Physical Education

First Quarter: Module 1

Title: Undertakes physical activity and physical fitness
assessments (PE8PF-Ia-h-23)
Sets goals based on assessment results
(PE8PF-Ia-24)
MUSIC 8
First Quarter – Module 1:
Undertakes physical activity and physical fitness assessments (PE8PF-Ia-h-23)
Sets goals based on assessment results (PE8PF-Ia-24)
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Published by the Department of Education - Region III

Secretary : Leonor M Briones
Undersecretary :Analyn M. Sevilla
Assistant Secretary :Alberto T. Escobarte

Development Team of the Module

Author : Angelo B. de Castro
Language Reviewer:
Content Editor : Angelo B. de Castro
Illustrator : Angelo B. de Castro
Layout Artist : Angelo B. de Castro

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Marquez T. Cartel
EPS – MAPEH
Glenda S. Constantino
Project Development Officer II
Joannarie C. Gracia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
MAPEH – Grade 8
Supplementary Learning Resource
 8

Physical Education
First Quarter: Module 1

Title: Undertakes physical activity and physical fitness

assessments (PE8PF-Ia-h-23)
Sets goals based on assessment results
(PE8PF-Ia-24)
 Introductory Message
For the facilitator:
Welcome to the Physical Education 8 Supplementary Learning Resource on Health- Related
Fitness by Undertakes physical activity and physical fitness assessments and sets goals based
on assessment results
This module was collaboratively designed, developed, and reviewed by educators
from public 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 in 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.

For the learner:

Welcome to the Physical Education 8 Supplementary Learning Resource on Health-
Related Fitness by Undertakes physical activity and physical fitness assessments and sets
goals based on assessment results.
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.
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.

1
 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; 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.

Answer Key
This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. 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.

As you go through this lesson, you are2 expected to:

• Identify physical activities that improve the development of
different physical fitness components;
 Explain the concept of physical fitness;
Task 1: FillTask 1: Fill
in the missing thetomissing
letters letter
complete the inword/s.
missing the box to come
The clues are givenup with
to you. the
Write
complete
your answer on word/phrase. Write
the spaces provided for. your answer on the space provided

1. It is the capacity to perform one’s daily tasks without undue fatigue.

P C I S
2. It is the number of times the heart beats each minute.
U S R E
3. It refers to the maximum amount of force a muscle can exert against an
opposing force.
U L S E
4. It is the ability of the heart and circulatory system to supply oxygen to
the muscles for an extended period of time.
C I R I S
5. It is the ability to move a body part through a full range of motion at a
joint.
X L T
6. It refers to the ability of the muscle to work over an extended period of
time without fatigue.
M U D C
7. It is the ratio of the body fat to lean body mass.
O C O N
8. It is the ability to perform a task or move from one point to another in a
shortest possible time.
E
9. It is the ability of an individual to quickly shift or change direction of the
body from one point to another.
A I
3
10. It is the ability to perform one maximum effort in the shortest possible
time. A product of both strength and speed.
E
11. It is the ability to stay in equilibrium in relation to change in body
position.
A
12. It is the amount of time it takes to respond to a stimulus.
R I T
13. It is the integration with hand and/or foot movements with the input
of the sense.
C D N
14. It enhances one’s performance in athletic or sports events.
L - R I S
15. It is the ability to become fit and physically
healthy.
H - D N S

Task 2: Pop or Bluff. The following actions are related to physical

fitness. Write Pop if the action is similar to fitness training and write
Bluff if not an activity for fitness.
_________________ 1. Planking for 3 minutes
_________________ 2. Eating at least 5 times a day
_________________ 3. Brisk walking for 15 minutes a day
_________________ 4. Baby sitting
_________________ 5. Washing clothes
_________________ 6. Playing Basketball with friends
_________________ 7. Playing computer for 3 hours a day
_________________ 8. Scrubbing the floor every weekend for 15 minutes
_________________ 9. Eating while watching the television
_________________ 10. Attending Zumba at least 3x a week

Read and analyze the following sentences below. Put a check () on
the space under the column that best corresponds your answer. This is
not an evaluation. The aim is just to express opinions about your current
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 attitudes and beliefs in physical activity, exercise, and physical fitness. Be
honest in answering.

A B C D E
Strongly Agree Unsure Disagree Strongly
Agree Disagree
1. I don’t have time to exercise

2. Regular physical activity and

exercise make me feel better
3. I enjoy Physical Education
classes
4. I am happy with my physical
appearance
5. I have always enjoyed
participation in P.E activities
and exercises
6. I have a moderate and high
level of health and physical
appearance
7. I like to walk and jog

8. I like team sports and games

9. Learning about personal

fitness will valuable to me
later in life
10.Doing physical activity and
exercise can improve my
health.
Current Attitudes and Beliefs about Personal Fitness. (Source: Rainey and Murray, 1997)

Physical Fitness refers to the ability of your

body systems to work together efficiently to allow
you to be healthy and perform activities of daily
living. Being efficient means doing daily activities
with the least effort possible.
The definition implies that physical fitness is
a personal matter and must be viewed within the context on an individual’s
daily life activities. People are different from one another. They differ in age,
sex, preferences, as well as in their occupation and lifestyle.

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 People are considered physically fit if they can perform their daily
work efficiently and effectively with alertness and vigor.
To improve and maintain their physical fitness level, they have to
engage in physical activities such as running, walking, biking, doing some
household chores, etc. In order for the exercise or activity to do effective, it
must be done at the right frequency, intensity and duration.
Components of Physical Fitness

Health-Related Fitness focuses on physical activities and exercises

that will improve or help you to maintain your functional health. The
following components are described as follows:
1. Cardiovascular fitness is the ability of the heart (cardio) and
circulatory system (vascular) to supply oxygen to muscles for an extended
period of time. Cardiovascular is also called cardiorespiratory (lungs)
fitness. Usually the 1 km run or some other type of continuous fitness
activity (12-minute run, cycling, step-test, etc.) is used to assess
cardiovascular fitness.
2. Muscular strength and endurance are the muscle’s ability to
produce effort or perform work. Muscular strength refers to the maximum
amount of force a muscle can exert against an opposing force. Fitness
testing usually consists of a one-time maximum lift using weights (bench
press, leg press, etc.). Muscular endurance refers to the ability of the
muscle to work over an extended period of time without fatigue.
Performing push-ups and sit-ups or crunches for one minute is commonly
used in fitness testing of muscular endurance.
3. Flexibility is the ability to move a body part through a full
range of motion (ROM) at a joint. The sit-and-reach is commonly used to
determine flexibility.
4. Body composition is the ratio between body fat and lean body
mass (including water, bones, muscles, and connective tissues). Having
too many fat tissues is a risk factor for cardiovascular diseases, diabetes,
cancer, and arthritis.

Skill-Related Fitness refers to your ability to perform physical tasks

efficiently as it relates to a particular sport. The following components are
described as follows:
1. Agility is the ability to move quickly and to easily change
direction. Basketball players, for instance, are incredibly agile. They have
to move in every direction, jumping, sliding, twisting, and backpedaling in
quick response to the movement of the ball and other players. Their
bodies have to be trained to respond and change course at the drop of a
hat.
2. Balance refers to your ability to adjust your body position to
remain upright. It deals with proprioception, or knowing where your body
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 is in space, and being able to adjust to your position as your center of
gravity changes during movement. Gymnasts, yoga practitioners and
surfers all need highly refined balance skills.
3. Power combines speed and strength. In essence, it’s how fast
you can generate a maximal force. In sports, “power athletes” are those
who exert brute strength in short, all-out efforts. Olympic weightlifters
and football players are an example of sports people who need power.
4. Speed is defined as the ability to move the body in one direction
to as fast as possible. Sprint and marathon runners need a great deal of
speed to win in their events.
5. Coordination is the ability to move two or more body parts
under control smoothly and efficiently.
6. Reaction time refers to how quickly you can respond to an
external stimulus

Importance of Being Physically Fit

In addition to improving quality of life, being physically fit enables you to:
• increases muscle tone and strength;
• decreases susceptibility to injuries and illness;
• improves bone mineral density;
• reduces the risk of osteoporosis;
• improves posture;
• increases the efficiency of the respiratory and circulatory systems;
• decreases the risk of cardiovascular disease and stroke;
• improves blood pressure;
• decreases the risk of diabetes and some cancers;
• improves self-esteem and self-confidence;
• decreases body fat and improves metabolism; and,
• increases energy level and academic achievement

A SMART Guide to Goal Setting

When taking on any challenges, it’s a good idea to define your goals.
You should identify what you want to accomplish and how you will carry out
your plan. This is important when making positive change and will help you
succeed.
A short-term goal should be developed with a finite amount of time in
mind.
Example: A 13-year-old boy is aiming to improve his road running time over
three kilometers by five seconds each week.

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 A long-term goal is something you want to do further in the future.
Long-term goals require time and planning.
Example: A girl is aiming to be a total distance of eight kilometers by the end
of the school year.
Before starting an exercise program, set short-term and long-term
goals. These goals should be:
S-M-A-R-T
S (Specific) Write down what you want to achieve
M (Measurable) Write down amounts, times, days and other
measure factors
A (Achievable) Your goals should be realistic
R (Relevant) Your goal should be important to you
T (Trackable) Recording your progress helps you see what
you have

Independent Assessment no.1

Identify whether the following components are health-related or skills-
related. Write HR if it is health-related component and SR if skills-related.
Write your answer on the space provided before each number.
_____ 1. Agility _____ 6. Coordination
_____ 2. Muscular strength _____ 7. Body composition
_____ 3. Cardiovascular fitness _____ 8. Speed
A
_____ 4. Reaction time _____ 9. Balance
_______1. It is5.usually
_____ the 1 km run or _____ 10. Power
Flexibility
some other type
Independent Activity of continuous
no.1
fitness activity like walking and
Match the descriptions in Column A to the corresponding terms in
cycling.
Column B. Write the letter of your answer on the space provided before
each number.
_______2. The sit-and-reach is commonly
used to determine in this exercise.
B
_______3. Gymnasts, yoga practitioners
and surfers all need highly A. Speed
refined this kind of skills.
B. Balance
_______4. Olympic weightlifters and
football players are an example
C. Cardiovascular
of sports people who need this
Fitness
skill.
Independent Assessment no.2
_______5. Sprinter and marathon runners D. Power
Read each statement carefully. Write TRUE if the statement is
need a great deal of this skill to
correct and if it is wrong, change the underlined E. word/s to make the it
Flexibility
win in their events.
correct. Write your answer on the space provided before each number.

8
 __________________1. Physical Fitness refers to the ability of your body
systems to work together efficiently to allow you to
be healthy and perform activities of daily living.
________________2. Skill-Related Fitness focuses on physical activities
and exercises that will improve or help you to
maintain your functional health.
________________3. Coordination is the ability to move two or more
body parts under control smoothly and efficiently.
________________4. A short-term goal is something you want to do
further in the future. This goal requires time
and planning.
________________5. The acronym SMART stands for Specific,
Measurable, Achievable, Resources, and Trackable

Independent Activity no.2

Identify the component of fitness being described in each item.
Write your answer on the space provided before each number.
_______________ 1. It is the combination of speed and strength.
_______________ 2. It is the ratio between body fat and lean body mass.
_______________ 3. It is the ability of a person to move a body part
through a full range of motion.
_______________ 4. It is the ability of a person to move quickly in one
direction.
_______________ 5. It is the ability of the heart to supply oxygen to
muscles for an extended period of time.
_______________ 6. It refers to your ability to adjust your body position
to remain upright.
_______________ 7. It refers to how quickly you can respond to an
external stimulus.
_______________ 8. It is the ability to move two or more body parts
under control.
_______________ 9. It is the ability of a person to move quickly in one
direction.
_______________ 10. It is the muscle’s ability to produce effort or exert
work.

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 Read and answer the following questions below based on your
understanding on the lesson. Write your answer on the space provided.

 How important is physically fitness?

_______________________________________________________________
______________________________________________________________.
 What are the advantages of being physically fit?
_______________________________________________________________
______________________________________________________________.
 How would you compare the health-related fitness to skill-
related fitness?
_____________________________________________________________________
____________________________________________________________________.

Activity 1: PAR-Q (Physical Activity Readiness Questionnaire)

Let’s assess if you are ready for participating in physical activities by
taking the Physical Activity Readiness Questionnaire (PAR-Q). Please read
the following questions carefully and put a check mark () on your answer.
Questions Yes No

 Has your doctor ever said that you have a heart

condition and that you should only do physical
activity recommended by a doctor?

 Have you ever diagnosed of a heart condition by your

doctor and advised only to do minimal physical
activities recommended by him?

 Do you feel any pain in your chest when you do

physical activity?

 In the past month, have you had chest pain when you
were not doing physical activity?

 In the last months, have you experienced any chest

pain when you were not engaged in physical activities?

 Do you lose your balance because of dizziness or have

you ever lost consciousness?

 Have you ever lost your balance because of dizziness

and lost consciousness?

 Do you have a bone or joint problem (for example,

back, knee, hip) that could be worsened by a change

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 in your physical activity?

 Is your doctor currently prescribing drugs for your

heart condition?

 Are you prescribed to take medicines for any heart

conditions by your doctor?

 Do you know of any other reason why you should not

do physical activity?

 Could you think of any other reasons why you should

not engage yourself in doing physical activities?

Activity 2: PHYSICAL FITNESS TEST

Direction: Perform physical fitness test under health-related fitness
and skill-related fitness. Use the scorecard below and write the result of
each test on the space provided. Use the step-by-step procedure below as
your guide.
Name: Sex: Age:
Part I: Health-Related Fitness Test
A. BODY COMPOSITION: Body Mass Index (BMI)
Height (m) Weight (kg) BMI Classification

B. CARDIOVASCULAR ENDURANCE: 3 Minutes Step Test

Heart Rate per Minute
Before the Activity After the Activity

C. MUSCULAR STRENGHT and ENDURANCE

90-degree Push-Ups Basic Plank

D. FLEXIBILITY
Zipper Test Sit and Reach
Overlap/Gap (cm.) Score (cm.)
Right Left 1st try 2nd try 3rd try

Part II: Skills-Related Fitness Test

A. COORDINATION: Juggling Score:
B. AGILITY: Hexagon Agility Test
Clockwise: Time (00:00) Counterclockwise Time Average Time
(00:00)

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 C. SPEED: 40meter Sprint Time:
D. POWER: Standing Long Jump
Distance (centimeter)
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

BODY MASS INDEX (BMI)

For the Tester For the Partner
Weight: a Before the start of weighing,
a. Wear light clothing before adjust the scale to zero point.
weighing b. Record the score in kilogram.
b. On bare feet, stand straight
and still with weight evenly
distributed on the center of the
scale.
Height: a. Place the L-square against the
a. Stand straight on bare feet with wall with the base at the top of
heels, buttocks and shoulder the head of the person being
pressed against the wall where tested.
the tape measure is attached. b. Record the score in meters.
Scoring: Weight- record body mass to the nearest 0.5 kilograms
Height- record standing height to the nearest 0.1 centimeter
***1 meter=100 centimeter***
CLASSIFICATION
Below 18.5 Underweight
18.5-24.9 Normal
25.0-29.9 Overweight
30.00-Above Obese

CARDIOVASCULAR FITNESS
(3 minutes Step Test)
For the Tester For the Partner
a. Stand at least one foot away a. As the student assumes the
from the bench with trunk position in front of the step,
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 straight and eyes looking signal, “Ready” and “Go”, start the
straight ahead. stopwatch for the 3 minutes step
b. The first step of the sequence test.
should be alternate. At the b. After the test allow performer to
signal “Go”, step up and down locate his/her pulse in 5 seconds.
the step/bench for 3 minutes at c. Give the signal to count the pulse
a rate of 96 beats per minute. beat.
c. Immediately after the exercise, d. Let the performer count his/her
stand and locate your pulse pulse beat for 10 seconds and
beat and in five (5) seconds, or multiply it by 6.
at a signal, start to get the heart
rate.
d. Don’t talk while taking the
pulse beat.
e. Count the pulse beat for 10
seconds and multiply it by 6.
Scoring: Record the 60 seconds heart rate after the activity.

Figure 1. 3 minutes Step Test

MUSCULAR STRENGHT and ENDURANCE

(90-Degree Push-Ups)
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 the BOYS: Straighten the
arms, keeping the back and
knees straight, then lower the
arms until there is a 90-
degree angle at the elbows
For the Partner
a. As the tester assumes the position
of push-up, start counting as the
tester lower hi/her body until
he/she reaches 90-degree angle at
the elbow. The partner should
stand in front of the tester and
his/her eyes should be close to
the 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

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 (upper arms are parallel to performer can no longer execute
the floor). the push-ups in the correct form,
For the GIRLS: With knees in is in pain, voluntarily stops, or
contact with the floor, cadence is broken.
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 od 20 push-ups per
minute (2 seconds going
down and 1 sec. going up).
d. A maximum of 50 push-ups
for the boys and 25 push-ups
for the girls.

Scoring: Record the number of push-ups made.

Standard
Score Interpretation
Boys Secondary Girls Secondary
5 33 and above 21 and above Excellent
4 25-32 16-20 Very Good
3 17-24 11-15 Good
2 9-16 6-10 Fair
1 1-8 1-5 Need improvement
0 Cannot execute Cannot execute Poor

Figure 2. 90-Degree Push-Up Figure 3. 90-Degree Push-Up

position for boys position for girls

Basic Plank
For the Tester For the Partner
a. Assume push-up position. Rest a. Ensure the availability of a

14
 body on forearm with palms and mat/smooth flooring or anything
fingers flat on the floor. Elbows that can protect the forearms.
are aligned with the shoulders. b. Give the signal “Start/Go”, and
b. Legs are straight with ankles, start/press the time piece.
knees and thighs touching c. Make sure that the back of the
together. head, neck, spine and ankles are
c. Support weight on forearms and in straight line.
toes; make sure that your back d. Give two (2) warnings.
is flat. Head, neck and spine aree. Stop the time when the performer
in straight line. can no longer hold the required
d. Keep abdominals position, or when the performer
engaged/contracted; do not let has held the position for at least
stomach drop or allow hips to 90 seconds. Holding the plank
rise. position beyond 90 seconds is
considered unnecessary.
Scoring: Record the time in the nearest seconds/minute. Maximum of
90 seconds for Boys and Girls.
Score Standard Interpretation
5 51 seconds and above Excellent
4 46-50 seconds Very Good
3 31-45 seconds Good
2 16-30 seconds Fair
1 1-15 seconds Need improvement

Figure 4. Basic planking for boys and girls

FLEXIBILITY
Zipper Test
For the Tester For the Partner
a. Stand straight a. Observe whether the fingers
b. Raise your right arm, bend your touched or overlapped each other,
elbow, and reach down across if not, measure the gap between
your back as far as possible, to the middle fingers of both hands.
test the right shoulder; extend b. Record the distance in centimeter.
your left arm down and behind
your back, bend your elbow up
across your back, and try to
reach/cross your fingers over
those of your right hand as if to
pull a zipper or scratch between

15
 the shoulder blades.
c. To test the left shoulder, repeat
procedures a and b with left
hand over the left shoulder.

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 Fingers overlapped by 2- 3.9 cm. Good
2 Fingers overlapped by 0.1- 1.9 cm. Fair
1 Just touched the fingers Need improvement
0 Gap of 0.1cm. or wider Poor

Figure 5. Proper position for Zipper Test

Sit and Reach

For the Tester
a. Sit on the floor with back, head
and shoulders flat on the wall.
Feet are 12 inches apart.
b. Interlock thumbs and position
the tip of the fingers on the floor
without bending the elbows.
c. After the partner has positioned
the zero point of the tape
measure/meter stick, (at the top
of the middle fingers). The tester
starts the test by sliding the
hands slowly forward without
jerking, trying to reach the
farthest distance possible
without bending the knees.
For the Partner
a. As the tester assumes the (b)
procedure, position the zero point
of the tape measure at the tip of
the middle fingers of the tester.
b. See to it that the knees are not
bent as the performer slides the
farthest distance that he/she
could.
c. Record the farthest distance
reached in centimeter.

16
d. Bouncing or jerking movement
is not allowed.
e. Do it twice.

Scoring: Record the farthest distance between the two trials to the
nearest 0.1 centimeters.
Score Standard Interpretation
5 61 cm. and above Excellent
4 46-60.9 cm. Very Good
3 31-45.9 cm. Good
2 16-30.9 cm. Fair
1 0-15.9 cm. Need improvement

Figure 6. Proper position for Sit and Reach

COORDINATION
(Juggling)
For the Tester
a. Hit the sipa/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 Need improvement

Figure 7. Juggling using Sipa

17
 AGILITY
(Hexagon Agility Test)
For the Tester For the Partner
b. Stand with both feet together d. Start the time at the signal go
inside the hexagon facing the and stop once performer reached
marked starting side. the side before the side where
c. At the signal “Go”, using the ball he/she started.
of the feet with arms bent in e. Record the time of each
front, jump clockwise over the revolution.
line, then back over same line f. Restart the test if the performer
onside the hexagon. Continue jumps on the wrong side or
pattern with all the sides of the steps on the line.
hexagon.
d. Rest for one (1) minute.
e. Repeat test counterclockwise

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 Need improvement
0 over 25 seconds Poor

Figure 8. Position of Hexagon Agility Test

SPEED
(40-Meter Sprint)
For the Tester For the Partner
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a. At the signal “Ready”, stand behind a. Set the stop watch to zero (0)
the take-off line, the tips of the point.
shoes should not go beyond the line b. At the signal “Go” start the
and assume a crouch position. watch and stop it as the
b. At the signal “Get Set”, assume an performer crossed the finish
un-crouch position (buttocks up) line
with both hands on the starting c. Record time in the nearest
line. 0:00:01 seconds.
c. At the signal “Go”, run to the finish
line as fast as you can.
Scoring: Record the time in nearest minutes and seconds.
Standard Norms in Seconds
Boys Girls
Age 9-12 13-14 15-16 17 > 9-12 13-14 15-16 17 >
Excellent <6.0 <5.0 <4.5 <4.0 <7.0 <6.5 <5.5 <4.5
Very Good 6.1-7.7 5.1-6.9 4.6-5.4 4.1-5.4 7.1-8.4 6.6-7.6 5.6-6.1 4.6-5.9
Good 7.8-8.5 7.0-8.0 5.5-7.0 5.5-6.5 8.5-9.5 7.7-8.8 6.2-7.2 6.0-7.0
Fair 9.5-8.6 8.1-9.1 7.1-8.1 6.6-7.5 9.6-10.5 8.9-9.5 7.3-8.5 7.1-8.1
Need >9.6 >9.2 >8.2 >7.6 >10.6 >9.6 >8.6 >8.2
improvement

Figure 9. 40-Meter Sprint

POWER
(Standing Long Jump)
For the Tester For the Partner
a. Stand behind the take-off line a. Place zero (0) point of the tape
with feet parallel to each other, measure at the take-off line.
the tips of the shoes should not b. After the jump, spot the mark
go beyond the line. where the back of the heel of
b. Bend knees and swing arms either foot of the tester has
backward once, then swing arms landed nearest to the take-off
forward as you jump landing on line.
both feet. Try jump as far as you c. Record the distance of the two
can. trials.
c. Do not control the momentum of
the jump (continuously move
forward).
d. Perform the test twice in
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 succession.

Scoring: Record the best distance in meters to the nearest 0.1

centimeters.

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. Need improvement

Figure 10. Standing Long Jump

BALANCE
(Stork Balance Stand Test)
For the Tester For the Partner
a. Start the time as the heel of the
performer is raised off the floor.
a. Remove the shoes and place b. Stop the time if any of the
hands on the hips. following occurs:
b. Position the right foot on the side
 the hand(s) come off the hips
of the knee of the left foot.
 the supporting foot swivels or
c. Raise the left heel to balance on
moves (hops) in any direction
the ball of the foot.
 the non-supporting foot loses
d. Do the same procedure with the
contact with the knee.
opposite foot.
 The heel of the supporting foot
touches the floor.
Scoring: Record the time taken on both feet in nearest seconds and
divided the score to two (2) to get the average percentage score.
Score/Age 9-12 13-14 15-16 17 above Interpretation
5 41-60sec. 81-100sec. 121-150sec. 161-180s. Excellent
4 31-40sec. 61-80sec. 91-120sec. 121-160s. Very Good
20
 3 21-30sec. 41-60sec. 61-90sec. 81-120s. Good
2 11-20sec. 21-40sec. 31-60sec. 41-80s. Fair
1 1-10sec. 1-20sec. 1-30sec. 1-40s. Need
improvement

Figure 11. Stork Stand Test

REACTION TIME
(Stick Drop Test)
For the Tester For the Partner
a. Sit on an armchair or chair next a. Hold the ruler or stick at the top,
to the table so that the elbow and allowing it to dangle between the
the lower arm rests on the thumb and fingers of the
desk/table comfortably. performer.
b. Place the heel of the hand on the b. Hold the ruler/stick so that the
desk/table so that only the 12-inces mark is even between
fingers and thumb extended the thumb and the index finger.
beyond. Fingers and thumb No part of the hand of the
should at least be one (1) inches performer should touch the
apart. ruler/stick.
c. Catch the ruler/stick with the c. Drop the ruler/stick without
thumb and index finger without warning and let the tester catch
lifting the elbow from the it with his/her thumb and index
desk/table as the partner drops finger.
the stick. Hold the stick while the d. Record the score on the upper
partner reads the measurement. part of the thumb.
d. Do this thrice.
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.

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. Need improvement
0 Did not catch Poor

21
 Figure 12. Proper position for Stick Drop Test

Read the following statements. Answer the questions by choosing the

best answer from the given choices. Write the letter of your answer on the
space provided before each number.

_____ 1. Why is it important to attain cardiovascular fitness?

a. To be able to move quickly in one direction
b. To enable the body to move a body part through a full range of
motion
c. To strengthen the ability of the heart to supply oxygen to different
parts of the body
d. To be able to move two body parts at the same time
_____ 2. Jason was asked to carry 50 kilos of rice to town. Which of the
following components is needed for him to accomplish the task?
a. Flexibility c. Balance
b. Muscular strength d. Reaction time
_____ 3. The Dela Cruz family plans to go out of town. How can they enjoy
their vacation and promote physical fitness at the same time?
a. Eat a lot of barbeque-flavored chips while traveling
b. Just enjoy the landscape of the place
c. Take a lot of pictures and upload them in Instagram
d. Bring a ball and play a friendly game when they get there
_____ 4. Roman and his friends want to play tug-of-war? Which of the
following components is needed to win this game?
a. Power c. Balance
b. Speed d. Reaction time
_____ 5. Which of the following shows power?
a. Running a 100-meter dash in 4.3 seconds
b. Lifting a 100-pound barbell in the shortest time possible
c. Dancing the “Swan Lake” with grace and beauty
d. Dribbling the ball from the outer court to the baseline
_____ 6. Which statement is not true?
a. Of all the components that we discussed, balance is the least
important component
b. Power is a combination of speed and strength
c. Basketball players had to undergo agility training to boost their
stamina
d. Coordination is the ability to move two or more body parts
_____ 7. Why do we have to maintain our body composition?
22
 a. To enjoy various sports and recreation
b. To brag about our speed and agility
c. To become more flexible and stronger
d. To protect ourselves from diseases which are caused by too much
body fat
_____ 8. Meann wants to be a fast runner. Which of the following skill-
related components must she focus on to reach her dream?
a. Speed b. Balance c. Coordination d. Power
_____ 9. Which of the following shows flexibility?
a. Rose performs the planking test
b. Alexander scores normal in his body mass index
c. Carla performs the sit-and-reach test
d. Mark doesn’t feel exhausted easily after running
_____ 10. Why reaction time is an important skill-related component?
a. To see how fast you can generate a maximal force
b. To be able to move the body quickly in one direction
c. To see how quickly the body can respond to an external stimulus
d. To show that you can move two or more body parts under control
_____ 11. Why do we need to be physically fit?
a. To prevent all kinds of sicknesses
b. To judge other people who are not physically fit
c. To be popular in school
d. To attain our dreams of grandeur

_____ 12. How can we test cardiovascular fitness?

a. Planking c. Step Test
b. Sit-and-reach d. Push-up
_____ 13. Which of the following components is being tested when we do the
push-up?
a. Muscular strength c. Balance
b. Flexibility d. Speed
_____ 14. Which statement is not correct?
a. We need to attain physical fitness to prevent all kinds of sicknesses
b. Being physically fit increases our confidence and boosts our self-
esteem
c. Cardiovascular endurance is the ability of the heart to supply
oxygen to different parts of the body
d. There isn’t a need for us to become physically fit because death is
inevitable.
_____ 15. Which is an example of short-term goal by using SMART in an
exercise program?
a. A 15-year-old boy is targeting to progress his road running time
over one kilometer by 3 seconds each week.
b. A girl is aiming to be a whole distance of 5 kilometers by the end of
the academic school year.
23
 c. A 13-year-old girl planning to get 50 push-ups by the end of half
year.
d. A boy is targeting his upper body to increase muscles in whole
year.

Set a goal based on the result of your physical fitness test results.
Write it on your notebook by following the chart below. Fill in all necessary
information needed.

Activities to do to
Component Goal
achieve your goals

Example:
Cardiovascular Increase my Cardiovascular Jogging, Step Ups
Fitness Endurance

Flexibility

Muscular
Strength

Muscular
Endurance

Body Composition

24
 GUIDED / CONTROLLED ASSESSMENT What I Know
1. C  Task 1
2. E 1. PHYSICAL FITNESS
3. B 2. PULSE RATE
4. D 3. MUSCULAR STRENGHT
5. A 4. CARDIOVASCULAR ENDURANCE
 INDEPENDENT PRACTICE 5. FLEXIBILITY
1. TRUE 6. MUSCULAR ENDURANCE
2. HEALTH-RELATED FITNESS 7. BODY COMPOSITION
3. TRUE 8. SPEED
4. LONG-TERM GOAL 9. AGILITY
5. RELEVANT 10. POWER
 INDEPENDENT ASSESSMENT 11. BALANCE
1. Power 12. REACTION TIME
2. Body Composition 13. COORDINATION
3. Flexibility 14. SKILL-RELATED FITNESS
4. Speed 15. HEALTH-RELATED FITNESS
5. Cardiovascular endurance
6. Balance What’s In
7. Reaction time
8. Coordination  Task 2
9. Speed 1. Pop
10. Muscular strength 2. Bluff
3. Pop
What I Have Learned 4. Pop
5. Pop
(Students’ answers may vary) 6. Pop
7. Bluff
What I Can Do
8. Pop
Activity1: (Students’ answers may vary) 9. Bluff
10. Pop
Activity2: (Students’ answers may vary)
What’s New
Assessment:
(Students’ answers may vary)
1. C
2. B What’s More
3. D  GUIDED / CONTROLLED PRACTICE
4. A 1. SR
5. B 2. HR
6. B 3. HR
7. A 4. SR
8. D 5. HR
9. A 6. SR
10. C 7. HR
11. A
25 8. SR
12. B 9. SR
13. A 10. SR
14. D
15. D
 References

Amorsolo, Don, et al. (MAPEH: Stirring the Soul, Mind and Body II.)
Rizal, Philippines: Vicente Publishing House, Inc. 2006.

Perez, Vilma, et al. (MAPEH: Music, Arts, Physical Education and Health II,
Latest Edition.) Quezon City, Philippines: St. Bernadette Publication,
Inc. 2006.

Lagyap, Cloyd, et al. (Physical Education and Health-Grade 7, First Edition.)

Philppines: FEP Printing Corporation 2017.

The New PAR-Q+ and ePARmed-X+. “January2020PARQPlusFillable”

Updated January 2020. http://eparmedx.com/wpcontent/uploads/
2013/03/January2020PARQPlusFillable.pdf.

Department of Education. “Revised Physical Fitness Test Manual”. DEPED

ORDERS › DO 034, S. 2019 – Revised Physical Fitness Test Manual.
Updated DECEMBER 9, 2019.https://www.deped.gov.ph/wpcontent
/uploads/2019/12/DO_s2019_034.pdf.

Benavinte, Renato, et al. (Physical Education and Health-Grade 8, First

Edition.) Philippines: Vicarish Publication and Trading, Inc. 2013.

26
For inquiries or feedback, please write or call:

Department of Education – Region III

Learning Resource Management Section (LRMS)
Diosdado Macapagal Government Center
Maimpis, City of San Fernando (P)

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