9

PE
Quarter 1 – Module 1:
Physical Activity and Physical Fitness
Assessment
MAPEH – Grade 9 PE
Alternative Delivery Mode
Quarter 1 – Module 1: Physical Activity and Physical Fitness Assessment
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
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Such agency or office may, among other things, impose as a condition the payment of
royalties.

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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Janeth B. Amarillo
Editors: Nenita G. Jaralve
Evelyn G. Patiṅo
Language Editor: Fanny Y. Inumerables
Lay-out Editor: Charmaine L. Juyahib
QA Evaluator: Leonicel D. Caliguid
Moderator in PE: Isidore Luther A. Herrera
Moderator: Milanie M. Panique
Management Team: Marilyn S. Andales EdD, CESO V. – Division Superintendent
Leah B. Apao, Ed.D.CESE – Asst. Schools Division Superintendent
Ester A. Futalan, Ed.D. – Asst. Schools Division Superintendent
Cartesa M. Perico, Ed.D. – Asst. Schools Division Superintendent
Mary Ann P. Flores – CID Chief
Isaiash T. Wagas – EPS LRMS
Nenita G. Jaralve – EPS MAPEH
Printed in the Philippines by ________________________

Department of Education – Region VII, Division of Cebu Province

Office Address: Division of Cebu Province

Sudlon. Lahug, Cebu City
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
E-mail Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
 9

MAPEH
Quarter 1 – Module 1:
Physical Activity and Physical Fitness
Assessment
Introductory Message
For the facilitator:
Welcome to the PE 9 Alternative Delivery Mode (ADM) Module on Physical
Activity and Physical Fitness Assessment

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:
Welcome to the PE 9 Alternative Delivery Mode (ADM) Module on Physical Activity
and Physical Fitness Assessment!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills

What I Need to Know
or competencies you are expected to
learn in the module.

This part includes an activity that aims

What I Know to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help

you link the current lesson with the
previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity, or a situation.

This section provides a brief

What is It discussion of the lesson. This aims to
help you discover and understand new
concepts and skills.

This comprises activities for

What’s More independent practice to solidify your
understanding and skills of the topic.
You may check the answers to the
exercises using the Answer Key at the
end of the module.
 This includes questions or blank
What I Have Learned
sentence/paragraph to be filled into
process what you learned from the
lesson.
This section provides an activity which
What I Can Do will help you transfer your new
knowledge or skill into real life
situations or concerns.
This is a task which aims to evaluate
Assessment
your level of mastery in achieving the
learning competency.
In this portion, another activity will be
Additional Activities
given to you to enrich your knowledge
or skill of the lesson learned.

Answer Key This contains answers to all activities

in the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the nature of Physical Activity and Physical Fitness Test. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module has one lesson: Physical Activity and Physical Fitness Test (PE9PF- Ia-
h-23-Undertakes physical activity and physical fitness assessments week1)

After going through this module, you are expected to:

1. define physical fitness; health- and skill-related fitness components and

principles of fitness development;

2. determine the level of fitness of students;

3. identify strength and weaknesses for development and improvement;

4. provide baseline data for selection of physical activities for enhancement
of health and skill performance;
5. gather data for the development of norms and standards;
6. motivate, guide and counsel you in selecting sports for recreation,
competition, and lifetime participation.

1
 What I Know

In the modern world, where science and technology has made life easier, the
luxury of just pushing a button or clicking a mouse is leading us to a sedentary
lifestyle. In order to meet the demands of daily routines and activities, it requires a
fitter and healthier mind and body which can be achieved through active participation
in physical activities like sports officiating.
Let us assess if you are ready for participating in physical activities by taking
the Physical Activity Readiness Questionnaire (PAR-Q).

Part I. PAR-Q (Physical Activity Readiness Questionnaire)

Directions: Put a check mark (√) on the appropriate given spaces for your
answers. Write your answers on a separate sheet of paper.
Questions YES NO
1. Has your doctor ever said that you have a heart condition and that
you should only do physical activity recommended by a doctor?
2. Do you feel pain in your chest when you do physical activity?
3. In the past month, have you had chest pain when you were not doing
physical activity?
4. Do you lose your balance because of dizziness or have you ever lost
consciousness?
5. Do you have a bone or joint problem (for example, back, knee, hip)
that could be made worse by a change in your physical activity?
6. Is your doctor currently prescribing drugs for your heart condition?
7. Do you know of any other reason why you should not do physical
activity?

Let us see what the questionnaire revealed about your fitness:

If you answered YES to any of these questions, talk with your doctor before
you start engaging in physical activity. Tell your doctor about the PAR-Q and which
questions you answered yes.

If you answered NO to all PAR-Q questions, you can start participating in

physical activity.
 What’s In

Now, let us try to check and recall the concept of health-related fitness. The
following activity will assess your knowledge about health-related fitness exercises.

Directions: Fill out the diagram below with the basic information of Physical
Fitness Components. Write your answers on a separate sheet of
paper.

The Health- Related Components The Skill- Related Components

Body Composition Power Flexibility

Coordination Cardio-Vascular Endurance Speed
Agility Muscular Endurance Reaction Tim e
Muscular Strength
 What’s New

In this lesson, you will be introduced with several warm-up exercises which
you will be performing before conducting any other physical activity in the course of
our lessons in sports officiating. But before proceeding to the activity, you should
obtain first your PMHR (Personal Maximal Heart Rate) and THR (Target Heart
Rate). Your maximum heart rate is the peak amount of beats that your heart has
the potential to reach.

Here is how to compute your THR (Target Heart Rate) at moderate and at
vigorous intensity of physical activity:
Moderate (40 - 55%): 220 – age = _______ Personal Maximum Heart Rate (PMHR)

MHR x 0.4 = ________ bpm

MHR x 0.55 = ________ bpm
Vigorous (60 - 85%): MHR x 0.6 = ________ bpm

MHR x 0.85 = ________ bpm

Sample Computation:

Moderate Vigorous

Moderate 220- 15= 215 (PMHR) Vigorous 215x 0.6 = 126 bpm
MHR x 0.4 = 8.6 bpm (beats per minute) 215 x 0.85 = 182 bpm

MHR x 0.55 = 118 bpm (beats per

minute)

You should always have a record of your heart rate before and after a
physical activity to keep track of your fitness level. Remember, one of the most
efficient ways to assess your fitness is through your heart rate. Measuring the rate of
your heart during exercise can help you determine when you are pushing your body
too hard or need to push it harder to achieve the level of fitness you are seeking. As
a result, your heart pumps faster during a workout in an effort to deliver the
additional oxygen that your muscles are demanding.
 What is It

Lesson

1 Physical Fitness Assessment

Physical fitness, in general terms, is a person’s ability to meet the physical

stresses and demands of a variety of physical activities efficiently and effectively.
Physical fitness provides a person with the capacity to perform work safely in
activities of daily living, including activities required for work at home and in the
workplace, for leisure-time pursuits, and for sports.

The physical stresses and demands of daily living range, for example, from
sitting, eating, standing, showering, and walking to the extreme physical demands
like marathon running, participating in a triathlon, and firefighting. Each of these
activities requires varying degrees of cardio-respiratory endurance (CRE), muscular
strength, muscular endurance, and flexibility to perform it well. Fortunately, the
physical demands of showering or walking are not great, making it quite easy for
most of us to engage in these physical activities. For a small percentage of the
population these activities pose difficulty. Many people are faced with demanding
tasks, such as lifting/carrying heavy objects, building, and snow shoveling, which can
over-stress the body if it does not have an adequate level of physical fitness.
Adequate preparation for these periodic tasks is essential to help minimize the risks
of heart attack, stroke, and back injury.
On the other end of the physical activity continuum are the occupations and
activities that fall outside the realm of possibility for most of us. These activities
require physical fitness levels and skills that are beyond our contemplation or
aspiration. They are performed by people who have been genetically gifted and have
worked and trained for years to perform at the extreme levels required for these
physical activities.

Definitions of Physical Fitness

“A set of attributes that people have or achieve that relate to their ability to
perform physical activity” (Howley and Franks). “A set of attributes, primarily
respiratory and cardiovascular, relating to the ability to perform tasks requiring
expenditure of energy” (Stedman’s Concise Medical Dictionary for the Health
Professions). “The ability to perform moderate to vigorous levels of physical activity
without undue fatigue and the capability of maintaining such ability throughout life”
(American College of Sports Medicine).
 While many sources provide definitions of physical fitness, there is no
universally agreed upon definition of physical fitness and of its components.

Physical fitness involves the integrated and efficient performance of all the
major systems of the body, including the heart and lungs, the skeleton, the muscles,
and the brain. The brain is an essential element, as it learns to control the muscles
that move the bones, as well as controlling the heart and lungs to provide energy for
the working muscles. Fitness also influences our psychological well-being, including
mental alertness and emotional stability, because what we do with our bodies also
affects our minds.

Physical fitness is an individual condition that varies from person to person. It

is influenced by factors such as age, gender, heredity, personal health habits,
amount, and level of exercise, and eating practices. Making physical fitness a priority
is important for a long and healthy life.

Knowing the Basics of Physical Fitness

Physical fitness is more easily understood by examining its components, or
parts. As students have learned in earlier grades, there are two categories of
physical fitness components: health-related fitness components and skill-related
fitness components.
Health-related fitness components consist of cardiorespiratory endurance,
muscular strength, muscular endurance, flexibility, body composition. The Skill-
related fitness components include agility, balance, coordination, speed, power,
and reaction time.
Health-Related Fitness Components

Health-related fitness components not only help the body to perform more
efficiently, but also help prevent disease and improve overall health and well-being.
Manitoba’s combined physical education/health education curriculum emphasizes
the health-related components of fitness—that is, the physical and physiological
components of fitness that have a direct impact on health status.

▪ Cardiorespiratory endurance (CRE) is the ability of the cardiovascular

system (heart, blood, blood vessels) and respiratory system (lungs, air
passages) to deliver oxygen and other nutrients to the working muscles and to
remove wastes.
▪ Muscular strength is the ability of a muscle, or a group of muscles, to exert
force for a brief period of time.
▪ Muscular endurance is the ability of a muscle, or a group of muscles, to
sustain repeated contractions or to continue applying force against a fixed
object.
 ▪ Flexibility is the ability to move joints through their full range of motion. The
sit and-reach test is a good measure of flexibility of the lower back and the
backs of the upper legs (hamstrings).
▪ Body composition refers to the makeup of the body in terms of lean mass
(muscle, bone, vital tissue, and organs) and fat mass. Good body composition
has strong bones, adequate skeletal muscle size, a strong heart, and a low
amount of fat mass.

Skill- Related Fitness Component

It is the ability to do well in everyday life activities and sports.

▪ Agility It is the ability to move and change directions quickly.

▪ Balance – it is the ability to keep an upright posture while one is standing still
or moving.
▪ Coordination – It is the ability to use the senses together with the body parts,
or to use two or more body parts at the same time.
▪ Power- It is the ability to release maximum force very quickly.
▪ Reaction Time – it is the time it takes to perform an action once a person
realizes the need to act.
▪ Speed- It is the ability to perform a movement or cover a distance in a short
period of time.

What’s More

Introduction

A review of the existing Physical Fitness Tests (PFT) introduced by Dr.

Aparicio H. Mequi, former Chair, Philippine Sports Commission (PSC) and Director,
Bureau of Physical Education and School Sports (BPESS) was conducted for the
purpose of establishing testing protocols considered to be more current and
appropriate for the Special Program in Sports (SPS) and in the new K to 12 program.
The development of the physical fitness tests was conducted through a
workshop initiated by the Task Force on School Sports (TFSS) and was
subsequently reviewed by the Bureau of Secondary Education (BSE). This gave rise
to the Physical Fitness Test Manual. The manual is intended for the use of the public
and private schools for the Physical Education and School Sports Program.
 Passing the prescribed standards in the Physical Fitness Tests is a
requirement for admission into the SPS. Moreover, under the K to 12 Basic
Education Curriculum, Physical Fitness is one of the major goals of the Physical
Education Program and shall be incorporated/adopted in the PE curriculum from
Grades 4 to 10.
The PFT is a set of measures designed to determine a student’s level of
physical fitness. It is intended to test two categories of physical fitness commonly
referred to as “health-related” and “skill-related. Health-related components refer to
those physical attributes which enable a person to cope with the requirements of
daily living such as cardiovascular endurance or stamina, muscular strength and
endurance, flexibility and the appropriate body mass index (BMI). Skill-related
components are physical abilities that show potential for good performance in certain
skills (usually in sports) like running speed, agility, reaction time or quickness,
balance, and coordination.
In determining the level of health-related and skill-related physical fitness
status, several test items are applied. These tests were specifically selected to suit
various conditions existing in schools such as a) the time it takes for a test to be
completed, b) availability of equipment and facilities, c) ease and simplicity in
administering the test, d) easy recording of tests results, and d) challenging yet joyful
participation among the pupils and everyone involved in the program.
The administration and implementation of the testing program shall be treated
as an essential component of the Physical Education and School Sports Programs
for both in the elementary (Grades 4, 5 and 6) and secondary levels.

Prepare the following testing paraphernalia:

1. First Aid Kit
2. Drinking Water (instruct students to bring their drinking bottles and a small
towel or bimpo to wipe their perspiration)
3. Individual score cards/ activity notebooks
4. during testing:
a. Body Composition - tape measure, weighing or bathroom scale,
L-square
b. Flexibility - tape measure
c. Cardiovascular Endurance - stopwatch, step box/stairs
d. Muscular Strength - mat
e. Speed - stopwatch
f. Power - meter stick/tape measure
g. Agility - tape measure, masking tape/chalk,
h. Reaction Time - plastic ruler (24 inches)
i. Coordination - sipa (washer with straw)/20 pcs. bundled rubber
bands/any similar local materials
j. Balance - stopwatch
Mechanics in taking the test.
1. Take the test with a partner (a family member) to check the correct process
and shall be the one to affix his/her signature on the PFT score sheet
2. Observe social distancing and take precautionary measure while taking the
test.
3. Copy and answer the PFT score sheet in your activity notebook.
4. Always perform basic stretching and warm- up exercise before any
strenuous physical test.
5. Be honest with your data.
PHYSICAL FITNESS TEST SCORE CARD

Name _____________________ Sex: _______________ Age: ______

Part 1: Health-Related Fitness Test
A. BODY COMPOSITION: Body Mass Index (BMI)
1. Body Mass Index (BMI)
Height (meters) Weight BMI Classification
(kilograms)

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 (cm)
Right Left First try Second Try Best Score

Part 2: Skill-Related Fitness Test

A. COORDINATION: Juggling Score:

B. AGILITY: Hexagon Agility Test

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

C. SPEED: 40-meter sprint Time:

D. POWER: Standing Long Jump
Distance (centimeters)
First Trial Second Trial

E. BALANCE: Stork Balance Stand Test

Right foot time (00:00) Left foot time (00:00)

F. REACTION TIME: Stick Drop Test

1st Trial 2nd Trial 3rd Trial Middle Score

Let’s Begin
Suggested Sequence of Test

Day 1 Day 2 Day 3

BMI Basic Plank Hexagon agility Test
3- Minute Step Test 40 meters sprint Juggling
Push up Standing Long Jump
Stick drop Test Stork Balance
Sit and Reach Zipper Test

PHYSICAL FITNESS TESTS

Part I: Health-Related Fitness

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 Kilograms] / HEIGHT [in Meters] ²
Example: 30 = 30 = 20.83 (NORMAL)
(1.20) ² 1.44

CLASSIFICATION

BELOW 18.5 ----Underweight

18.5- 24.9 ---- Normal
25.0- 29.9 ---- Overweight
30.0- ABOVE --- Obese
1. Weight– the heaviness or lightness of a person.
Equipment Weighing or Bathroom scale calibrated properly

Procedure for the Performer:

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 point.
b. Record the score in kilograms.
Scoring – record body mass to the nearest 0.5 kilograms

2. Height –the distance between the feet on the floor to the top of the head in
standing position.
Equipment
1. Tape measure laid flat to a concrete wall. The zero point starts at
the bottom of the floor.
2. L-square; and
3. An even and firm floor and flat wall.

Procedure for the Performer: a. Stand erect on bare feet with heels, buttocks
and shoulders pressed against the wall where the 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 standing height to the nearest 0.1 centimeter *** 1 meter = 100
centimeters
 Flexibility - is the ability of the joints and muscles to move through its full range of
motion

Zipper Test

Purpose – to test the flexibility of the shoulder girdle.

Equipment: Ruler
Procedure for the Performer:
a. Stand erect.
b. Raise your right arm, bend your elbow, and reach down across 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/ cross 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 procedures a and b with the left hand over the left
shoulder.
For the Partner:
a. Observe whether the fingers touched or overlapped each other, if not, measure
the gap between the middle fingers of both hands.
b. Record the distance in centimeter.
Scoring – record the gap/overlap to the nearest 0.1 centimeter
Sit-and-Reach

Purpose – to test the flexibility of the lower back and extremities.

Equipment: Tape measure or meter stick, Cardboard or paper

Procedure for the Performer:

a. Sit on the floor with back, head and shoulders flat on the wall. Feet are 12 inches
apart.
b. Interlock thumbs and position the tip of the fingers on the floor without bending the
elbows.
c. Place hands on top of the cardboard or paper where the tips of the middle fingers
are at the top edge of the cardboard or paper. Start the test by pushing the
cardboard or paper slowly and try to reach the farthest distance possible without
bending the knees.
d. Bouncing or jerking movement is not allowed.
e. Do it twice.

For the Partner:

a. As the performer assumes the (b) procedure, position the zero point of the tape
measure at the tip of the middle fingers of the performer.
b. See to it that the knees are not bent as the performer slides the farthest distance
that he could.
c. Record farthest distance reached in centimeters.

Scoring – record the distance to the nearest 0.1 centimeters

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.

3-Minute Step Test

Purpose – to measure cardiovascular endurance

Equipment
1. Step Height of step: Elementary - 8 inches
Secondary - 12 inches
2. Stopwatch
3. Drum, clapper or any similar device

Procedure for the Performer:

a. Position at least one foot away from the step or bench.
b. At the signal “Go,” step up and down the step/ bench for 3 minutes at a rate of 24
steps per minute. One step consists of 4 beats – that is, 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).
c. Immediately after the exercise, locate your pulse and wait for the signal to start the
counting.
d. Do not talk while taking the pulse beat.
e. Count the pulse beat for 10 seconds. Multiply it by 6.
 Strength – is the ability of the muscle to generate force against physical objects.

Push-up

Purpose – to measure strength of upper extremities

Equipment - exercise mats or any clean mat

Procedure for the Performer:

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 angle 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)

For the Partner:

a. As the performer assumes the position of push-up, start counting as the performer
lowers his/her body until he/she reaches 90-degree angle at the elbow.
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.

Basic Plank

Purpose – to measure strength/stability of the core muscles

Equipment - exercise mats or any clean mat

Procedure for the Performer:

a. Assume a push – up position. Rest body on forearms with palms and fingers flat
on the floor. Elbows are aligned with the shoulders. b. Legs are straight with
ankles, knees and thighs touching together.
c. Support weight on forearms and toes; make sure that your back is flat. Head,
neck and spine are in a straight line.
d. Keep abdominals engaged/contracted; do not let stomach drop or allow hips to
rise.

For the Partner:

a. Ensure the availability of a mat/smooth flooring or anything that can protect the
forearms.
b. Give the signal “Start/Go” and start/press the time piece.
c. Make sure that the back of the head, neck, spine and ankles are in a straight line.
d. Stop the time when the performer can no longer hold the required position, or,
when the performer has held the position for at least 90 seconds. Holding the
plank position beyond 90 seconds is considered unnecessary.

Scoring – record the time in the nearest seconds/minute.

Part II. Skills-Related Fitness

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

40-Meter Sprint

Purpose – to measure running speed

Equipment
1. Stopwatch.
2. Running area with known measurement (40 meters)

Procedure for the Performer:

a. At the signal “Ready”, stand behind the take-off line, the tips of the shoes should
not go beyond the line and assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both
hands on the starting line.
c. At the signal “GO”, run to the finish line as fast as you can.

For the Partner:

a. Set the stopwatch to zero (0) point.
b. At the signal “GO” start the watch and stop it as the performer crossed the finish
line.
c. Record time in the nearest 0:00:01 seconds

Scoring – Record the time in nearest minutes and second.

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: tape measure/meter stick/any measuring device

Procedure for the Performer:

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 the balls of both feet. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward).
d. Perform the test twice in succession.

For the Partner:

a. Place zero (0) point of the tape measure at the take-off line.
b. After the jump, spot the mark where the back of the heel of either foot of the
performer has landed nearest to the take-off line. c. Record the distance of the two
trials.

Scoring - Record the best distance in meters to the nearest 0.1 centimeters.
 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 1. Tape measure 2. Stopwatch 3. Chalk or masking tape

Hexagon Size
a. Length of each side is 24 inches (60.5 cm)
b. Each angle is 120 degrees.

Procedure for the Performer:

a. Stand with both feet together inside the hexagon facing the marked starting 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.
 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 1. 24-inch ruler or stick
2. Armchair or table and chair

Procedure for the Performer:

a. Sit on a chair with arm rest or a chair next to the table so that the elbow and the
lower arm rest on the desk/table comfortably.
b. Place the heel of the hand on the desk/table so that only the fingers and thumb
extend beyond. Fingers and thumb should at least be one 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 24-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 performer catch it with his/her
thumb and index finger.

Scoring - Record the middle of the three scores (for example: if the scores are 21,
18, and 19, the middle score is 19). In case where the two scores 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 - sipa made of washer with straw (washer is 4.6 grams)

Procedure for the Performer:

a. Hit the sipa 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.

Scoring – Record the number of hits the performer has done.

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

Stork Balance Stand Test

Purpose – to assess one’s ability to maintain equilibrium.

Equipment:
1. flat, non-slip surface
2. stopwatch

Procedure for the Performer:

a. Remove the shoes and place hands on the hips.
b. Position the right foot against the inside knee of the left foot. c. Raise the left heel
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 heel 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.

Scoring – Record the time taken on both feet in nearest seconds.

 What I Have Learned

Directions: Answer the following questions in your activity notebook.

1. Which tests did you score satisfactorily? poorly? What should you do about it?
2. What did the result of the Fitness Test reveal about your present fitness level?
3. How important is taking your THR when participating in a certain physical activity?
4. How can you use your profile to determine which activities might help you improve
where you need it and which activities will be the ones you can most easily learn?

What I Can Do

Plus one…
In this activity you are going to ask another family member/
neighbor to take the test too, following the same procedure
as you do.

Proof of activity: Please also write the result of your “plus one” in your
activity notebook.
 Assessment
Multiple Choice
Directions: Choose the letter of the best answer. Write the chosen letter in
your activity notebook.
1. It is the ability of your body to work continuously for extended periods of time.
a. balance c. flexibility
b. cardio-vascular endurance d. reaction time
2. It refers to the maximum amount of force a muscle or muscle group can exert
against an opposing force.
a. muscular strength c. speed
b. muscular endurance d. flexibility
3. It refers to the ability of the same muscle or muscle group to contract for an
extended period of time without undue fatigue.
a. muscular strength c. agility
b. muscular endurance d. coordination
4. It is the ability to move a body part through a full range of motion.
a. agility c. flexibility
b. balance d. speed
5. It is the component of skill-related fitness that accounts for an athlete’s “quick
feet.
a. agility c. flexibility
b. balance d. power
6. It helps you maintain control while coordinating your movements.
a. balance c. flexibility
b. coordination d. reaction time
7. This component requires using a combination of different muscle groups at
once.
a. balance c. reaction time
b. coordination d. muscular strength
8. It is largely determined by heredity; speed can be increased.
a. muscular strength c. power
b. muscular endurance d. reaction time
9. This requires both the function of speed and muscular strength.
a. muscular strength c. reaction time
b. muscular endurance d. power
10. It is the capacity to change the direction of the body quickly and
effectively.
a. Agility c. reaction time
b. Balance d. flexibility
 Additional Activities

Think of household activities that develop your health and skill related
components. Write these household chores in your activity notebook and follow the
given format below.

Health- Related Fitness Component

Components Household Chores

1. Muscular Endurance

2. Flexibility

3. Cardio-vascular endurance

4. Muscular Strength

Skill- Related fitness Component

Components Household Chores

1. Agility

2. Balance

3. Coordination

4. Speed

5. Power

6. Reaction Time
Answer Key
References
PFT Manual
The pictures (PFT MANUAL) were given as part of the kit during a PFT convention in
Baguio City (credits to Pasig National High School)
PE and Health 9 Learner’s Material
Google Searches: for clip art and related information

https://toonclips.com/design/1559
https://www.google.com/search?q=physical+fitness+components&tbm=isch&ved=2a
hUKEwi0k4_8w8TqAhVYyZQKHag3BAkQ2-
cCegQIABAA&oq=physical+fitness&gs_lcp=CgNpbWcQARgCMgUIABCxAzICCAAy
AggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoECAAQQzoHCAAQsQMQQ
1C128MCWLGFxAJg0ZrEAmgAcAB4AIABmgeIAeRIkgEKMy0xLjAuMi4xMJgBAKA
BAaoBC2d3cy13aXotaW1nsAEA&sclient=img&ei=uFYJX7TXKtiS0wSo75BI&authus
er=1&bih=608&biw=1366&hl=en#imgrc=P11nOUGHPp0mfM
https://www.google.com/search?q=physical+fitness+components&tbm=isch&ved=2a
hUKEwi0k4_8w8TqAhVYyZQKHag3BAkQ2-
cCegQIABAA&oq=physical+fitness&gs_lcp=CgNpbWcQARgCMgUIABCxAzICCAAy
AggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoECAAQQzoHCAAQsQMQQ
1C128MCWLGFxAJg0ZrEAmgAcAB4AIABmgeIAeRIkgEKMy0xLjAuMi4xMJgBAKA
BAaoBC2d3cy13aXotaW1nsAEA&sclient=img&ei=uFYJX7TXKtiS0wSo75BI&authus
er=1&bih=608&biw=1366&hl=en#imgrc=oZaBuGa6eyg8vM

Source: Canadian Society for Exercise Physiology. (2002). Physical Activity

Readiness Questionnaire - PAR-Q. Retrieved from: www.csep.ca/forms
For inquiries or feedback, please write or call:

Department of Education - Region VII

Division of Cebu Province

Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City

(032) 255-6405

Email Address: cebu.province@deped.gov.ph