Health

Optimizing
Physical
Education
 Health Optimizing
Physical Education
The Healthiest and Fittest ME
Health Optimizing Physical Education
The Healthiest and Fittest ME
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
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Published by the Department of Education

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

Development Team of the Module

Writers: Rey Uriel M. Domalaon

Editors: Aleli C. Nitoral, Roderick Tobias
Reviewers: Raine P. Ramos, Lorelyn P. Arellano, Celeste A. Cortez, John Lester Guerrero
Illustrator: Roderick B. Blando
Layout Artist: Mark John B. Diocado
Management Team:Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Lorna R. Medrano, Edita T. Olan,
Edita M. Malihan

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San

Isidro Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph
Introductory Message
For the facilitator:

Welcome to the Health Optimizing Physical Education, Grade 11 Alternative Delivery Mode (ADM) Module.

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.

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.

For the learner:

Welcome to the Health Optimizing Physical Education Grade 11 Alternative Delivery Mode (ADM) Module.

The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our
hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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:

What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the
module.
What I Know
This part includes an activity that aims 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.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story,
a song, a poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for 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.
What I Have Learned
This includes questions or blank sentence/paragraph to be filled in to process what
you learned from the lesson.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned. This also tends retention of learned concepts.
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.

1
Weeks

1-2 What I Need to Know

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

Aligned with the curriculum, this module is focused on one lesson, that is:

 Lesson 1 – Exercise, Eat and Excel

After going through this module, you are expected to:

1. Demonstrate understanding of fitness and exercise in optimizing
one’s health as habit as requisite for physical activity performance
and as a career opportunity.
2. Lead fitness events with proficiency and confidence resulting in
independent pursuit and in influencing others positively.

Lesson 1 Exercise, Eat and Excel

This lesson will help you learn and understand the different health related
fitness and skill related fitness components. This is designed to help you clearly
identify the different abilities of the body in order for you to be physically fit. You are
considered physically fit whenever you can do series of physical activities without
being or feeling tired. Through this lesson, you will also deeply learn the value of
eating well and how it affects the entire system of your body.
Come on! Let us start your physical activity trek!

What’s In
Learning Task 1: Let us begin our trek to physical fitness. As you walk along the
trek, leave a print on your every step. The RIGHT steps indicate the Skill Related
Fitness while the LEFT steps indicate the Health Related Fitness. Some prints are
already provided for you to help your journey.
WELCOME TO THE LAND OF THE PHYSICALLY
FIT PEOPLE

SPEED

FLEXIBILITY

BALANCE
BODY COMPOSITION

TREK TO PHYSICAL FITNESS

2
 What’s New
Learning Task 2: 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 D opposite the item and the
description matched. An example is provided below.

Column A Column B Column Column D

C
Agility 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
Balance The ability of the individual to change
direction or position in space with
quickness and lightness of movement
while maintaining dynamic balance
Coordination The ability to make successive
movements of the same kind in the
shortest period
Endurance Refers to the soundness of the heart
and lungs which contributes to the
ability to resist disease
Flexibility Refers to the ability of the muscles to
release maximum force in the shortest
period
Organic Vigor The ability to integrate the body parts
to produce smooth motion
Power The capacity to sustain the application
of force without yielding or breaking;
the ability of the muscles to exert
efforts against resistance
Speed The quality of plasticity, which gives
the ability to do a wide range of
movement
Strength The ability to control organic
equipment neuro-muscularly; a state
of equilibrium

What is It
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,
gardening, carpentry, baking or cleaning the house.
3. Transportation – These are the activities that involves travelling. Riding a jeepney,
tricycle, motorcycle, or bikes.
4. Leisure Time – These are the activities you do during recreational activities.
Playing, swimming, hiking or craft making.

Exercise according to a study by Buckworth and Dishman, is the “planned,

structured, repetitive bodily movements that someone engages in for the purpose of
improving or maintaining physical fitness or health.

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

Aerobic activities, also called endurance activities, are physical activities in
which people move their large muscles in a rhythmic manner for a sustained period.

Muscle-Strengthening Activity
This kind of activity, which includes resistance training and lifting weights,
causes the body’s muscles to work or hold against an applied force or weight.

Bone-Strengthening Activity
This kind of activity (sometimes called weight-bearing or weight-loading
activity) produces a force on the bones that promotes bone growth and strength.
Barriers to Physical Activities

We understand the benefits of physical activities to our health specially our

body but there are circumstances when we become lazy in performing physical
activities. Below are some of the barriers that hinder us to do physical activities:
1. Lack of time
2. Social Support
3. Lack of Energy
4. Lack of Motivation
5. Fear of Injury
6. Lack of Skill
7. High Costs and Lack of Facilities
8. Weather Conditions

Eating Habits
The term eating habits (or food habits) refers to why and how people eat,
which foods they eat, and with whom they eat, as well as the ways people obtain,
store, use, and discard food. Individual, social, cultural, religious, economic,
environmental, and political factors all influence people's eating habits.
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.

What’s More
Learning Task 2: You are now done with the lecture portion. At this point, you will
experience the physical fitness test designed by the Department of Education.

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)

(1.20)2 1.44

Classification
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – Above Obese

1. Weight refers to the the heaviness of a person.

Equipment
Weighing or bathroom scale calibrated properly.
Procedure:
For the Tester:
a. Wear light clothing before weighing
b. On bare feet, stand erect and still with weight
evenly distributed on the center of the scale.
For the Partner:
a. Before the start of weighing, adjust the scale to zero
b. Record the score in kilogram
 Scoring – record the body mass to the nearest 0.5 kilogram
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
Purpose to test the flexibility of the shoulder girdle
Equipment
a. Ruler
Procedure
For the Tester
a. Stand erect
b. Raise your right arm, bend your elbow, and reach your back as far as
possible, to test the right shoulder; extend your left arm down and
behind your back, bend your elbow up across your back, and try to
reach/across your fingers over those of your right hand as if to pull a
zipper or scratch between the shoulder blades.
c. To test the left shoulder, repeat the procedures a and b with left hand over
the shoulder.
For the Partner
a. Observe whether the finger touched or overlapped each other, if not,
measure the gap between the middle fingers of both hands.
b. Record distance in centimeter.
Scoring record zipper test to the nearest 0.1 centimeter

Score Standard Interpretation

5 Fingers overlapped by 6 cm. and above Excellent
4 Fingers overlapped by 4 – 5.9 cm Very good
3 Finger overlapped by 2- 3.9 Good
2 Fingers overlapped by 0.1 – 1.9 cm Fair
1 Just touched the fingers Needs
Improvement
0 Gap of 0.1 or wider Poor
Cardiovascular Endurance is the ability of the heart, lungs and blood vessels to
deliver oxygen to working muscles and tissues, as well as the ability of those muscles
and tissues to utilize the oxygen. Endurance may also refer to the ability of the
muscles to do repeated work without fatigue.

3- Minute Step Test

Purpose to measure cardiovascular endurance

Equipment
a. Step
Height of step: 12 inches
b. Stopwatch
c. Drum, clapper, clicker, metronome with speaker or any similar device.
Procedure
For the Tester
a. Stand at least one foot away from the step
or bench with trunk erect and eyes looking
straight ahead.
b. The first step of the sequence should be alternate. At the signal “GO”,
step up and down the step/bench for 3 minutes at a rate of 96 beats
per minute. One step consists or 4 beats – up with the left foot (ct.1),
up with the right foot (ct. 2), down with the left foot (ct. 3), down with
the right foot (ct. 4) for the first sequence. Then up with the right foot
(ct. 1), up with the left foot (ct. 2), then down with the right foot (ct. 3),
down with the left foot (ct. 4) for the second sequence. Observe proper
breathing (inhale through the nose, exhale through the mouth).
c. Immediately after the exercise, stand and locate your pulse and in five
(5) seconds, or at a signal, start to get the heart rate.
d. Don’t talk while taking the pulse rate.
e. Count the pulse beat for 10 seconds and multiply it by 6.
For the Partner
a. As the student assumes the position in front of the step, signal,
“Ready” and “Go”, start the stopwatch for the 3-minute step test.
b. After the test, allow performer to locate his/her pulse in 5 seconds.
c. Give the signal to count the pulse beat
d. Let the performer count his/her pulse beat for 10 seconds and multiple
it by 6.
Scoring – record the 60-second heart rate after the activity.

Strength is the ability of the muscles to generate force against physical objects.

Push Ups

Purpose to measure strength of the upper extremities

Equipment
a. Exercise mats or any clean mat
Procedure
For the Tester
a. Lie down on the mat; face down in standard
push-up position: palms on the mat about shoulder
width, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
 b. FOR BOYS: Straighten the arms, keeping the back and knees straight,
then lower the arms until there is a 90-degree at the elbows (upper
arms are parallel to the floor).
FOR GIRLS: With knees in contact with the floor, straightens the
arms, keeping the back straight, then lowers the arms until there is a
90- degree angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of
20 push-ups per minute. (2 seconds going down and 1 sec going
up).
d. A maximum of 5o push-ups for boys and 25 push-ups for girls.
For the Partner
a. As the tester assumes the position of push-ups, start counting as the
tester lower his/her body until he/she reaches 90-degree at the elbow.
The partner should stand in front of the tester and his/her eyes should
be close to elbow level to accurately judge the 90 degrees 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 Excellent
4 25-32 Very Good
3 17-24 Good
2 9-16 Fair
1 1-8 Needs Improvement
0 Cannot Execute Poor

Task 2: Skills-Related Fitness

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

40- Meter Sprint

Purpose – to measure running speed

Equipment
1. Stopwatch
2. Running area with known measurement (40 meters)
Procedure
For the Tester
a. At the signal “Ready”, stand behind the take-off line,
the tips of the shoes should not go beyond the line and assumes a
crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up)
with both hands on the starting line.
c. At the signal “GO”, run to the finish line as fast as you can.
For the Partner
1. Set the stopwatch to zero (0) point.
2. At the signal “GO”, start the watch and stop it as the performer crossed
the finish line.
3. Record time in the nearest 0:00:01 seconds
 Scoring – record the time in nearest minutes and seconds.

Standard Norms in Seconds

Boys
Age 9-12 13-14 15-16 17 and above
Excellent <6.0 <5.0 <4.5 <4.0
Very Good 6.1 -7.7 5.1 – 6.9 4..6 – 4.1 – 5.4
5.4
Good 7.8 – 8.5 7.0 – 8.0 5.5 – 7.0 5.5 – 6.5
Fair 9.5 – 8.6 8.1 – 9.1 7.1 – 8.1 6.6 – 7.5
Needs >9.6 >9.2 >8.2 >7.6
Improvement

Standard Norms in Seconds

Girls
Age 9-12 13-14 15-16 17 and above
Excellent <7.0 <6.5 <5.5 <4.5
Very Good 7.1 – 8.4 6.6. – 7.6 5.6 – 6.1 4.6 – 5.9
Good 8.5 – 9.5 7.7 – 8.8 6.2 – 7.2 6.0 – 7.0
Fair 9.6 – 10.5 8.9 – 9.5 7.3 – 8.5 7.1 – 8.1
Needs >10.6 >9.6 >8.6 >8.2
Improvement

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

Purpose – to measure the explosive strength and power of the leg muscles.
Equipment
a. Tape measure/meter stick / any measuring device
Procedure
For the Tester
a. Stand behind the take-off line with feet parallel to
each other, the tips of the shoes should not go
beyond the line
b. Bend knees and swing arms backward once,
then swing arms forward as you jump landing on
both feet. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward)
d. Must land on both feet.
e. Perform the test twice in succession
For the Partner
1. Place zero (0) point of the tape measure and the take-off line.
2. 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.
3. Record the distance of the two trials.

Score Standard Interpretation

5 201 cm and above Excellent
4 151 cm – 200 cm Very Good
3 126 cm-150 cm Good
2 101 cm – 125 cm Fair
1 55 cm – 100 cm Needs Improvement
Agility is the ability to move in different directions quickly using a combination of
balance, coordination, speed, strength and endurance.

Hexagon Agility Test

Purpose – to measure the ability of the body to move in different directions

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

Purpose – to measure the time to respond to a

stimulus
Equipment
a. 12-inch ruler
b. Arm chair or table and chair
Procedure
For the Tester
a. Sit on the arm chair or chair next to the table so that the elbow and the
lower rests on the desk/table comfortably.
 b. Place the heel of the hand on the desk/table so that the fingers and
thumb extend beyond. Fingers and thumb should at least be one (1)
inch apart.
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 scores
are 21, 18 and 19, the middle score is 19). In case that the two (2)
scores are the same (for example 18, 18, 25), the repeated score shall
be recorded.

Score Standard Interpretation

5 0 – 2.4 cm Excellent
4 5.08 cm – 10.16 cm Very Good
3 12.70 cm – 17.78 cm Good
2 20.32 cm – 25.40 cm Fair
1 27.94 cm – 30.48 cm Needs Improvement
0 Did not catch Poor

Coordination – The ability to use the senses with the body parts to perform motor tasks
smoothly and accurately.

Juggling

Purpose – To measure the coordination of the eye and hand.

Equipment
a. Sipa (washer weighing 4gms. with 5-inch straw) or 20 pcs bundled
rubber bands/ any similar local materials weighing 4 gm.
Procedure
For the Tester
a. Hit the sipa/rubber bands/similar local material alternately with the
right and left palm upward. The height of the material being tossed
should be at least above the head.
For the Partner
a. Count how many times the performer has hit the material with the
right and left hand.
b. Stop the test if the material drops or after two (2) minutes.
c. There shall be three (3) trials.
 Scoring – Record the highest number of hits the performer has done.

Score Standard Interpretation

5 41 and above Excellent
4 31-40 Very Good
3 21-30 Good
2 11-20 Fair
1 1-10 Needs Improvement

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

Stork Balance Stand Test

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

Equipment
a. Flat, non-slip surface
b. Stopwatch

Procedure
For the Tester
a. Remove the shoes and place hand on the hips
b. Position the right foot on the side of the knee
of the left foot.
c. Raise the hell to balance on the ball of the foot.
d. Do the same procedure with the opposite foot.
For the Partner
a. Start the time as the hell of the performer is raised off the floor.
b. Stop the time if any of the following occurs:
 The hand/s come off the hips
 The supporting foot swivels or moves (hops) in any direction
 The non-supporting foot loses contact with the knee
 The heel of the supporting foot touches the floor
c. There shall be three (3) trials.
Scoring – Record the time taken on both feet in nearest seconds and divide
the score to two (2) to get the average percentage score.

Score/ 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
 PHYSICAL FITNESS TEST SCORE CARD
Name: Sex: Age:

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
 What I Have Learned
Learning Task 3: My Week Ago
Evaluate your weekly physical activities by filling in the table below.
Identify the physical activity, its type and domain. On the fourth column, give
your reason/s why you did the activity. Lastly, write how long were you able
to do the activities on the last column. Write three activities per day.

Week 1
Day Physical Type of Physical Domain Reason/s of Duration
1-7 Activity Activity doing the
Activity

What I Can Do
Learning Task 4: My Week Ahead
Create a Physical Activity Plan for one week. Include the components
of Health Related Fitness and Skills Related Fitness and the food you
prefer to eat in your plan. The table below will serve as your matrix.
Week 1
Day Physical Type of Domain Health Skills Duration Meal Remarks
1-7 Activity Physical Related Related
Activity Fitness Fitness
Components Components
AM

PM
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-

1054; 8631-4985
Email Address: *