Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

Ministry of Basic, Higher and Technical Education
DIVISION OF LANAO DEL SUR I
Brgy Datu Saber, Marawi City

MAPEH
GRADE 7
QUARTER 1
WEEK 1
MODULE 1

PHYSICAL EDUCATION
PE 7
PE 7
LESSON 1: PHYSICAL FITNESS AND ITS COMPONENT
LESSON 1: PHYSICAL FITNESS AND ITS COMPONENT

EXPECTATIONS

You will explore knowledge and skills about Physical Fitness.

Specifically, this module will help you to:
• Enumerate the components of Physical Fitness
 Execute activities that will measure the ability to physical fitness

LOOKING BACK TO YOUR LESSON

(Critical Thinking) Activity 1. Who is the Fittest of them all?

Guide Questions:
What can you say about the picture above?

Who do you think is the most physically fit person in the picture? Why?

How can you say that a person is physically fit or not?

BRIEF INTRODUCTION
Physical fitness is the ability of the body to do day-to-day activities
without undue fatigue, and still has time to do leisure activities and meet
emergencies.
Physical fitness is divided into two components, health-related and skill-
related components.
Physical Fitness Components
Health-Related Components Skill-Related Components
1. Body Composition 1. Speed
2. Cardio-Vascular Endurance 2. Agility
3. Power
3. Flexibility 4. Coordination
4. Muscular Strength 5. Balance
5. Muscular Endurance 6. Reaction Time

Health-related components focus on factors that promote optimum

health and prevent the onset of disease and problems associated with
inactivity.

Body Composition is the proportion of fat and

non-fat mass in your body. A healthy body composition
is one that includes a lower percentage of body fat and a
higher percentage of non-fat mass, which includes
muscle, bones, and organs.

Cardiovascular Endurance is the ability of the

heart, lungs, and blood vessels to deliver oxygen to
your body tissues without becoming overly tired.

Flexibility is the ability of the joints to move

beyond their normal range of motion.
 Muscular Strength refers to the amount of force
a muscle can produce with a single maximal effort.

Muscular Endurance is the ability of

a muscle or group of muscles to sustain repeated
contractions against a resistance for long period
of time.

Skill-related components refers to your ability to perform physical

tasks efficiently as it relates to a sport.

Speed is the ability of the body to move fast

from one point to another, in the shortest possible
time.

Agility is the ability to move in a sudden

change of direction and body position quickly.
Ex. Sudden change of direction during a Patintero
game.

Balance is the ability to maintain

equilibrium even when moving.
 Coordination is the ability to use the senses
and body parts to perform tasks smoothly,
efficiently, and accurately.

Power is the ability to exert a maximal force

in the shortest time possible, as in accelerating,
jumping, and throwing implements.

Reaction Time refers to the speed at

which a person’s body responds to an
external stimulus.

Physical Fitness Test is a standardized test which aims to give

information and assess one’s overall physical fitness. PFT shall be done
twice per school year, one at the start of the school year and one at the start
of the
3rd quarter.

PHYSICAL FITNESS TEST OBJECTIVES:

1. To determine the level of fitness of students.
2. To identify strength and weaknesses for development and
improvement.
3. To provide baseline data for selection of physical activities for
enhancement of health and skill performance.
4. To gather data for the development of norms and standards.
5. To motivate, guide and counsel pupils/students in selecting sports
for recreation, competition, and lifetime participation.
TEST PROTOCOL
Prepare the following testing paraphernalia:
1. First Aid Kit
2. Drinking Water (and a small towel or bimpo to wipe your
perspiration)
3. Individual score cards (You may use this in recording your tests
scores)
 4. During testing:
a. Body Composition – tape measure, bathroom scale, L- square
b. Flexibility – ruler, tape measure or meter stick
c. Cardiovascular Endurance – stopwatch, step box/stairs (12” in
height), metronome app. (if applicable)
d. Muscular Strength – exercise mat
e. Speed – stopwatch
f. Power – meter stick/tape measure,
g. Agility – tape measure, masking tape/chalk, stopwatch
h. Reaction Time – plastic ruler (12 inches), table or armchair
i. Coordination – sipa (washer with straw)/20pcs bundled rubber
bands/any similar local materials
j. Balance – stopwatch
TEST PROTOCOL
Observe the following prior to actual day of testing:
a. The testing stations should be safe and free from obstructions.
b. The same equipment and testing stations should be used in the
start- of-the-year testing and to the next post-testing date.
c. With the guidance of your parent/relative, go through the various
tests with minimal effort exerted to familiarize themselves with
testing procedures
d. The tests requiring cardiovascular endurance and those other tests
which involve the same muscle groups should not be taken in
succession.
Suggested sequence of administering the tests.

e. Record and keep your test results in your individual score card or in your
activity notebook.

ACTIVITIES

“Measure Me”
In this activity you must find a partner (it may be your siblings,
parents or whoever you are with at home) that will help you in performing
the tests. Also, you must wear light and comfortable clothes.
• You will measure your height and weight and then compute your
Body Mass Index.
• Perform the 3-minute step test and get your Working Heart Rate
and your Recovery Heart Rate after the test.
• Be guided of the test protocols and make sure to follow it to
prevent untoward accidents.

Body Mass Index (BMI) is a value derived from the mass (weight) and height
of a person. The BMI is defined as the body mass divided by the square of
the body height and is universally expressed in units of kg/m2, resulting
from mass in kilograms and height in meters.
Formula for computing BMI
weight (in kilograms)
height (in meters) ²

Example: 30 = 30 = 20.83 (NORMAL)

(1.20) ² 1.44
Weight Measurement Protocol
• For the Partner:
• Before the start of weighing, adjust the scale to zero point.
• Stand in front of the performer to get the weight.
• Record the score in kilograms.
• Scoring – record body mass to the nearest 0.5 kilograms

Height Measurement Protocol

• For the Partner:
• Place the ruler/L-square against the wall with the base at the
top of the head of the person being tested. Make sure that the
ruler/L-square when placed on the head of the student is
straight and parallel to the floor. The ruler/L-square should be
straight and parallel to the floor.
• Measure the height from the base of the Ruler/L-square.
• Record the score in meters.
• Scoring – record height to the nearest 0.1 centimeter
• Meter = 100 centimeter

3-Minute Step Test - measures Cardiovascular Endurance

Test Protocol
• Equipment: Step Height for Secondary students - 12 inches
• Stopwatch
• Drum, clapper, metronome with speaker or any similar device
For the Performer:
• Stand at least one foot away from the step or bench with trunk
erect, and eyes looking straight ahead.
• 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 of 4 beats – that is,
up with the left/right foot (ct. 1), up with the right/left foot (ct.
2), down with the left/right foot (ct. 3), down with the left/right
foot (ct. 4) Observe proper breathing (inhale with the nose,
exhale through the mouth).
• Immediately after the exercise, stand and relax. Locate your
pulse and in five (5) seconds start to get the heart rate.
• Don’t talk while taking the pulse beat.
• Count the pulse beat for ten (10) seconds and multiply it by 6.
• Get the recovery heart rate after one (1) minute after the end of
the test.
For the Partner
• As the student assumes the position in front of the step, signal,
“Ready” and “Go”, start the stopwatch for the 3-minute step
test.
• After the test, allow performer to locate his/her pulse in 5
seconds.
• Give the signal to count the pulse beat.
• Let the performer count his/her pulse beat for 10 seconds and
multiply it by 6.

REMEMBER
“My Fitness Goals”
Using the acronym “FITNESS”, set your goals based on the results of
the tests you did today.
• F=
• I=
• T=
• N=
• E=
• S=
• S=
• Scoring – record the 60-second heart rate after the activity
CHECKING YOUR UNDERSTANDING

Questions to Ponder
1. What did the result of your BMI computation tells you?
2. During the ECQ (Extreme Community Quarantine) because of
Covid-
19 pandemic which limit our ability to do physical activities, how can
you still maintain a physically fit body while staying inside your
home? Cite examples.

REFLECTIVE LEARNING SHEET

Name: Grade & Section:

Let’s Think and Act! REFLECTIVE
LEARNING SHEET NO. 1

(Character Building) “Open-ended Statements”

Complete the following statements to come up with the generalizations of
today’s lesson. Write your answers on the blank space in each number.
I am happy that I .
I realized the value of .
To have a healthy weight one should .
To improve my Cardiovascular Endurance, I should .