical position.

1. Identify the different Movement Terms

2. Perform the Movement Terms in a Dance Routine
3. Differentiate Breathing from bracing
4. Explain the importance of observing the proper breathing and bracing technique.
5. Demonstrate proper technique in breathing and bracing.
6. Indicate the implications of learning the different Body Planes
7.

Instruction: Inspect the pictures below. Share your thoughts on what is depicted by the
pictures. (10 points)

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________________________________________.

In Physical Education, YOU LEARN TO MOVE AND MOVE TO LEARN. On this lesson
may you learn How to Properly execute Breathing and Bracing for your future Physical
Activities. By learning the body Planes and movement terms you can make better and
creative dances. Devote your time in learning this lesson for best output. Following
Instructions in this Lesson is crucial.
 THE MOVEMENT TERMS

Abduction and Adduction

✔ Abduction – a movement away from the midline.
✔ Adduction – a movement towards the midline.

Flexion and Extension

✔ Flexion – refers to a movement that decreases the angle between two body
parts.
✔ Extension – refers to a movement that increases the angle between two body
parts.

Medial and Lateral Rotation

✔ Medial Rotation – is a rotational movement towards the midline. It is
sometimes referred to as internal rotation.
✔ Lateral Rotation - is a rotating movement away from the midline. This is in
the opposite direction to the movements described above.

Elevation and Depression

✔ Elevation – refers to movement in a superior direction
✔ Depression – refers to a movement in an inferior direction.

Pronation and Supination

✔ Pronation – keeping the elbow and shoulder still, flip your hand into its front,
palm down. This is the prone position.
✔ Supination – with your hand resting on a table in front of you, and keeping
your shoulder still, turn your hand into its back, palm up. This is the supine
position.

Dorsiflexion and Plantar Flexion

 ✔ Dorsiflexion – refers to a flexion at the ankle, so that the foot points more
superiorly.
✔ Plantar flexion – refers to extension at the ankle, so that the foot points
inferiorly.

Inversion and Eversion

✔ Inversion – involves the movement of the sole towards the median plane so
that the sole faces in a medial direction.
✔ Eversion – involves the movement of the sole away from the median plane
so that the sole faces in a lateral direction.

Opposition and Reposition

✔ Opposition – brings the thumb and little finger together.
✔ Reposition – is a movement that moves the thumb and the little finger away
from each other, effectively reversing opposition.

Protraction and Retraction

✔ Protraction – describes the anterolateral movement of the scapula on the
thoracic wall that allows the shoulder to move anteriorly. In practice, this is the
movement of “reaching out” to something.
✔ Retraction – refers to the posteromedial movement of the scapula on the
thoracic wall, which causes the shoulder region to move posteriorly. Example,
picking something up.
 BODY PLANES

A section is a two-dimensional surface of a three-dimensional structure that has been cut.

Modern medical imaging devices enable clinicians to obtain “virtual sections” of living
bodies. We call these scans. Body sections and scans can be correctly interpreted,
however, only if the viewer understands the plane along which the section was made. A
plane is an imaginary two-dimensional surface that passes through the body. There are
three planes commonly referred to in anatomy and medicine

The sagittal plane is the plane that divides the body or an organ vertically into right and left
sides. If this vertical plane runs directly down the middle of the body, it is called the
midsagittal or median plane. If it divides the body into unequal right and left sides, it is
called a parasagittal plane or less commonly a longitudinal section.

The frontal plane is the plane that divides the body or an organ into an anterior (front)
portion and a posterior (rear) portion. The frontal plane is often referred to as a coronal
plane. (“Corona” is Latin for “crown.”)

The transverse plane is the plane that divides the body or organ horizontally into upper
and lower portions. Transverse planes produce images referred to as cross sections.

Figure 3. Anatomical and medical imaging of

body planes are the sagittal, frontal (or coronal),
and transverse planes.
 BREATHING AND BRACING

What is Abdominal Bracing?

Your trunk is shaped like a cylinder. The walls of your trunk cylinder are formed by
the muscles that wrap around your trunk. Abdominal bracing is a core exercise where the
muscles surrounding the trunk are gently activated.
Bracing is a technique for stabilizing the spine. Basically, in bracing we tighten all
the muscles surrounding the abdomen. As we contract the abdominal muscles the erector
spinae muscles immediately go into joint action and support the back from the rear. In
essence, we create a natural girdle that stabilizes and protects the spine. We also contract
the pelvic floor muscles from below. When we want to maintain maximal posture, we will
inhale, which causes the diaphragm to descend and increase the rigidity of the torso.
Breathing is the process of respiration, during which air is inhaled into the lungs
through the mouth or nose due to muscle contraction and then exhaled due to muscle
relaxation.

If you have breathing dysfunctions, there is nearly an endless list of problems that can and
will develop. Additionally, if you have dysfunction with one function of the diaphragm, such
as breathing, you will have dysfunction with bracing. But breathing and bracing, while
integrated, are different.  There are three functions to the diaphragm.
● Respiration
● Stabilization
● Sphincter
Once breathing (respiration) issues have been addressed with diaphragmatic breathing
principals you can then move to stabilization. Before addressing actual stabilization
approaches, one must first address posture. Without proper posture, stabilization will not
work effectively.
Below you can see different postures with the correct one being on the far left where the
diaphragm (top) is working directly in opposition of the pelvic floor (bottom). This is where
pelvic tilt and chest
position need to be
addressed.

Figure 6. Different
Postures
Many people who teach breathing as bracing have encountered a fatal flaw: air is not
the stabilizing force. Yes, it is used to transmit force, but a big belly full of air is not bracing. 
And particularly, a big belly full of air towards the front such as yoga breathing is even
worse. The picture below describing yoga breathing is not what we are going for in the
stabilization function.  It is even arguably wrong for respiration function as well.
 Figure 7. Yoga
Breathing

One must begin to think of a giant ball in the abdominal cavity and the force is going
outwards in all directions with the same pressure. But in the bracing function, the pressure
being generated between the diaphragm and pelvic floor that is being transmitted equally
outward must be resisted. The outer sheath of the abdominal cavity resists that outward
force.

Figure 8.

While the air is transmitting the force, just having a giant belly full of air is not bracing.
These equal and opposite forces pushing against each other generate the stabilization
function. The importance of posture once again must be brought up; if the pelvic floor and
diaphragm are not working directly in opposition of one another, there will be a leak out the
front or back. Commonly the leak is out the front with either a raised chest or anterior pelvic
tilt. This is called an open scissor and will result in less pressuring being forced towards the
organs and low back, often resulting in comprised lumbar positioning during a lift.
 Figure 9. Postural
Tasks (a)
physiological and (b)
pathological

One of the assessments we look at is simply the shape of the abdominal region in relaxed,
pressurized, and stabilized conditions.  Hypertonic muscles in some areas, divots, and an
overall any lack of conformity are indicators of some negative pathology. On the left is a
normal relaxed condition. In the middle is incorrect pressurization. Unfortunately, this is the
"desired" hourglass figure people often go for, with clean, evident oblique lines and a tight
belly. This is one reason I hate core work that is not focused on quality intra-abdominal
pressurization. It reinforces the disconnect between the outer abdominal sheath and the
diaphragm's stabilization function. It reinforces pathological patterns that break down
stabilization functions. On the right is the correct pressurized condition.
Figure 10.

FOR BETTER REFERENCE ON HOW TO PROPERLY BREATH AND BRACE, SEE THE
VIDEO ON THE LINKS BELOW:

https://www.youtube.com/watch?v=PGlpK5CESlo
https://youtu.be/n0Inw5ooUmU
 Instructions: Putting together everything that you have learn from this lesson you
must choreograph a dance. With your costume choice, showcase what you have learned
from the body planes. Show your creativity by choreographing a dance using the movement
terms. Throughout the dance you must label the movement terms that you are performing
and be sure sure to execute proper breathing and bracing.
Note: A deduction for every wrong execution of the movement terms will be given. This is
an individual task but you can dance as group provided that you are on the same locality,
practice physical distance, and important health protocols.

For costume Samples:(These are simply samples. Your costumes can be as simple
as wearing pants and shirt of different colors.)

To visualize the output that I am expecting from you, see the link below. Be
observant, the video may have wrong interpretation on the movement terms. Any
choreography from the video must not be imitated.
https://www.youtube.com/watch?v=da4HQhJo3TQ

For better output observe the rubrics below:

Instructions: Briefly answer the following.

1. For 10 points. Differentiate Breathing from bracing

2. Explain the importance of observing the proper breathing and bracing technique and
how did you show it on the dance that you have performed. (15 points)
3. Share the implications/benefits of learning the different Body Planes. (10 points)
4. Enumerate all the Movement Terms you have executed in the dance. (5points)

RUBRICS
Ideas 20%
Organization 20%
Sentence Fluency 20%
Conventions 20%
Presentation 20%
Total 100%

LESSO
N
4 GUIDELINES IN EXERCISE
3
HOUR
S
Almost anybody can safely take up walking, and light to moderate exercise is usually
fine for healthy adults with no troublesome symptoms. But do you need to talk to your
doctor before taking on a more strenuous regimen? It's wise to talk to a doctor if you have
any questions about your health or plan to start more vigorous workouts, especially if you
haven't been active recently. In these lessons, students should successfully understand the
guidelines in exercise.

1. Identify the Guidelines in Exercise

2. Discover on their own the harmful effects of not following the Guidelines in Exercise.
Picture Analysis
Instruction: Carefully inspect the pictures and write phrase that the pictures depict.

“___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___”

Exercising is a healthy activity. But when one does not observe the Guidelines for
Exercising safely, exercising can become disadvantageous. On this lesson you must learn
the things you need to remember when performing an exercise.

10 Safety Guidelines for Exercising

Almost anybody can safely take up walking, and light to moderate exercise is usually
fine for healthy adults with no troublesome symptoms. But do you need to talk to your
doctor before taking on a more strenuous regimen? It's wise to talk to a doctor if you have
any questions about your health or plan to start more vigorous workouts, especially if you
haven't been active recently. Definitely talk to a doctor if you have any injuries or a chronic
or unstable health condition, such as heart disease or several risk factors for heart disease,
a respiratory ailment like asthma, high blood pressure, joint or bone disease (including
osteoporosis), a neurological illness, or diabetes. Also consult your doctor if you suspect
you may have an illness that would interfere with an exercise program or if you have been
experiencing any troublesome symptoms, such as chest pain, shortness of breath, or
dizziness. Once your doctor gives you the go-ahead to exercise, the tips below can help
you avoid injuries:

1. Take five to 10 minutes to warm up and cool down properly. A portion of the warm-
up exercise should be consisting of skills and drills and other skilled movement
related to the anticipated activity to follow warm-up.
2. Plan to start slowly and boost your activity level gradually unless you are already
exercising frequently and vigorously.

3. Be aware that training too hard or too often can cause overuse injuries like stress
fractures, stiff or sore joints and muscles, and inflamed tendons and ligaments.
Sports prompting repetitive wear and tear on certain parts of your body — such as
swimming (shoulders), jogging (knees, ankles, and feet), tennis (elbows) — are often
overuse culprits, too. A mix of different kinds of activities and sufficient rest is safer.

4. Listen to your body. Hold off on exercise when you're sick or feeling very fatigued.
Cut back if you cannot finish an exercise session, feel faint after exercise or fatigued
during the day, or suffer persistent aches and pains in joints after exercising.

5. If you stop exercising for a while, drop back to a lower level of exercise initially. If
you're doing strength training, for example, lift lighter weights or do fewer reps or
sets.

6. For most people, simply drinking plenty of water is sufficient. But if you're working out
especially hard or doing a marathon or triathlon, choose drinks that replace fluids
plus essential electrolytes.

7. Choose clothes and shoes designed for your type of exercise. Replace shoes every
six months as cushioning wears out.

8. For strength training, good form is essential. Initially use no weight, or very light
weights, when learning the exercises. Never sacrifice good form by hurrying to finish
reps or sets, or struggling to lift heavier weights.

9. Exercising vigorously in hot, humid conditions can lead to serious overheating and
dehydration. Slow your pace when the temperature rises above 70°F. On days when
the thermometer is expected to reach 80°F, exercise during cooler morning or
evening hours or at an air-conditioned gym. Watch for signs of overheating, such as
headache, dizziness, nausea, faintness, cramps, or palpitations.

10. Dress properly for cold-weather workouts to avoid hypothermia. Depending on the
temperature, wear layers you can peel off as you warm up. Don't forget gloves.

Additional Tips:
● There is no one best form of exercise. It depends on what the individual wants to
achieve. The individual should choose exercise (s) which he/she likes and enjoys.
● Exercise 30-60 minutes regularly 3-5 times a week.
● Exercise either in the morning or late afternoon when it is not so hot.
 ● If the individual is a beginner, a graduated exercise program starting with light
exercise and gradually increasing the intensity should be followed.
● Severe exercise must be voided unless the individual is young and athletic.
● Delayed muscle soreness that starts 12 to 24 hours after a workout and gradually
abates is a normal response to taxing your muscles. By contrast, persistent or
intense muscle pain that starts during a workout or right afterward, or muscle
soreness that persists more than one to two weeks, merits a call to your doctor for
advice.
● There is no one best form of exercise. It depends on what the individual wants to
achieve. The individual should choose exercise (s) which he/she likes and enjoys.
● Exercise 30-60 minutes regularly 3-5 times a week.
● Exercise either in the morning or late afternoon when it is not so hot.
● If the individual is a beginner, a graduated exercise program starting with light
exercise and gradually increasing the intensity should be followed.
● Severe exercise must be voided unless the individual is young and athletic.

Instruction: Choose among the topics and create an infographics for that topic.
Topics:
1. Advantages of following Guidelines in exercise.
2. Guideline in Exercise.
3. Possible Risks and Injuries when Guidelines in Exercise are not followed.

This is an example of an info-graphics. You can search on the web more examples of
infographics.
RUBRICS for better Output:

Instructions: Write TRUE if the practice is Good and write FALSE if the practice is Not
Good. The answer must be placed on the space prior to the number.

_________1. Taking 5-10 minutes proper Warm up and Cool down.

_________2. Start your exercise from intensive work out to slow cool down.
_________3. A mix of different kinds of activities and sufficient rest is safer rather than
specific rigorous exercise.
_________4. Always follow the exercise program even if you’re feeling fatigued.
_________5. If exercising has been stopped for a while, drop back to lower level of exercise
initially.
_________6. When working out drinking fluids with electrolytes are better.
_________7. For working out choose clothes and shoes designed for the type of exercise
that one performs.
_________8. Sacrifice good form if you are hurrying to finish reps or sets, or struggling to lift
heavier weights.
_________9. For faster burning of fats, exercise at a heated place.
_________10. Wear weather appropriate clothes during work out or exercise.
 LESSON
5 PRINCIPLES OF EXERCISE
3 HOURS

The principles of Exercise are means to get the maximum out of your training. These
principles allows trainers to monitor the stress placed upon athletes and even common
people to make the training safe and effective, helping them to achieve their goals.

1. Identify the Principles of Exercise

2. Explain the Significance of practicing the Principles of Exercise.

Instruction: Look for the words on the list below. Draw a line between the words.
*Reversibility *Adaptation *Overload
*Progression
*Recover * Specificity *Individuality
R E V E R S I B I L I T Y P I
E S F A P O W M B S N A L R N
C P P O V E R L O A D N O O D
O E G E A Q R E E A I D V G I
V C H D C Z T T R R V O E R V
E P J G E I Y Y M L I K R E I
R R K H D G F U K U O S S S D
Y Q L I G H I I L I W A Y S U
W S O U H Y O O C O P O D I A
Z X P T J U P P Q I W E R O L
C V I A A D A P T A T I O N I
B N Q Y R E K O V E R Y D F T
E S F A P O M M B S N A L R Y
 If Life has principles so does Exercise. Principles are guiding beliefs that one must
follow to achieve success. When you approach your multi-sport training, the best way to
answer your questions is to better understand the principles behind the work you are
putting in to improve. In these lessons, you must fully understand the principles of exercise.

THE 7 PRINIPLESOF EXERCISE

1. Individuality Everyone is different and responds differently to training. Some people

are able to handle higher volumes of training while others may respond better to higher
intensities. This is based on a combination of factors like genetic ability, predominance
of muscle fiber types, other factors in your life, chronological or athletic age, and mental
state.

2. Specificity Improving your ability in a sport is very specific. If you want to be a great
pitcher, running laps will help your overall conditioning but won’t develop your skills at
throwing or the power and muscular endurance required to throw a fastball fifty times in
a game. Swimming will help improve your aerobic endurance but won’t develop tissue
resiliency and muscular endurance for your running legs.

3. Progression To reach the roof of your ability, you have to climb the first flight of stairs
before you can exit the 20th floor and stare out over the landscape. You can view this
from both a technical skills standpoint as well as from an effort/distance standpoint. In
order to swim the 500 freestyles, you need to be able to maintain your body position
and breathing pattern well enough to complete the distance. In order to swim the 500
freestyles, you also need to build your muscular endurance well enough to repeat the
necessary motions enough times to finish.

4. Overload To increase strength and endurance, you need to add new resistance or
time/intensity to your efforts. This principle works in concert with progression. To run a
10-kilometer race, athletes need to build up distance over repeated sessions in a
reasonable manner in order to improve muscle adaptation as well as improve soft tissue
 strength/resiliency. Any demanding exercise attempted too soon risks injury. The same
principle holds true for strength and power exercises.

5. Adaptation Over time the body becomes accustomed to exercising at a given level.
This adaptation results in improved efficiency, less effort and less muscle breakdown at
that level. That is why the first time you ran two miles you were sore after, but now it’s
just a warm up for your main workout. This is why you need to change the stimulus via
higher intensity or longer duration in order to continue improvements. The same holds
true for adapting to lesser amounts of exercise.

6. Recovery The body cannot repair itself without rest and time to recover. Both short
periods like hours between multiple sessions in a day and longer periods like days or
weeks to recover from a long season are necessary to ensure your body does not suffer
from exhaustion or overuse injuries. Motivated athletes often neglect this. At the basic
level, the more you train the more sleep your body needs, despite the adaptations you
have made to said training.

7. Reversibility If you discontinue application of a particular exercise like running five

miles or bench pressing 150 pounds 10 times, you will lose the ability to successfully
complete that exercise. Your muscles will atrophy and the cellular adaptations like
increased capillaries (blood flow to the muscles) and mitochondria density will reverse.
You can slow this rate of loss substantially by conducting a maintenance/reduced
program of training during periods where life gets in the way, and is why just about all
sports coaches ask their athletes to stay active in the off season.
The principles of specificity, progression, overload, adaptation, and reversibility
should practice frequently and consistently are so important if you want to improve your
performance. Missed sessions cannot really be made up within the context of a single
season. They are lost opportunities for improvement. Skipping your long ride on weekend A
means you can’t or shouldn’t go as far as originally planned on weekend B (progression &
overload). Skipping your Monday swim means your swimming skills and muscles won’t be
honed or stressed that day (specificity). Missing a week due to a vacation sets you back
more than one week (adaptation and reversibility). Apply these principles to your training to
get a better understanding of your body and how to achieve success.

Instruction: Write a brief and comprehensive essay.

1. Briefly explain the significance of practicing the principles of exercise.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________.

2.Suggest ways to enhance engagement of diverse gender on exercise performance.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________.

Instruction: Identify the Principles of Exercise according to the description below. Choose
your answer form the box and place it on the space provided.

_________________1. This principle must be observed since we have combination of

factors like genetic ability, predominance of muscle fiber types other factors in your life,
chronological or athletic age, and mental state. Must make exercise program that is
appropriate to body type.
_________________2. When this principle is taken into consideration the results are
improved efficiency, less effort and less muscle breakdown. Over time the body becomes
accustomed to exercising at a given level.
_________________3. These principles are violated if sessions are missed and one
exercise more than their plan to cope with the missed sessions.
_________________4. The body must be given time to repair itself. This principle says
that the body must be given short of breaks or pauses from an exercise to ensure the body
do not suffer from exhaustion or overuse injuries.
_________________5. The malpractice of this principle can lead to muscle atrophy and
cellular adaptation like increased capillaries.
_________________6. This principle works in concern with progression.
_________________7. This principle says that any demanding exercise attempted too
soon is risky.
_________________8. It is putting attention to the part of the body one wants to
improve or develop.
_________________9. Exercise must start from simple to complex.
_________________10. Bodily responses vary from person to person, therefor; training
must be suited for individual needs.

LESSON
DESIGN AN EFFECTIVE EXERCISE PROGRAM &FACTORS
6
TO CONSIDER TOWARDS PHYSICAL EXERCISE
3
HOURS
An exercise plan or program is not a one size fits all thing. An exercise program must
be designed based on the individual’s capability and needs. In designing an exercise
program/plan for oneself there are factors that must be considered for safety and better
results.

1. Craft an individualized exercise program suited for one’s need and capability.
2. Identify the factors to consider towards Physical Exercise

Instruction: WHAT ARE YOUR FITNESS GOALS? With your Goals in mind compose
an acrostic poem using the letters below.
Content: 5%
Organization: 5%
Total: 10%
F
I
T
T

S
M
A
R
T

In these lessons, students will fully understand and design an effective exercise
program & apply the factors to consider towards Physical Exercise.

DESIGN AN EFFECTIVE EXERCISE PROGRAM

In the same manner that a doctor prescribes a medication, the key to well-designed
exercise program is that is should cater the individual’s needs and goals. The program
should address the weakness and needs of the individual. The results of various fitness test
will give an idea of what he/she needs. A performance goal is a concrete manifestation of
hat an individual wants to achieve. It is important to design an exercise program that
addresses a performance goal for each fitness components.

An exercise program that is tailored specifically to your needs is a great way to stay

physically and mentally fit. It also provides additional benefits such as: improved condition
of the heart and lungs. increased muscular strength, endurance and motor fitness.
increased aerobic fitness. What do you want to achieve and how much time do you want to
put into it? What do you like to do and are you inclined to exercise in a group or on your
own? You will want to challenge your cardiovascular system (heart & lungs) as well as your
skeletal system (muscle & bones) (Beth Oliver).

The following are the guidelines that can help in determining fitness goals:
1. write a long-term and short-term performance goals. A short-term goal is something that
can be achieved in 6-8 weeks while a long-term goal is something that can be achieved in 6
months or more.
2. Set realistic goals. It is important that goals are attainable in the given period. Review
your current fitness level and decide on modest side.
3. Write specific goals. Write a goal for each fitness components instead f writing a general
one. A specific goal helps you focus on what has to be done.
4. write a fitness contract. A fitness contract is a concrete commitment that serves as a
visual reminder of the goals you have identified.

FITT and SMART

FACTOR DEFINITION
Frequency Number of sessions in a week
Intensity Difficulty level of the exercise or work
demand
Time Duration or distance covered in an
exercise
Type Mode of exercise or activity

OBJECTIVES DESCRIPTION GOALS

Why, what, when, who, and I will exercise for 30
S Specific how? You should have a minutes at least 3 times a
define direct target objective week
Objective should be Run 30 minute without
M Measurable measurable to truthfully stopping
gauge your goal
Goals should be stimulating, Finish a 5k fun run in 30
A Attainable/achievable neither too comfortable nor minutes
too difficult.
Goals should be attainable Compete in a 10k event
R Realistic given the resources, the in 6 months
effort, and the time
Attainable in a period of time Lose at least 5klg in 3
T Time
months
Goals must be motivational To swim and ride a bike
E Exciting and encouraging to level up so that I can join a
and improve triathlon
Evaluate regularly the Increase the distance I
R Recorded progress made with the type can run by 10% every 2
of training weeks.

FACTORS TO CONSIDER TOWARDS PHYSICAL EXERCISE

Before you begin an exercise program, you should undergo a physical, especially if
you have an existing medical condition such as heart disease, diabetes, or fibromyalgia.
Depending on your condition, a doctor may want your exercise regimen to be tailored
specifically. A Nutritionist & Dietetics Emilia Klapp, also mind these tips:
 ● Begin training gradually, catering to your fitness level. If you push too hard at the
start, your muscles will be sore for days and you may feel sick. This also could sap
your motivation. -- If you are uncertain about where to begin, consult a fitness trainer
who can help fashion a program to your needs.
● Try to join a program to add a social element to your regimen. Exercising in solitude
takes discipline.
● Exercise with someone who is in about the same shape as you are. You may get
discouraged otherwise.
● Vary your routines to keep from getting bored, such as walking three miles every
other day and lifting weights on the days you don’t walk.
● Consume adequate antioxidants such as vitamins C and E to protect against free
radicals.
● Choose activities you enjoy. If exercise isn’t fun, you won’t do it for long.

According to National Academy of Sorts Medicine, before starting an exercise program,

there are several things that you should possibly consider. If you have never exercised, it’s
been a long time, or you’re over the age of 40, a thorough physical by your primary medical
provider is strongly advised to make sure that you are physically ready to participate in
regular exercise. Beyond that it’s important to consider why you’re beginning an exercise
program, what your eventual goals are, and what possible obstacles, there might be to you
continuing your exercise program and how best to overcome these obstacles. If you have
clearly defined and manageable goals it makes it more likely you will stick with your
exercise program and be motivated to continue to reach manageable goals.  

The important factor in Exercise, Physical Fitness and Health

When we think about health and fitness, most people would tend to believe that they
are one in the same. More often than not, the terms health and fitness are used
interchangeably. Yet in reality, they have distinctly different meanings and applications.
However, there is one area of commonality between the two. Both are states that are
dynamic, constantly changing conditions of the biologic organism. Health and fitness levels
can vary from one moment to the next.

Health, simply speaking, is really just the absence of disease. Yet because of the dynamic
nature of the human organism, there must be a relative balance between the
catabolic state (anything that results in the breakdown of the organism) and the
anabolic state (anything that results in the growth and differentiation of the
organism). This balance must be maintained and is what defines optimal health.
From conception until we stop growing (usually between the ages of 18 and 25), the
anabolic state is slightly ahead of the catabolic state. Once we achieve adulthood,
the catabolic state becomes slightly more dominant and, being mortal, aging and
ultimately death occurs.

Fitness, on the other hand, is the ability to withstand, adapt, or recover from environmental
challenges that act upon the body. Physician and exercise expert M. Doug McGuff,
MD defines fitness as “the bodily state of being physiologically capable of
handling challenges that exist above a resting threshold of activity”.

With the above definitions in place, it is easy to see the distinctions between health
and fitness. It’s possible to be healthy, yet not particularly fit. Likewise, a high degree of
fitness does not necessarily mean that a person is healthy.
 We are counseled by the fitness and medical communities to be more physically
active as a way to become healthier. And while sports and recreational activities may
require a certain level of fitness, they may not be the healthiest way to obtain that fitness. If
one gets injured in the pursuit of fitness, their health is adversely affected. Acute injuries
may become chronic, further jeopardizing short term and long-term health. Most often, it is
not a matter of if you will get injured, but when.

7 Ways to Support Diversity in the Classroom [With Examples]

A school culture where people embrace diversity in the classroom can positively impact

the school community. When this happens, a school community creates a safe, supportive
and purposeful environment for students and staff which, in turn, allows students to grow
— academically and socially.
In an increasingly fragmented society, the ability to connect with peers, coworkers, and
neighbors with diverse backgrounds and abilities is invaluable. Diversity improves critical-
thinking skills, builds empathy and encourages students to think differently.
If you want to support diversity, then this post is for you.

What is diversity in the classroom?

Diversity is everything that makes people different from each other. This

includes many different factors: race, ethnicity, gender, sexual orientation, socio-economic
status, ability, age, religious belief, or political conviction. All these factors work together to
inform how students (and teachers, and everyone else) encounter the world.
The University of Rhode Island defines diversity in the classroom as “understanding each
student brings unique experiences, strengths, and ideas to our classroom … Diversity is the
exploration and incorporation of these differences to enrich learning in our classroom.”
For an illustrated definition of diversity, this video breaks down what the United States
would look like if it were just a group of 100 people:
Diversity is everything that makes people different from each other. This includes
many different factors: race, ethnicity, gender, sexual orientation, socio-economic status,
ability, age, religious belief, or political conviction. All these factors work together to inform
how students (and teachers, and everyone else) encounter the world.
The University of Rhode Island defines diversity in the classroom as “understanding each
student brings unique experiences, strengths, and ideas to our classroom … Diversity is the
exploration and incorporation of these differences to enrich learning in our classroom.”
For an illustrated definition of diversity, this video breaks down what the United States
would look like if it were just a group of 100 people:
These realities are already reflected in your school, and it’s important for you to address
them.

Why is diversity in the classroom important?

If you ignore the issue of diversity in the classroom and choose to not promote diversity in
your school, you’re not doing your job.
Children go to school to be prepared for the workforce, so teaching must effectively address
and embrace the realities that come with living and working in a diverse school, community
and country.
Not only that, but there are other research-backed reasons for promoting diversity in the
classroom:

Diversity in the classroom builds critical thinkers

According to an article from Scientific American, we’re more likely to think harder about an
issue when we’re talking to someone who is different than us:
“Decades of research by organizational scientists, psychologists, sociologists, economists
and demographers show that socially diverse groups (that is, those with a diversity of race,
ethnicity, gender and sexual orientation) are more innovative than homogeneous groups.”
The same article goes on to point out that even the appearance of diversity (and with it, the
suggestion that different opinions exist) makes us change how we approach issues.
Students are no exception to this rule. Diversity in the classroom helps
students develop social awareness which helps them appreciate different
perspectives and draw stronger conclusions. Challenging students to consider different
perspectives can also teach them how to interact with their peers on a social level, and
equip them with skills they’ll use for the rest of their life.
It improves academic outcomes

Diversity in the classroom doesn’t just improve social skills, it can also have an impact on
academic results. It improves critical thinking skills and encourages academic
confidence.
According to a case study from The Century Foundation, students who attended a magnet
school in Hartford, Connecticut that was required to meet racial integration standards
through a lottery system outperformed students at suburban school that had a higher
percentage of affluent, white students on standardized test scores.
The same report also found that effectively integrated schools had less misbehavior, lower
dropout levels and noticed that students were more likely to want to pursue post-secondary
education.
It helps students feel represented and included
According to OISE professor Ann Lopez, diversity can “disrupt narratives and stereotypes in
the classroom that position diverse people as lacking invaluable knowledge or unqualified.”
When schools take inclusive and responsive approaches to diversity, students are more
likely to see their identity represented in classroom materials or other students. When
diversity is not a priority and these students don’t feel included, they’re more likely to not
participate and feel inferior to their peers.
A study from the University of California, Los Angeles looked at diverse classrooms to
assess the emotional gains of students, and found encouraging results. According to the
study, students in the most diverse classrooms were more likely to feel safer, less lonely
and less bullied at school.
Richard Messina, principal of OISE’s Dr. Eric Jackman Institute of Child Study, defines this
practice as “idea diversity:”
“To understand an idea is to understand the ideas that surround it, including those that
stand in contrast to it. Idea diversity creates a rich environment for ideas to evolve into new
and more refined forms. This pedagogical approach may help students to appreciate and
value all forms of diversity and how diversity enriches learning.”

7 ways to encourage a culture of diversity in your school

Alright. So diversity is important to cultivate in your classroom because of the academic and
social benefits. That’s a great thing to know, but what does diversity in the classroom look
like in action? And how can you promote it in your school?
Good news: there are lots of different ways!

1. Re-evaluate your teaching materials

Which voices are speaking in your classroom?
That is, whose stories do you tell? Especially in the humanities and social sciences,
teaching materials can often be limited to Western, white, male and middle-class narratives.
Work with your teachers to see if you’re representing a wide range of voices in the
curriculum. If possible, teach literature from authors of color. Examine historical
narratives to see which voices are missing — for example, a discussion about the civil
rights movement can examine how it intersects with gender equality, immigration and the
stories of Latino, Hispanic and Native American peoples.
This is exactly what Citizens of the World Charter Schools in California is doing through a
focus on a project-based, culturally-responsive and data-driven learning model.
ome of the projects they’re working on to promote diversity in the classroom include:
● A first-grade rally to end homelessness: To learn about homelessness and civic
engagement, students write letters to the mayor and use their creative skills to
produce awareness materials like posters and songs.
● Second language practice in second grade: Students who speak Spanish at
home help teach their classmates and teachers how to pronounce and translate a
Spanish song.
● Fourth-grade history: While learning about the gold rush, students write diaries
from a wide range of historical actors like mine workers and owners, but also from
the perspective of women and immigrants that worked alongside them.
If it’s difficult to change your existing curriculum, use the opportunity to ask students why
different perspectives aren’t included and challenge them to apply critical thinking skills.

2. Get to know your students

All the students in your school are unique individuals, so use that fact to  build a diverse and
inclusive school culture.
Take the time to learn about your students: Where do they come from? What kind of socio-
economic situation do they live in, broadly speaking? Are they meeting academic
achievement standards, or are they struggling? Do they get along with their peers?
With everything that you have to keep track of and work on, it might be difficult to find the
time to intentionally build relationships with students — especially if you’re new to the
school or to a leadership position.
Here are some ways to start:
● Schedule time out of your day to visit classrooms or walk through the halls.
Let students know that they can approach you with problems (or just to say hello),
and then follow through on what they come to you with.
● Communicate your vision and goals for the school to your teachers. Encourage
them to come to you with any questions or concerns, and work with them to promote
diversity in the classroom.
● Show some school spirit. Participate in school events and visit different clubs or
after-school activities. If students see that you’re invested in school culture, they’ll be
more likely to also participate.
When you know your students and understand their strengths and weaknesses, you’re
better equipped to help build a safe and secure learning environment, where all of them can
thrive.

3. Be willing to address inequality

Part of supporting diversity in the classroom is creating a safe space for students and
educators to talk about how issues of discrimination affect them on a personal, classroom-
and school-wide level.
The more diversity is a topic of discussion in your school, the less students and
teachers will hesitate to address it. As a school leader, you’re in a position to lead the
conversation and inspire others in the school to take action.
This conversation shouldn’t just be limited to words — in order to make effective change,
you need to take practical steps to address inequality when you encounter it, such as:
● Use language that promotes positivity and doesn’t reinforce existing stereotypes. For
example, the phrase “boys will be boys” shouldn’t be used to justify sexism or
aggression.
● Respond immediately and effectively to inappropriate comments or actions. Take
infractions seriously and keep families informed.
● Model inclusion and acceptance. Encourage students to include all of their peers if
you see division forming along racial or economic lines.
● Remove existing markers of inequality in your school. For example, make sure
students who are eligible for free or reduced lunch programs aren’t singled out and
made to feel different.
Fair does not equal the same — fair means making sure that every student has what he or
she needs to succeed both personally and academically. When you lead the
conversation and follow through with action, you signal that discrimination will not
be tolerated in your school.

4. Connect with families and community

Schools are a central part of the community and should reflect and celebrate its diversity.
Communicate your goals for diversity in the classroom to families. Ask if they have
any questions or concerns, and then listen. Invite them to identify areas in the curriculum or
in the school culture that they feel could benefit from more of a focus on diversity.
Reach out to leaders in the community that can offer different perspectives, either as
experts in their field, professionals, community workers or activists. Consider asking
teachers to develop service learning projects that connect classroom learning with
community initiatives.

When your students meet members of their community, they get to see examples of people
from different backgrounds succeeding in their field and might be inspired to think differently
about their own future.
Other options for staying in touch and building relationships with families and neighbors:
● Host a community food drive. Ask students, families and neighbours to bring in
non-perishable food items to donate to the local food bank
 ● Start a paper or email newsletter to communicate school news and events to
families
● Host a parent or family night as an opportunity to outline any curriculum additions
or special events the school is having to promote diversity
5. Meet diverse learning needs

Uniform standards can’t apply to a diverse classroom, so start working with your teachers to
establish different approaches for students with different learning needs. Some suggestions
for making sure the classroom stays accessible and equitable:
● Introduce adaptive technologies. Adaptive technologies make learning accessible
for all students. This can include anything from speech-to-text software, talking
calculators for students with dyscalculia, or modified computer accessories for
students with physical disabilities.
● Encourage teachers to use different types of instruction and teaching
strategies. Techniques like project-based learning, differentiated
instruction and blended learning all allow teachers to help learners with different
needs. (For even more ideas about classroom teaching strategies, read our Ultimate
List of Teaching Strategies!)
● Create opportunities for all students to contribute. Within groups, have students
take on different roles that fit their strengths. Some students can act as note takers,
while others can facilitate the conversation.
6. Hire diversely

The vast majority of teachers in the United States are white and female. According
to federal data, 81.6 percent of teachers are white, while just 6.8 percent are black. As a
contrast, 47 percent of students are white, while 16 percent are black.
In a 2018 study from the Learning Policy Institute, researchers found that having teachers
of color increased the academic performance of students of color.
As a school leader, you can directly impact the diversity of your faculty through hiring and
recruitment efforts. Some of the suggestions from the study for hiring a more diverse faculty
include:
● Establish programs at the district level that recruit teachers from non-traditional
programs and provide financial help and training.
 ● Improve the data systems that monitor diverse hiring efforts, and reward schools that
meet diversity requirements.
● Hire earlier in the year to reach more in-demand candidates
● Support principal preparation programs, including actively recruiting teachers and
supporting their professional development
It’s important to always hire the best candidate for the position, regardless of their
background. At the same time, work to challenge your biases and assumptions about what
makes a candidate qualified. A staff that reflects diversity in the classroom will expose your
students to different ideas and teaching styles, and make them stronger as a result.

7. Support professional development opportunities

Your teachers will probably take on the bulk of the day-to-day efforts to promote diversity in
the classroom. Offer professional development resources to help them effectively respond
to challenges and opportunities.
At Blackstone Valley Prep in Rhode Island, teachers go through specific professional
development sessions that illustrate how structural inequalities are present in classroom
dynamics, and learn to elevate student voices above their own.
This is especially important considering their student body has a great deal of economic
diversity and aims to give at least half of its opening to students who qualify for free or
reduced lunch. With professional development, teachers in that school are better equipped
to address challenges and confront biases in themselves and in their students.
Here are some great resources and organizations to get you started:
● National Education Association EdJustice : Here you'll find inspiring stories and
resources from education justice activists along with ways to take action in your
community.
● Beyond Heroes and Holidays: This resource is for teachers, school leaders, students
and parents alike. It provides a model for building a culturally responsive curriculum
and includes in-service activities, strategies for teaching and offers an analysis of
racial inequality in the current school system.
● The Center for Culturally Responsive Teaching and Learning  is an organization that
offers professional development opportunities for schools, businesses and the
general public on becoming culturally responsive, “moving below the superficial
focus on culture.” They offer half to multi-day workshops, as well as coaching and
online courses.
● Teaching Tolerance is an organization that helps “teachers and schools educate
children and youth to be active participants in a diverse democracy.” The program
 emphasizes social justice and anti-bias, and offers workshops in a number of major
cities as well as free online resources. They also have a team of professional
development trainers available to run sessions at the school or district level.

Final thoughts: Diversity in the classroom

Diversity expresses itself in so many different ways, so it can be daunting to try and start
conversations around bringing it to the classroom.
The good news? Your school is already full of students and staff with diverse and amazing
backgrounds, abilities and skills! All you have to do is start highlighting that diversity.
Start slowly and intentionally. Don’t be afraid to admit when you don’t know the answer, but
always try to keep learning and growing. Listen to what others around you are saying, and
look for feedback and ways to continuously improve. Change doesn’t happen overnight, but
the most important step is getting started.
How Prodigy supports diversity
The certified teachers at Prodigy Education who create the in-game educational content
care greatly about equity, diversity and inclusion.
From ethnically-diverse names to choose from, to students' abilities to personalize their
avatars to look like them, to questions that go beyond traditional gender norms, our
education content creators are always moving toward ensuring that the diverse group of
students who play Prodigy are truly represented, and feel included and involved in their
learning journey.
And, if your students have existing Prodigy Math accounts, they can modify their avatars
even after they've been created.
See for yourself! Create or log in to your free teacher account on Prodigy – a standards-
aligned, game-based learning platform for math that’s easy to use for educators and
students alike. It’s used by millions of students and teachers.

Instruction: Previously, you have learned about the Principles of Exercise. Practicing
the principles of Individuality and Specificity, craft an Exercise Plan for Yourself.

Firstly, list all the specific things/goals that you want to improve on yourself.
1. ___________________________________________________________________
_______________________
2. ___________________________________________________________________
_______________________
3. ___________________________________________________________________
_______________________
4. ___________________________________________________________________
_______________________
5. ___________________________________________________________________
_______________________
With the specific list that you made craft an individualized/personalized FITT Plan.
See link for example https://shefit4life.wordpress.com/week-6-2/. In crafting the
Exercise Program put in mind the guideline in determining fitness goals on the
teaching points above.

Below is also an Example. What’s on this example must not be replicated or copied.
FREQUENCY INTENSITY TIME TYPE

10 reps, 2 sets low 5 mins. Squats

15 reps, 2 sets low 5 mins. Lunges

10 reps, 2 sets low 5 mins. Crunches

Instructions: Briefly answer the following:

 1. Why should you consider the factors towards Physical Exercise; What are its
benefits/implications?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________.

2. Suggest ways to enhance engagement of diverse gender in exercise performance.

_________________________________________________________________________
___

_________________________________________________________________________
___

_________________________________________________________________________
___

_________________________________________________________________________
___

_________________________________________________________________________
___

2. STATE OR WRITE YOUR FITNESS CONTRACT OR

COMMITMENT

________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
__________________ .
____________________________________________
PLACE YOUR SIGNATURE/NAME HERE