LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y.
2020 - 2021
Lecture in Physical Education
The Health-related fitness (HRF) consist of 5 components namely; Cardiorespiratory Endurance, Muscular
Strength, Muscular Endurance, Flexibility and Body Composition.
o Cardiovascular Endurance - is the ability of the heart and lungs to work together to provide
the needed oxygen and fuel to the body during sustained workloads. Physical activity that trains
for cardio respiratory endurance focuses on repetitive, dynamic, and prolonged movements
using major muscles groups.
o Muscular Strength - the amount of force muscles can produce. You can train your muscles to
be stronger by lifting heavy weights for a few repetitions.
o Muscular Endurance - the ability of muscles to perform continuous without fatiguing. It is a
measure of how long a muscle can withstand a prolonged contraction or many repeated
contractions.
o Flexibility - ability of each joint to move through the available range of motion for a specific
joint. It helps to prevent muscular imbalances and allows you to move about with ease.
o Body composition- the amount of mass compared to lean muscle mass bone and organs.
Overall health generally improves when you have lower amount of fat mass and higher amount
of lean muscles.
Skills Related Fitness Components
o Agility – The ability to change body positions quickly and keep the body under control when
moving.
o Balance – The ability to keep the body in a steady position while standing and moving.
o Coordination – The ability of the body parts to work together when you perform an activity.
o Power – The ability to combine strength with speed while moving.
o Reaction Time – The ability to move quickly once a signal to start moving is received.
o 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.
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
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 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.
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
Cultural Influences
- A cultural group provides guidelines regarding acceptable foods, food combinations,
eating patterns, and eating behaviors. Compliance with these guidelines creates a sense of
identity and belonging for the individual.
Social Influences
- Members of a social group depend on each other, share a common culture, and influence
each other's behaviors and values. A person's membership in particular peer, work, or
community groups impacts food behaviors.
Religious Influences
- Religious proscriptions range from a few to many, from relaxed to highly restrictive. This
will affect a follower's food choices and behaviors.
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.
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
HEALTH-RELATED FITNESS TEST
Body Composition – is the body’s relative amount of fat to fat-free mass.
Weight- refers to 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.
Procedure 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
2. 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
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
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.
Procedure 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 0.1 centimeter
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
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
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).
b. Immediately after the exercise, stand and locate your pulse and in five (5) seconds, or at a signal, start to
get the heart rate.
c. Don’t talk while taking the pulse rate.
d. 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
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.
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
SKILL- RELATED FITNESS TEST
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
c. Set the stopwatch to zero (0) point.
d. At the signal “GO”, start the watch and stop it as the performer crossed the finish line.
e. Record time in the nearest 0:00:01 seconds Scoring – record the time in nearest minutes and
seconds.
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
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
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
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
a. Tape measure, Stopwatch, Chalk or masking tape
b. Hexagon Size (Length of each side is 18 inches Each angle is 120 degrees)
Procedure for the Tester
c. Stand both feet together inside the hexagon facing the marked side.
d. 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.
e. Rest for one (1) minute
f. Repeat the test counterclockwise
For the Partner
c. Start the time at the signal go and stop once the performer reached the side before the side where
he/she started.
d. Record the time of each revolution
e. 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.
Scoring:
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
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. 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. 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.
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.
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
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.
Scoring
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
a. 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.
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
Performance Task
Instructions: Do it with a partner it can be your parents or sibling.
Generalization/ Reflection
Answer the following Questions below based from the result of your self- assessment card. Write your
answers in your Learning Activity Sheet.
1. What is your strongest Physical Fitness Test Component?
2. What is your weakest Physical Fitness Test Component?
3. Which test did you score satisfactory? Poorly? What you should do about it?
4. How important is Physical Fitness Test in participating physical activity?
5. Why is Physical Fitness Test important in designing exercise program?
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
Performance Task
Instructions: Do it with a partner it can be your parents or sibling.
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LA SALETTE OF ROXAS COLLEGE, INC. BASIC EDUCATION DEPARTMENT S.Y. 2020 - 2021
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