Physical education

Physical education (often abbreviated Phys. Ed. or P.E.) or gymnastics (gym or

gym class) is a course taken during primary and secondary education that encourages
psychomotor learning in a play or movement exploration setting. [1]

Trends

Physical Education trends have developed recently to incorporate a greater variety of

activities. Introducing students to lifetime activities like bowling, walking/hiking, or
Frisbee at an early age can help students develop good activity habits that will carry
over into adulthood. Some teachers have even begun to incorporate stress-reduction
techniques such as yoga and deep-breathing. Teaching non-traditional sports to
students may also provide the necessary motivation for students to increase their
activity, and can help students learn about different cultures. For example, while
teaching a unit about Lacrosse (in say Arizona), students can also learn a little bit
about the Native American cultures of the Northeast and Eastern Canada, where
Lacrosse originated. Teaching non-traditional (or non-native) sports provides a great
opportunity to integrate academic concepts from other subjects as well (social studies
from the example above), which is required of every P.E. teacher these days.

There are also many different models that have been created as of late that change the
face of P.E. One example of this is the Health Club Model. Teaching with this model
is very different from the "Organized Recess" of 20 or 30 years ago. Spun off the
boom in the health club industry, a P.E. class provides many of the same "classes"
that are found at a health club. Monday a student could be doing kickboxing, the next
day is yoga, Wednesday the student is doing DOTA. This type of program provides a
great variety of activity for students, a lot a high intensity exercise, and helps
introduce these activities for use later in life. The Sports Education model is another
example of a new model were the class is run like a sports league, with students
taking the role of coaches, scorers, referees, and reporters as well as players. Using
this model, students practice management skills, mathematics skills, and writing skill
all while learning sports skills and being active.

Another trend is the incorporation of Health and Nutrition to the physical education
curriculum. The Child Nutrition and WIC Re-authorization Act of 2004 required that
all school districts with a federally funded school meal program develop wellness
policies that address nutrition and physical activity.[2] While teaching students sports
and movement skills, P.E. teachers are now incorporating short health and nutrition
lessons into the curriculum. This is more prevalent at the elementary school level,
where students do not have a specific Health class.

Today many states require Physical Education teachers to be certified to teach Health
also. Many colleges and Universities offer both Physical Education and Health as one
certification. This push towards Health education, is beginning in the intermediate
level, including lessons on bullying, self esteem and stress and anger management.

In the United States, the physical education curriculum is designed to allow school
pupils a full range of modern opportunities, dozens of sports and hundreds of
carefully reviewed drills and exercises, including exposure to the education with the
use of pedometer, GPS, and heart rate monitors, as well as state-of-the-art exercise
machines in the upper grades. Some martial arts classes, like wrestling in the United
States, and Pencak Silat in France, Indonesia and Malaysia, are taught to teach
children self-defense and to feel good about themselves. The physical education
curriculum is designed to allow students to experience at least a minimum exposure
to the following categories of activities: aquatics, conditioning activities,
gymnastics, individual/dual sports, team sports, rhythms, and dance. Students
are encouraged to continue to explore those activities in which they have a primary
interest by effectively managing their community resources.

In these areas, a planned sequence of learning experiences is designed to support a

progression of student development. This allows kids through 6th grade to be
introduced to sports, fitness, and teamwork in order to be better prepared for the
middle and high school age. In 1975, the United States House of Representatives
voted to require school physical education classes include both genders.[3] Some high
school and some middle school PE classes are single-sex. Requiring individuals to
participate in physical education activities, such as dodge ball, flag football, and other
competitive sports remains a controversial subject because of the social impact these
have on young children. It is, however, important to note that many school budgets
have seen cutbacks and in some cases physical education programs have been cut -
leaving educators and students to address these needs in other ways.

Worldwide

In Singapore, pupils from primary school through junior colleges are required to have
2 hours of PE every school week, except during examination seasons. Pupils are able
to play games like football, badminton, 'captain's ball' and basketball during most
sessions. Unorthodox sports such as tchoukball, fencing and skateboarding are
occasionally played. In more prestigious secondary schools and in junior colleges,
sports such as golf, tennis, shooting, squash are played. A compulsory fitness exam,
NAPFA, is conducted in every school once every year to assess the physical fitness of
the pupils. Pupils are given a series of fitness tests (Pull-ups/ Inclined pull-ups for
girls, standing broad jump, sit-ups, sit-and-reach and 1.2 km for secondary/2.4 km for
junior colleges run). Students are graded by gold, silver, bronze and fail. NAPFA for
Year 2 males in junior colleges serves as an indicator for an additional 2 months in
the country's compulsory national service if they attain bronze or fail.

Aim of Physical Education - The ultimate goal or direction is referred to as an aim, it

point out way. It is final end. Aim is achieved some certain objectives.

Aim of physical education, like general education, is to develop human personality in

its totality well planned activity programs. In some words, physical education aim at
the all round development of the personality of an individual or wholesome
development of human personality and it includes physical, mental, social, emotional
and moral aspects to make an individual a good citizen who is able to make
contribution in process of nation in one's own way. Thus physical education means at
making an individual physical fit, mentally alert, emotionally balanced, socially well
adjusted, morally true and spiritually uplifted.

Objectives of Physical Education - Objectives are steps considered towards the

attainment of the aim. They are the particular and precise means employed to realize
an aim. The moment an aim is achieved it becomes an objective in the action that
goal on continuing.

The three Objectives of physical education are -

1. The objective of physical fitness - It refers to that state where an individual has
developed great endurance, speed, strength etc. Physical fitness is essential to leading
a happy, vigorous and abundant life.

2. The objective of social efficiency - It concerned with one's proper adaptation to

group living. Physical education activities provides ample opportunities to develop
traits such as cooperation, respect to others, loyalty, sportsmanship, self confidence
etc. All these qualities help a person to make him a good citizen.

3. The objective of culture - It aims at developing an understanding and appreciation

of one's own local environment as well as the environment which is world-wide in
scope. By participation in various physical education activities such as dance, sports
and games, a person fully understand the history, culture, tradition, religious practices
etc and the aesthetic values associated with these activities.
Ancient Olympic Games
The Olympic Games were a series of athletic competitions held for representatives of
various city-states of Ancient Greece held in honor of Zeus. The exact origins of the
Games are shrouded in myth and legend but records indicate that they began in
776 BC in Olympia in Greece. They were celebrated until 393 AD when they were
suppressed by Theodosius I as part of the campaign to impose Christianity as a state
religion. The Games were usually held every four years, or olympiad, as the unit of
time came to be known. During a celebration of the Games, an Olympic Truce was
enacted so that athletes could travel from their countries to the Games in safety. The
prizes for the victors were olive wreaths or crowns.

The Games became a political tool used by city-states to assert dominance over their
rivals. Politicians would announce political alliances at the Games, and in times of
war, priests would offer sacrifices to the gods for victory. The Games were also used
to help spread Hellenistic culture throughout the Mediterranean. The Olympics also
featured religious celebrations and artistic competitions. A great statue of Zeus, one
of the seven wonders of the ancient world was erected in Olympia to preside over the
Games. Sculptors and poets would congregate each olympiad to display their works
of art to would-be patrons.

The ancient Olympics were rather different from the modern Games. There were
fewer events, and only free men who spoke Greek could compete (although a woman,
Bilistiche is also mentioned as a winner). As long as they met the entrance criteria,
athletes from any country or city-state were allowed to participate. The Games were
always held at Olympia rather than alternating to different locations as is the tradition
with the modern Olympic Games.[1] There is one major commonality between the
ancient and modern Games, the victorious athletes are honored, feted, and praised.
Their deeds were heralded and chronicled so that future generations could appreciate
their accomplishments.
Origins

An artist's impression of ancient Olympia

To the Greeks it was important to root the Olympic Games in mythology. [2] During
the time of the ancient Games their origins were attributed to the gods, and competing
legends persisted as to who actually was responsible for the Games' genesis. [3] These
origin traditions and myths have become nearly impossible to untangle, yet a
chronology and patterns have arisen that help people understand the story behind the
Games.[4] The earliest myths regarding the origin of the Games are recounted by the
Greek historian, Pausanias. According to the story, the dactyl Herakles (not to be
confused with the son of Zeus) and two of his brothers raced at Olympia. He crowned
the victor with an olive wreath, which explains the traditional prize given to Olympic
[5]
champions. The other Olympian gods (so named because they lived permanently
on Mount Olympus), would also engage in wrestling, jumping and running contests.[6]
Another myth, this one occurring after the aforementioned myth, is attributed to
Pindar. He claims the festival at Olympia involved Pelops, king of Olympia and
eponymous hero of the Peloponnesus, and Herakles, the son of Zeus. The story goes
that after completing his labors, Herakles established an athletic festival to honor his
father. Pelops, using trickery, and the help of Poseidon, won a chariot race against a
local king and claimed the king's daughter, Hippodamia as his prize.[7] A final myth,
also attributed to Pausanias is dated by the historian at 776 BC.[8] For some reason the
Games of previous millennia were discontinued and then revived by Lycurgus of
Sparta, Iphitos of Elis, and Cleoisthenes of Pisa at the behest of the Oracle of Delphi
who claimed that the people had strayed from the gods, which had caused a plague
and constant war. Restoration of the Games would end the plague, usher in a time of
peace, and signal a return to a more traditional lifestyle.[9] The patterns that emerge
from these myths are that the Greeks believed the Games had their roots in religion,
that athletic competition was tied to worship of the gods, and the revival of the
ancient Games was intended to bring peace, harmony and a return to the origins of
Greek life.[10] Since these myths were documented by historians like Pausanias, who
lived during the reign of Marcus Aurelius in the 160s AD, it is likely that these stories
are more fable than fact.[11]

History

The games were held to be one of the two central rituals in Ancient Greece, the other
being the much older religious festival, the Eleusinian Mysteries.[12]

The games started in Olympia, Greece, in a sanctuary site for the Greek deities near
the towns of Elis and Pisa (both in Elis on the peninsula of Peloponnesos). The first
Games began as an annual foot race of young women in competition for the position
of the priestess for the goddess, Hera[13] and a second race was instituted for a consort
for the priestess who would participate in the religious traditions at the temple.[14]

The Heraea Games, the first recorded competition for women in the Olympic
Stadium, were held as early as the sixth century BC. It originally consisted of foot
races only, as did the competition for males. Some texts, including Pausanias's
Description of Greece, c. AD 175, state that Hippodameia gathered a group known as
the "Sixteen Women" and made them administrators of the Heraea Games, out of
gratitude for her marriage to Pelops. Other texts related to the Elis and Pisa conflict
indicate that the "Sixteen Women" were peacemakers from Pisa and Elis and, because
of their political competence, became administrators of the Heraea Games.

Being the consort of Hera in Classical Greek mythology, Zeus was the father of the
deities in the pantheon of that era. The Sanctuary of Zeus in Olympia housed a 13-
metre-high statue in ivory and gold of Zeus that had been sculpted by Phidias circa
445 BC. This statue was one of the ancient Seven Wonders of the World. By the time
of the Classical Greek culture, in the fifth and fourth centuries BC, the games were
restricted to male participants.

The historian Ephorus, who lived in the fourth century BC, is believed to have
established the use of Olympiads to count years. The Olympic Games were held at
four-year intervals, and later, the Greek method of counting the years even referred to
these Games, using the term Olympiad for the period between two Games.
Previously, every Greek state used its own dating system, something that continued
for local events, which led to confusion when trying to determine dates. For example,
Diodorus states that there was a solar eclipse in the third year of the 113th Olympiad,
which must be the eclipse of 316 BC. This gives a date of (mid-summer) 786 BC for
the first year of the first Olympiad.[15] Nevertheless, there is disagreement among
scholars as to when the Games began.[16]

The "Exedra" reserved for the judges at Olympia on the north embankment of the
stadium

The only competition held then was, according to the later Greek traveller Pausanias
who wrote in 175 A.D., the stadion race, a race over about 190 metres, measured after
the feet of Hercules. The word stadium is derived from this foot race.

The Greek tradition of athletic nudity was introduced in 720 BC, either by the
Spartans or by the Megarian Orsippus, and this was adopted early in the Olympics as
well.

Several groups fought over control of the sanctuary at Olympia, and hence the
Games, for prestige and political advantage. Pausanias later writes that in 668 BC,
Pheidon of Argos was commissioned by the town of Pisa to capture the sanctuary
from the town of Elis, which he did and then personally controlled the Games for that
year. The next year, Elis regained control.

The Olympic Games were part of the Panhellenic Games, four separate games held at
two- or four-year intervals, but arranged so that there was at least one set of games
every year. The Olympic Games were more important and more prestigious than the
Pythian, Nemean, and Isthmian Games.

Finally, the Olympic Games were suppressed, either by Theodosius I in AD 393 or

his grandson Theodosius II in AD 435,[17] as part of the campaign to impose
Christianity as a state religion. The site of Olympia remained until an earthquake
destroyed it in the sixth century AD.

Culture

The "Discobolus" is a copy of a Greek statue c. 5th century BC. It represents an

ancient Olympic discus thrower

The ancient Olympics were as much a religious festival as an athletic event. The
Games were held in honor of the Greek god Zeus. On the middle day of the Games
100 oxen would be sacrificed to Zeus.[1] Over time Olympia, site of the Games,
became a central spot for the worship of head of the Greek pantheon and a temple,
built by the Greek architect Libon was erected on the mountaintop. The temple was
one of the largest Doric temples in Greece.[1] The sculptor Pheidias created a statue of
the god made of gold and ivory. It stood 42 feet (13 m) tall. It was placed on a throne
in the temple. The statue became one of the seven wonders of the ancient world.[1] As
the historian Strabo put it,

"... the glory of the temple persisted ... on account both of the festal assembly and of
the Olympian Games, in which the prize was a crown and which were regarded as
sacred, the greatest games in the world. The temple was adorned by its numerous
offerings, which were dedicated there from all parts of Greece."[1]

Artistic expression was a major part of the Games. Sculptors, poets and other artisens
would come to the Games to display their works in what became an artistic
competition. Sculptors created works like Myron's Diskobolos or Discus Thrower.
Their aim was to highlight natural human movement and the shape of muscles and the
body. Poets would be commissioned to write prose in honor of the Olympic victors.
These poems, known as Epinicians, were passed on from generation to generation
and many of them have lasted far longer than any other honor made for the same
purpose.[1] Baron Pierre de Coubertin, one of the founders of the modern Olympic
Games, wanted to fully imitate the ancient Olympics in every way. Included in his
vision was to feature an artistic competition modeled on the ancient Olympics and
held every four years, during the celebration of the Olympic Games. [18] His desire
came to fruition at the Olympics held in London in 1908.[19]
Health education
[1]
Health education is the profession of educating people about health. Areas within
this profession encompass environmental health, physical health, social health,
[2]
emotional health, intellectual health, and spiritual health. It can be defined as the
principle by which individuals and groups of people learn to behave in a manner
conducive to the promotion, maintenance, or restoration of health. However, as there
are multiple definitions of health, there are also multiple definitions of health
education. The Joint Committee on Health Education and Promotion Terminology of
2001 defined Health Education as "any combination of planned learning experiences
based on sound theories that provide individuals, groups, and communities the
opportunity to acquire information and the skills needed to make quality health
[3]
decisions." The World Health Organization defined Health Education as
"compris[ing] [of] consciously constructed opportunities for learning involving some
form of communication designed to improve health literacy, including improving
knowledge, and developing life skills which are conducive to individual and
community health." [4]
The Role of the Health Educator

From the late nineteenth to the mid-twentieth century, the aim of public health was
controlling the harm from infectious diseases, which were largely under control by
the 1950s. By the mid 1970s it was clear that reducing illness, death, and rising health
care costs could best be achieved through a focus on health promotion and disease
[5]
prevention. At the heart of the new approach was the role of a health educator A
health educator is “a professionally prepared individual who serves in a variety of
roles and is specifically trained to use appropriate educational strategies and methods
to facilitate the development of policies, procedures, interventions, and systems
conducive to the health of individuals ,groups, and communities” (Joint Committee
on Terminology, 2001, p. 100). In January 1979 the Role Delineation Project was put
into place, in order to define the basic roles and responsibilities for the health
educator. The result was a Framework for the Development of Competency-Based
Curricula for Entry Level Health Educators (NCHEC, 1985). A second result was a
revised version of A Competency-Based Framework for the Professional
Development of Certified Health Education Specialists (NCHEC,1996). These
documents outlined the seven areas of responsibilities which are shown below .EDZ

Responsibility I: Assessing Individual and Community Needs for Health Education

* Provides the foundation for program planning

* Determines what health problems might exist in any given group
* Includes determination of community resources available to
address the problem
* Community Empowerment encourages the population to take
ownership of their health problems
* Includes careful data collection and analysis

Responsibility II: Plan Health Education Strategies, Interventions, and Programs

* Actions are based on the needs assessment done for the

community (see Responsibility I)
 * Involves the development of goals and objectives which are
specific and measurable
* Interventions are developed that will meet the goals and
objectives
* According to Rule of Sufficiency, strategies are implemented
which are sufficiently robust, effective enough, and have a
reasonable chance of meeting stated objectives

Responsibility III: Implement Health Education Strategies, Interventions, and

Programs

* Implementation is based on a thorough understanding of the

priority population
* Utilize a wide range of educational methods and techniques

Responsibility IV: Conduct Evaluation and Research Related to Health Education

* Depending on the setting, utilize tests, surveys,

observations, tracking epidemiological data, or other methods of
data collection
* Health Educators make use of research to improve their
practice

Responsibility V: Administer Health Education Strategies, Interventions, and

Programs

* Administration is generally a function of the more

experienced practitioner
* Involves facilitating cooperation among personnel, both
within and between programs

Responsibility VI: Serve as a Health Education Resource Person

* Involves skills to access needed resources, and establish

effective consultive relationships

Responsibility VII: Communicate and Advocate for Health and Health Education
 * Translates scientific language into understandable information
* Address diverse audience in diverse settings
* Formulates and support rules, policies and legislation
* Advocate for the profession of health education

Motivation

Education for health begins with people. It hopes to motivate them with whatever
interests they may have in improving their living conditions. Its aim is to develop in
them a sense of responsibility for health conditions for themselves as individuals, as
members of families, and as communities. In communicable disease control, health
education commonly includes an appraisal of what is known by a population about a
disease, an assessment of habits and attitudes of the people as they relate to spread
and frequency of the disease, and the presentation of specific means to remedy
observed deficiencies.[6]

Health education is also an effective tool that helps improve health in developing
nations. It not only teaches prevention and basic health knowledge but also conditions
ideas that re-shape everyday habits of people with unhealthy lifestyles in developing
countries. This type of conditioning not only affects the immediate recipients of such
education but also future generations will benefit from an improved and properly
cultivated ideas about health that will eventually be ingrained with widely spread
health education. Moreover, besides physical health prevention, health education can
also provide more aid and help people deal healthier with situations of extreme stress,
anxiety, depression or other emotional disturbances to lessen the impact of these sorts
of mental and emotional constituents, which can consequently lead to detrimental
physical effects. [7], [8]

Credentialing

Credentialing is the process by which the qualifications of licensed professionals,

organizational members or an organization are determined by assessing the
individuals or group background and legitimacy through a standardized process.
Accreditation, licensure, or certifications are all forms of credentialing.

In 1978, Helen Cleary, the president of the Society for Public Health Education
(SOPHE) started the process of certification of health educators. Prior to this, there
was no certification for individual health educators, with exception to the licensing
for school health educators. The only accreditation available in this field was for
school health and public health professional preparation programs.

Her initial response was to incorporate experts in the field and to promote funding for
the process. The director if the Division of Associated Health Professions in the
Bureau of Health Manpower of the Department of Health, Education, and Welfare,
Thomas Hatch, became interested in the project. To ensure that the commonalities
between health educators across the spectrum of professions would be sufficient
enough to create a set of standards, Dr. Cleary spent a great amount of time to create
the first conference called the Bethesda Conference. In attendance were interested
professionals who covered the possibility of creating credentialing within the
profession.

With the success of the conference and the consensus that the standardization of the
profession was vital, those who organized the conference created the National Task
Force in the Preparation and Practice of Health Educators. Funding for this endeavor
became available in January 1979, and role delineation became a realistic vision for
the future. They presented the framework for the system in 1981 and published entry-
level criteria in 1983. Seven areas of responsibility, 29 areas of competency and 79
sub-competencies were required of health education professionals for approximately
20 years for entry-level educators.

In 1986 a second conference was held in Bethesda, Maryland to further the

credentialing process. In June 1988, the National Task Force in the Preparation and
Practice of Health Educators became the National Commission for Health Education
Credentialing, Inc. (NCHEC). Their mission was to improve development of the field
by promoting, preparing and certifying health education specialists. The NCHEC has
three division boards that included preparation, professional development and
certification of health educator professionals. The third board, which is called the
Division Board of Certification of Health Education Specialist (DBCHES), has the
responsibility of developing and administering the CHES exam. An initial
certification process allowed 1,558 individuals to be chartered into the program
through a recommendation and application process. The first exam was given in
1990.

In order for a candidate to sit for a exam they must have either a bachelor’s, master’s,
or doctoral degree from and accredited institution, and an official transcript that
shows a major in health education, Community Health Education, Public Health
Education, or School Health Education, etc. The transcript will be accepted if it
reflects 25 semester hours or 37 quarter hours in health education preparation and
covers the 7 responsibilities covered in the framework.

In 1998 a project called the Competencies Update Project (CUP) began. The purpose
of the CUP project was to up-date entry-level requirements and to develop advanced-
level competences. Through research the CUP project created the requirements for
three levels, which included entry-level, Advanced I and Advanced II educators. [9] [10]

Recently the Master Certified Health Education Specialist (MCHES) is in the process
of being created. It is an exam that will measure the knowledge of the advanced levels
and sub levels of the Seven Areas of Responsibilities. The first MCHES exam is
expected to be given in October of 2011.

In order to be eligible to take the MCHES exam you must have at least a Master's
degree in health education or related discipline along with a least 25 credit hours
related to health education. In addition, five years of documented information of
practice in health education and two recommendations of past/present supervisors
must be provided. A vitae/resume must also be submitted.
The Competency Update Project (CUP), 1998-2004 revealed that there were higher
levels of health education practitioners, which is the reasoning for the advancements
for the MCHES. Many health educators felt that the current CHES credential was an
entry-level exam.

There will be exceptions made for those who have the Certification of Health
Education Specialist, that have been active for several consecutive years. They will be
required to participate in the MCHES Experience Documentation Opportunity that
will omit them from taking the exam. [11]

Teaching

In the United States some forty states require the teaching of health education. A
comprehensive health education curriculum consists of planned learning experiences
which will help students achieve desirable attitudes and practices related to critical
health issues. Some of these are: emotional health and a positive self image;
appreciation, respect for, and care of the human body and its vital organs; physical
fitness; health issues of alcohol, tobacco, drug use and abuse; health misconceptions
and myths; effects of exercise on the body systems and on general well being;
nutrition and weight control; sexual relationships and sexuality, the scientific, social,
and economic aspects of community and ecological health; communicable and
degenerative diseases including sexually transmitted diseases; disaster preparedness;
safety and driver education; factors in the environment and how those factors affect
an individual's or population's Environmental health (ex: air quality, water quality,
food sanitation); life skills; choosing professional medical and health services; and
choices of health careers.
First aid

First Aid symbol

First aid is the provision of initial care for an illness or injury. It is usually performed
by a non-expert person to a sick or injured person until definitive medical treatment
can be accessed. Certain self-limiting illnesses or minor injuries may not require
further medical care past the first aid intervention. It generally consists of a series of
simple and in some cases, potentially life-saving techniques that an individual can be
trained to perform with minimal equipment.

While first aid can also be performed on animals, the term generally refers to care of
human patients.

History

The instances of recorded first aid were provided by religious knights, such as the
Knights Hospitaller, formed in the 11th century, providing care to pilgrims and
knights, and training other knights in how to treat common battlefield injuries.[1] The
practice of first aid fell largely in to disuse during the High Middle Ages, and
organized societies were not seen again until in 1859 Henry Dunant organized local
villagers to help victims of the Battle of Solferino, including the provision of first aid.
Four years later, four nations met in Geneva and formed the organization which has
grown into the Red Cross, with a key stated aim of "aid to sick and wounded soldiers
in the field".[1] This was followed by the formation of St. John Ambulance in 1877,
based on the principles of the Knights Hospitaller, to teach first aid, and numerous
other organization joined them with the term first aid first coined in 1878 as civilian
ambulance services spread as a combination of 'first treatment' and 'national aid'[1] in
large railway centres and mining districts as well as with police forces. First aid
training began to spread through the empire through organisations such as St John,
often starting, as in the UK, with high risk activities such as ports and railways.[2]

Many developments in first aid and many other medical techniques have been driven
by wars, such as in the case of the American Civil War, which prompted Clara Barton
to organize the American Red Cross.[3] Today, there are several groups that promote
first aid, such as the military and the Scouting movement. New techniques and
equipment have helped make today’s first aid simple and effective.

Aims

The key aims of first aid can be summarized in three key points:[4]

• Preserve life - the overriding aim of all medical care, including first aid, is to
save lives
• Prevent further harm - also sometimes called prevent the condition from
worsening, this covers both external factors, such as moving a patient away
from any cause of harm, and applying first aid techniques to prevent
worsening of the condition, such as applying pressure to stop a bleed
becoming dangerous.
• Promote recovery - first aid also involves trying to start the recovery process
from the illness or injury, and in some cases might involve completing a
treatment, such as in the case of applying a plaster to a small wound
First aid training also involves the prevention of initial injury and responder safety,
and the treatment phases.

Asana

Padmasana or Lotus pose is a more advanced seated posture

Sarvangasana, a commonly practiced Asana

Asana (Sanskrit आसन sitting down < आस to sit down[1]) is a body position, typically
associated with the practice of Yoga, intended primarily to restore and maintain a
practitioner's well-being, improve the body's flexibility and vitality, and promote the
ability to remain in seated meditation for extended periods.[2] These are widely known
as Yoga postures or Yoga positions, which is currently practiced for exercise and as
alternate medicine.

Terminology
In the context of Yoga practice, asana refers to two things: the place where a
practitioner (yogin (general usage); yogi (male); yogini (female)) sits and the manner
(posture) in which s/he sits.[3] In the Yoga sutras, Patanjali suggests that asana is "to
be seated in a position that is firm, but relaxed".[4] As the repertoire of postures has
expanded and moved beyond the simple sitting posture over the centuries, modern
usage has come to include variations from lying on the back and standing on the head,
to a variety of other positions.[2]In the Yoga sutras, Patanjali mentions the execution
of an asana as the third of the eight limbs of Classical or Raja yoga.[5]

The word asana in Sanskrit does appear in many contexts denoting a static physical
position, although, as noted, traditional usage is specific to the practice of yoga.
Traditional usage defines asana as both singular and plural. In English, plural for
asana is defined as asanas. In addition, English usage within the context of yoga
practice sometimes specifies yogasana or yoga asana, particularly with regard to the
system of the Ashtanga Vinyasa Yoga. That said, yogasana is also the name of a
particular posture that is not specifically associated with the Vinyasa system, and that
while "ashtanga" (small 'a') refers to the eight limbs of Yoga delineated below,
Ashtanga (capital 'A') refers to the specific system of Yoga developed by Sri
Krishnamacharya at the Mysore Palace.

Yoga first originated in India. In the Yoga Sutras, Patanjali describes asana as the
third of the eight limbs of classical, or Raja Yoga. Asanas are the physical movements
of yoga practice and, in combination with pranayama or breathing techniques
constitute the style of yoga referred to as Hatha Yoga.[6] In the Yoga Sutra, Patanjali
describes asana as a "firm, comfortable posture", referring specifically to the seated
posture, most basic of all the asanas. He further suggests that meditation is the path to
samādhi; transpersonal self-realization. [7]

The eight limbs are, in order, the yamas (restrictions), niyamas (observances), asanas
(postures), pranayama (breath work), pratyahara (sense withdrawal or non-
attachment), dharana (concentration), dhyana (meditation), and samadhi (realization
of the true Self or Atman, and unity with Brahman (The Hindu Concept of God)).[5][7]

Common practices
In the Yoga Sutras, Patanjali suggests that the only requirement for practicing asanas
is that it be "steady and comfortable".[5] The body is held poised, and relaxed, with the
practitioner experiencing no discomfort. When control of the body is mastered,
practitioners are believed to free themselves from the duality of heat/cold,
hunger/satiety, joy/grief, which is the first step toward the unattachment that relieves
suffering. [8] This non-dualistic perspective comes from the Sankya school of the
Himalayan Masters. [9]
Students in Utthita Ashwa Sanchalanasana (High lunge)

Listed below are traditional practices for performing asanas: [10][11]

• The stomach should be empty.

• Force or pressure should not be used, and the body should not tremble.
• Lower the head and other parts of the body slowly; in particular, raised heels
should be lowered slowly.
• The breathing should be controlled. The benefits of asanas increase if the
specific pranayama to the yoga type is performed.
• If the body is stressed, perform Corpse Pose or Child Pose
• Such asanas as Sukhasana or Savasana help to reduce headaches.

Pranayama and asana

Pranayama, or breath control, is the Fourth Limb of ashtanga, as set out by Patanjali
in the Yoga Sutra. The practice is an integral part of both Hatha Yoga and Ashtanga
Vinyasa Yoga in the execution of asanas.

Patanjali discusses his specific approach to pranayama in verses 2.49 through 2.51,
and devotes verses 2.52 and 2.53 of the Sutra, explaining there the benefits of the
practice.[12] Patanjali describes pranayama as the control of the enhanced "life force"
that is a result of practicing the various breathing techniques, rather than the exercises
themselves.[13][14] The entirety of breathing practices, those classified as pranayama,
and other is called svarodaya, or the science of Breath. It is a vast practice that goes
far beyond the limits of pranayama as applied to asana. [15]

Surya Namaskara
Surya Namaskara, or the Sun Salutation, is a form of worshiping Surya, the Hindu
solar deity by concentrating on the Sun, for vitalization. The physical aspect of the
practice 'links together' (Sanskrit: vinyāsa) twelve asanas in a dynamically expressed
series. A full round of Surya namaskara is considered to be two sets of the twelve
poses, with a change in the second set where the opposing leg is moved first. The
asanas included in the sun salutation differ from tradition to tradition.

Benefits of practice
The physical aspect of yoga, the asanas, has been much popularized in the West, and
devoted celebrity practitioners like Madonna and Sting have contributed to the
increased visibility of the practice. Physically, the practice of asanas is considered to:

• improve flexibility [16][17]

• improve strength[16][17]
• improve balance[16][17]
• reduce stress and anxiety[16][17]
• reduce symptoms of lower back pain[16][17]
• be beneficial for asthma and Chronic obstructive pulmonary disease (COPD)
[16][17]

• increase energy and decrease fatigue[16][17]

• shorten labor and improve birth outcomes[17]
• improve physical health and quality of life measures in the elderly[17]
• improve diabetes management[18]
• reduce sleep disturbances[16][19]
• reduce hypertension[20][21]

The emphasis on the physical benefits of yoga, attributed to practice of the asanas,
has demephasized the other traditionl purposes of yoga which are to facilitate the
flow of prana (vital energy) and to aid in balancing the koshas (sheaths) of the
physical and metaphysical body.
Nutrition

When dieting to lose weight, most people start off malnourished and end up suffering
from weight re-gain; the immediate weight gain experienced after dieting.

Starved for micronutrients (vitamins and minerals), you over-eat unhealthy foods in
order to correct the deficiency in micronutrients.

Most popular diets overlook the importance of proper nutrition and never correct your
micronutrient deficiency…making it even harder for you to lose weight. Lacking
proper nutrition, it’s definitely not worth your time.

Proper nutrition normalizes eating behaviors and prevents weight re-gain. Add a
once-a-day vitamin & mineral supplement to your diet before trying to lose weight.
This is a critical step in preparing for healthy weight loss.

With nutrition as your focus, the other benefits of weight loss will follow.

This brings us to a second concept of...

Balanced Diets

A diet is considered "balanced" when all food groups are represented in healthy
proportions or percentages. This means following the recommended daily allowances
for micronutrients and for macronutrients—fats, carbohydrates, and proteins.

Nutrition and Balanced Diets are often difficult to understand, let alone practice. Yet,
they are so important to your success.

Unfortunately, it's very hard to find dieting programs that center on balanced diets.
That's because most programs want you to lose weight fast. As consumers of weight
loss products, we all want fast results.
But fast results come at the expense of nutrition and balanced diets.

Dieting Programs that center on nutrition and balanced diets produce lasting success
for dieters at rates 5-10x programs that don't.

Programs that neglect nutrition fail!

Why do Diets Fail?

The web is literally riddled with good intensions, especially when it comes to weight
loss. Most diet programs don't realize the importance of proper nutrition and balanced
diets.

Here's a question recently posted by a first time dieter: "Why do diets fail?"

This is a question that really sparked our interest. With the help of several
professionals, weight loss studies published by The National Institute of Health
(NIH), were reviewed.

One thing was consistently identified from searching several popular diets. This one
thing is so important that if it's absent from a dieting plan you're guaranteed to fail.

The one thing common to diets that fail?

Lack of Balanced Nutrition

It serves no purpose, and may even be harmful, to start a diet that's not nutritious.
You will starve for certain nutrients and overeat to get the nutrients you need.

And what do you over-eat? The same nutrient poor foods that caused the problem in
the first place!

Proper nutrition and a balanced diet are essential to your success. This is what you
need to do...
 1. Undergo a nutritional assessment. Do this before you begin to lose weight.
2. Correct any nutrient deficiency (low levels of vitamins or minerals) by taking
a complete once-a-day supplement.

Finding a dieting program centered on balanced nutrition is like finding a diamond

in the rough. Can you totally forget about fast results?

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There's a lot more to learn about nutrition and balanced diets. The links below should
fill in the gaps...

 Dieting good foods to eat - our extensive list of good diet foods.
 How to Pick a Diet that is Nutritious
 Nutrition Information - Help finding accurate diet and nutrition information.

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Nutrition And Balanced Diet

How often have we heard these terms being tossed about and how often have we used
them knowing only vaguely what “nutrition and balanced diet” actually mean. “A
balanced diet is a combination of various essential nutrients in the proper proportion.
Nutrients would bring within their purview carbohydrates, fats, proteins, fats,
vitamins, mineral salts and lastly even water. Let us see how each of these contribute
to our well being. Carbohydrates (essentially sugars and starches) supply us with
energy while fiber keeps the guts healthy. Proteins build muscles, Fats are required
for cells and other body functions. The importance of vitamins and minerals cannot
be emphasized enough for their functions are vital for the human body. Water is
required to flush out the waste products and remove the toxins. It is a total cleanser.

Carbohydrates are found in starches, sugars and fibers, Unrefined starchy foods like
whole meal bread, rice and pasta and potatoes in their skin are considered to be the
best as they contain more vitamins, contain fiber and regulate the release of energy.
Refined sugar and products containing it are termed as “empty calories” because they
do not contain any nutrients. They only have energy giving properties. In contrast
natural sugars present in fruits and vegetables are healthy. These carbohydrates
should make up at least 40-50 percent of your diet.

Next on the list are the builders of muscle proteins. Milk, milk products, beans nuts,
grains, soy and wheat germ all contain protein. These should be consumed in such a
way that they account for about 20-30 percent of your diet.

Fats should not be excluded form the diet. What we need to do is to ensure that
saturated fats be used sparingly. Polysaturated fats, which are mainly got from plants,
are considered to be more beneficial. Milk, butter, cheese, soy oil, olive oil., flaxseed
oil, all contain fats. Fats should account for at least 30 percent of our diet.
No praise sung in respect of vitamins and proteins can be sufficient. From fighting
infection and aiding bone growth, to promoting cell production and boosting the
immune system, vitamins are vital for the human body. Vitamin A and Riboflavin is
found in milk, butter and vegetables, thiamin in whole grain nuts and seeds, Niacin is
found in milk, Vitamin B6 is found in spinach, broccoli and bananas, Vitamin C is
found in green vegetables and citrus fruits, vitamin D is found in milk, Vitamin E is
found in vegetables, rice, and bran, and Vitamin K is found in wheat germ, vegetable
oil and whole grain bread and cereal.

Minerals like calcium which are necessary for bone growth and healthy teeth, copper
which is require for the metabolism of iron, iron itself, Magnesium which is involved
with the functioning of the nerves and spinal cords, and sodium, potassium,
phosphorous and zinc can be found either in milk, grains, vegetables, fruits, cereals,
yogurt or wheat germ. Drinking the proverbial 8 glasses a day of water is a must.

So nutrition and a balanced diet contribute towards good health. This means no
skipping meals especially breakfast. The body metabolism is increased with the right
kind of breakfast foods. Regular moderate exercise will ensure that you look good
and feel good.

All this does not imply that a balanced diet is boring and uninteresting. It only means
ensuring that you get the right variety of foods in your diet. An occasional treat is
always on the cards.

In India, Ayurveda focuses on dietary aspects for the physical being, for the purity of
mind and for the cosmic spirit. For physical well being , the focus is on adequate
water and food at regular intervals. Food essentially consists of complex
carbohydrates, vegetables and fruits and moderation in fat to balance the doshas. For
the purity of the mind, foods like nuts, seeds of sunflower and sesame, green
vegetables, milk, buttermilk, yogurt, citrus and fibrous fruits are essential. Dietary
ideals for the cosmic spirit ensure that the balanced diet works best when food is
eaten in non-stressful environment. In the end we see, the basic idea is the same,
nutrients in the right proportion should be our mantra.