MODULE 1

HEALTH OPTIMIZING PHYSICAL EDUCATION 01

This module was designed and made to enlighten you with how you should
maintain and keep a fit body in order to have a healthy mind. At the end of the
quarter, you are going to do physical and recreational activities that are aligned
with health related fitness and skills related activities. Through this module, you
will also clearly understand proper eating habits. You are also expected to learn
ways to improve your personal eating habit that will lead you to become a
physically fit individual. Aligned with the curriculum, this module is focused on
one lesson, that is:

● Lesson 1 – Exercise, Eat and Excel After going through this module, you are
expected to: 1. Self- assess health-related fitness (HRF) status, barriers to
physical activity assessment participation and one’s diet.
PEH11FH-Ig-i-6
Activity 1.Let us begin our trek to physical fitness. As you walk along the trek, leave a
print on your every step. The RIGHT steps indicate the Skill Related Fitness while the
LEFT steps indicate the Health Related Fitness. Some prints are already provided for
you to help your journey. Choose from the box below.

Agility Coordination Cardio Vascular Muscular Endurance

Muscular Strength Power Reaction Time

Health Related Fitness Skill Related Fitness

FLEXIBILITY SPEED

BODY COMPOSITION BALANCE

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 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

1. Agility –The ability of the individual to change direction or position in space with
quickness and lightness of movement while maintaining dynamic balance.
2. Balance – The ability to control organic equipment neuro-muscularly; a state of
equilibrium.
3. Coordination - The ability to integrate the body parts to produce smooth motion.
4. 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.
5. Flexibility – The quality of plasticity, which gives the ability to do a wide range of
movement.
6. Organic Vigor – It refers to the soundness of the heart and lungs which contributes
to the ability to resist disease.
7. Power – The ability of the muscles to release maximum force in the shortest period
of time.
8. Speed – The ability to make successive movements of the same kind in the shortest
period of time.
9. Strength – The capacity to sustain the application of force without yielding or
breaking; the ability of the muscles to exert efforts against resistance.
 Physical Activity and Exercise
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
 Exercise according to a study by Buckworth and Dishman, is the “planned,
structured, repetitive bodily movements that someone engages in for the purpose of
improving or maintaining physical fitness or health.

Aerobic, Muscle-strengthening, and Bone-strengthening Activity Aerobic

• Aerobic activities, also called endurance activities, are physical activities in which
people move their large muscles in a rhythmic manner for a sustained period.
• Muscle-Strengthening Activity
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.
• Bone-Strengthening Activity
This kind of activity (sometimes called weight-bearing or weight-loading activity)
produces a force on the bones that promotes bone growth and strength.
 Barriers to Physical Activities

We understand the benefits of physical activities to our health specially our body
but there are circumstances when we become lazy in performing physical
activities.
Below are some of the barriers that hinder us to do physical activities:
1. Lack of time
2. Social Support
3. Lack of Energy
4. Lack of Motivation
5. Fear of Injury
6. Lack of Skill
7. High Costs and Lack of Facilities
8. Weather Conditions
 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.
• Influences on Food Choices
There are many factors that determine what foods a person eats. In addition to personal
preferences, there are cultural, social, religious, economic, environmental, and even political
factors.
• Individual Preferences
Every individual has unique likes and dislikes concerning foods. These preferences develop
over time, and are influenced by personal experiences such as encouragement to eat,
exposure to a food, family customs and rituals,advertising, and personal values.
• Economic Influences.
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.
• Environmental Influences.
The influence of the environment on food habits derives from a composite of ecological and
social factors. Foods that are commonly and easily grown within a specific region
frequently become a part of the local cuisine.
• Political Influences.
Political factors also influence food availability and trends. 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.
Eating habits are thus the result of both external factors, such as politics, and internal
factors, such as values. These habits are formed, and may change, over a person's lifetime.
 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
 Task 1: Health-Related Fitness Test
1. 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
Classification
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – Above Obese
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:
a. Tape measure laid flat to a concrete wall where zero point starts on
the floor
b. L-square; and
c. 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
***1 meter = 100 centimeter
2. 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
a. 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
Scoring record zipper test to the nearest 0.1centimeter

Score Standard Interpretation

5 Fingers overlapped by 6 cm. and above Excellent

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
3.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.
e. 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.
4. Strength is the ability of the muscles to generate force against physical objects.
Push Ups
Purpose to measure strength of the upper extremities
Equipment
a. 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.
b. 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).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute. (2 seconds going
down and 1 sec going up).
d. 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 pushups 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.
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 –5.4 4.1 – 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
Girls
Age 9-12 13-14 15-16 17 and above
Excellent <7.0 <6.5 <5.5 <4.5
Very Good 7.1 – 8.4 6.6. – 7.6 5.6 – 6.1 4.6 – 5.9
Good 8.5 – 9.5 7.7 – 8.8 6.2 – 7.2 6.0 – 7.0
Fair 9.6 – 10.5 8.9 – 9.5 7.3 – 8.5 7.1 – 8.1
Needs
Improvement
>10.6 >9.6 >8.6 >8.2
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 15quickly.
Equipment
a. Tape measure b. Stopwatch c. Chalk or masking tape
Hexagon Size
a. Length of each side is 18 inches b. 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 anddivide 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.16
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 gm.
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:
⮚ 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
c. 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/Age 9-12 13-14 15-16 17 and above Interpretation

5 41-60 sec 81-100 sec 121-150 sec 161-180 sec Excellent
4 31-40 sec 61-80 sec 91-120 sec 121-160 sec Very Good
3 21-30 sec 41-60 sec 61-90 sec 81-120 sec Good
2 11-20 sec 21-40 sec 31-60 sec 41-80 sec Fair
1 1-10 sec 1 – 20 sec 1-20 sec 1-40 sec Needs Improvement
Activity 2: Performing
The Physical Fitness Test
Write your scores in your PFT
SCORE CARD.