Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY

ALABAT CAMPUS
Alabat, Quezon

Compiled by:

LYN M. VARGAS
Instructor

1|Page LM Var gas

This learning material will allow you to understand what fitness is all about and use what you learn
to achieve a desirable level of fitness. You will learn about the three major components of fitness
and the different parameters that make up each component. It presents the lessons in the order
that they will be taken up in class so that you will be able to follow closely and participate actively in
all the activities.

You will also learn how to test yourself and know what each fitness test score means. This
information will help you identify which areas of fitness you need to improve on. The learning
materials will guide you in formulating your own fitness plan that consists of activities which you can
carry out with the proper frequency (how many times), intensity (how much effort) and duration
(how long).

Finally, you will learn about how physical fitness relates to your health and how you could develop
habits in physical activities and exercise. By keeping a record of these habits, you will be able to track
you progress towards your fitness goals.

Southern Luzon State University as an excellent academic hub in its

curricular programs, transdiciplinary researches, and responsive
extension services.

The University commits to develop a sustained culture of

delivering quality service and undertaking continuous innovations
in instruction, research and extension in its relevant curricular
programs supportive of national and global development goals.

1. Center of teaching excellence.

2. Premier Research University that generates S & T –based
innovations.
3. Training institution that promotes gender-responsive, climate-
resilient, and community-driven development for all.
4. Wider platform for student and personnel.
5. Facilities that support student learning enhancement and personnel’s healthy
working environment.
6. Strengthened local and international academe-industry and alumni linkages.

2|Page LM Var gas

 1. Define physical education, physical fitness and the three (3)
major components that constitute it.
2. Enumerate and define the different parameters that constitute
each component.
3. Relate each fitness parameter: cardiorespiratory endurance,
muscle strength and endurance, flexibility and body
composition, to health risks associated with a sedentary
lifestyle.
4. Test yourself to know the degree to which areas you need to
improve on.
5. Write fitness plan to contain activities in the proper frequency,
intensity and duration so may achieve fitness goals.
6. Keep an accurate record of fitness activities to track progress
towards fitness goal.
7. Make a portfolio that contains written journals and pictures of
physical activity and exercise habits.

3|Page LM Var gas

 What is Physical
Education?

Physical Education (PE) develops the skills, knowledge, values and

attitudes needed for establishing and enjoying an active and healthy
lifestyle, as well as building student confidence and competence in
facing challenges as individuals and in groups or teams, through a wide
range of learning activities.

Physical Education is instruction in physical exercise and games

especially in school.

There are several definitions of physical education in our books and in our internet today but let us
focus on its definition in relation to education. According to Andin (1988), she defined Physical
education as “Physical education is an integral part of educational system designed to promote the
optimum development of individual physically, socially, emotionally and mentally through total
body movement in the performance of properly selected physical activities”.
Likewise according to Oyco (2007), “Physical education refers to an important segment of
general education which aims to contribute to the total development of the learner through
participation in selected vigorous activities. It provides opportunity to acquire lifelong skills that
are essential to his physical, mental, social and emotional development”.
The above definitions both agreed that that through the participation of properly selected
physical education activities of an individual, it can promote the optimum development completely.

1. Physical Development
 Foremost objective and related with physical development
 Development of organ systems such as circulatory system, nervous system,
muscular system, digestive system.
 Development in size, shape and efficiency of organic systems due to effects
of physical activities which are performed.
2. Mental Development
• Related to mental development of an individual.

4|Page LM Var gas

 • Various physical activities need alertness of mind, deep concentration and
calculated movements
• Through participation in various activities individual learns to draw certain
conclusions.
• Able to understand and faced situations in game
3. Social Development
• Related to development of social traits, essential for better adjustment in life.
• Everyone needs leadership qualities
• Players come closer to each other inspite of different culture, place etc.
• Better source of attaining qualities like fair play, cooperation, sympathy,
sportsmanship, courtesy
4. Neuro-Muscular Co-ordination
• Concerned with better relationship between nervous system and muscular
system.
• Physical activities provide ample opportunities for the better neuro-muscular
system.
• Reaction times becomes less through participation in physical activities.
• Accuracy and smooth function of our body• Keep off fatigue during physical
activities.
5. Emotional Development
• Emotions are vital for every individual but excess are always bad.
• One of the major objective responsible for developing /controlling various
emotions like fear, pleasure, hope ,wonder, anger etc.
• By participating in various physical education programmes an individual starts
having control over his/her emotions.

6. Development of Health
• Provide education about prevention of communicable diseases.
• Develops health related habits
• There are various programmes about recreation.
• Modern physical education programmes reduce the stress, tensions up to a
large extent to promote health of an individual.

Blooms Taxonomy of Behavior in Relation to Physical education

In line with Bloom's Taxonomy of Behavioral Objectives, physical education proves it has a
place in the total development of any learner as it is concerned with the cognitive, psychomotor,
and affective domains of growth and development.

5|Page LM Var gas

PHYSICAL EDUCATION AS A SUBJECT IN COLLEGES AND UNIVERSITIES
As a subject in colleges and universities. Physical Education requires a substantial budget
allocation oftentimes higher than other areas in the curriculum. It is a fact that essential facilities
include a gymnasium, outdoor courts, and playing fields. Several institutions have swimming pools
that should be regularly maintained. In addition, an adequate supply of fitness, sports, gymnastics,
and dance equipment should be continuously provided for effective instruction. There is likewise a
separate amount allotted for intramural and extramural meets and competitions.
Nevertheless, educators believe that the lifetime benefits a student gains from participation
in instructional and recreational programs outweigh the financial input to maintain a quality physical
education program in educational institutions.
Service Physical Education refers to the four subjects give in the first four semesters of
college work. Basic instruction is physical education is prescribed by the Department of Education
Culture and Sports Order Number 58, series 1990. Below are the subject titles and the corresponding
suggested activities that will be undertaken by all college students.

Physical Education 1: Physical Fitness

This is the first course in physical education. It deals with the concept of Physical Education
and Fitness. It also provides opportunities for physical fitness testing and the students’ participation
in the development and maintenance of fitness such as aerobics, self-testing activities, light and
heavy apparatus work and freehand and floor exercises.

Physical Education 2: Rhythmic Activities

The subject covers the concept of rhythm, fundamental rhythmic activities, dance mixers,
local and foreign dances, as well as social and ballroom dances.

Physical Education 3: Individual-Dual Sports/Games

Concentration is on the acquisition of skills on recreational activities such as Bowling, Table
Tennis, Badminton, Track and Field events, and outdoor activities such as camping, mountaineering,
and aquatics. Mga Laro ng Lahi are likewise given to foster love of country.

Physical Education 4: Team Sports

The subject deals with the fundamentals of common team sports such as Volleyball,
Basketball, Baseball/Softball, and football. The acquisition of basic skills is emphasized.

Mandates to Physical Education Program 1987 Constitution of the Republic of the Philippines
Article XIV - Education, Sciences and Technology, Arts, Culture and Sports
Sec. 1. - The state shall protect and promote right of all citizens to quality education at
all levels and shall take appropriate steps to make such education accessible to all.

Sec. 19 - (1) The State shall promote physical education and encourage sports programs,
league competitions, and amateur sports, including training for international competitions,
to foster self-discipline, teamwork and excellence for the development of a healthy and alert
citizenry. (2) All educational institutions shall undertake regular sports activities throughout
the country in cooperation with athletic club and other sectors.

Moving into the Future: National Standards for Physical Education, 2nd Edition
National Standards for Physical Education
Physical activity is critical to the development and maintenance of good health. The goal of
physical education is to develop physically educated individuals who have the knowledge, skills, and
confidence to enjoy a lifetime of healthful physical activity.

6|Page LM Var gas

 A physically educated person:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a
variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics
as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal and social behaviour that respects self and others in
physical activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.

FITNESS: AN ESSENTIAL ELEMENT OF PHYSICAL EDUCATION

The concept of fitness has implications to the four aspects of physical education: physical,
social, emotional and mental well-being. It implies soundness of such body organs as the heart
and lungs, human mechanisms that perform efficiently under exercise or work conditions and a
reasonable measure of skill in the performance in his daily life activities his efforts, and the
relationship of his physical fitness to his total self.

Based on the four aspects of physical education, fitness can be considered as the ability to live
a healthy, satisfying and useful life. An individual who satisfies his needs such as physical well-
being, love, affection, security, and self-respect lives a good life.

PHYSICAL FITNESS

Physical fitness refers to the ability of your body systems to work together
efficiently to allow you to be healthy and perform activities of daily living. Being efficient means
doing daily activities with the least effort possible. A fit person is able to perform schoolwork, meet
home responsibilities, and still have enough energy to enjoy sport and other leisure activities. A fit
person can respond effectively to normal life situations, such as raking leaves at home, stocking
shelves at a part-time job, and marching in the band at school. A fit person can also respond to
emergency situations - for example, by running to get help or aiding a friend in distress.

Physical fitness has different meanings for different people. It is the ability of an individual to
function, to tolerate stress in any form, and to perform daily tasks successfully. (PPTFT,1993)

It is a state of physical well-being with attributes that contribute to performing daily activities with
vigor with minimal risks of health problems related to lack of exercise and providing a fitness base
for participation in a variety of physical activities. (Allen, Harrisson and Vance, 1993)

Pate, in an article on the new definition of youth fitness, clearly states that physical fitness is a
combination of very specific components that compose health-related fitness. These are
cardiovascular endurance, muscle fitness (strength and endurance), flexibility, and body
composition.

7|Page LM Var gas

Based on the foregoing definitions, physical fitness is the ability to work with full energy without
stress. Physical fitness has two major categories: health-related physical fitness and performance –
related physical fitness.

Pre-Assessment
Find out how well you know and understand the importance of physical movements in your
daily life. These activities will assess your knowledge and skills on Health-related Fitness.

A. Identify and classify the pictures shown on the following page based on the components
of health-related fitness.
B. Explain briefly how these HRF activities can benefit your family in terms of physical
wellness.

4 5

8
6
7

9
10

8|Page LM Var gas

Learning Goals and Targets
Learning goals and targets are lessons you expect to learn from this learning material.
Example: I will be able to identify the four components of HRF.

Provide below your expected personal learning goals and targets.

 ____________________________________________________
 ____________________________________________________
 ____________________________________________________

Part I: What to know

In this stage, you will reflect on how well you understand the concept of health-related
fitness and your expectations about the topic. You are encouraged to ask questions for further
clarifications. The following activities will assess your knowledge about health-related fitness
exercises. This will give you opportunities to identify and clarify misconceptions you may have about
the lesson.

Activity 1 Let’s play a brain teasing fun

Where Am I? game called “Word Scramble.”
Find words from the jumbled
letters that refer to components associated with Health-
related Fitness. The words are interconnected and placed
either vertically, horizontally, or diagonally. Write these
words in your answer sheet and try to define each.

9|Page LM Var gas

Activity 1 - Wellness Lifestyle Assessment

This assessment will help you identify your positive and negative wellness lifestyle behaviors.

For each wellness behavior listed below, place a check in the column with the answer that
best describes your behavior.

Wellness Behavior Almost Sometimes Almost

Always
1 I engage in at least 150 minutes per week of moderate-
intensity aerobic exercise.
2 I perform muscular strength and endurance exercises at
least 2 times per week.
3 I perform stretching exercises at least 2 days per week.
4 I spend some leisure time each week engaged in physical
activity,
5 I eat at least 7 servings of fruits and vegetables a day.
6 I avoid skipping meals.
7 I limit my intake of foods high in saturated and trans fat.
8 I limit the amount of added sugars I consume from
sweetened beverages, desserts, and similar products.
9 I limit the amount of salt i consume.
10 For breads, cereals, and other grain-based products, I
choose whole-grain foods at least half the time.
11 I check food labels, ingredient lists, and nutrition
information at restaurants in order to make informed
choices.
12 I maintain a healthy weight, avoiding overweight or
underweight.
13 I get 7-8 hours of sleep each night.
14 I don't smoke cigarettes, cigars, or any other form of
tobacco.
15 I don't use smokeless (spit) tobacco.
16 I avoid exposure to second hand smoke.
17 I use alcohol in moderation (1 drink or less per day for
women; 2 drinks or less per day for men) or not at all.
18 I do not use alcohol or any substance to the point of
intoxication.
19 I use over-the-counter medications as directed.

20 I use prescription drugs as prescribed.

21 I avoid unproven, dangerous, and illegal substances,
including steroids, as well as unproven health remedies.
22 I practice good dental care by brushing my teeth two or
more times a day, flossing at least once per day, and having
a dental checkup at least once a year.
23 I have medical checkups annually or as suggested by my
physician in order to obtain all recommended screening
tests.
24 I get recommended immunizations.

10 | P a g e L M V a r g a s
25 I obtain only medically necessary x rays.
26 I manage any chronic medical conditions (such as asthma,
migraines, allergies, diabetes seizure disorder) according to
the advice of my health care practitioner.

27 I abstain from sex or engage in safe sex practices.

28 I wash my hands frequently over the course of the day.
29 I use sunscreen as directed and use protective clothing (eg,
a wide-brimmed hat) as needed when working or playing
outside
30 I don't try to tan either from exposure to the sun or
through use of tanning lamps or salons
31 I keep my computer desk or other workspace set up in a
way that allows me to maintain good posture and minimize
stress on my body.
32 I use appropriate protective equipment when participating
in recreational activities that require such equipment
33 I use appropriate protective equipment for occupational
activities that require such equipment
34 I am actively responsible for my personal safety by being
aware of my surroundings, avoiding being alone in
unprotected areas, locking doors and windows when
appropriate, and so on.
35 I have access to a firearm, I store it securely and use it
safely.
36 I do not talk on the phone, send text messages, or engage
in other distracting activities while driving
37 I wear a seatbelt when driving or riding in a car.
38 I avoid driving while under the influence of alcohol or other
drugs or riding with others who are under the influence.
39 I obey the rules of the road by not speeding or tailgating,
by always signaling before I turn or change lanes, and by
adjusting my speed and driving to road and weather
conditions
40 I recycle paper plastic, and other appropriate items, and I
reuse items such as shopping bags
41 I take steps to conserve energy and water turning off lights
and faucets, carpooling, and so on)
42 I avoid environmental toxins and areas or times of day with
high pollution levels.
43 I manage stress in positive ways (eg, physical activity, time
management, deep breathing)
44 I have or would seek help for depression or another mental
health concern.
45 I maintain a group of close friends I can confide in and ask
for help or support
46 I manage my anger in ways that are not harmful to myself
or others.
47 I resolve conflicts with family, friends, co-workers, and
fellow students in positive, respectful ways
48 I feel a sense of connectedness with others.

11 | P a g e L M V a r g a s
49 I accept responsibility for my own feelings.
50 I accept responsibility for my own actions.
51 I engage in activities that are consistent with my beliefs and
values.
52 I spend time each day in prayer, meditation, or personal
reflection
53 I participate in university and/or community events, or
volunteer
54 I like my job.
55 I take at least a little time each day to relax and engage in a
hobby or other activity I enjoy.
56 I make a budget, track my spending, and keep my finances
under control
57 I manage my time well through strategies such as setting
priorities, creating to do lists, and managing my schedule
using a planner
58 I am motivated to learn new Information and skills, and I
actively seek ways to challenge my mind and seek
intellectual growth
59 I gather and evaluate information in order to make sound
decisions about health and wellness.
60 I am able to set realistic goals for myself and work toward
them.
TOTAL NUMBER OF RESPONSE IN EACH COLUMN

TOTAL NUMBER OF RESPONSES IN EACH COLUMN Almost Always ____________A

Sometimes - ______________B
Almost Never - ____________C
Results

To calculate your score, add up the total number of responses in each column and copy
them onto the appropriate lines below. Multiply the total for column A by 2, the total for column B
by I, and the total for column C by 0. Add to final three numbers together for your total score, and
then find your rating on the table,

Rating

Total for column A __________ times 2 points = _____________

Total for column B __________ times 1point = _____________
Total for column C __________ times 0 point = _____________

RATING Total score

Excellent 110 – 120
Good 90 – 109
Fair 60 – 89
Needs attention less than 60

12 | P a g e L M V a r g a s
Reflecting on Your Results

How did you score? Were you surprised by number of wellness lifestyle behaviors you
currently engage in order engage in? Do your results give you encouragement or cause concern?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________ .

Select two behaviors of concern for you something for which you checked "Almost never" or
something for you checked "Sometimes" but which you know is a problem for you (for example,
smoking, drinking until into never exercising). For each behavior, make a list of how it affects the
different dimensions of wellness positively as - well as negatively. For example, smoking is physically
and environmentally harmful, but it may mala physically and emotionally in the short term you may
enjoy smoking with certain friends, but you may other social activities due to your habit.

Behavior 1. _________________________________________
How it impacts the dimensions of wellness
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________ .

Behavior 2: _________________________________________

How it impacts the dimensions of wellness:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________ .

13 | P a g e L M V a r g a s
Planning Your Next Steps

Any behavior for which you didn't check "Almost always" is a possible candidate for change
and improvement. Choose five behaviors from the assessment that you are most interested in
changing and list them below. For each, give one reason why you'd like to change the behavior.

Behavior 1: ________________________________
Reason to change:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________ .

Behavior 2: _____________________________
Reason to change:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________ .
Behavior 3: _____________________________
Reason to change:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________ .
Behavior 4: ______________________________
Reason to change:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________ .
Behavior 5: _____________________________
Reason to change:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________

References: Liguoro, Gary and Carrol_cobb, Sandra, FitWell: Question and

Answers, Copyrights 2012, McGraw-Hill Companies, Inc., United State of America

14 | P a g e L M V a r g a s
How to achieve Physical Fitness and Wellness?
The human body was designed to be used- to be kept in fairly constant motion. Years, ago,
most people spent their days getting strenuous exercises: swinging a scythe in the field during
harvest time, manipulating machinery in factories, or scrubbing floors and hanging laundry at home.
Nowadays however, very few people engage in daily activities that require physical exertion. Most
people’s time is spent sitting behind the office desk, the computer, the wheel of a car, or in front of
a television set. The automation of toothbrushes and pencil sharpeners has made life easier. Home
appliances are portables, automatic and readily accessible when needed. As a result, people are less
creative and bunt out.

Today, most people make a special effort to get an adequate amount of physical activity their
bodies need for adequate health and fitness. Everyone engages in some physical activity. Physical
Activity is a general term that includes sports, dance and other activities done at work or at home,
such as walking, climbing stairs, or mowing the lawn. It may also be a specific job to enjoy
recreation, or to improve physical fitness. Sometimes, you do physical activity with a specific
purpose in mind; other times, you just do it with no real purpose other than enjoyment.

Nonetheless, only few people get enough physical activity to meet the body needs. Even people who
are sometimes quite physically active may have periods of inactivity. As a result, almost everyone is
in need of some physical exercise. When people do a physical activity especially for the purpose of
getting fit, we say, they are doing exercise. Physical exercise is defined as planned, structured,
repetitive activities designed to improve or maintain one or more components of physical fitness. It
should be understood, however, that it is not necessary to spend a lot of time and effort but it is
important to set aside time for regular physical exercise to ensure substantial physical benefits.

Even though the terms physical activity and exercise have slightly different meanings, they are
sometimes used interchangeably. The thing to remember is that physical activity and exercise are
important to your health and wellness.

HEALTH and WELLNESS Benefits

PHYSICAL ACTIVITY

WELLNESS PHYSICAL FITNESS

Figure 1. Cycle of Wellness (Corbin, 2000)

Figure 1 illustrates how physical activity can set up a cycle of wellness. The benefits derived from
physical activity do not help you later in life because you may be enjoying some of it now. These
benefits include those associated with wellness such as:

Looking Good- Experts agree that regular physical activity is one healthy lifestyle that can help you
look your best. Of course, others are proper nutrition, good posture, and good body mechanics.

15 | P a g e L M V a r g a s
FITNESS COMPONENTS
Physical fitness is made up of three major components: (1) health-related, (2) skill-
related, and (3) physiological fitness.

Health-related physical fitness (HRPF) consists of those specific components that

have a relationship with good health, or a lower risk of illness, particularly hypokinetic
diseases and conditions.
1. Cardiovascular Fitness- is the ability to exercise yourentire body for long period
of time. Cardiovascular fitness requires a strong heart, healthy lungs and clear
blood vessels to supply the cells with oxgygen your body need.
2. Muscular Strength- is the amout of force your muscles can produce. Strenght is
often measured by how much weight you can lift. People with good strength can
perform daily tasks efficiently- that is, with the least amount effort.
3. Muscular Endurance- is the ability to use your muscles many times without
tiring. People with good muscular endurance are better able to resist fatigue.
4. Flexibility- is the ability to use your joints fully through a wide range of motion.
You are flexible when your muscles are long enough and your joints are free
enough to allow movement. It can be increased by stretching the muscles,
tendons and ligaments. Flexibility is specific to each joint; therefore activities
should be carefully selected to increase flexibility in various muscles groups.
5. Body Composition- is the amount of fat cells compared with lean cells in the
body mass. Lean body mass is the non-fat tissues of muscles, bones, ligaments,
and tendons. Body composition is measured by skinfold thickness. Skinfold
thickness remains relatively constant until age seven, after which, it gradually
increases until puberty. Heredity, nutrition, and level of activity determine a
person’s percentage of body fat. Increased activity and diet can decreased body
fat.

Skill-related physical fitness (SRPF) consists of components that have a relationship

with learning motor skills quickly and the ability to achieve a high level of performance in
sports. I know of others who were able to improve their motor skills with practice so they
are able shoot a basketball or kick a football well. Since they are fit (or possess SRF), they are
more likely to engage in regular physical activities; and because of this, they too will have
enhanced HRF.
1. Agility- is the ability to change the position of your body quickly and to control
your body movements. People who are agile are good at activities like
basketball, wrestling, diving, soccer and ice skating.
2. Balance is the ability to keep an upright posture while standing still or moving.
People with good balance are likely to be good in activities such as gymnastics
and ice skating.
3. Coordination- is the ability to use your sense together with your body parts, or
to use two or more body parts together. People with good eye-hand or eye-foot
coordination are good at hitting and kicking games such as baseball, soccer and
golf.
4. Power – is ability to use strength quickly. It involves both strength and speed.
People with good power have the ability to put the shot, throw the discus, high
jump, play football and speed swim.
5. Reaction time – is the amount of time it takes to move once you realize the need
to act. People with good reaction time are able to make fast starts in track or
swimming, or to dodge a fast attack in fencing or karate. Good reaction time is
necessary for your own safety while walking or driving.

16 | P a g e L M V a r g a s
 6. Speed I the ability to perform a movement to cover a distance in a short period
of time. People with leg speed can run fast, while people with good arm speed
can throw or hit a ball that is thrown fast.

Physiological fitness relates to biological systems that are influenced by one’s level
of habitual physical activity (Bouchard et al., 1990). Unlike HRF and SRF which can be
measured through performance tests using hand-held or portable devices (like the sit-and-
reach box and the weighing scale) that can be conducted in the field or classrooms,
physiological fitness is different because its components can be measured using more
expensive equipment and in a laboratory or medically-supervised facility. Its components
include metabolic fitness (MetF), morphological fitness (MorF) and bone integrity (BI).
Fitness Parameters HRF consists of cardiorespiratory endurance (CRE), muscular endurance
and strength, flexibility and body composition. SRF consists of agility, balance, coordination,
power, reaction time and speed. Physiological fitness consists of MetF, MorF and BI.

In addition to improving quality of life, health-related fitness also

• increases muscle tone and strength;

• decreases susceptibility to injuries and illness;

• improves bone mineral density;

• reduces risk of osteoporosis;

• improves posture;

• increases efficiency of the respiratory and circulatory systems;

• decreases risk of cardiovascular disease and stroke;

• improves blood pressure;

• decreases risk of diabetes and some cancers;

• improves self-esteem and self-confidence;

• decreases body fat and improves metabolism; and

• increases energy level and academic achievement.

Answer the following questions in your worksheet:

1. In your own words, define fitness.

2. Describe the difference between health-related and skill-

related fitness components.

17 | P a g e L M V a r g a s
 Activity 3: Quest for Fitness
Reflect on your daily activities and write them on the table below.

Focus your attention on activities that will help improve your HRF and
maximize your body potential.

Discuss your answers in your answer sheet.

My Daily Routine/Tasks HRF Component

1

Do you know that doing

household chores helps a lot in
maintaining physical fitness?
Think about this: for the whole
day, you have been sitting in the
study room, listening, and writing
notes which does not require you
to move too much. So find time
doing household chores as part of
your daily routine.

The next activity is a

reinforcement of what you
have learned in Part 1.

18 | P a g e L M V a r g a s
 Activity 4: Picture Parade
Cut-out pictures and paste it in your worksheet showing people doing different activities.
Describe the action shown and how the person doing it might be feeling. List the benefits associated
with each activity.

Examples of pictures:
 A smiling child running (feeling free and happy)
 A group of people engaged in a game or sport (having fun)
 A figure skater, dancer, or gymnast performing (graceful, powerful)

Variation: Create a collage or bulletin board display of cut-out pictures from newspapers or
magazines that will illustrate the benefits of being active.

Activity 5: Family Connection

Identify the usual physical activities of your family members in terms of health-related
fitness components. List the important information regarding the family members in the following
table provided. These will be useful in designing your family HRF activity plan. Note: Indicate only
people in your actual household.

19 | P a g e L M V a r g a s
 Part II: What to Process
These activities will give you a deeper understanding of the importance
of exercise in building total fitness and family wellness. The activities will allow you to better
understand HRF.

Activity 1: Physical Fitness Tests

1. Do the following to prepare for the tests.
 Review the procedures in conducting the Physical Fitness Tests.
 Wear the appropriate attire.
 Do the warm-up exercises on your own or with your partner.
 Re-orient yourself on the proper execution of the tests and recording of test
results.
 Go through the test without exerting maximum effort.
 Observe safety.

2. Perform the tests with a partner.

3. Record your test results on the Physical Fitness Test Form (Pre-test).
A. Body Mass Index (BMI)

A.1 Weight – the heaviness or lightness of a person

Equipment: weighing scale Procedure:
For the test taker:
a. Wear light clothing.
b. On bare feet, stand erect and still while evenly distributing your weight on
the
center of the scale.
For your partner: (Household member)
a. Before you start weighing, adjust the scale to zero point.
b. Record the score in kilograms.
Scoring – record body mass to the nearest 0.5 kilograms
A.2 Height – the distance between the floors to the top of the head when a person is in
standing position.
Equipment:
 an even and firm floor and flat wall
 L – square
 tape measure laid flat on a concrete wall with the zero point

20 | P a g e L M V a r g a s
 starting at the floor
Procedure:
For the test taker:
a. Stand erect on bare feet with heels, buttocks, and shoulders pressed
against the wall with the tape measure.
For your partner:
a. Place the L-square against the wall with the base at the top of the head
of the person being tested.
b. Record the score in meters.
Scoring – record standing height
* 1 meter = 100 centimeters

B. Waist Circumference - is a good predictor of visceral fat which contributes more risk of
cardiovascular disease and diabetes than fat located in other areas of the body.
Equipment: tape measure
Procedure:
For the test taker:
a. Wear light clothing before having your waist circumference taken.
b. On bare waist, stand erect and wrap the tape measure around your waist.
For your partner:
a. Record the score in centimeters.

C. Pulse Rate Your pulse can be located at several places on your body. The 2 most
common locations are the carotid pulse and the radial pulse.

c.1. Carotid pulse Turn your head to one side. Feel the
point at your neck where the large muscle and tendon stick out when your
head is turned. Slide the fleshy part of your index and middle fingers along
this tendon until you are on a level equal with your Adam’s apple. Feel for
the pulse. Readjust the fingers if necessary. Do not press too hard because
this might alter the pulse (e.g. slow it down). Count the number of pulses felt
for 60 seconds. This number represents your heart rate in beats per minute
while you are at rest. If you are pressed for time, you may count the pulses
for only 15 seconds. Multiply this by 4. Remember however, that it is more

accurate to take a full 60-second count if possible.

c.2. Radial pulse Hold your left forearm out in front with
your palm facing you. At the top portion of your forearm (nearest the thumb)
where you wrist is, slide the fleshy part of my index and middle fingers along
until they are 1 inch from my wrist. Feel for the pulse. Readjust the fingers if
necessary. Do not press too hard because this might alter the pulse (e.g. slow

21 | P a g e L M V a r g a s
it down). Count the number of pulses felt for 60 seconds. This number represents your heart rate in
beats per minute while you are at rest. If you are pressed for time, you may count the pulses for only
15 seconds. Multiply this by 4. Remember however, that it is more accurate to take a full 60-second
count if possible.

D. Ninety (90) Degree Push-up

Purpose: to measure strength of upper extremities
Equipment: exercise mat or any clean mat Procedure:
For the test taker:
a. Lie face down on the mat in standard push-up position: palms on the
mat under the shoulders, 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. Lower the arms
until there is a 90-degree angle at the elbows (upper arms are parallel to the floor)

For Girls:
a. With knees touching the mat, straighten the arms, keeping the back
straight. Lower 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 second going up).

22 | P a g e L M V a r g a s
 For your partner:
a. As the student assumes the push-up position, start counting as the student
lowers his / her body on the ground until s/he reaches a 90-degree angle at the
elbow.
b. Make sure that the student performs the push-ups in the correct form.
c. The test is terminated when the subject can no longer perform the push-ups in
the correct form (three corrections are allowed), is in pain, voluntarily stops, or
when cadence is broken.
Scoring – record the number of push-ups made

E. Curl-ups
Purpose: to measure strength of abdominal muscles
Equipment: exercise mat or any clean mat Procedure:
For the test taker:
a. Lie on your back with the knees flexed and feet 12 inches from the buttocks.
b. The feet should not be held or rested against an object. The arms must be
extended and resting on the thighs.
c. Complete a slow, controlled curl-up, sliding fingertips along the floor until they
touch the second tapeline.
d. The curl-up should be performed at a rate of one every three seconds or 20 curl-
ups per minute (2 seconds going up and 1 second going down).
e. Do not stop or rest while at the bottom position. Perform as many curl-ups as
possible without stopping.

For your partner:

a. One curl-up is counted each time the student’s shoulder blade touches the floor.
b. Make sure that the student performs the curl-ups in the correct form.
c. The test is terminated when the subject can no longer perform the curl-ups in the
correct form (three corrections are allowed), is in pain, voluntarily stops, or when
cadence is broken.

23 | P a g e L M V a r g a s
 Scoring – record the number of curl-ups made

Flexibility refers to the ability of the joints to move through a full range of motion.

F. Sit and Reach is a test of flexibility for the lower extremities particularly the hamstring.
Purpose: to reach forward as far as possible without bending the hamstring
Equipment: tape measure Procedure:
For the test taker:
a. Sit on the floor with back flat on the wall and feet approximately 12 inches apart.
b. Without bending your back, knees, and elbows, place one hand on top of the
other and position the hands on the floor.
c.After the tester has positioned the zero point of the tape measure, start the test by
slowly reaching the farthest point possible without bending the knees.

For your partner:

a. As the student assumes position (b) in the procedure, position the zero point of
the tape measure at the tip of the finger farthest from the body.
b. Make sure that the knees are not bent as the test taker reaches the farthest that
he/she could.
b. Measure the farthest distance reached. d. Record the score in centimeters.
Scoring - record sit and reach to the nearest 0.1 centimeter
G. Zipper Test is a test of upper arm and shoulder girdle flexibility intended to parallel the
strength / endurance assessment of the region.
Purpose: to touch the fingertips together behind the back by reaching over the shoulder and
under the elbow
Equipment: ruler

24 | P a g e L M V a r g a s
 Procedure:
For the test taker:
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your elbow, and reach down
across your back as far as possible.
c. At the same time, extend your left arm down and behind your back, bend your
elbow up across your back, and try to cross your fingers over those of your right
hand.
d. Reach with the right hand over the right shoulder and down the back as if to pull a
zipper or scratch between the shoulder blades.
e. To test the left shoulder, repeat steps a to d with the left hand over the left
shoulder.

For your partner:

a. Observe whether the fingers touched or overlapped each other.
b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeters using the following standard.

25 | P a g e L M V a r g a s
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 muscle to do repeated work without fatigue.

G. 3–Minute Step Test

Purpose: to measure cardiovascular endurance
Equipment: • step with a height of 12 inches • stopwatch
Procedure:
For the test taker:
a. Position in front of the step.
b. At the signal “Go,” step up and down for 3 minutes at a rate of 24 steps per
minute. One step consists of 4 beats – that is, “up with the left foot, up with the
right foot, down with the left foot, down with the right foot.”
c. Immediately after the exercise, stand and relax. Don't talk.
d. Locate your pulse. (The first beat is zero.)
e. Count the pulse for 10 seconds. Multiply by 6.

For your 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, let the student count his / her pulse for 10 seconds and multiply it
by 6.
Scoring – record the 60-second heart rate for the activity

26 | P a g e L M V a r g a s
H. Trunk Lift
This is to test the strength and flexibility of the low back extensor muscles. Strong
low back and abdominal muscles are important for maintenance of a healthy back.
Procedure:
a. Facedown on the floor with your hands facing upward, under your thighs.
b. Slowly lift you upper body to maximum height of 3o cm.
c. Hold this position while the tester measures the distance from the floor to the
tip of your chin. The ruler should be about one inch away from your chin, not
directly under it.
d. Return to starting position and repeat the movement once more.
e. Perform this is a slow controlled manner, with no bouncing or jerky movements.
f. Do not stretch higher than 30 centimeters as this can cause hyperextension of
the back.
g. Record the higher score of the two trials to the nearest 0.1 centimeter.

I. 1-Kilometer Run/ Walk

This test is to measure the ability of your heart, lungs, circulatory system and the
muscles to transport and utilize oxygen during physical activity. It is an excellent measure of
overall health and a
Physical fitness. The test will identify whether you are good in long distance running,
marathon, distance swimming, football and basketball.

J. 40- Meter Sprint- The purpose of this test is to measure running speed. If you run very fast
at high intensity, you will be an asset in most sporting events in individual sports as well as
team sports.
Procedure:

27 | P a g e L M V a r g a s
 a. Run at your full speed
b. Your speed is clocked from the time you cross the starting line until the time you cross
the finish line.

K. Standing Lung jump- The strength and power of the leg muscles are measured in this test.
The result of this test tells whether you will be a potential runner, jumper or thrower.
Procedure
a. Stands behind a line marked on the ground with feet slightly apart.
b. A two foot take-off and landing is used, with swingingof the arms and blending of the
knees to provide forward drive.
c. Attempts to jump as fas as possible, landingon both feet without falling backwards.
d. Record the higher score of the two trials to the nearest 0.1 centimeter.

28 | P a g e L M V a r g a s
29 | P a g e L M V a r g a s
 Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITY
Alabat Campus
Alabat, Quezon

Picture 1x1
PHYSICAL FITNESS TEST

Name: ________________________________________ Course: _______________

Birthdate: _______________________ Age: _________Gender: ______________

Height ______________ BMI___________ Weight:(B)__________(E) _____________

Score Card
Fitness Test Standard Pre-test Mid-test Post-test Performance Scale
Score Score Score Level
PULSE RATE
1. Sit & Reach
2. Shoulder Reach
3. Trunk Lift
4. Curl- ups
5. Push-ups
8. Standing Long Jump
9. Step test
11. 50 meters sprint
12. 1 kilometer walk
test
TOTAL

Performance Level: __________________________Scale: ____________

Equivalent Grade in% _____________

________________________
Signature Overprinted Name
Date Accomplished:___________

Checked by:LYN M. VARGAS, MAEd

Instructor I

30 | P a g e L M V a r g a s
 Activity 2: Check Up
1. Compute your body mass index (BMI) and identify whether you are underweight, normal,
overweight or obese.
___________________________________________________________________________
___________________________________________________________________________
_________________________________________.

2. Give at least four reasons why person should be physically fit.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________.
3. Analyze the result of your physical fitness test.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________.

Activity 3: Continuation of Physical Fitness Test

Do the Physical Fitness Test. Record your test results on the Physical Fitness Test
Form (Mid -Test) and the following week (Post Test).

Activity 4: Journal
You are now going to prepare your own Physical Fitness Program, based on the result of
your tests. Identify your strengths and weaknesses so you can create a comprehensive program.
Write a resolution journal of your weekly fitness activities and compile them in your
portfolio. Research more common myths regarding exercised and things to be considered in
improving your fitness. Prepare a program and a schedule of your activities so that you will

31 | P a g e L M V a r g a s
 The content of this LEARNING MATERIALS is based on the following
references:

Hand-outs Physical Education 1- Institute of Human Kinetics Southern Luzon State University-Lucban
Quezon

Panganiban, Loreto G. et.al., Physical Education 1 Physical Fitness, 2001 Centro Escolar University,
Mendiola Manila.

Liguoro, Gary and Carrol_cobb, Sandra, FitWell: Question and Answers, Copyrights 2012, McGraw-
Hill Companies, Inc., United State of America

Department of Education Culture and Sports Order Number 58, series 1990.

file:///F:/Modular%202020/gr-8-physical-educ-lm-q1-may29-
01.pdfhttps://www.slideshare.net/nkmehra/concept-of-physical-education-1

https://us.humankinetics.com/blogs/excerpt/what-is-physical-fitness

https://www.slideshare.net/nicogranada31/grade-7-pe

https://informhealth.com/going-for-gold-benefits-of-physical-activity/

32 | P a g e L M V a r g a s