Physical Education and Health

Grade 11

MODULE 1
Aerobics-Muscle-Bone-Strength-Activities

https://food.unl.edu/physical-activity-adults

LESSON 1
Physical Fitness

CONTENT STANDARD:
The learner demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for
physical activity performance, and as a career opportunity

PERFORMANCE STANDARD:
The learner leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing
others positively

MELC:
 Distinguishes aerobic from muscle and bone-strengthening activities
 Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out-of school

OBJECTIVES_______________________________________________________________

1. Explain the difference between aerobic from muscle and bone-strengthening activities
2. Categorize/classify a list of activities into aerobic, muscle strengthening or bone-strengthening.
3. Relates health behaviour( eating habits, sleep and stress management) to health risk factors and PA performance.
INTRODUCTION_______________________________________________

Physical Education and Health offers experimental learning for learners to adopt an active life
for fitness and lifelong health. This module on exercise for fitness enables the learner to set goals,
monitor one’s participation in aerobics and muscle and bone strengthening activities. It also
constantly evaluates how well one has integrated this one’s personal lifestyle.

Pre-Test:
Directions: Choose the letter of the word/phrase that corresponds to your answer.

1.It is the state of optimal function or well-being of an individual.

A. Physical Fitness C. Health
B. Fitness D. Wellness

2. The following are the biological factors of health, except _________.

A. Physical health C. Nutrition
B. Exercise D. Self-esteem

3. It is the technical term for mind-body connection concept.

A. Bio-psychological Paradigm C. Bio-sexual Paradigm
B. Bio-physiological Paradigm D. Bio-cultural Paradigm

4. It plays an integral role in the educational system because of its holistic approach to human development.
A. Physical Fitness C. Physical Health
B. Physical Education D. Physical Wellness

5. Which of the following is the primary focus of physical education?

A. Assessing and evaluating the learner’s physical ability
B. Developing livelihood skills for the future
C. Helping the students develop social skills
D. Developing a laboratory program for the learner

6. Physical Fitness enhances the following abilities except __________.

A. Mental C. Emotional
B. Social D. Culture

7. Which of the following interrelated factors maintain health?

A. Body, mind, social C. Body, self, mind
B. Body, gender, social D. Body, environment, health

8. The following are the Social Factors of health except ________.

A. School C. Education
B. Peers D. Nutrition

9. It promotes health and human development in every learner.

A. Physical Fitness C. Physical Education
B. Exercise D. Physical Health
10. True or False: Health is a state of complete physical, mental, and social well-being and not merely
absence of disease.
A. True B. False
DISCUSSION/LEARNING ACTIVITY_____________________________________________

Physical Education

1. It is defined as a planned, sequential instruction that promotes lifelong physical activity,

designed to develop basic movement skills, sports skills and physical fitness as well as
enhance mental, social and emotional abilities. ( www.muhsd.org)
2. It plays an integral role in the educational system because of its holistic approach to human
development.

Health

1. This refers to “ a state of complete physical, mental and social well- being and not merely
absence of disease or infirmity”. ( WHO,2003 )
2. It simpler terms, it is a state of optimal function or well-being of an individual.

REMINDER:
Physical education promotes health and human development in every learner,
while health as a whole refers to biological, social and psychological aspects to
maintain balance. Therefore, Physical education and Health is a subject aimed to
understand health fitness and its benefits to human development.

Physical Fitness as Defined

A person who is free from illnesses and can do physical or sports activities and still has
an extra energy to do more activities is considered to be physically fit. Physical fitness is a
combination of health fitness and body fitness. Health fitness refers to your body’s ability to
fight off diseases. Body fitness, on the other hand, is refers to the ability to do strenuous physical
or sports activities without getting tired easily. It is not enough for someone to only look good
and feel good in order to be called physically fit. An individual should also take into
consideration his kind of lifestyle including the food he takes every day because it can lead him
to better health.
 Health Related Fitness

This is primarily associated with disease prevention and functional health. Participating
in regular health-related fitness helps you control your weight, prevents diseases and illness,
improves mood, boosts energy and promotes better sleep.

Health Related Fitness Components

1. Body Composition – The combination of all the tissues that make up the body
such as bones, muscles, organs and body fat.
2. Cardiovascular Endurance – The ability of the heart, lungs, blood vessels, and
blood to work efficiently and to supply the body with oxygen.
3. Flexibility – The ability to use your joints fully through a wide range of motion.
4. Muscular Endurance – The ability to use muscles for a long period of time without
tiring.
5. Muscular Strength – The ability of the muscles to lift a heavy weight or exert a lot
of force one time.

Skills Related Fitness Components

1. Agility – The ability to change body positions quickly and keep the body under
control when moving.
2. Balance – The ability to keep the body in a steady position while standing and
moving.
3. Coordination – The ability of the body parts to work together when you perform
an activity.
4. Power – The ability to combine strength with speed while moving.
5. Reaction Time – The ability to move quickly once a signal to start moving is
received.
6. Speed – The ability to move all or a part of the body quickly.

Specific Components of Physical Fitness

Agility –The ability of the individual to change direction or position in space with quickness and lightness of
movement while maintaining dynamic balance.
Balance – The ability to control organic equipment neuro-muscularly; a state of equilibrium.
Coordination - The ability to integrate the body parts to produce smooth motion.
Endurance – The ability to sustain long continued contractions where a number of muscle groups are used;
the capacity to bear or last long in a certain task without undue fatigue.
Flexibility – The quality of plasticity, which gives the ability to do a wide range of movement.
Organic Vigor – It refers to the soundness of the heart and lungs which contributes to the ability to resist
disease.
Power – The ability of the muscles to release maximum force in the shortest period of time.
Speed – The ability to make successive movements of the same kind in the shortest period of time.
Strength – The capacity to sustain the application of force without yielding or breaking; the ability of the
muscles to exert efforts against resistance.
Lesson 2: Physical Activity and Exercise

At the end of the lesson, the students are expected to:

1. Understand the benefits of aerobic, muscle strengthening, and bone strengthening activities
2. Explain how aerobic, muscle strengthening, and bone strengthening activities work
3. Appreciate the importance of FITT in doing physical activities
Activity 1: Let Me Think
Directions: Ask the students to think for most frequent activities they did in the past and the ones they do at
present.
Processing Questions:
1. What were the physical activities in your childhood that you still do today? Do you spend more time now in
doing these activities as compared to before? Cite an example.
2. Do you know the benefits of the physical activities that you do? Can you cite some of these benefits?

What is physical activity? It is any movement made by the muscles of the body that requires exertion of
energy such as running, swimming, dancing, etc. Exercising is considered physical activity but more structured
and planned. Regular physical activity promotes a healthy lifestyle as it improves our health and helps lower
risks of illnesses. It is necessary for us to engage in physical activities to enhance our level of fitness.
Many of us exercise and do physical activities at home, in school, and at the gym. Some of these include
aerobic, muscle strengthening, and bone strengthening activities, all of which are good for body composition.
It is important to know the nature of these physical activities for a better understanding of what it does to our
body.
Activities done by the skeletal muscles that utilize energy is called Physical Activity. Activities
you are doing at home or in school are considered to be physical activity. It is classified into 4 domains:
occupational, domestic, transportation, and leisure time.

1. Occupational – These are the activities you do at your work place. Lifting computers and
books, going your friend’s desk or preparing lunch at the pantry.
2. Domestic – These are the activities you do at home. Washing clothes and dishes,
gardening, carpentry, baking or cleaning the house.
3. Transportation – These are the activities that involves travelling. Riding a jeepney, tricycle,
motorcycle, or bikes.
4. Leisure Time – These are the activities you do during recreational activities.
Playing, swimming, hiking or craft making.
Aerobic Activities
Aerobic activities are also called “cardio” exercises. Normally, these activities increase our heart and
breathing rate. They cause us to sweat profusely and breathe harder. Our heart pumps blood more vigorously,
causing oxygen to circulate throughout our body. This allows us to sustain our aerobic exercise for a few
minutes. Such activities like jogging, running, swimming and dancing are some examples of aerobic exercises
which improve our cardio respiratory fitness. They also help lower risks of cardiovascular disease, diabetes,
and osteoporosis. Most aerobic activities can be done on a daily basis. To be physically fit, it is important to
engage in aerobic activities.
Guidelines for Aerobic Exercise
 Frequency - Always consider the number of aerobic exercise sessions per week. When doing cardio
exercises, especially to lose weight, frequency is an important factor to make it more effective. Start
cardio exercises for at least 3 days a week for the first few weeks, with not more than 2 days’ rest
between sessions. Afterwards, we can gradually increase the frequency of exercise to 5 days a week.
 Intensity – To be effective, aerobic exercises should be done in moderate intensity, that is, our heart
rate should be 60 to 80% of our maximum heart rate. First, determine the target heart rate by getting the
maximum heart rate and the recommended heart rate range. This will then tell how hard we should
exercise during our training.
 Time – More time spent doing aerobic exercises means more calories burned and an increase in
endurance. We can at least do 20 minutes per session at first, then gradually increase it to 60 minutes.
 Type - Running, jogging, sprinting, swimming, and playing contact sports such as basketball are some
activities that we can do to improve our heart rate. It is also important to try different exercises and
activities to avoid boredom.
Muscle Strengthening Activities

Muscle strengthening activities are exercises in which groups of muscles work or hold against a force
or some weight. Muscle strengthening activities help build good muscle strength. When muscles do more
work, it becomes stronger. Therefore, having strong and healthy muscles enable us to perform everyday
physical tasks. With strong and capable muscles, we can rearrange the furniture in our living room
and carry heavy grocery bags from the market to our home.
During muscle strengthening activity, muscle contraction occurs. The repetitive contractions during
exercise can cause damage to the muscle fibers. Our body repairs these muscle fibers when they get damaged.
The repair happens after exercise while muscles are at rest. New muscle fibers are produced to replace or
repair those that were damaged. The muscles in our body then start to grow larger and stronger. This
stimulation and repair process is called muscle hypertrophy. It is important to note that these muscle-
strengthening activities—short high intensity exercises—should be alternately scheduled in a week allowing
rebuilding of muscles during rest periods. Ideally, one to two days of rest lets our muscles rest and recover.
Exercises like push-ups, sit-ups, squats, and lifting weights are some examples of muscle strengthening
activities that you can do if you want to have strong and lean muscles. Remember that before you start doing
these activities, be sure to do dynamic warm-up to avoid injury.

Bone Strengthening Activities

Bone growth is stimulated by physical stress brought about by physical activity. As skeletal muscles
contract, they pull their attachment on bones causing physical stress. This consequently stimulates bone tissue,
making it stronger and thicker. Such bone strengthening activities can increase bone density throughout our
skeletal system. This is called bone hypertrophy. Many forms of physical activity like running, skipping rope,
and playing basketball help keep our bones fit. Bones also support groups of muscles to reduce risk of falling.
It is important to understand that bone-strengthening exercises do not only focus on bone health, it also focuses
on improving muscle strength, coordination, and balance.
Each strengthening activity mentioned works differently from the other as each focuses on different
target areas in the body. But each contributes to the ultimate goal of being fit. Being fit is important and
requires a proper plan and much effort and discipline. If we want to live healthy, we need to optimize our daily
physical activities to achieve our desired level of fitness.
Activity 2: Question Time!
Directions: Answer the following questions below.
1. Differentiate aerobic, muscle strengthening, and bone strengthening activities.
2. How do these activities contribute to your overall health? Cite at least 5 benefits.
3. Explain the importance of Frequency, Intensity, Time, and Type (FITT) in doing exercises.
Summary
Aerobic Activities Muscle Strengthening Activities Bone Strengthening
Activities
Aerobic exercise can be defined as This kind of activity, which This kind of activity (sometimes
any form of exercise or activity includes resistance training and called weight-bearing or weight-
that uses the lifting weights, causes the body’s loading activity) produces a force
aerobic metabolism. which means muscles to work or hold against an on the bones that promotes bone
that oxygen is a vital factor in applied force or weight. These growth and strength. This force is
delivering energy to sustain any activities often involve relatively commonly produced by impact
activity. Aerobic exercise is used heavy objects, such as weights, with the ground. Examples of
to develop cardiovascular fitness which are lifted multiple times to bone-strengthening activity include
one of the five and the most train various muscle groups. jumping jacks, running, brisk
important component of health- Muscle-strengthening activity can walking, and weight-lifting
related fitness. also be done by using elastic bands exercises. As these examples
or body weight for resistance illustrate, bone-strengthening
(climbing a tree or doing push-ups, activities can also be aerobic and
for example) muscle strengthening.
( https://courses.lumenlearning.com/diseaseprevention/chapter/aerobic-muscle-strengthening-and-bone-strengthening-activity/)

Lesson 3 Eating Habits

At the end of the lesson, the students should be able to:
1. Enumerate the effects of bad health habits
2. Enumerate and explain best practices in maintaining good health habits
3. Write a persuasive essay about maintaining healthy habits

Directions: Ask the students to describe the person in the picture below. Ask them what may have caused the
person to be that way. Let them do this activity for 10 minutes. ( www.padlet.com)

Many of us try to live a healthy lifestyle. We do various

things to become fit and to achieve our desired physique —
oftentimes without first knowing and understanding the
consequences. Our health becomes at risk and prone to different
risks that can affect our capacity to do daily physical activity. We
need to realize that there are some common health practices —
particularly when dealing with stress— that need to be corrected
right away, especially among the young ones. Some stress-
coping measures affect or show in a person’s eating or sleeping
habits.
Eating Habits

The term eating habits (or food habits) refers to why and how people eat, which foods
they eat, and with whom they eat, as well as the ways people obtain, store, use, and discard food.
Individual, social, cultural, religious, economic, environmental, and political factors all influence
people's eating habits.
We can always eat the food that we want. There is nothing wrong with eating. It only goes
wrong if we consume less or more than what our body needs; also when we eat unhealthy food. This
can lead to being underweight, overweight, or even obese. It is alarming to see that many are suffering
from malnutrition, overweight, and obesity.
Underweight people are often found to suffer from malnutrition due to lack of adequate
nutrients in the body. Many of them do not get the right amount of calories to fuel their bodies thus,
they tend to lack the energy to do regular tasks at home, school, and work. Their immune system also
gets weak and compromised, making them prone to health risk issues such as anemia and osteoporosis.
Important Facts

Anorexia nervosa is an eating disorder wherein a person is abnormally underweight, has an intense
fear of gaining, and an abnormal understanding of body weight, often due to coping with emotional
problems stemming from self-worth.

People with anorexia use extreme efforts to prevent weight gain and keep on losing weight by
restricting food intake, exercising excessively, or misusing diet aids, diuretics, and laxatives. These
tend to significantly interfere with activities in their lives .
(http://www.mayoclinic.org/diseases-conditions/anorexia/home/ovc-20179508)

Overeating is also found to be one of the leading causes of overweight and obesity. Eating too
much, especially processed food and sugary drinks, coupled with a sedentary lifestyle contribute
significantly to weight gain. The calories consumed, particularly from fats and sugars, have to be
burned off through physical activity or exercise. Otherwise, these calories will be just be stored in the
body as fat.
Overweight and obese people often encounter a lot of physical and emotional struggles in their
daily lives. They often have a hard time doing simple tasks such as tying their shoelaces or walking up
a short flight of stairs. They also find themselves the subject of bullying. Furthermore, they are also at
risk of developing other health conditions such as cardiovascular diseases, diabetes, among others.
Improving Your Eating Habits

When it comes to eating, we have strong habits. Some are good (“I always eat breakfast”),
and some are not so good (“I always clean my plate”). Although many of our eating habits were
established during childhood, it doesn’t mean it’s too late to change them.
Making sudden, radical changes to eating habits such as eating nothing but cabbage soup,
can lead to short term weight loss. However, such radical changes are neither healthy nor a good
idea, and won’t be successful in the long run. Permanently improving your eating habits requires
a thoughtful approach in which you Reflect, Replace, and Reinforce.

● REFLECT on all of your specific eating habits, both bad and good; and, your
 common triggers for unhealthy eating.
● REPLACE your unhealthy eating habits with healthier ones.
● REINFORCE your new, healthier eating habits.

Stress Management

We need to deal with the fact that stress is part of our lives. Stress happens for many reasons –
environmental factors, fatigue, too much work, illness, and loneliness. It is inevitable; hence, needs to be
handled properly. Handling stress seems to be tough to do but we need to learn how to cope with it the right
way. If not properly dealt with, it can lead to many health concerns—difficulties in sleeping, poor immunity,
hypertension, and even heart disease. One may also perform poorly in physical activities because of stress.
However, while some may be able to deal with stress, others may not and resort to ineffective—or worst,
unhealthy—means of dealing with stress.
Examples of such means that can be detrimental to health are the following:
1. Smoking
2. Bad Eating Habits – Skipping meals and/or overeating
3. Excessive alcohol intake
4. Excessive sleeping
5. Procrastinating – Trying to hide and escape the problem using delaying tactics rather than facing the
problem
According to the World Health Organization, in 2012, out of 56 million deaths worldwide, 38 million
were due to cardiovascular diseases. Knowing this, making the decision to be aware of our health and to
change to a healthier lifestyle—through balanced diet, regular physical activity, and enough sleep— would be
to our advantage.
Activity : “Let’s Be Health Aware” Essay ( click the link www.padlet.com)
In this activity, the students should understand the effects of various bad health habits and find ways or
solutions towards maintaining good health habits.
Directions:
Let the students imagine that they are writers in a Health Magazine. Instruct them to write a persuasive
essay that talks about health awareness. Emphasize that you want an article that points out bad health habits
and ways to change them. Let them also come up with best practices for maintaining good health. The article
should be brief and easy to read.

Summary

Skipping meals, overeating, too much intake of processed food, lack of sleep, staying up late, and the
inability to cope with highly stressful environment are all part of having an unhealthy lifestyle. This can lead to
failure in performing daily tasks as these affect the physical and even emotional state of a person. Being
exposed to a prolonged state of stress may compromise our immune system and even lead to health conditions
such as cardiovascular diseases, diabetes, and cancer. It is therefore a wise to be aware of your health and to
correct bad health practices as early as now—or suffer the consequences.

Lesson 4: Eat Right for a Healthy Life

At the end of the lesson, the students should be able to
1. Identify and explain different eating habits
2. Assess eating habit through a self-check
3. Create a weekly meal planner
Lesson 1.3 Exercise Principle

Eating is part of our daily routine. We eat food to increase our energy, to replenish our strength, and to
power our minds to think more clearly to handle problems. In our country, it has been tradition to prepare
delicious food during celebrations—which happens several times in a year. During these times, most of us
would pile up our plate with every type of food we see, and will not realize until later that we have already
consumed a large amount of food. This shows that we usually don’t mind the amount of food that we eat.
Some people choose to eat only a certain food group. Vegetarians, for example, choose to eat only fruits and
vegetables. Others vary the food they eat and how they eat according to factors such as culture, location, age,
and/or state of fitness or health. Each of us has preference in the type of food we chose and the way we eat.
There are four types of eating we should know of and understand.
Four Types of Eating
1. Fueling for Performance
Before heavy training, an athlete needs the right kind of food that can provide the proper fuel for his or
her energy requirement. There should be a balance among all food groups: carbohydrates, protein, fats,
minerals, vitamins, and water that will provide the body what it needs for an effective and optimum
performance. Athletes usually practice this sort of structured diet for good body composition, athletic
performance, and recovery. In addition, athletes need to eat a variety of food to stabilize the condition of the
body. They need to eat regular meals and snacks and get enough calories to fuel the body for training and
athletic events. Athletes also need to drink more fluids as compared to non- athletes. This helps them to avoid
dehydration which can cause dizziness, muscle cramps, and light headedness.
2. Emotional Eating
Emotional eating is the practice of consuming large amounts of food in response to emotions instead of
hunger. Many people turn to food as a source of comfort, a stress reliever, or as a reward. Eating as a coping
mechanism is unhealthy because the problem is not addressed. Eating makes someone feel better for a while
but the emotion (or its cause) remains unaddressed. Overcoming this unhealthy habit means teaching an
emotional eater healthier ways to deal with stress and to develop better eating habits. If it is not resolved,
emotional eating can lead to obesity and weight gain.
3. Social Eating
Many times in our lives, we get invited to partake of all the scrumptious food on the table during
celebrations. Oftentimes, we indulge even if we are not hungry for the sake of being sociable and to not offend
the host or the group. This is called Social Eating. Sometimes, peer pressure is the reason why one feels
compelled to consume more calories than planned. Social eating can directly affect a person’s health, leading
to obesity and other health-related problems. While most of us try to maintain a good eating habit, attending
social events with lots of eating can get in the way. This only makes a healthy eating habit difficult to
maintain.
4. Distracted Eating
Have you tried eating while watching your favorite show or sports team on TV? Eating while watching
TV for extended periods of time poses a serious risk to your health. Many do not pay attention to their meal as
they are distracted with what they are watching, thus they tend to eat more. Others spend time eating junk
food, sweets and soft drinks while watching TV. This type of diet leads to overweight, obesity, and even
increased risk to diseases like diabetes and hypertension. Aside from consuming too much food, it promotes an
unhealthy lifestyle—leading a sedentary lifestyle rather than going out and doing physical activities.

Eating is important but we must learn to manage it properly. Too much or too little food consumed is
unhealthy. It is better to maintain a balanced diet and healthy lifestyle to prevent illness. No one have control
our eating habits except ourselves.
Activity : My Weekly Meal Planner
In this activity, the students should know how to choose the right food by aking a food guide or a
weekly meal planner.
Directions: Ask the students to make a weekly meal planner by filling out the table below. Ask them to
schedule the food that they will eat from Monday to Sunday.

Summary
Eating is important. We need to eat for us to perform well. In this lesson, we have learned that people
have different eating habits.
 Fueling for Performance - Athletes follow a structured diet for good body composition, athletic
performance, and recovery. They eat a balanced diet of carbohydrates, protein, fats, minerals, and
vitamins to be effective in their performance.
 Emotional Eating - It is habitually consuming large amount of food in response to emotions instead of
hunger. Food is seen as a source of comfort, stress reliever, or reward to make one feel better.
 Social Eating - This is eating with peers just for the sake of being sociable. Peer pressure is the main
reason why one feels compelled to consume more calories than what is planned.
 Distracted Eating – People who spend more time eating while watching TV is prone to being
overweight, obese, and increased risks to diseases like diabetes and hypertension. Too much TV-
watching and making it part of one’s lifestyle is unhealthy because it makes a person spend less time in
doing physical activities.
Task 1: Health-Related Fitness Test

Body Composition – is the body’s relative amount of fat to fat-free mass.

Body Mass Index (BMI)

Formula for Computing Body Mass Index
Weight (in kilogram)
Height (in meters)2

Example: 30 = 30 = 20.83 (Normal)

(1.20)2 1.44

1. Weight refers to the the heaviness of a person.

Equipment
 Weighing or bathroom scale calibrated properly.

Procedure:
For the Tester:

a. Wear light clothing before weighing

b. On bare feet, stand erect and still with weight evenly distributed on the center of the scale

For the Partner:

a. Before the start of weighing, adjust the scale to zero.
b. Record the score in kilogram

Scoring – record the body mass to the nearest 0.5 kilogram

Height is the distance between the feet on the floor to the top of the head in standing position.

Equipment:
  Tape measure laid flat to a concrete wall where zero point starts on the floor L-square; and An even
and firm floor and flat wall

Procedure

For the Tester:

a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall where tape measure is
attached
For the Partner:
a. Place the L-square against the wall with the base at the top of the head of the person being tested. Make
sure that the L-square when placed on the head of the student, is straight and parallel to the floor.
b. Record the score in meters.
Scoring – record the standing height to the nearest 0.1 centimeter
Note: 1 meter = 100 centimeter

Flexibility – is the ability of the joints and muscles to move through its full range of motion.

Zipper Test

Purpose to test the flexibility of the shoulder girdle

Equipment
 Ruler

Procedure

For the Tester

a. Stand erect
b. Raise your right arm, bend your elbow, and reach your back as far as possible, to test the right
shoulder; extend your left arm down and behind your back, bend your elbow up across your back, and
try to reach/across your fingers over those of your right hand as if to pull a zipper or scratch between
the shoulder blades.
c. To test the left shoulder, repeat the procedures a and b with left hand over the shoulder.
For the Partner
a. Observe whether the finger touched or overlapped each other, if not, measure the gap between the
middle fingers of both hands.
b. Record distance in centimeter.
c. Scoring record zipper test to the nearest 0.1 centimeter
 Score Standard Interpretation
5 Fingers overlapped by 6 cm. and Excellent
above
4 Fingers overlapped by 4 – 5.9 cm Very good
3 Finger overlapped by 2- 3.9 Good
2 Fingers overlapped by 0.1 – 1.9 cm Fair
1 Just touched the fingers Needs
Improvement
0 Gap of 0.1 or wider Poor

Cardiovascular Endurance is the ability of the heart, lungs and blood vessels to deliver oxygen to working
muscles and tissues, as well as the ability of those muscles and tissues to utilize the oxygen. Endurance may
also refer to the ability of the muscles to do repeated work without fatigue.
3 Minute Step Test

Purpose to measure cardiovascular endurance

Equipment
a. Step Height of step: 12 inches
b. Stopwatch
c. Drum, clapper, clicker, metronome with speaker or any similar device.

Procedure
For the Tester
a. Stand at least one foot away from the step or bench with trunk erect and eyes looking straight ahead.
b. The first step of the sequence should be alternate. At the signal “GO”, step up and down the step/bench
for 3 minutes at a rate of 96 beats per minute. One step consists or 4 beats – 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) for the first
sequence. Then up with the right foot (ct. 1), up with the left foot (ct. 2), then down with the right foot
(ct. 3), down with the left foot (ct. 4) for the second sequence. Observe proper breathing (inhale
through the nose, exhale through the mouth).
c. Immediately after the exercise, stand and locate your pulse and in five (5) seconds, or at a signal, start
to get the heart rate.
d. Don’t talk while taking the pulse rate.
Count the pulse beat for 10 seconds and multiply it by 6.

For the Partner

 a. As the student assumes the position in front of the step, signal, “Ready” and “Go”, start the stopwatch
for the 3-minute step test.
b. After the test, allow performer to locate his/her pulse in 5 seconds.
c. Give the signal to count the pulse beat
d. Let the performer count his/her pulse beat for 10 seconds and multiple it by 6.
Scoring – record the 60-second heart rate after the activity.
Strength is the ability of the muscles to generate force against physical objects.

Push Ups

Purpose to measure strength of the upper extremities.

Equipment
 Exercise mats or any clean mat
Procedure
For the Tester
a. Lie down on the mat; face down in standard push-up position: palms on the mat about shoulder width,
fingers pointing forward, and legs straight, parallel, and slightly apart, with the toes supporting the feet.
FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower the arms until there is a 90-
degree at the elbows (upper arms are parallel to the floor).
FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping the back straight, then
lowers the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).
b. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute. (2 seconds
going down and 1 sec going up).
A maximum of 5o push-ups for boys and 25 push-ups for girls.
For the Partner
a. As the tester assumes the position of push-ups, start counting as the tester lower his/her body until
he/she reaches 90-degree at the elbow. The partner should stand in front of the tester and his/her eyes
should be close to elbow level to accurately judge the 90-degree bend.
b. Make sure that the performer executes the push-ups in the correct form.

c. The test is terminated when the performer can no longer execute the push- ups in the correct form, is in
pain, voluntarily stops, or cadence is broken.
Scoring – record the number of push-ups made.
 Score Standard Interpretation
5 33 and above Excellent
4 25-32 Very Good
3 17-24 Good
2 9-16 Fair
1 1-8 Needs Improvement
0 Cannot Execute Poor

Task 2: Skills-Related Fitness

Speed – is the ability to perform a movement in one direction in the shortest period of time.
40- Meter Sprint

Purpose – to measure running speed

Equipment
a. Stopwatch
b. Running area with known measurement (40 meters)
Procedure
For the Tester
a. At the signal “Ready”, stand behind the take-off line, the
tips of the shoes should not go beyond the line and
assumes a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both
hands on the starting line.
c. At the signal “GO”, run to the finish line as fast as you can.
For the Partner
a. Set the stopwatch to zero (0) point.
b. At the signal “GO”, start the watch and stop it as the performer crossed the finish
line.
c. Record time in the nearest 0:00:01 seconds
Scoring – record the time in nearest minutes and seconds.
10

Standard Norms in Seconds

Boys
Age 9-12 13-14 15-16 17 and above
Excellent <6.0 <5.0 <4.5 <4.0
Very Good 6.1 -7.7 5.1 – 6.9 4..6 – 4.1 – 5.4
5.4
Good 7.8 – 8.5 7.0 – 8.0 5.5 – 7.0 5.5 – 6.5
Fair 9.5 – 8.6 8.1 – 9.1 7.1 – 8.1 6.6 – 7.5
Needs Improvement >9.6 >9.2 >8.2 >7.6
 Standard Norms in Seconds
Boys
Age 9-12 13-14 15-16 17 and above
Excellent <6.0 <5.0 <4.5 <4.0
Very Good 6.1 -7.7 5.1 – 6.9 4..6 – 4.1 – 5.4
5.4
Good 7.8 – 8.5 7.0 – 8.0 5.5 – 7.0 5.5 – 6.5
Fair 9.5 – 8.6 8.1 – 9.1 7.1 – 8.1 6.6 – 7.5
Needs Improvement >9.6 >9.2 >8.2 >7.6

Power – is the ability of the muscle to transfer energy and release maximum force at a fast rate

Standing Long Jump

Purpose – to measure the explosive strength and power of the

leg muscles.

Equipment
a. Tape measure/meter stick / any measuring device

Procedure
For the Tester
a. Stand behind the take-off line with feet parallel to each other, the tips of the shoes should not go
beyond the line
b. Bend knees and swing arms backward once, then swing arms forward as you jump landing on both
feet. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward)
d. Must land on both feet.
e. Perform the test twice in succession
For the Partner
a. Place zero (0) point of the tape measure and the take-off line.
b. After the jump, spot the mark where the back of the heel or either feet of the tester has landed nearest
to the take line.
c. Record the distance of the two trials.
Score Standard Interpretation
5 201 cm and above Excellent
4 151 cm – 200 cm Very Good
3 126 cm-150 cm Good
2 101 cm – 125 cm Fair
1 55 cm – 100 cm Needs Improvement
Agility is the ability to move in different directions quickly using a combination of balance, coordination,
speed, strength and endurance.
Hexagon Agility Test
Purpose – to measure the ability of the body to move in different directions quickly.
Equipment: Tape measure, Stopwatch, Chalk or masking tape
Hexagon Size: Length of each side is 18 inches, each angle is 120 degrees
Procedure
For the Tester
a. Stand both feet together inside the hexagon facing the marked side.
b. At the signal “GO”, using the ball of the feet with arms bent in front, jump clockwise over the
line, then back over the same line inside the hexagon. Continue the pattern with all the sides of the
hexagon.
c. Rest for one (1) minute
d. Repeat the test counterclockwise
For the Partner
a. Start the time at the signal go and stop once the performer reached the side before the side where he/she
started.
b. Record the time of each revolution
c. Restart the test if the performer jumps on the wrong side or steps on the line.
Scoring – Add the time of the two revolutions and divide by 2 to get the average. Record the time in the
nearest minutes and seconds

Score Standard Interpretation

5 5 seconds and below Excellent
4 6-10 seconds Very Good
3 11-15 seconds Good
2 16-20 seconds Fair
1 21-25 seconds Needs Improvement
0 Over 25 seconds Poor
Reaction Time – The amount of time it takes to respond to a stimulus.

Stick Drop Test

Purpose – to measure the time to respond to a stimulus
Equipment
a. 12-inch ruler
b. Arm chair or table and chair
Procedure
For the Tester
a. Sit on the arm chair or chair next to the table so that the elbow and the lower rests on the desk/table
comfortably.
b. Place the heel of the hand on the desk/table so that the fingers and thumb extend beyond. Fingers and
thumb should at least be one (1) inch apart
c. Catch the ruler/stick with the thumb and index finger without lifting the elbow from the desk/table as
the partner drops the stick. Hold the stick while the partner reads the measurement.
d. Do this thrice

For the Partner

a. Hold the ruler or stick at the top, allowing it to dangle between the thumb and fingers of the performer.
b. Hold the ruler/stick so that the 12-inch mark is even between the thumb and the index finger. No part
of the hand of the performer should touch the ruler/stick.
c. Drop the ruler/stick without warning and let the tester catch it with his/her thumb and index finger.
d. Record the score on the upper part of the thumb.

Scoring – Record the middles of the three scores (for example: if the score are 21, 18 and 19, the middle score
is 19). In case where two (2) score are the same (for example 18, 18, 25), the repeated score shall be recorded.

Score Standard Interpretation

5 0 – 2.4 cm Excellent
4 5.08 cm – 10.16 cm Very Good
3 12.70 cm – 17.78 cm Good
2 20.32 cm – 25.40 cm Fair
1 27.94 cm – 30.48 cm Needs Improvement
0 Did not catch Poor

Coordination – The ability to use the senses with the body parts to
perform motor tasks smoothly and accurately.

Juggling

Purpose – To measure the coordination of the eye and

hand.
Equipment
a. Sipa (washer weighing 4gms. with 5-inch
straw)
or 20 pcs bundled rubber bands/ any similar local
materials weighing 4 gms.
Procedure
For the Tester
a. Hit the sipa/rubber bands/similar local material alternately with the right and left palm upward. The height
of the material being tossed should be at least above the head.
For the Partner
a. Count how many times the performer has hit the material with the right and left hand.
b. Stop the test if the material drops or after two (2) minutes.
c. There shall be three (3) trials.
Scoring – Record the highest number of hits the performer has done.
Score Standard Interpretation

5 41 and above Excellent

4 31-40 Very Good

3 21-30 Good

2 11-20 Fair

1 1-10 Needs Improvement

Balance – is the maintenance of equilibrium while stationary or while moving.

Stork Balance Stand Test
Purpose – to asses one’s ability to maintain equilibrium.
Equipment
a. Flat, non-slip surface
b. Stopwatch
Procedure
For the Tester
a. Remove the shoes and place hand on the hips
b. Position the right foot on the side of the knee of the left foot.
c. Raise the hell to balance on the ball of the foot.
d. Do the same procedure with the opposite foot.
For the Partner
a. Start the time as the hell of the performer is raised off the floor.
b. Stop the time if any of the following occurs:
c. The hand/s come off the hips
 The supporting foot swivels or moves (hops) in any direction
 The non-supporting foot loses contact with the knee
 The heel of the supporting foot touches the floor
  There shall be three (3) trials.
Scoring – Record the time taken on both feet in nearest seconds and divide the score to two (2) to get the
average percentage score.
Score/ 9-12 13-14 15-16 17 and Interpretatio
Age above n
5 41-60 81-100 121-150 161-180 sec Excellent
sec sec sec
4 31-40 61-80 sec 91-120 sec 121-160 sec Very Good
sec
3 21-30 41-60 sec 61-90 sec 81-120 sec Good
sec
2 11-20 21-40 sec 31-60 sec 41-80 sec Fair
sec
1 1-10 sec 1 – 20 sec 1-20 sec 1-40 sec Needs
Improvement
 PHYSICAL FITNESS TEST SCORE CARD
Name: Sex: Age:

Direction: Perform the following activities to assess your fitness level. Make sure to observe
social distancing and other health and safety precautions.

Task 1: Health-Related Fitness Test

A. Body Composition: Body Mass Index (BMI)

1. Body Mass Index (BMI)

Height (meters) Weight (Kilograms) BMI Classification

B. Cardiovascular Endurance: 3-Minute Step

Heart Rate per Minute

Before the Activity After the Activity

Strength

1. Push up 2. Basic Plank

Number of Push ups Time

Flexibility

1. Zipper Test 2. Sit and Reach

Overlap/Gap (centimeters) Score
Right Left First Try Second Try Third Try
Task 2: Skill-Related Fitness Test

A. Coordination: Juggling Score:

B. Agility: Hexagon Agility Test

Average

Clockwise: Time(00:00) Counterclockwise: Time (00:00)

C. Speed: 40 Meter Sprint Time:

D. Power: Standing Long E. Balance: Stork Balance Stand Test

Jump

Distance (centimeters) Right Foot: Time (00:00) Left Foot: Time (00:00)
First Trial Second Trial

C. Reaction Time: Stick Drop Test

1st Trial 2nd Trial 3rd Trial Middle Score

 Task: My Week Ahead
Create a Physical Activity Plan for one week. Include the components of Health Related Fitness
and Skills Related Fitness and the food you prefer to eat in your plan. The table below will serve
as your matrix.

Week 1
Day Physical Type of Domain Health Skills Duration Meal Remarks
Activity Physical Related Related
Activity Fitness Fitness
Components Components
1 AM

PM

2 AM

PM

3 AM

PM

4 AM

PM

5 AM

PM

6 AM

PM

7 AM

PM
Assessment:
Multiple Choice: Choose the letter of the best answer and encircle it.

1. The following are components of Health Related Fitness except.

A. Body Composition
B. Coordination
C. Flexibility
2. Which of the following are correct about components of Skills Related Fitness.
I. Reaction Time and Muscular Strength
II. Agility and Body Composition
III. Cardiovascular Endurance and Coordination
IV. Power and Balance
A. I only
B. II and III
C. IV only
3. James Yap runs fast while dribbling the ball. As he crosses the middle part of the basketball court, he
changes his phase to avoid his opponent. What specific component of physical fitness did James Yap
apply?
A. Agility B. Coordination C. Speed
4. Washing dishes, cleaning the house and watering the plants are examples of what domain in physical
activities?
A. Domestic B. Leisure Time C. Occupational
5.This kind of activity, which includes resistance training and lifting weights, causes the body’s muscles
to work or hold against an applied force or weight.
A. Aerobic B. Bone Strengthening C. Muscle Strengthening
6. Social support is one of the barriers in physical activity, which from the choices below suggests in
order to overcome this barrier?
A. Invite friend and family member to exercise with you.
B. Do a social distancing with your friends so that you will not get sick.
C. Keep your interest to physical activities interest from your family and friends.
7. Money, values, and consumer skills all affect what a person purchases. The price of a food, however, is
not an indicator of its nutritional value. Cost is a complex combination of a food's availability, status, and
demand. What kind of eating preference/influence is this?
A. Cultural Preference B. Economic Influence C. Social Influence
8. In order to improve your eating habit, it requires you to follow a thoughtful approach. Which of the
following approaches should you apply?
A. REPLACE, REINFORCE, REFLECT
B. REINFORCE, REFLECT, REPLACE
C. REFLECT, REPLACE, REINFORCE
9. Food laws and trade agreements affect what is available within and across countries, and also affect
food prices. Food labeling laws determine what consumers know about the food they purchase. What kind
of eating preference/influence is this?
A. Economic Influence B. Political Influence C. Religious Influence
10.The gymnast manages to do a full turn on the balance beam without falling. What kind specific
component of physical fitness the gymnast applied?
A. Balance B. Coordination C. Flexibility
11. The following are Physical Fitness for Health Related Fitness except.
A. Hexagon Agility Test B. Push Up C. Zipper Test
12.The following are Physical Fitness for Skills Related Fitness except.
A. 40-meter sprint B. Basic Plank C. Stork Balance Stand Test
13.Which of the following Physical Fitness Test measures the cardiovascular endurance?
A. 3-minute Step Test B. Basic Plank C. Push Up
14.Which of the following Physical Fitness Test measures the ability of the body to move in different
directions quickly.
A.3-minute Step Test B. 40-meter sprint C. Hexagon Agility Test
15. If Cassandra’s BMI is 28, she can be classified as:
A. Normal B. Overweight C. Underweight
References:

http://study.com/academy/lesson/what-is-aerobic-exercise-definition-benefits-examples.html

https://www.nhlbi.nih.gov/health/health-topics/topics/phys

http://www.everydayhealth.com

www.wikipedia.com

https://www.youtube.com/watch?v=UzWd8ynGLEM

https://www.youtube.com/watch?v=eCJovVdQgVw