8

Physical Education
Quarter 1 – Module 2:
Gear Up for Fitness

CO_Q1_Physical Education 8_ Module 2

Physical Education – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 2: Gear Up for Fitness
First Edition, 2020

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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: Maria Joan Princess C. Pulido

Content Editors: Marie B. Bernadez, Amor T. Ragosta, Neil John B.
Galarion, Michael U. Martin, Kristi Venna C. Arlan, Ivony
B. Donadillo, Avalota A. Cejas

Language Reviewers: Ivy I. Naparan, Arlin M. Batausa, Tomas III M. Ferrol,

Ferdinand C. Elma, Jocelyn E. Plaza Angelie D. Echin

Illustrators: Mary Joy B. Oliverio, Ruth B. Elman

Layout Artists: Blessy T. Soroysoroy, Ruth C. Cuesta, Jaypee D. Platero,

Kim E. Masendo
Management Team: Francis Cesar B. Bringas, Isidro M. Biol Jr, Josephine
Chonie M. Obseñares, Bernard C. Abellana, Maripaz F.
Magno, Lorenzo O. Macasocol, Gemma A. De Paz, Lorna P.
Gayol, Lelani R. Abutay, Abraham L. Masendo, Joel P.
Longaquit, Philip Trillana, Menerva P. Barabar

Printed in the Philippines by ________________________

Department of Education – Caraga Region

Office Address: Teacher Development Center

JP Rosales Avenue, Butuan City, Philippines 8600
Telefax: (085) 342-8207/ (085) 342-5969
E-mail Address: caraga@deped.gov.ph
 8

Physical Education
Quarter 1 – Module 2:
Gear Up for Fitness
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to
understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-
by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if
you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or
facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the 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.

This module contains:

Lesson 1 – Physical Fitness Test: Skill-Related Fitness Components

Learning Competencies:
1. undertakes physical activity and physical fitness assessments (PE8PF-
Ia-h-23)
2. sets goals based on assessment (PE8PF-Ia-24)
3. conducts physical activities and physical fitness assessments of
family/ school peers (PE8PPF-1b-36)

Objectives:

After going through this module, you are expected to:

a. describe skill-related fitness and its physical fitness tests;
b. make plans/ goals on the specific target fitness test to improve
based on the assessment result;
c. identify daily routines or physical activities that can be done at
home or in school that develops skill-related fitness; and
d. provide physical assessment of family/school peers from
physical fitness tests of skill-related components.

1 CO_Q1_Physical Education 8_ Module 2

 What I Know

Directions: Choose the letter of the correct answer. Write your answer on a
separate sheet of paper.

1. What is the goal in conducting physical fitness activity/test?

A. to have a slim body
B. to exhaust the body for nothing
C. to test your strategy in doing the physical activities
D. to measure your ability in every component of physical fitness

2. How will we know our fitness levels?

A. by playing different sports
B. by participating in Zumba lessons
C. by performing physical fitness tests
D. by guessing your height and weight

3. Which skill-related fitness component refers to the ability to quickly respond to

stimulus?
A. fitness C. speed
B. flexibility D. reaction time

4. Which is the ability to rapidly and accurately change direction of the whole
body in space?
A. agility C. coordination
B. balance D. speed

5. What refers to the ability of the muscle to transfer energy and release
maximum force at a fast rate?
A. coordination C. speed
B. power D. reaction time

6. Which refers to a physical fitness activity that will measure your speed?
A. juggling C. stork balance stand test
B. stick- drop test D. 40-meter sprint

7. Which is NOT a physical fitness activity for skill-related fitness components?

A. hexagon agility test C. stork balance stand test
B. stick-drop test D. zipper Test

2 CO_Q1_Physical Education 8_ Module 2

8. Why do we need to perform standing long jump in physical fitness assessment?
A. So we can assess one’s ability to maintain steadiness
B. For us to get the ability of the body to move in different direction
C. So that we can measure the strength and power of our leg muscles
D. Because we need to measure our running speed for future sports
activities

9. Which refers to the skill-related component that relates to one’s ability to use the
senses all at a time?
A. agility C. coordination
B. balance D. power

10. Which refers to an equipment in 40-meter sprint that can also be used to other
skill-related components activities?
A. chalk C. ruler
B. masking tape D. stopwatch

11. What physical activity requires the person to stand on one leg for as long as
possible to assess whole body balance ability?
A. juggling C. stork balance stand test
B. standing long jump D. 40-meter sprint

12. How do you measure your reaction time?

A. by juggling C. doing stork balance stand test
B. by doing stick-drop test D. through standing long jump

13. Why is identifying your fitness test results important?

A. It will keep you motivated.
B. It will help you plan your next fitness goals.
C. It will help you identify your areas for improvement.
D. All of the above.

14. Which refers to the ability of the body to maintain stability in static or when
moving while resisting the force of gravity?
A. agility C. coordination
B. balance D. power

15. Why do you need to do warm-up exercises before you do a physical activity?
A. It helps prepare the body and mind for the workout ahead.
B. Decreasing the chance of any future injury
C. Important part of a workout routine
D. All of the above

3 CO_Q1_Physical Education 8_ Module 2

Lesson
Physical Fitness Test: Skill-
1 Related Fitness
Skill-related fitness conditions the body or specific muscles for a
primary goal of improving a skill. Improving your overall fitness can benefit
you no matter what sport or other form of physical activities you engage in.
For example, you need cardiovascular endurance and endurance to
play basketball. But to become good in basketball, you have to work on your
agility, power, speed and hand-eye coordination.

What’s In

In the previous module, you learned that physical fitness is your

capacity of doing several tasks. The concepts were attained by studying the
different physical fitness components focusing on the health-related fitness
components. Then, you were introduced to the importance of setting goals in
achieving your desired fitness level and you were able to conduct physical
fitness test at your own pace.

This time, let us check if you still remember the concepts in your
previous lesson.

4 CO_Q1_Physical Education 8_ Module 2

Activity 1. Make a Match

Directions: Identify what HRF Component is portrayed in the picture and

write its purpose. Write your answer on a separate sheet of paper.

Picture HRF Component Purpose

Illustrated by: Mary Joy B. Oliverio & Ruth B. Elman

Understanding the significance of physical fitness activities is a great

start of developing a life-long commitment to a holistically healthy
individual.
What is the relevance of goal-setting in conducting physical activities
and physical fitness assessment? Setting goals allows an individual to have
a sense of focus in order to achieve the desired results he or she wishes to
have. Anchored with your goals and target are your plans on how to attain
that certain level of fitness.

5 CO_Q1_Physical Education 8_ Module 2

 What’s New

Attaining a physically fit body requires planning and setting of

targets. After setting a goal, your next step is to put it into action.

Activity 1. Matching Type

Directions: Match column A with column B. Identify the different

householdchores/daily routine that would develop the following fitness
components. Write the letter of your answer in your activity notebook.

Column A Column B

1. Agility a. frying food

2. Balance b. scrubbing the floor
3. Coordination c. sweeping leaves from different
directions
4. Power d. setting the table
5. Reaction Time e. holding pail of water using both
hands
f. washing the bed linens using hands

What is It

Physical fitness is the ability of a person to perform his/her daily

tasks and still has reserved energy in case of an emergency and leisure
activities. In order for an individual to reach his/her ideal level of fitness,
one must set a goal.

What is the goal in conducting physical fitness activity/test? It is, in

general, to measure your ability in every component of physical fitness. How
are you going to attain your desired level of fitness? To get this, a physical
fitness test can be done. Physical fitness assessments are set of procedures
intended to measure your level of fitness. Getting your physical fitness test

6 CO_Q1_Physical Education 8_ Module 2

results will help you to determine what areas need to be improved. Well, we
will see in the next parts of this module.

Bet you are now ready to learn? Now, your task is to read the
information below for you to be able to answer the succeeding activities.

Skill- Related Fitness Components

Skill-related fitness (SRF) 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.

1. Agility is the ability to move in different directions quickly

using a combination of balance, coordination, speed,
strength, and endurance.
 Hexagon Agility Test is a simple test of agility.
The test involves quickly jumping in and out of
a hexagon shape.
 Purpose — to measure the ability of the body to move
in different directions quickly.

Materials/ Equipment Illustrated by: Mary Joy B. Oliverio

1. Tape measure
2. Stopwatch
3. Chalk or masking tape
For the Hexagon Size
a. Length of each side is 18 inches for high school
b. Each angle is 120 degrees.
Procedures:

For the Test Taker:

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.

7 CO_Q1_Physical Education 8_ Module 2

 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.

2. Balance is the ability of the body to maintain stability in static

or when moving while resisting the force of gravity.
 Stork Balance Stand Test requires the person to
stand on one leg for as long as possible to assess
whole body balance ability.
 Purpose — to assess one’s ability to maintain
equilibrium.

Materials/ Equipment:
1. flat, non-slip surface Illustrated by: Ruth B. Elman
2. stopwatch
Procedures:

For the Test Taker:

a. Remove the shoes and place hands on the hips.
b. Position the right foot on the side of the 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.
c. There shall be three (3) trials.

Scoring: Record the times taken on both feet in nearest seconds and divide the
score to two (2) to get the average percentage score.

8 CO_Q1_Physical Education 8_ Module 2

 3. Coordination is a skill-related component of physical
fitness that relates to one’s ability to use the senses, such
as sight or hearing, together with other body parts in
performing motor tasks smoothly and accurately.
 Juggling is a physical skill, performed by a juggler,
involving the manipulation of objects for recreation,
entertainment, art or sport.
 Purpose — to measure the coordination of the eye
and hand

Illustrated by: Ruth B. Elman

Materials/ Equipment
1. sipa (washer weighing 4 gms. with 5 inches straw) or 20 pcs.
bundled rubber bands/any similar local materials weighing 4
gms.

Procedures:
For the Test Taker:
a.Hit the sipa/rubber band/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.

4. Power is the ability of the muscle to transfer

energy and release maximum force at a fast
rate.
 Standing Long Jump is widely applied to
assess lower body strength.
 Purpose — to measure the explosive
strength and power of the leg muscles.

Illustrated by: Mary Joy B. Oliverio

Materials/ Equipment
1. tape measure/meter stick/any measuring device

9 CO_Q1_Physical Education 8_ Module 2

 Procedures:

For the Test Taker:

a. Stand behind the take-off line with feet parallel to each other, the
tips of the shoes should not go beyond the line.
b. Bend knees and swing arms backward once, then swing arms forward as
you jump landing on both feet. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward).
d. Must land on both feet.
e. Perform the test twice in succession.

For the Partner:

a. Place zero (0) point of the tape measure at the take-off line.
b. After the jump, spot the mark where the back of the heel of either
foot of the test taker 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.

5. Reaction time refers to the ability to react and make decisions quickly.
 Stick Drop Test This test uses the known properties of gravity to
determine how long it takes a person to respond to the dropping of
an object by measuring how far the object can falls before being
caught.
 Purpose — to measure the time to respond to a stimulus.
Materials/ Equipment
1. 12-inch ruler or stick
2. Arm chair or table and chair
Procedures:

For the Test Taker:

a. Sit on an armchair or chair next to the table so that

the elbow and the lower arm rests 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 (1) inch apart.
c. Catch the ruler/stick with the thumb and index
ringer without lifting the elbow from the desk/table
as the partner drops the ruler or stick. Hold the ruler
or stick while the partner reads the measurement.
d. Do this thrice. Illustrated by: Mary Joy B. Oliverio

10 CO_Q1_Physical Education 8_ Module 2

 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. Let the partner position on the back/side of the test taker to drop the
ruler/stick without warning and let the test taker catch it with his/her
thumb and index finger.
d. Record the score on the upper part of the thumb.

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 (2)
scores are the same (for example 18, 18, 25), the repeated score
shall be recorded.

6. Speed refers to the ability to perform

successive movements of the same pattern in
the shortest period of time.
 40-meter Sprint involves running a
single maximum sprint over a set
distance, with time recorded.
 Purpose — to measure running
speed
Illustrated by: Ruth B. Elman

Materials/ Equipment

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

For the Test Taker:

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 seconds.

11 CO_Q1_Physical Education 8_ Module 2

 Safety Precautions Before Test
Before doing a physical activity, it is important to note these safety
measures. Remember, prevention is still better than cure.

 Wear comfortable clothing and well-padded shoes that can protect the
heels and arches of the feet;
 Always warm up before doing exercise and cool down afterwards to
lower the risk of strains and sprains;
 Take appropriate breaks during the activity;
 Do not exercise with an empty stomach. Eat something light to give you
some stamina. Do not exercise immediately after a full meal because
this will affect digestion;
 Replenish extra fluids before, during and after physical activity,
especially for prolonged exercise like hiking;
 Listen to the body. Do not exercise when unwell. If there is dizziness,
shortness of breath, chest pain, nausea or vomiting, or muscle and joint
pain during exercise, stop the activity and seek medical advice as soon
as possible.

What’s More

Activity 1. Test for Fitness

We are halfway in this module. In this part, you are going to perform
the different skill-related fitness tests.

Directions: Go back to the procedures in “What is it” where you are

provided with steps and procedures in doing the test. Perform
the tests while observing the following:

1.Wear proper attire

2.Do warm up exercise
3.Observe safety and refer to the safety precautions.

12 CO_Q1_Physical Education 8_ Module 2

 Important Note: Perform the test with a partner (family member,
friend or classmate). Then, copy the physical fitness score card below in
your activity notebook and record your test results. Provide evidence in
every activity by taking pictures or having a witness sign your assessment
results.

Physical Fitness Score Card

Name: __________________________________ Age: _____ Sex: _____
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 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

Attested by:

_______________________________ __________________________
Partner’s Name and Signature Date

Great job! You have done the fitness test perfectly! Now, I want you to
reflect based on the results and data of your fitness test. Then do something
to improve your weakest fitness component. Sustain your strongest fitness
component.

13 CO_Q1_Physical Education 8_ Module 2

Activity 2. Family Connection

Directions: In this activity, you are to identify the physical activity habits of
the family in terms of skill-related fitness components. A table is provided
for you to list down important details of the family that would be of help
later when you will be designing your family SRF activity plan.

Activities involved
Family Occupation/ in relation to the SRF component
Age
Members Work/Job Occupation/Work/ involved
Job
Example: Drives and sits for 8
Father 54 PUJ Diver Coordination
hours

(Note: Just indicate those people you are living with.)

14 CO_Q1_Physical Education 8_ Module 2

 What I Have Learned

Has your understanding and attitude on physical fitness changed

after the discussion?

Directions: Fill in the blanks to complete the sentences below. Write your
answers on a separate sheet of paper.

1. Physical fitness is ____________________________________________.

2. The Skill-Related Fitness Components are A___________, B_____________,

(a) (b)
C____________, P___________, R__________ T__________, and S__________.
(c) (d) (e) (f) (g)

3. The different physical activities for Skill- Related Fitness components are
________________, _______________, ______________, _____________,
(a) (b) (c) (d)
________________, and ______________. (can be arranged in any order)
(e) (f)

4. We need to warm up before doing exercise to lower the risk of _________

_____________. (a)
(b)

5. Physical fitness tests are procedures intended to

___________________________________________________________________.

15 CO_Q1_Physical Education 8_ Module 2

 What I Can Do

You did it! I hope you enjoyed the activities prepared for you in this
lesson. This time, you are going to do another activity that will deepen your
understanding of the components of physical fitness. Good luck!

Directions: Using the assessment results in Activity 1, make your own

fitness plan on how to improve your fitness level based on your weakest
skill-related fitness components using the FITT principle. Be guided with the
template and rubrics provided below. Do this on a separate sheet of paper.

My Quarterly Fitness Contract

Skill-related Frequency Intensity Type Time Persons
Fitness Frame involved
1. Agility Once a Low Hexagon 3-5 Father
week Agility minutes
Test
2.
3.
4.
5.
6.

Rubrics for Assessing Physical Fitness Plan (PFP

Criterion Exemplary (3) Proficient (2) Developing (1)
PFP contains clear, PFP contains clear, PFP contains clear,
Content relevant and relevant and complete relevant and complete
complete details as details as to FITT and details as to FITT and
to FITT and SRF SRF components with SRF components with
components. 1-2 irrelevant details. 3-4 irrelevant details.
Adherence All the 4 aspects of 2-3 aspects of the Only 1 aspect of the
to FITT the fitness plan fitness plan adhere to fitness plan adheres to
formula adhere to the FITT the FITT formula the FITT formula
formula
Appropriat All activities are 3-5 activities are 1-2 activities are
eness of appropriate to appropriate to develop identified and
Activities develop skill-related skill-related fitness appropriate to develop
fitness components components skill-related fitness
components

16 CO_Q1_Physical Education 8_ Module 2

 Assessment

Directions: Read the questions carefully. Choose the letter of the correct
answer. Write it on a separate sheet of paper.

1. Which refers to the skill-related component that relates to one’s ability to use the
senses all at a time?
A. agility C. coordination
B. balance D. power

2. Which is NOT a physical fitness activity for skill-related fitness components?

A. hexagon agility test C. stork balance stand test
B. stick-drop test D. zipper Test

3. Which refers to the ability of the body to maintain stability in static or when
moving while resisting the force of gravity?
A. agility C. coordination
1. balance D. power

4. Which skill-related fitness component refers to the ability to quickly respond to

stimulus?
A. agility C. speed
B. power D. reaction time

5. What is the goal in conducting physical fitness activity/test?

A. to have a slim body
B. to exhaust the body for nothing
C. to test your strategy in doing the physical activities
D. to measure your ability in every component of physical fitness

6. Why is identifying your fitness test results important?

A. It will keep you motivated.
B. It will help you plan your next fitness goals.
C. It will help you identify your areas for improvement.
D. All of the above.

7. Why do we need to perform standing long jump in physical fitness assessment?

A. So we can assess one’s ability to maintain steadiness
B. For us to get the ability of the body to move in different directions
C. So that we can measure the strength and power of our leg muscles
D. Because we need to measure our running speed for future sports
activities

17 CO_Q1_Physical Education 8_ Module 2

8. Why do you need to do warm-up exercises before you do a physical activity?
A. It helps prepare the body and mind for the workout ahead.
B. Decreasing the chance of any future injury
C. Important part of a workout routine
D. All of the above

9. What refers to the ability of the muscle to transfer energy and release
maximum force at a fast rate?
A. coordination C. speed
B. power D. reaction time

10. How will we know our fitness levels?

A. by playing different sports
B. by participating in Zumba lessons
C. by performing physical fitness tests
D. by guessing your height and weight

11. What physical activity requires the person to stand on one leg for as long as
possible to assess whole body balance ability?
A. juggling C. stork balance stand test
B. standing long jump D. 40-meter sprint

12. Which refers to a physical fitness activity that will measure your speed?
A. juggling C. stork balance stand test
B. stick- drop test D. 40-meter sprint

13. Which is the ability to rapidly and accurately change direction of the whole
body in space?
A. agility C. coordination
B. balance D. speed

14. Which refers to an equipment in 40-meter sprint that can also be used to other
skill-related components activities?
A. chalk C. ruler
B. masking tape D. stopwatch

15. How do you measure your reaction time?

A. by juggling C. doing stork balance stand test
B. by doing stick-drop test D. through standing long jump

18 CO_Q1_Physical Education 8_ Module 2

 Additional Activities

Congratulations! You have reached the final part of your module. This
time, let us add up to the knowledge and skills you have gained by enriching
it through the additional activity.

This time, you are going to make a physical activity program. The first
entry is done for you. Write your plan on a separate sheet of paper.

Day Activities Goal Remarks Parent’s

(Indicate Signature
whether the
activity was
Accomplished
or Not
Accomplished)

Monday Jumping To develop Accomplished

Rope coordination
Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

19 CO_Q1_Physical Education 8_ Module 2

CO_Q1_Physical Education 8_ Module 2 20
What I Have Learned
13. Physical fitness is the
ability of a person to What I Have Learned Assessment
perform his/her daily tasks Continuation… 1. B
and still has reserved 2. D
energy in case of an 5. Physical fitness tests are 3. A
emergency and leisure procedures intended to 4. D
activities. measure your level of fitness. 5. C
6. B
14. a. Agility
7. C
b. Balance 8. D
9. D
c. Coordination, Power, 10. B
Reaction Time, and Speed. 11. C
12. D
15. The different physical 13. D
activities for skill- related 14. D
fitness components are
15. C
Hexagon Agility Test, Stork
Balance Stand Test,
Juggling, Standing Long
Jump, Stick Drop Test, and
40-meter Sprint.
muscles
What’s New the core
1. C stability of
2. E strength/ Endurance
3. D to measure Muscular 3
4. B 15.D
5. A hamstring.
14. B
bending the
13.D
without
as possible 12. B
reach as far 11. C
to be able to Flexibility 2 10. D
9. C
bodies. 8. C
human 7. D
muscle in 6. D
water and 5. B
fat, bone, 4. A
percentage of
3. D
describe the Composition
2. C
used to Body 1
1. D
Activity 1
What I Know
What’s In
Answer Key
References
Books

Education, Department of. Physical Education and Health 8 Learners'

Material. Pasig City: Vicarish Publication and Trading Incorporated,
2013.

Education, Department of. "Deped Order 034." Revised Physical Fitness

Tests Manual, 2019: 4-20.

Quennie S. Miranda, Laura R. Jugueta, Guinevere E. Sacdalan, Maria

Theresa R. San Jose. MAPEH Music, Arts, Physical Education and
Health. Quezon City: The Phoenix Publishing House, Inc, 2016.

21 CO_Q1_Physical Education 8_ Module 2

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: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph