System Requirements Document

1. Introduction

This System Requirements Document (SRD) defines the requirements for a study reviewer artifact derived from the PATHFIT – 3: Physical Activities Towards Health and Fitness (Sports) combined reviewer (Leyte Normal University, MAPEH Unit). The reviewer covers three content domains: Health and Fitness, Volleyball, and Arnis.

The purpose of the product is to convert the raw PATHFIT-3 source material into a structured, self-contained reviewer that applies recognized reviewing strategies (active recall, spaced repetition, self-quizzing, summarization, mnemonics, and comparison) and can be turned into a file the learner can keep, print, and study offline.

The product is a static study deliverable. It does not involve user accounts, servers, or live data. Requirements below are grounded strictly in the uploaded source content and the user's explicit request.

2. System Overview

The system is a self-contained reviewer file that:

1. Reproduces, in organized reviewer form, every topic, definition, list, rule, skill, and terminology found in the PATHFIT-3 source material across the Health & Fitness, Volleyball, and Arnis units.
2. Layers reviewing strategies over that content so a learner can move from reading → active recall → self-testing → targeted review of weak areas.
3. Exports to a portable file (print/PDF and a Markdown/HTML source of record) suitable for offline study.

The reviewer is content-driven and presentation-light: its value is completeness, accuracy, and study effectiveness rather than application complexity.

3. Functional Requirements

3.1 Health and Fitness Content Coverage

FR-1 — Health and Fitness Fundamentals As a PATHFIT-3 student, I want a reviewer section defining the core concepts of health, fitness, cardiovascular endurance, and conditioning so that I can recall the foundational definitions.

• Acceptance criteria: includes the definition of Health (soundness of body, mind, or spirit); the definition of Fitness (ability to perform daily tasks efficiently without undue fatigue, with extra reserve for emergencies); Cardiovascular Endurance (ability to persist in strenuous tasks involving large muscle groups for an extended period); and Conditioning and Warm-Up (the area that prepares the body for other strenuous activity).

FR-2 — Components of Physical Fitness As a PATHFIT-3 student, I want the eight components of physical fitness each defined so that I can distinguish them in a quiz.

• Acceptance criteria: each of the eight components is listed with its definition — Organic Vigor, Endurance/Stamina, Strength, Power, Flexibility, Speed, Agility, and Balance.

3.2 Volleyball Content Coverage

FR-3 — Volleyball Overview and Playing Area As a PATHFIT-3 student, I want a summary of what volleyball is, its objective, and its playing area so that I can answer basic identification questions.

• Acceptance criteria: states volleyball is a ball-and-net game; states the objective (toss the ball over the net toward the opponent's court and prevent a good return); states the court is 30 ft × 60 ft.

FR-4 — Volleyball Historical Facts As a PATHFIT-3 student, I want the key historical facts of volleyball so that I can recall origins and names.

• Acceptance criteria: Mintonette (original name); William Morgan (Father of volleyball, YMCA); Holyoke, Massachusetts (origin, at YMCA); Alfred Halsted Valley (renamed Mintonette to volleyball).

FR-5 — Volleyball Terminology Glossary As a PATHFIT-3 student, I want a glossary of all volleyball terms so that I can define any term that appears on an exam.

• Acceptance criteria: the glossary defines every term from the source, including: Dink, Off hand spike, Off side hitter, On hand spike, Set-up, Multiple block, Spike, Overhand floater serve, Side out, Block, Serve, Dig, Switching, Angle spike, Foul, Dive, Ace, Referee, Screening, Time-out, Free ball, Back set, Covering, Attacking block, Auxiliary setter, Defense, Double hit, Forearm pass, Middle back defense, Middle up defense, M-formation, 4-2 Attack, 5-1 Attack, Multiple offense, Net recovery, No block defense, Side-out (ceiling clearance), Point, Position fault, Rotation fault, Simultaneous contact, Assisted hit, Held Ball, and Ball crossing net.

FR-6 — Playing Action States As a PATHFIT-3 student, I want the four ball "play" states distinguished so that I can tell them apart.

• Acceptance criteria: Ball in, Ball in play, Ball out, and Ball out in play are each defined.

FR-7 — Volleyball Basic Skills As a PATHFIT-3 student, I want the basic skills with their variants so that I can list and explain them.

• Acceptance criteria: Serve (Underhand, Side, Overhead), Pass (Underhand, Overhead), and Defense (Underhand, Overhead) are each covered.

FR-8 — Basic Responsibilities of Team Roles As a PATHFIT-3 student, I want the responsibilities of each team role so that I can match duties to roles.

• Acceptance criteria: Players (knowledge of the rules; courtesy to players, coaches, officials); Team Captain (discipline of co-players; responsibility until the duration of the game; represents the team in the coin toss; submits the line-up to the 1st Referee and Recorder); Coach (welfare of players; discipline of players; new techniques); Assistant Coach (performs the duties of the coach in his absence; other assigned tasks).

FR-9 — How to Win a Match (Scoring) As a PATHFIT-3 student, I want the scoring and match-win rules so that I can apply them correctly.

• Acceptance criteria: 15 pts for the point system per set and 25 pts for the rally system per set; win by 2 of 3 sets or 3 of 5 sets; extension rules — at 14–14 play continues with a 2-point lead required, and at 16–16 play continues with a 1-point lead required.

FR-10 — Winning by Default As a PATHFIT-3 student, I want the default-win conditions so that I can identify them.

• Acceptance criteria: non-appearance of the opponent; refusal to play without a valid reason; incomplete team members.

FR-11 — Suspension of a Game As a PATHFIT-3 student, I want the suspension rules so that I can recall how scores are handled.

• Acceptance criteria: suspension due to a strong storm; if play continues in the same place, the score continues; if in a different place, the score restarts at zero.

FR-12 — Preparation of the Match As a PATHFIT-3 student, I want the pre-match coin toss procedure so that I can describe how service and court position are decided.

• Acceptance criteria: coin toss is represented by both Team Captains; the toss determines first server (for Service) and best area of the court (for Place).

FR-13 — Substitution Rules As a PATHFIT-3 student, I want the substitution rules so that I can distinguish regular from exceptional substitution.

• Acceptance criteria: Regular Substitution — only six substitutions per set, and only the same player may be substituted (e.g., player #2 with player #6); Exceptional Substitution — when injury occurs (after 3 minutes a player cannot return to play) and due to expulsion/disqualification.

FR-14 — Officiating Officials As a PATHFIT-3 student, I want the roles of each officiating official so that I can match each to their duty.

• Acceptance criteria: Referee (accepts the list of players from the Team Captain; makes signals and overall decisions); Umpire (responsible for proper player positions on court; messages the scorer); Scorer (records the scores of each team; submits the score list); Lineman (located at the corner of the court; carries a flag measuring 30 × 30 inches).

FR-15 — Warm-Up Before the Game As a PATHFIT-3 student, I want the pre-game warm-up timings so that I can recall them exactly.

• Acceptance criteria: 3 minutes when using the same court; 5 minutes when using two different courts; 6–10 minutes when using two different courts and doing it all together.

FR-16 — Player Misconduct As a PATHFIT-3 student, I want the misconduct categories and their meanings so that I can classify examples.

• Acceptance criteria: Unsportsmanlike manner (argumentation and intimidation); Rude Conduct (action contrary to good manner); Offensive Conduct (insulting words); Aggression (physical attack or intended aggression such as punching or weapons).

3.3 Arnis Content Coverage

FR-17 — Historical Development of Arnis As a PATHFIT-3 student, I want the history of Arnis so that I can recall its origins, legal status, and key figures.

• Acceptance criteria: covers that Arnis predates Spanish colonization and was developed by indigenous Philippine populations who used an assorted range of weaponry for combat and self-defense; that it is also known as Eskrima, Kali, and Garrote; its character as swinging/twirling movements accompanied by striking, thrusting, and parrying for defense and offense; its transmission across generations for centuries honing the skill, speed, accuracy, and agility of practitioners; the 1521 defeat of Ferdinand Magellan's armored, musket-bearing Spanish forces by Filipino islanders armed only with bladed weapons and arnis ability; preservation of Arnis traditions despite prohibition through ritual dance, performance, and mock battles; influence of the United States and Japan after gaining independence in 1898; declaration as the Philippine National Art and Sport on December 11, 2009 through R.A. 9850 signed by Pres. Gloria Macapagal-Arroyo; Grand Master Remy Presas as founder of Modern Arnis (who published books and videos and aimed for an injury-free training method and effective self-defense system to preserve older Arnis systems).

FR-18 — Traditional Arnis Weapons (Rattan, Impact, and Edged Weapons) As a PATHFIT-3 student, I want the weapons traditionally used in Arnis identified so that I can name them in an exam.

• Acceptance criteria: states that Arnis traditionally involves rattan, swords, daggers, and spears; states that Arnis encompasses both simple impact and edged weapons; states that the primary weapon is the cane or baton; and states that Arnis also involves hand-to-hand combat, grappling, and weapons disarming.

FR-19 — Competitive Arnis Forms (Anyo and Leban) As a PATHFIT-3 student, I want the two competitive forms distinguished so that I can tell them apart.

• Acceptance criteria: Anyo Model is performance-based and judged on overall choreography, including gracefulness, strength, and force employed; Leban is the combative form that tests participants' agility and reactions and is judged on the number of strikes inflicted; notes that most Leban competitions exclude body contact (grappling, blocks, disarming with hands or feet) while some exceptions permit full contact.

FR-20 — Objectives of Learning Arnis As a PATHFIT-3 student, I want the objectives of learning Arnis so that I can recite its aims.

• Acceptance criteria: covers the objectives that Arnis strives to foster friendships, close bonds, and relationships among participants; to continually advance the talents of participants rather than inflicting harm or defeating the opponent; to hone the participants' bodies, minds, and personalities; to demonstrate respect for one another (as seen in the salutation between younger and senior practitioners); to develop the physique, mind, and character of players; to support players in leading active, healthy lives; to improve one's sense of security and safety by teaching self-defense techniques; and that Arnis does not offer benefits only to practitioners and players but also strives to achieve well-defined objectives and goals.

FR-21 — Strengthening the Arnis Association/Family As a PATHFIT-3 student, I want the objective about the Arnis community so that I can describe its value.

• Acceptance criteria: covers that Arnis practitioners must be driven by the desire to strengthen the Arnis association or family by the exchange/share of love, understanding, new information/knowledge, skills, techniques, and other accomplishments/values and advancements attained.

FR-22 — Benefits of Arnis: Physical Aspect As a PATHFIT-3 student, I want the physical benefits so that I can list them.

• Acceptance criteria: enhances physical fitness including health-related fitness (cardiovascular endurance, muscular endurance, muscular strength, flexibility, body composition) and skill-related fitness (coordination, power, reaction time, speed, agility, balance); aids calorie burning to improve/maintain body shape; serves as a full-body workout.

FR-23 — Benefits of Arnis: Mental Aspect As a PATHFIT-3 student, I want the mental benefits so that I can list them.

• Acceptance criteria: instills self-control and discipline; helps one think quickly and plan effectively, sharpening the mind; improves the ability to operate under pressure and face concerns.

FR-24 — Benefits of Arnis: Social Aspect As a PATHFIT-3 student, I want the social benefits so that I can list them.

• Acceptance criteria: boosts social skills through exposure to new people; provides the chance to form organizations and affiliations with those who share an interest in Arnis; promotes trust and confidence among practitioners; makes it easier to learn others' preferences, beliefs, and attitudes through training together.

FR-25 — Benefits of Arnis: Emotional Aspect As a PATHFIT-3 student, I want the emotional benefits so that I can list them.

• Acceptance criteria: optimizes emotional wellbeing; increases self-esteem and confidence; helps one feel better and reduces stress; empowers one to take on any obstacle; makes one enthusiastic through like-minded others.

FR-26 — Benefits of Arnis: Spiritual Aspect As a PATHFIT-3 student, I want the spiritual benefits so that I can list them.

• Acceptance criteria: assists in discovering one's own individuality through meditation; strengthens the body-mind link; improves one's sense of direction and helps determine purpose in life; gives hope for what one is genuinely capable of.

FR-27 — The Role and Importance of Arnis Organizations As a PATHFIT-3 student, I want to understand why governing bodies matter in the sport so that I can explain their importance.

• Acceptance criteria: covers that it is crucial for every sport activity to have a governing body, associations, federations, or organizations in general for it to be more systematic, safe, secured, prosperous, and true to its aims and objectives.

FR-28 — Prominent Arnis Organizations (WEKAF and PEKAF) As a PATHFIT-3 student, I want the prominent organizations described so that I can identify them.

• Acceptance criteria: WEKAF (World Eskrima Kali Arnis Federation — earliest and biggest martial arts association in the Philippines, founded and established by Supreme Grandmaster Dionisio Canete with its rules and safety equipment; members from 40 nations since founding in 1989; WEKAF European Championships held every two years between WEKAF World Championships; competition rules have remained essentially the same, providing a solid foundation for competitors and spectators); PEKAF (Philippine Eskrima Kali Arnis Federation — sole recognized governing body for Arnis in the Philippines; member of the Philippine Olympic Committee and WEKAF).

FR-29 — Other Arnis Organizations As a PATHFIT-3 student, I want the other related organizations listed so that I can name them.

• Acceptance criteria: IKAEF (International Kali Arnis Eskrima Federation), RAI (Rapid Arnis International), and IMAF (International Modern Arnis Federation).

FR-30 — Arnis Terminologies and Command Glossary As a PATHFIT-3 student, I want a glossary of Arnis terminologies so that I can define any term on an exam.

• Acceptance criteria: notes that given the variety of languages spoken in the Philippines and the prominence of Spanish when Arnis was established, some terms have Spanish roots and some are in Cebuano, and that knowing the native names offers deeper insight; the glossary defines every term from the source, including: Abanico, Arko, Anyo, Arnis, Arnisador, Banda y Banda, Cardena, Corto Kurbada, Crosada, Cross Strike, Daga, Dos-Ekis, Double Zero, Dulo-Dulo, Dumog, Eskrima, Espada y Daga, Flywheel, Hakbang (paiwas, tatsulok), Kali, Kuntaw/Kuntao, Kurbada, Labai, Mano y Mano, Olisi, Pangagaw, Pangamot, Pangandam, Panukad, Plancha, Puk-pok/Punyo, Redonda, Redondo, Rompida, Salamat, Saludo, San Miguel, Serrada, Sikaran, Sinawali/Doble Baston, Solo Baston, Sumbrada, Tapi-Tapi-On, Tigbas, Tuyok, and Witik.

FR-31 — Tagalog Counting Terms As a PATHFIT-3 student, I want the Tagalog numbers used in Arnis so that I can follow counting commands during training.

• Acceptance criteria: Isa, Dalawa, Tatlo, Apat, Lima, Anim, Pito, Walo, Siyam, Sampu, Labing-isa, Labing-dalawa mapped to One through Twelve.

FR-32 — Basic Arnis Commands As a PATHFIT-3 student, I want the basic commands so that I can execute and recognize them.

• Acceptance criteria: Handa (attention — feet shoulder-width apart, stick held in front of the body); Pugay (courtesy — formal greeting and salute, weapon hand across the chest, bow by bending at the waist); Hinto (stop).

FR-33 — Fundamental Skills of Arnis (Blocks and Strikes) As a PATHFIT-3 student, I want the core fundamental skill of blocks and strikes so that I can explain why it is central.

• Acceptance criteria: blocks and strikes are covered as the core fundamental skills that practitioners and players must master having its own rules.

FR-34 — Disarming Techniques As a PATHFIT-3 student, I want the disarming technique so that I can describe its purpose.

• Acceptance criteria: covers the techniques a player employs to ensure that no one is harmed when disarming the opponent.

FR-35 — Distance and Timing As a PATHFIT-3 student, I want distance and timing explained so that I can describe its role.

• Acceptance criteria: covers that one must have accurate calculations of his or her distance and timing to produce effective defense and outstanding counterattacks.

FR-36 — Footwork As a PATHFIT-3 student, I want footwork explained so that I can describe its role.

• Acceptance criteria: covers that one should have great and effective footwork to make sure movements are firm in the duration of the sport and avoid injuries.

FR-37 — Grip and Manipulation As a PATHFIT-3 student, I want grip and manipulation explained so that I can describe its role.

• Acceptance criteria: covers that having knowledge of the proper grip and manipulation of weapons (if there is any) is a fundamental skill in Arnis.

FR-38 — Skill-Related Fitness Components in Arnis As a PATHFIT-3 student, I want the related fitness components listed so that I can name them.

• Acceptance criteria: Agility, Balance, Coordination, Power, Reaction Time, and Strength are covered as essential skill-related fitness components.

FR-39 — The Seven Basic Arnis Stances (Overview) As a PATHFIT-3 student, I want an overview of why stances matter so that I understand their role.

• Acceptance criteria: states that a stance is a standing fighting position adopted before any offensive or defensive movement; that a correct fighting stance is the first step to mastering any martial art discipline; and that Arnis uses a variety of combat positions, each with a specific purpose depending on the situation.

FR-40 — Ready Stance As a PATHFIT-3 student, I want the Ready Stance described so that I can execute it.

• Acceptance criteria: stand with feet apart parallel to the shoulder with both toes pointing forward; knees straight, waist and body facing forward; hands on waist level holding sticks on both sides; commonly used standing at ease during training or tournaments.

FR-41 — Attention Stance As a PATHFIT-3 student, I want the Attention Stance described so that I can execute it.

• Acceptance criteria: stand with feet forming a 45-degree angle; heels close to each other, knees straight, waist and body facing forward; shoulders dropped to the side and both hands at waist level; commonly used in preparation for courtesy or "bowing" at the commencement of sparring.

FR-42 — Forward Stance As a PATHFIT-3 student, I want the Forward Stance described so that I can execute it and its variants.

• Acceptance criteria: from the ready stance, move one foot forward until the knee and toe are in line; both toes pointing front, body facing forward; body not too low and lead foot not over-extended (otherwise hard to maneuver); weight/center of gravity distributed to both legs; variants are Right Foot Forward Stance (right foot lead) and Left Foot Forward Stance (left foot lead); commonly used with frontal striking or blocking techniques.

FR-43 — Oblique Stance As a PATHFIT-3 student, I want the Oblique Stance described so that I can execute it and its variants.

• Acceptance criteria: from the ready stance, move one foot forward 45 degrees away from the body until the knee and toe are in line; move on the same direction as the lead foot (e.g., for right foot lead, move 45 degrees forward to the right); both toes pointing front, body facing forward; body not too low and lead foot not over-extended; weight distributed to both legs; variants are Right Foot Oblique Stance and Left Foot Oblique Stance; commonly used for forward blocking and evasion techniques.

FR-44 — Straddle Stance As a PATHFIT-3 student, I want the Straddle Stance described so that I can execute it.

• Acceptance criteria: from the ready stance, move one foot about two feet (2') to the left or right until both lower legs are almost perpendicular to the ground; both toes pointing front, body facing forward; body not too low or extended; weight distributed to both legs; also called Horseback Riding Stance because it mimics riding a horse; commonly used for blocking strikes to the side of the body.

FR-45 — Side Stance (with Left and Right Foot Side Stance Variants) As a PATHFIT-3 student, I want the Side Stance described so that I can execute it and its variants.

• Acceptance criteria: from the ready stance, move one foot about two feet (2') to the left or right direction; the moving foot becomes perpendicular to the ground while the other leg is extended, creating a position like that of a side kick; both toes pointing front, body facing forward; body not too low or extended; weight distributed to both legs; if the left foot moves to the side, it becomes Left Foot Side Stance, and if the right foot moves to the side, it becomes Right Foot Side Stance; commonly used for strike deflection and evasion techniques.

FR-46 — Back Stance As a PATHFIT-3 student, I want the Back Stance described so that I can execute it and its variants.

• Acceptance criteria: from the ready stance, move one foot backward 45 degrees away from the body; the heels should form an imaginary "L" shape while the legs are in a straddle position; body not too low or extended; weight distributed to both legs; variants are Right Foot Back Stance and Left Foot Back Stance; used for blocking and backward evasion techniques.

FR-47 — The Six Basic Arnis Blocks As a PATHFIT-3 student, I want each of the six blocks described so that I can perform and identify them.

• Acceptance criteria: defines blocking as the act of stopping or deflecting an opponent's attack to prevent injurious contact with the body; and describes each block — Outside Blocking (bringing the cane forward with support from the left hand at the middle of the cane); Inside Blocking (performed as an outside block but on the right side of the body); Downward Inside Block (positioning the cane hand above the right shoulder, then swinging the cane downward to block); Downward Outside Block (positioning the cane behind the left ear, then swinging it downward to block); Vertical Block (raising the elbow of the cane hand to shoulder level while the other hand supports the middle); Rising Block (raising the cane over the head to block).

FR-48 — Strike Vital Points Awareness As a PATHFIT-3 student, I want to understand the role of vital points in Arnis striking so that I can apply the strikes correctly.

• Acceptance criteria: covers that there are different vital points in the human body that a player should be mindful of, whether to defend effectively or to know which vital points to attack to knock down the opponent, and that mastery of the different stances is required before carrying out the strikes.

FR-49 — The 12 Strikes Drill Set As a PATHFIT-3 student, I want the 12 strikes described with targets and mechanics so that I can perform and identify them.

• Acceptance criteria: covers strikes 1–12 — Left Side of the Head, Right Side of the Head, Left Side of the Body/Torso, Right Side of the Body/Torso, Thrust to the Stomach, Left Chest Stab, Right Chest Stab, Left Lower Leg, Right Lower Leg, Left Eye Poke, Right Eye Poke, and Strike to the Crown/Top of Head — each with its target point (including 1 o'clock/11 o'clock stick positions, diagonal forehand/backhand swings, solar plexus thrust, chest stabs, eye pokes with elbow down, and overhead crown strike) and described swing/stance.

FR-50 — Lower Leg Strikes Targeting the Knee, Shin, and Ankle As a PATHFIT-3 student, I want the lower-leg strikes described so that I can perform them precisely.

• Acceptance criteria: covers that the Left Lower Leg strike delivers a powerful strike to the lower leg targeting the knee, the shin, or the ankle (aiming to throw the opponent off balance and immobilize him; warrior lowers his body, extends the weapon arm, holds the palm upward, and hits any part of the lower leg); and that the Right Lower Leg strike similarly lowers the body and extends the weapon hand to hit the knee, the shin, or the ankle, this time with the palm facing downward.

FR-51 — The 4 Strikes Drill Set As a PATHFIT-3 student, I want the 4 strikes described so that I can perform and identify them.

• Acceptance criteria: Forehand Strike/Left Temple, Backhand Strike/Right Temple, Forehand Strike/Left Shoulder, and Backhand Strike/Right Shoulder are each described with their swing and target.

FR-52 — The 6 Strikes Drill Set As a PATHFIT-3 student, I want the 6 strikes described so that I can perform and identify them.

• Acceptance criteria: Left Temple Strike, Right Knee Strike, Right Temple Strike, Left Knee Strike, Strike to Head/Crown, and Stomach Thrust are each described with hand position, swing, and target (including the Right Knee Strike — hand near the right ear with palm facing inside and cane tip pointing backward, swing downward to strike the opponent's right knee, twisting the wrist with the palm facing upward; and the Left Knee Strike — hand above the left shoulder with palm facing the ground and cane tip backward, swing downward to strike the opponent's knee).

FR-53 — Single Sinawali As a PATHFIT-3 student, I want the Single Sinawali described so that I can perform the sequence.

• Acceptance criteria: explains that Sinawali is the double-cane method of fighting in Arnis, Eskrima, and Kali; that the name came from the Tagalog word "sawali" (a woven split bamboo mat used as walls of nipa huts) whose crisscrossing pattern the movements mimic; covers Basic (swing cane to strike the opponent's temple, withdraw the cane, swing down to strike the opponent's knee, withdraw and place above the shoulder) and Advance (strike the opponent's right temple with the right cane, withdraw the right hand passing the left shoulder to strike the opponent's knee, withdraw and position above the left shoulder to strike the opponent's temple); notes Single Sinawali strikes are temple and knee strikes; includes Position A and Position B.

FR-54 — Double Sinawali As a PATHFIT-3 student, I want the Double Sinawali described so that I can perform the motion pattern.

• Acceptance criteria: describes double-motion striking where both arms work in a loop in parallel but opposite motion (as one strikes, the other is cocked, ready to strike); covers the Right Chamber Position and Left Chamber Position.

3.4 Reviewing Strategies

FR-55 — Active Recall Flashcards As a PATHFIT-3 student, I want flashcard-style prompts that hide the answer until I reveal it so that I can practice active recall.

• Acceptance criteria: term→definition cards for the volleyball and Arnis glossaries, component cards for physical fitness, and rule/rule-value cards; answers hidden until a reveal action.

FR-56 — Self-Quiz / Practice Questions As a PATHFIT-3 student, I want practice questions with answers so that I can test myself before the exam.

• Acceptance criteria: identification and enumeration questions derived from the source topics (definitions, components, official duties, scoring, stances, blocks, strikes, terminologies) with answer keys.

FR-57 — Spaced Repetition Review Plan As a PATHFIT-3 student, I want a suggested review schedule so that I can space my study over multiple sessions.

• Acceptance criteria: provides a repeating review cadence for the topic sets, marking items for revisit on subsequent passes.

FR-58 — Quick-Review Summary Sheets As a PATHFIT-3 student, I want condensed summaries so that I can do a fast final pass.

• Acceptance criteria: one summary per unit (Health & Fitness, Volleyball, Arnis) capturing the highest-yield facts, numbers, and lists.

FR-59 — Mnemonics and Memory Aids As a PATHFIT-3 student, I want mnemonics for list-heavy content so that I can memorize them faster.

• Acceptance criteria: provides memory aids for enumerable content such as the eight components of physical fitness, the seven stances, the six blocks, the officials, and the counting terms.

FR-60 — Comparison Tables As a PATHFIT-3 student, I want comparison tables so that I can distinguish easily confused items side by side.

• Acceptance criteria: tables distinguishing e.g. position vs. rotation fault, side-out variants, regular vs. exceptional substitution, point vs. rally scoring, the strike sets (12/4/6), and Anyo vs. Leban.

FR-61 — Topic Checklist and Progress Tracking As a PATHFIT-3 student, I want a checklist of topics with progress so that I can see what I have reviewed and what remains.

• Acceptance criteria: topics are listed with a review state (not yet reviewed / reviewing / mastered) that persists between sessions in the file.

FR-62 — Progressive Disclosure of Answers As a PATHFIT-3 student, I want content grouped so that definitions and answers are collapsed until I choose to reveal them so that I can self-test without spoilers.

• Acceptance criteria: definition/answer content is concealed by default in study mode and revealed on demand.

3.5 File Delivery and Export

FR-63 — Turn the Reviewer into a Downloadable File As a PATHFIT-3 student, I want the reviewer exported as a file so that I can keep and share it.

• Acceptance criteria: the reviewer can be generated as a portable file containing all sections, glossaries, and study aids.

FR-64 — Print- and PDF-Friendly Output As a PATHFIT-3 student, I want a print/PDF layout so that I can study from paper or a PDF reader.

• Acceptance criteria: content paginates cleanly; flashcards and quizzes render with answers printable; navigation/controls are omitted from print output.

FR-65 — Offline Access As a PATHFIT-3 student, I want the reviewer to work without an internet connection so that I can study anywhere.

• Acceptance criteria: the file is self-contained and fully usable offline.

4. User Personas

Persona 1 — PATHFIT-3 Student (Primary Learner) A college student enrolled in PATHFIT-3 who must absorb and recall a broad body of Health & Fitness, Volleyball, and Arnis content. Runs: read summaries → practice active recall and quizzes → track weak topics → re-review → export/print the file for offline use. Primary user of all review features and the file export.

Persona 2 — PE Instructor / Coach (Secondary) An instructor or coach who reviews the same content to teach it or to quiz students. Runs: open the reviewer → select a topic → present the summary table → run the practice questions → export/print for class use. Uses the reviewer as a teaching aid rather than as a personal study tool.

(Note: officials, captains, and players described in the source are treated as volleyball content topics, not as product personas.)

5. Core User Flows

Flow A — Student First Pass (Content Reading)

1. Open the reviewer file.
2. Read the Health & Fitness summaries (definitions, eight fitness components, cardiovascular endurance, conditioning/warm-up).
3. Read the Volleyball summaries (overview, history, rules, officials, misconduct, glossary).
4. Read the Arnis summaries (history, weapons, objectives, benefits, organizations, glossary, skills, stances, blocks, strikes, sinawali).
5. Mark each topic's review state.

Flow B — Student Active Recall

1. Open the flashcard set for a topic (glossary or list).
2. Attempt to recall the answer before revealing it.
3. Reveal the answer, self-grade, and mark the card for revisit if missed.
4. Repeat across volleyball and Arnis glossaries and enumerable lists.

Flow C — Student Self-Testing

1. Open the practice questions for a unit.
2. Answer identification/enumeration items.
3. Check against the answer key.
4. Return to the summaries for any missed items.

Flow D — Student Spaced Review

1. Consult the spaced-repetition review plan.
2. Re-review flagged/weak topics on the scheduled pass.
3. Use comparison tables to resolve confused items.
4. Re-check progress until topics are marked mastered.

Flow E — Export and Offline Study

1. Trigger file export / print.
2. Save the file locally (printed or PDF).
3. Study offline from the saved file.

Flow F — Instructor Use

1. Open the reviewer and select a topic.
2. Present the summary table to the class.
3. Run the practice questions as a quiz.
4. Export/print for distribution.

6. Visuals, Colors, and Theme

Because the user did not specify a visual design, restrained defaults are derived from the domain (an academic physical-education reviewer) and the delivery shape (a printable/portable study file):

• Base / Paper: warm off-white (#F7F7F5) for readability and low glare during long reading.
• Ink / Text: near-black charcoal (#1B1B1B) for strong print contrast.
• Primary Accent: a single restrained athletic navy (#17324D) used for headings, rules, and emphasis — calm and scholarly, appropriate to a physical-education reviewer without a "team" or "brand" palette.
• Study-State Colors (functional, minimal): New = neutral gray (#8A8A8A), Reviewing = amber (#C98A2B), Mastered = deep green (#1F6F5C). These exist only because the reviewer tracks review progress.
• Typography: one humanist serif for body text and a clean sans-serif for headings and tables; generous line height for long lists and glossaries.
• Layout: single-column reading flow with card-based topic blocks and bordered tables for enumerable content (components, terminologies, scoring, stances, blocks, strikes).

7. Signature Design Concept

"The Study Playbook." The reviewer is laid out like a coach's playbook fused with a class reviewer: each unit is a tabbed section; each major concept is a labeled card; each drill/skill set (stances, blocks, strikes, sinawali) is a "play card" with its steps enumerated; and every glossary line is a flashcard in disguise. The signature moment is the reveal card — the learner taps a term or question, the answer flips into view, and the card's edge color shifts to reflect its study state. This ties every screen back to the product's core purpose: turning static source text into a self-testing playbook.

8. Interaction Model & Motion Direction

• Reveal-on-demand: definitions, quiz answers, and flashcards are hidden by default and revealed by an explicit action (tap/click) — the primary interaction, matching active recall.
• Card flip / fade: revealing an answer uses a short (approx. 150–200 ms) flip or fade; a subtle check/undo affordance records "known" vs. "revisit."
• Progress feedback: review states are set with a light transition and a small progress indicator per unit; no celebratory or flashy effects.
• Simple navigation: section tabs / in-document links move between units; no dashboards or nested panels.
• Motion restraint: motion is functional and quiet; a reduced-motion preference disables flips and transitions in favor of instant reveal.
• Print mode: interactive controls and concealed answers are handled so the printed/PDF version is fully readable.

9. Non-Functional Requirements

• Content fidelity: definitions, numbers, names, and terms must match the source exactly (e.g., court 30 ft × 60 ft; 15/25-point scoring; 14–14 and 16–16 extensions; six substitutions per set; 3/5/6–10 minute warm-ups; 30 × 30 inch lineman flag; 40 nations since 1989; R.A. 9850 dated December 11, 2009).
• Completeness: every named topic, list item, rule, skill, stance, block, strike, and terminology from the three units appears in the reviewer.
• Correctness of terminology: Filipino/Tagalog and Spanish-derived terms (e.g., Anyo, Leban, Sinawali, Handa, Pugay, Hinto, Abanico, Arnisador) are preserved with their original spelling and meaning.
• Offline and portable: the reviewer functions as a standalone file with no network dependency.
• Readability and legibility: clear type scale, sufficient contrast, and comfortable line spacing for long glossaries and enumerations.
• Print fidelity: clean pagination; no controls or hidden content lost in print/PDF.
• Accessibility: adequate color contrast for the accent and study-state colors; keyboard-operable reveal actions; reduced-motion support.
• Performance: loads and reveals content instantly; no heavy assets.
• Simplicity/maintainability: plain, dependency-light structure so the content can be corrected or updated easily.

10. Tech Stack

The accepted delivery shape is a static, self-contained reviewer file; only layers it actually needs are included:

• Content source of record: Markdown (plain text) for all reviewer content, glossaries, and study aids.
• Presentation: static HTML with CSS (custom stylesheet; no heavy framework) for on-screen reading and card layout.
• Interactivity: lightweight vanilla JavaScript for reveal/flip flashcards, self-quiz answer display, and persisted review-progress state (browser localStorage).
• Export: browser print-to-PDF for the portable file; the Markdown/HTML remains a re-exportable source.
• No application layers: no server, no database, no user accounts, no authentication, and no external integrations are required for this product.

11. Assumptions and Constraints

• Source grounding: all content is drawn exclusively from the uploaded PATHFIT-3 combined reviewer and the user's request; no external facts are introduced.
• Single deliverable: the product is a reviewer file, not an application with accounts, administration, or live data.
• Language preservation: original Filipino/Tagalog and Spanish-derived terms are kept as-is for exam accuracy.
• Handling of duplicated source items: the Arnis "Objectives" list contains repeated ideas in the source; near-duplicate objectives are consolidated where they are true duplicates while all distinct objectives are retained.
• Weapons and forms retained as separate requirements: the traditional weapons (rattan, impact and edged weapons, cane/baton) and the two competitive forms (Anyo, Leban) are captured as distinct requirements.
• Strike sets retained as named sets: the source presents strikes as three named drill sets (12 Strikes, 4 Strikes, 6 Strikes); these are preserved as distinct requirements, with each named strike enumerated.
• Progress state is local: review progress depends on the learner's device/browser and is not synchronized anywhere.
• Review strategy cadence is advisory: the spaced-repetition plan is a suggested schedule, not an enforced system.
• No design mandate from the user: colors, theme, signature concept, and interaction direction are restrained defaults chosen for an academic PE reviewer.

12. Glossary

• PATHFIT-3: Physical Activities Towards Health and Fitness (Sports) — the course this reviewer serves.
• SRD: System Requirements Document — this document.
• Reviewer: the study deliverable produced from the source material, enhanced with reviewing strategies.
• Reviewing strategies: structured study methods applied to content — active recall, spaced repetition, self-quizzing, summarization, mnemonics, and comparison.
• Active recall: retrieving an answer from memory before seeing it (the basis of the flashcard/reveal interaction).
• Spaced repetition: reviewing material across increasing intervals to improve retention.
• Health: the condition of being sound in body, mind, or spirit.
• Fitness: the ability to perform daily tasks efficiently without undue fatigue, with extra reserve for emergencies.
• Cardiovascular Endurance: ability to persist in strenuous tasks involving large muscle groups for an extended period.
• Conditioning and Warm-Up: the area that prepares the body for other strenuous activity.
• Mintonette: the original name of volleyball.
• Side-out: the serving team loses the serve (also used in the source for the ceiling-clearance ruling).
• Point system / Rally system: the two scoring systems (15 pts point, 25 pts rally per set) described in the source.
• Anyo: the performance-based (choreographed) competitive form of Arnis (equivalent to kata in other martial arts).
• Leban: the combative form of Arnis competition, judged by strikes inflicted.

• Rattan: the traditional material for Arnis sticks/canes; Arnis also encompasses simple impact and edged weapons (swords, daggers, spears).
• Sinawali: the double-cane weaving method of Arnis, named after "sawali" (woven bamboo mats).
• WEKAF / PEKAF / IKAEF / RAI / IMAF: Arnis governing and related organizations named in the source.
• Modern Arnis: the system founded by Grand Master Remy Presas.
• Handa / Pugay / Hinto: the basic Arnis commands for attention, courtesy/salute, and stop.
• Playbook concept: the signature design concept organizing the reviewer as a coach's playbook with reveal-cards.