PE and Health 11 (HOPE 1) Quarter 1 (Week 1)

Modul
e
The Healthiest and Fittest ME
1
ACTIVITY 1: Pre Assessment
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

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

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,
gardeni ng, 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.

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.

ACTIVITY 2: Physical Fitness Test

You are done now with the lecture portion. At this point, you will experience the
physical fitness test.

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)

(1.22)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

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

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

Zipper Test – a test that measures 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 0.1 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 - 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.
Strength is the ability of the muscles to generate force
against physical objects.

Push Up – a test that measures 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 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 Execellent
4 25-32 Very Good
3 17-24 Good
2 9-16 Fair
1 1-8 Need 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 - 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 a 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.

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

Standing Long Jump – 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 - to measure the ability of the body to move in different
directions quickly.

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 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 – 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 sothat 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– 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 – 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/ 9-12 13-14 15-16 17 and above Interpretation

Age
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
Dettach this page!

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

C. Strength
1. Push up 2. Basic Plank
Number of Push ups Time

D. 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

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

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

F. Reaction Time: Stick Drop Test

1st Trial 2nd Trial 3rd Trial Middle Score
ACTIVITY 3: Pair it up!

Study the table below. Under Column B are the specific components of physical
fitness. Pair each item with its description under Column D. To signify pairing, draw
any sports equipment on Columns A and C opposite the item and the description
matched. An example is provided below. Write your answer in a separate sheet of
paper.

Column A Column B Column Column D

C
1. Agility 1. 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
2. Balance 2. The ability of the individual to change
direction or position in space with
quickness and lightness of movement
while maintaining dynamic balance.
3. Coordination 3. The ability to make successive
movements of the same kind in the
shortest period of time.
4. Endurance 4. Refers to the soundness of the heart
and lungs which contributes to the
ability to resist disease.
5. Flexibility 5. Refers to the ability of the muscles to
release maximum force in the shortest
period of time.

6. Organic Vigor 6. The ability to integrate the body parts

to produce smooth motion
7. Power 7. The capacity to sustain the application
of force without yielding or breaking;
the ability of the muscles to exert
efforts against resistance
8. Speed 8. The quality of plasticity, which gives
the ability to do a wide range of
movement.

9. Strength 9. The ability to control organic

equipment neuro-muscularly; a state
of equilibrium.