Health Optimizing

Physical
Education 1
Quarter 1 – Lesson 1:
The Healthiest and
Fittest ME
Health Optimizing Physical Education 1 (H.O.P.E 1)
Alternative Delivery Mode
Quarter 1 – Module 1: The Healthiest and Fittest ME
First Edition, 2020

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effort has been exerted to locate and seek permission to use these materials from their
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over them.

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, Pacita
Q. Lungcay
Illustrator: Roderick B. Blando
Layout Artist: Mark John B. Diocado
Management Team: Wilfredo E. Cabral,
Regional Director
Job S. Zape Jr.,
CLMD Chief
Eugenio S. Adrao, EPS In Charge of LRMS
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Printed in the Philippines by Lorna R. Medrano, CID Chief
Edita T. Olan, Division EPS In Charge of LRMS
Department of Education – Region IV-A CALABARZON
Edita M. Malihan, Division ADM Coordinator
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
 Health Optimizing
Physical
H.O.P.E 1
Education
Quarter 1 – Lesson 1:
The Healthiest and Fittest ME
Introductory Message
For the facilitator:

Welcome to the Health Optimizing Physical Education, Grade 11 Alternative Delivery

Mode (ADM) Module on The Healthiest and Fittest ME!

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.

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For the learner:

Welcome to the Health Optimizing Physical Education Grade 11 Alternative Delivery

Mode (ADM) Module on The Healthiest and Fittest ME !

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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know 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.
This is a brief drill or review to help you link
What’s In 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 discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More 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
sentence/paragraph to be filled in to process
What I Have Learned
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
What I Can Do
skill into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
This contains answers to all activities in the
Answer Key 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. Don’t 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!

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 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. Self- assess health-related fitness (HRF) status, barriers to physical
activity assessment participation and one’s diet. PEH11FH-Ig-i-6

1
 Lesson
Exercise, Eat and Excel
1
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

Let us begin our trek to physical fitness. As you walk along the trek, leave a
print on your every step. The RIGHT steps indicate the Skill Related Fitness while the
LEFT steps indicate the Health Related Fitness. Some prints are already provided for
you to help your journey. Choose from the box below.
Agility Coordination Cardio Vascular Muscular Endurance
Muscular Strength Power Reaction Time

WELCOME TO THE LAND OF THE

PHYSICALLY FIT PEOPLE

TREK TO PHYSICAL FITNESS

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 What’s New

Task: 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. Write your answer in a separate sheet of
paper.

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 of time.
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 of time.
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.

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 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

6. Agility – The ability to change body positions quickly and keep the body under
control when moving.
7. 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.

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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.

10.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
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This kind of activity (sometimes called weight-bearing or weight-loading activity)
produces a force on the bones that promotes bone growth and strength.
Barriers to Physical Activities
 We understand the benefits of physical activities to our health specially our
body but there are circumstances when we become lazy in performing physical
activities. Below are some of the barriers that hinder us to do physical activities:
1. Lack of time
2. Social Support
3. Lack of Energy
4. Lack of Motivation
5. Fear of Injury
6. Lack of Skill
7. High Costs and Lack of Facilities
8. Weather Conditions

Eating Habits

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

Influences on Food Choices

There are many factors that determine what foods a person eats. In addition to
personal preferences, there are cultural, social, religious, economic, environmental, and
even political factors.

Individual Preferences.
Every individual has unique likes and dislikes concerning foods. These
preferences develop over time, and are influenced by personal experiences such as
encouragement to eat, exposure to a food, family customs and rituals, advertising, and
personal values.

Cultural Influences.
A cultural group provides guidelines regarding acceptable foods, food
combinations, eating patterns, and eating behaviors. Compliance with these guidelines
creates a sense of identity and belonging for the individual.

Social Influences.
Members of a social group depend on each other, share a common culture, and
influence each other's behaviors and values. A person's membership in particular peer,
work, or community groups impacts food behaviors.

Religious Influences.
Religious proscriptions range from a few to many, from relaxed to highly
restrictive. This will affect a follower's food choices and behaviors.

Economic Influences.
Money, values, and consumer skills all affect what a person purchases. The
price of a food, however, is not an indicator of its nutritional value. Cost is a complex
combination of a food's availability, status, and demand.

Environmental Influences.

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 The influence of the environment on food habits derives from a composite of
ecological and social factors. Foods that are commonly and easily grown within a
specific region frequently become a part of the local cuisine.

Political Influences.
Political factors also influence food availability and trends. Food laws and trade
agreements affect what is available within and across countries, and also affect food
prices. Food labeling laws determine what consumers know about the food they
purchase.

Eating habits are thus the result of both external factors, such as politics, and
internal factors, such as values. These habits are formed, and may change, over a
person's lifetime.

Improving Your Eating Habits

When it comes to eating, we have strong habits. Some are good (“I always eat
breakfast”), and some are not so good (“I always clean my plate”). Although many of
our eating habits were established during childhood, it doesn’t mean it’s too late to
change them.
Making sudden, radical changes to eating habits such as eating nothing but
cabbage soup, can lead to short term weight loss. However, such radical changes are
neither healthy nor a good idea, and won’t be successful in the long run. Permanently
improving your eating habits requires a thoughtful approach in which you Reflect,
Replace, and Reinforce.

● REFLECT on all of your specific eating habits, both bad and good; and, your
common triggers for unhealthy eating.
● REPLACE your unhealthy eating habits with healthier ones.
● REINFORCE your new, healthier eating habits.

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 What’s More

You are done now 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:
c. 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

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 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
c. Stand erect
d. 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.
e. To test the left shoulder, repeat the procedures a and b with left hand
over the shoulder.
For the Partner
f. Observe whether the finger touched or overlapped each other, if not,
measure the gap between the middle fingers of both hands.
g. Record distance in centimeter.

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 Scoring record zipper test to the nearest 0.1 centimeter

Score Standard Interpretation

5 Fingers overlapped by 6 cm. and Excellent
above
4 Fingers overlapped by 4 – 5.9 cm Very good
3 Finger overlapped by 2- 3.9 Good
2 Fingers overlapped by 0.1 – 1.9 cm Fair
1 Just touched the fingers Needs
Improvement
0 Gap of 0.1 or wider Poor

Cardiovascular Endurance is the ability of the heart, lungs and blood vessels to
deliver oxygen to working muscles and tissues, as well as the ability of those muscles
and tissues to utilize the oxygen. Endurance may also refer to the ability of the
muscles to do repeated work without fatigue.

3 Minute Step Test

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
f. As the student assumes the position in front of the step, signal, “Ready”
and “Go”, start the stopwatch for the 3-minute step test.
g. After the test, allow performer to locate his/her pulse in 5 seconds.
h. Give the signal to count the pulse beat

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 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
e. As the tester assumes the position of push-ups, start counting as the
tester lower his/her body until he/she reaches 90-degree at the elbow.
The partner should stand in front of the tester and his/her eyes should
be close to elbow level to accurately judge the 90-degree bend.
f. Make sure that the performer executes the push-ups in the correct form.
g. 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. Score Standard Interpretation
Scoring – record5 the number 33ofand above made.
push-ups Excellent
4 25-32 Very Good
3 17-24 Good
2 9-16 Fair
1 1-8 Needs Improvement
0 Cannot Execute Poor

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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
a. Stopwatch
b. Running area with known measurement (40 meters)
Procedure
For the Tester
a. At the signal “Ready”, stand behind the take-off line,
the tips of the shoes should not go beyond the line
and assumes a crouch position.
b. At the signal “Get Set”, assume 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
d. Set the stopwatch to zero (0) point.
e. 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.

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

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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
f. Place zero (0) point of the tape measure and the
take-off line.
g. 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.
h. Record the
Scoredistance of the two trials.
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

14
 quickly.
Equipment
a. Tape measure
b. Stopwatch
c. Chalk or masking tape
Hexagon Size
d. Length of each side is 18 inches
e. 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 the feet
of
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
e. Start the time at the signal go and stop once the performer reached the
side before the side where he/she started.
f. Record the time of each revolution
g. 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
c. 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.

15
 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
e. Start the time as the hell of the performer is
raised off the floor.
f. 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
⮚ The9-12
Score/ heel of the13-14
supporting foot
15-16touches the
17 and above Interpretation
Age floor
5 c. There shall be three
41-60 81-100(3) trials.
121-150 161-180 sec Excellent
Scoring –secRecord the sectime taken onsecboth feet in nearest seconds and divide the
score
4 to two (2) to get61-80
31-40 the average percentage
sec 91-120 sec score.
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

16
 PHYSICAL FITNESS TEST SCORE CARD
Name: Sex: Age:

Direction: Perform the following activities to assess your fitness level. Make sure to
observe social distancing and other health and safety precautions.

Task 1: Health-Related Fitness Test

A. Body Composition: Body Mass Index (BMI)

1. Body Mass Index (BMI)

Height (meters) Weight (Kilograms) BMI Classification

B. Cardiovascular Endurance: 3-Minute Step

Heart Rate per Minute
Before the Activity After the Activity

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

D. Flexibility
1. Zipper Test 2. Sit and Reach
Overlap/Gap (centimeters) Score
Right Left First Try Second Try Third Try

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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

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 Additional Activities

I. Physical Fitness Test

The following Physical Fitness Tests are suggested to further enhance the
Health- Related Fitness.
A. Basic Plank for Strength’

B. Sit and Reach for Flexibility

II. Home Workout

For more exciting and challenging activities, you can download the Home
Workout to your cellphone. This will allow you to keep your body fit while staying at
home. You need not to worry about the workout activities because you can start the
“beginners” portion. To keep yourself away from any injury, you should always
remember to do the activities right. If something doesn’t feel right while doing the
activities, stop immediately and seek advice from your P.E. instructor.

19
References

DepEd ORDER No. 034, s. 2019 REVISED PHYSICAL FITNESS TEST MANUAL

https://sites.google.com/site/bensonpehealth/health-and-skill-related-fitness-
components

https://study.com/academy/lesson/health-related-skill-related-physical-fitnes
s.html

https://sites.google.com/a/stoningtonschools.org/shspe/home/health-related-
fitness-tests

https://courses.lumenlearning.com/suny-diseaseprevention/chapter/aerobic-muscle-
strengthening-and-bone-strengthening-activity/

https://www.cdc.gov/physicalactivity/basics/adding-pa/barriers.html

https://www.cdc.gov/healthyweight/losing_weight/eating_habits.html

https://www.encyclopedia.com/food/news-wires-white-papers-and-books/eating-
habits

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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 *