FOREWORD

We all know that exercise is important in our daily lives, Children, adolescents, and adults of all ages
need regular physical activity. Physical activity promotes good health, and you should stay active
throughout all stages of your life regardless of your body type or BMI.

It’s important to remember that we have evolved from nomadic ancestors who spent all their time
moving around in search of food and shelter, travelling large distances on a daily basis. Our bodies are
designed and have evolved to be regularly active.

Understanding the benefits of physical fitness and knowing how active you should be can help you
maintain good health and improve your overall quality of life.

This learning module will allow you to understand what fitness is all about and use what you know to
achieve a desirable level of fitness. It is enriched with lessons and activities which is a great way for you
to become physically and mentally fit. It was carefully crafted to teach the essential knowledge needed
in Physical Education for the benefit of the Grade 7 learners. You will enjoy the series of discussions and
exercises in this SLK because all activities are interactive, learner-friendly, and self-driven instructions.

You will learn about the three (2) major components of fitness and the different parameters that make
up each component. This will make me understand why fitness is defined as a set of abilities that allow
me to perform physical activities.

You will also learn how to test yourself and know what each fitness test score means. This information
will help you identify which areas of fitness you need to improve on and in the end it will guide you in
formulating your own fitness goals.

Finally, you will learn about how physical fitness relates to your health and how you could develop
habits in physical activities and exercise. By keeping a record of these habits, you will be able to track
your progress towards your fitness goals. Enjoy learning!
(TITLE) Exercise Programs and Physical Fitness

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates understanding of The learner designs an individualized exercise
guidelines and principles in exercise program program to achieve personal fitness
design to achieve personal fitness

LEARNING COMPETENCY (MELC)

1. Undertakes physical activity and physical fitness assessments. PE7PF-Ia-h-23

2. Sets goals based on assessment results. PE7PF-Ia-24

OBJECTIVES
✓ Define physical fitness and the three (2) major components that constitute it.
✓ Enumerate and define the different parameters that constitute each component
✓ Test student’s ability to know the degree to which they possess each of these health and skill-related
fitness parameters and identify which areas they need to improve on.
✓Set goals based on the result of physical fitness test result.
I. WHAT DO YOU KNOW? (PRE ASSESSMENT)
The following are statements related to Physical Fitness. Write FIT, if the statement relates to the
characteristics and indications of a physically fit individual and UNFIT, if the statement is not.

1. Has toned muscles

2. Easily gets tired
3. Hates to play sports
4. Love to eat vegetables
5. Has normal Weight
6. Sleeps 8 hours a day
7. Has normal weight
8. Sleep 8 hours a day
9. Help do household chores
10. Does not want to sweat
11. Runs fast
12. Love drinking soda

Processing Questions:
1. How would you describe a physically fit and unfit person?
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Why is it important to be physically fit?

_____________________________________________________________________________________
_____________________________________________________________________________________
3. Rate yourself from 1-10, are you physically fit individual? Explain your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________

4. What do you think should be done to become a physically fit person?

_____________________________________________________________________________________
_____________________________________________________________________________________
II. WHAT DO YOU WANT TO KNOW? (Content)

Hello Grade 7 students! Welcome to this part where knowledge will be learned.

PHYSICAL FITNESS DEFINED

 Physical Fitness is a state of health and well-being and, more specifically, the ability to perform
aspects of sports, occupations and daily activities.
 Physical Fitness is “a set of abilities that one possesses in order to perform physical activities.”

Do you consider yourself as Physically Fit?

A Physically fit person means to be in the optimum level of health where healthy individual can
perform daily activities free from any form of fatigue and physically unfit is the reverse of it.

- able to perform daily task without undue fatigue.

GETTING LISTENING/P
WALKING/T CONTRIBUTING
ARTICIPATIN
EARLY TO RAVELING WORKLOAD IN
G IN CLASS THE HOUSE
SCHOOL TO SCHOOL ACTIVITIES

- ENJOYING LEISURE

Playing
Playing Listening
Games or Dancing
Puzzle to Music
Sports

- Meeting Emergencies (use time to meet unexpected circumstances)

Participating Solving
in
Accidents household Calamities
community
service problems

Physical fitness definition gives us an idea that being physically fit is not only for athletes. Everyone
should maintain and develop appropriate physical activity and fitness levels throughout life to perform
daily task and to be productive.

Why Physical Fitness important to health?

Physically fitness is important to health because it reduces the risk of health-related illnesses. With
the absence of illnesses, you’ll be able to do your daily activities.

Hypertension, Osteoporosis, Heart Disease, Diabetes, Cancer

 Two Major Components of Physical Fitness

1) Health-related physical fitness (HRPF) - pertains to components related to the ability of a

person to become and stay physically healthy. Fitness Parameters SRPF consists of:

1. Cardiovascular endurance - is the ability of the heart (cardio) and circulatory system
(respiratory) to supply oxygen to muscles over a long period of time.
2. Muscular Strength - is the amount of force you can put out or the amount of weight
you can lift.
3. Muscular Endurance - is how many times you can move that weight without getting
exhausted (very tired).
4. Flexibility - is the ability to move a body part through a full range of motion (ROM) at
a joint.
5. Body Composition – refers to proportion of lean body mass to fat body mass.

2) Skill-related physical fitness (SRPF) pertains to components related with learning and
enhances one’s performance in athletic or sports events. Fitness Parameters SRPF consists of:

1. Speed – is the ability to perform a movement in one direction in the shortest period
of time.
2. Agility - ability to move quickly and easily in different directions.
3. Power - is the ability of the muscle to transfer energy and release maximum force at a
fast rate.
4. Balance - is the maintenance of equilibrium while stationary or while moving.
5. Coordination - the ability to use the senses with the body parts to perform motor
tasks smoothly and accurately.
5. Reaction Time - the amount of time it takes to respond to a stimulus.

PHYSICAL FITNESS CHART

PHYSICAL FITNESS

HEALTH RELATED PHYSICAL FITNESS SKILL RELATED PHYSICAL FITNESS

- is the ability of a person to become - enhances one’s performance in

and stay physically healthy. athletic or sports events.

1. Cardiovascular Endurance 1. Speed

2. Muscular Strength 2. Agility

3. Muscular Endurance 3. Power

4. Flexibility 4. Balance

5. Body Composition 5. Reaction Time

 ADMINISTERING PHYSICAL FITNESS TEST
Physical Fitness Test (PFT) - is a set of measures designed to determine one’s level of physical fitness. It
gives you information about the status of your overall physical fitness.

The following testing paraphernalia are necessary:

1. First Aid Kit
2. Drinking Water
3. Individual score cards, properly filled up for distribution to students
4. In testing,
a. Body Composition- tape measure, bathroom scale, L-square
b. Flexibility- tape measure
c. Cardiovascular Endurance- stop watch, step box
d. Muscular Strength- mat
e. Speed- stop watch
f. Power- meter stick/tape measure
g. Agility- Chalk/Masking Tape
h. Reaction Time- plastic ruler (24 inches)
i. Coordination- coupon bond
j. Balance- stop watch

What are the different physical fitness assessments?

Ordinary individuals like us need a different kind of physical component called HEALTH RELATED
COMPONENTS.
a.) Cardio-respiratory endurance
3-Minute STEP TEST - This test assesses your fitness level based on how quickly your heart rate
recovers after exercise. The fitter you are, the quicker your heart rate will return to normal after
exercise

Purpose: To measure cardiovascular endurance.

Equipment: 1. Step (Height of step: Secondary - 12 inches)
2. Stopwatch
Procedure:
For the Student:
Count your heart rate before the activity. Count the pulse for 10 seconds multiply it by 6 and
record it to your PFT score card.
a. Position in front of the step.
b. At the signal “Go,” step up and down on a bench for 3 minutes at a rate of 24 steps per minute.
One step consists of 4 beats – that is, “up with the left foot, up with the right foot, down with the
left foot, down with the right foot.”
c. Immediately after the exercise, stand and relax. Don’t talk.
d. Right after the activity, locate your pulse. (The first beat is zero.)
 e. Count the pulse for 10 seconds. Multiply it by 6 record your heart rate after the activity on your
PFT score card.
For the Tester:
a. As the student assume the position in front of the step, signal, “Ready” and
“Go”, start the stopwatch for the 3-minute step test.
b. After the test, let the student count his pulse for 10 seconds and multiply it by

Scoring – record the 60-second heart rate after the activity

b.) Muscular strength

90 degrees push-up - To measure strength of upper extremities
Equipment - exercise mats or any clean mat
Procedure
For the Student:
a. Lie down on the mat; face down in standard push-up position: palms on the mat under shoulders,
fingers pointing forward, and legs straight, parallel, and slightly apart, with the toes supporting the
feet.
b. FOR BOYS: Straightens the arms, keeping the back and knees straight, then lowers the arms until
there is a 90-degree angle at the elbows (upper arms are parallel to the floor).
FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping the back straight, then
lowers the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 pushups per minute. (2
seconds going down and 1 sec going up)
For the Tester:
a. As the student assume the position of push-up, start counting as the student lowers his body on
the ground until he reaches 90-degree angle at the elbow.
b. Make sure that the student performs the push-ups in the correct form.
c. The test is terminated when the subject can no longer perform the push-ups in the correct form
(three corrections are allowed), is in pain, voluntarily stops, or cadence is broken.
Scoring – record the number of push-ups made.

c.) Muscular Endurance

Curl-ups - To measure strength and endurance of abdominal muscles.
Equipment - exercise mats or any clean mat, partner
Procedure
For the Student:
a. Assume a lying position with feet flat on the floor and knees bent at about 90-degree hands
palm down at the sides with fingertips touching the first tapeline.
b. Complete a slow, controlled curl-up, sliding fingertips along the floor until they touch the
second tapeline.
c. The curl-up should be performed at a rate of one every 3 seconds or 20 curl ups per minute (2
seconds going up and 1 sec going down)
d. There should be no rest at the bottom position and perform as many curl ups as possible
without stopping.
 For the Tester:
a. Ensure a mat that has tapelines set 12 cm apart.
b. One curl up is counted each time the student’s shoulder blade touches the floor.
c. Make sure that the student performs the curl-ups in the correct form.
d. The test is terminated when the subject can no longer perform the curl-ups in the correct form
(three corrections are allowed), is in pain, voluntarily stops, or cadence is broken.
Scoring – record the number of curl-ups made.

d.) Flexibility
1) Zipper Test – a test of upper arm and shoulder girdle flexibility intended to parallel the strength/
endurance assessment of that region.
Purpose: This test measures general shoulder range of motion
Equipment: Ruler

Procedure
For the Student:
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your elbow, and reach down across your
back as far as possible.
c. At the same time, extend your left arm down and behind your back, bend your elbow up across
your back, and try to cross your fingers over those of your right hand.
d. Reach with the right hand over the right shoulder and down the back as if to pull a zipper or
scratch between the shoulder blades.
e. To test the left shoulder, repeat procedure (a-d) with the left hand over the left shoulder.
For the Tester:
a. Observe whether the fingers touched or overlapped each other.
b. Measure the distance in which the fingers overlapped
c. Record the score in centimeter.
scoring:
record zipper test to the nearest 0.1 centimeter. The higher the score the better the result.
Below is a table showing the recommended ranges (in cm) for this test.
2. Sit-and-Reach – is the most common way to measure lower back and hamstring flexibility
Equipment: Tape measure/Meter Stick

Procedure
For the Student:
a. Sit on the floor with back flat on the wall. Feet are approximately 12 inches apart
b. Without bending the back, knees and elbows, place one hand on top of the other and position the
hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start the test by reaching the
farthest point possible without bending the knees.
For the Tester:
a. As the student assume the (b) procedure, position the zero point of the tape measure at the tip of
the finger farthest from the body.
d. See to it that the knees are not bent as the student reaches the farthest that he could.
e. Measure the distance of the farthest reached.
f. Record the score in centimeter.
Scoring – record sit and reach to the nearest 0.1 centimeter
Scoring – record the distance to the nearest 0.1 centimeters.

e.) Body Composition

A. Body Mass Index (BMI)
FORMULA FOR COMPUTING BODY MASS INDEX

Athletes require a different set of physical components to perform various task. These components are
called SKILL-RELATED COMPONENTS.

You are not required to perform the following test:

a.) Balance –
Stork Balance Stand Test
Purpose: To assess the ability to balance on the ball of the foot.
Equipment: flat, non-slip surface, stopwatch
Procedure
For the Student:
a. Remove the shoes and place the hands on the hips
b. Position the non-supporting foot against the inside knee of the supporting leg.
c. Raise the heel to balance on the ball of the foot.
For the Tester:
a. The student is given one minute to practice the balance.
b. The stopwatch is started as the heel is raised from the floor.
c. The stopwatch is stopped if any of the follow occur:
• the hand(s) come off the hips
• the supporting foot swivels or moves (hops) in any direction
• the non-supporting foot loses contact with the knee.
• the heel of the supporting foot touches the floor.
Scoring – Record the time in nearest seconds. Get the time on the right and left.

b.) Coordination - Paper Juggling

Purpose: to measure the coordination of the individual in the performance of motor tasks.
Equipment: A piece of crumpled coupon bond
Procedure
For the Student:
a. Stand comfortably on an area with no obstruction.
b. Hit the crumpled paper six times alternately with right and left palm in upward motion
For the Tester:
a. See to it that the student hit the crumpled paper six times alternately with his right and left palm.
b. Count up to how many times the student has hit the crumpled paper.
Scoring – Record the times the student has hit the crumpled paper

c.) Agility - Hexagon Agility Test

Purpose – to measure the ability to move quickly while maintaining balance
Equipment: Tape measure, Stopwatch, Chalk or tape for marking the ground
Procedure
For the Student:
a. Start with both feet together in the middle of the hexagon facing the front line.
b. On the command 'go', jump ahead across the line, then back over the same line into the middle of the
hexagon.
c. Then, continuing to face forward with feet together, jump over the next side and back into the
hexagon.
d. Continue this pattern for three full revolutions.
e. Perform the test both clockwise and counterclockwise.
For the Tester:
a. Mark a hexagon (six sided shape) on the floor. The length of each side should be 24 inches (60.5 cm),
and each angle should work out to be 120 degrees.
b. Record the time taken to complete three full revolutions. The best score from two trials is recorded.
c. If the student jumps the wrong line or land on a line then the test is to be restarted.
Scoring - Record the time in nearest minutes and seconds.

d.) Speed - 40 Meter Sprint

Purpose: to measure running speed
Equipment: Stopwatch, Running area with known measurement (40 meters)
Procedure:
For the Student:
a. Stand behind the take-off line, the tips of your shoes should not go beyond the
line.
b. At the signal “GO”, run to the finish line as fast as you can.
For the Tester:
a. Set the running area with the measurement of forty (40) meter.
b. Set the stopwatch to zero (0) point.
c. As you signal “GO” start the watch and stop it as the student crossed the finish line.
d. Record score in the nearest 0:00:01 seconds
Scoring – Record the time in nearest minutes and seconds.

e.) Power - Standing Long Jump

Purpose: to measure the explosive strength and power of the leg muscles.
Equipment:
a. tape measure accurate to 0.1 centimeters at least three (3) meters long and placed firmly on the floor;
meter stick.
Procedure
For the Student:
a. Stand behind the take-off line, the tips of your shoes should not go beyond the line.
b. As you prepare to jump, bend your knees and swing your arms backward and jump as far as you can.
For the Tester:
a. Lay the tape measure (in centimeters) on the floor.
b. Set a take-off line in the point zero (0) of the tape measure.
c. After the jump, spot the mark where the back of the heels of the student has landed closest to the
take-off line.
d. Record score in the nearest 0.1 cm.
Scoring - Record the score in meters to the nearest 0.1 centimeters.

f.) Reaction Time - Stick Drop Test

Purpose – to measure the reaction time as to how fast a person can respond to a stimulus, the higher
your score, the faster your reaction time
Equipment: Ruler or stick of 24 inches long, Arm chair or table and chair
Procedure
For the Student:
a. Sit in an armchair or chair next to the table so that your elbow and the lower arm rest on the
desk/table comfortably.
b. The heel of your hand should rest on the desk/table so that only the fingers and thumb extend
beyond the edge of the desk/table.
c. As the tester drop the stick, catch it with thumb and index finger as fast as possible without lifting
elbow from the desk. It is important that you react only to the dropping of the stick.
d. Your score is the number of inches read on the ruler/stick just above the thumb and index finger after
you catch the yardstick.
For the Tester:
a. Hold the ruler or stick at the top, allowing it to dangle between thumb and fingers of the student.
b. The ruler/stick should be held so that the 24-inch mark is even with your
thumb and index finger. No part of the hand of the student should touch the ruler/stick.
c. Without warning, drop the stick, and let the student catch it with his thumb and index finger.
d. Give the test three times. Be careful not to drop the stick at predictable time intervals, so that the
student cannot guess when it will be dropped.
Scoring - Record the middle of your three scores (for example: if you scores are
21, 18, and 19, your middle score is 19).

You can watch the video entitled physical fitness test execution to know and follow the proper position
and execution of the physical fitness test just click the link below.

SUMMARY OF PHYSICAL FITNESS TEST

HEALTH RELATED FITNESS

FITNESS COMPONENT TO BE TESTED FITNESS TEST
Cardiovascular Endurance 3 Minute Step-Test
Muscular Strength 90 Degree Push-Up
Muscular Endurance Curl-up
Flexibility Sit and Reach Test, Zipper Test
Body Composition BMI Testing

SKILL RELATED FITNESS

FITNESS COMPONENT TO BE TESTED FITNESS TEST
Balance Stork Balance Stand Test
Coordination Paper Juggling Test
Agility Hexagon Agility Test
Speed 40 Meter Sprint
Power Standing Long Jump
Reaction Time Stick Drop Test
III. WHAT HAVE YOU LEARNED?
Activity 1:

Activity 1: LET’S Do it...!

Perform the physical fitness test under Health-Related Fitness and Skill-Related Fitness. Record the
result and put it on the Physical Fitness Test Score Card.

STOP FOR A MINUTE!

Please read the questions carefully and answer each one honestly. Check YES or NO. If you have
answered “Yes” to one or more of the above questions, consult your physician before engaging in
physical activity. Tell your physician which questions you answered “Yes” to. After a medical evaluation,
seek advice from your physician on what type of activity is suitable for your current condition.

Do’s and Don’ts

1. Do wear appropriate clothing: t-shirt, jogging Don’t Forget To Warm Up And Cool Down For
pants, and rubber shoes. Exercise
2. Do warm-up and stretching exercises before Don’t over exercise
the test.
3. Do find a work out partner Don’t Dehydrate yourself.
3. Do testing in a joyful, challenging, encouraging, Don’t push (too hard) on a injury.
and fun-filled environment.
 PHYSICAL FITNESS TEST (PFT) SCORE CARD

NAME: ____________________________________ GRADE/SECTION: __________________________

AGE: _____________________________________ SEX: ____________________

PART I. HEALTH – RELATED FITNESS TEST

PARAMETERS FITNESS TEST RESULT
Body Mass Index  Height
(BMI) (meters)
A. BODY
COMPOSITION BMI = Weight (kg.)  Weight
(kilograms)
Height (m)2  BMI
 Classification

Heart Rate Per

B. 3 – Minute Step Minute (Before
CARDIOVASCULA Test the Activity)
R Heart Rate Per
ENDURANCE Minute (After the
Activity)

Score
C. MUSCULAR 90 Degrees Push- Number of Push-
STRENGTH Up Up Made

D. MUSCULAR Curl-Up Number of Curl-

ENDURANCE Up Made

Score Points
(cm) (1-5)
Zipper Test Overlap Gap –
Right Arm (cm)
Overlap Gap –
E. FLEXIBILITY Left Arm (cm)
Score (cm)

Sit and Reach (cm)  First Try

 Second
Try
  Third Try
Best
Score
PART II. SKILL – RELATED FITNESS TEST

PARAMETERS ACTIVITIES RESULT

Score
A. COORDINATIO Paper Juggling  Score: Number of
N Hits

Time (00.00)
Clockwise Time (00:00)
B. AGILITY Hexagon
Agility Test Counter Clockwise Time
(00:00)

Time (00.00)
C. SPEED 40 Meter Sprint  Time (00:00)

Score
 First Trial (cm)
D. POWER Standing Long  Second Trial (cm)
Jump  Best Score (cm)
(distance in
cm)

Time (00.00)
Stork Balance  Right Foot Time
E. BALANCE Stand Test (00:00)
 Left Foot Time
(00:00)

Score
 First Trial (cm)
F. REACTION TIME Stick Drop Test  Second Trial (cm)
 Third Trial (cm)
 Middle Score (cm)
Activity 2:
A. Identify and classify the pictures shown on the following page based on the components of health-
related fitness.

1.__________________ 2._________________ 3.____________________

4.________________ 5.___________________ 6.__________________

B. Identify specific situations in any sport that require each of the skill-related fitness parameters
(example: Speed: fast break in basketball).
Activity 3: Ready Set Goals
Based on the results of your fitness test, choose five components that you consider as your weakness.
Follow the chart below by filling in all the necessary information needed.
ACTIVITIES TO DO TO ACHIEVE
FITNESS COMPONENT GOAL
YOUR GOALS
Example: Increase the level of my Jogging, Cycling
Cardiovascular Endurance cardiovascular endurance
Student
Reading/participating in class
playing sports
community service
first aid

First Aid Kit

Drinking Water
Score Cards
Tape Measure
Bathroom Scale, L Square
Stop Watch
Step Box
MAt
Meter Stick
Ruler
Bond paper-Crampled

Yoga
Weighing Scale
Pump
Carying something
Zumba
Performing CPR