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HOPE 1 - Q1 - W6 - Mod6
HOPE 1 - Q1 - W6 - Mod6
HOPE 1 - Q1 - W6 - Mod6
GRADE 11
HEALTH AND SKILL RELATED FITNESS
Quarter 1 Week 6 Module 6
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HOW TO USE THIS MODULE
Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions
below to successfully enjoy the objectives of this kt. I have fun!
• Expectations – These are what you will be able to know after completing
the lessons in the module.
• Pre-test – This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.
• Looking Back to your Lesson – This section will measure what learnings
and skills did you understand from the previous lesson.
• Brief Introduction – This section will give you an overview of the lesson.
• Activities – This is a set of activities you will perform with a partner.
• Remember – This section summarizes the concepts and applications of
the lessons.
• Check your Understanding – It will verify how you learned from the
lesson.
• Post-test – This will measure how much you have learned from the entire
module.
PRE-TEST
Directions: Prior to any physical activity, it is just right to assess your
general health through the PAR–Q & YOU questionnaire. Fill up the PAR-Q as pre-
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requisite to check readiness for physical activity. Please fill-up and answer the
questions honestly. Please read the questions carefully and answer each one
honestly: check YES or NO.
HOPE-1
LESSON 1: Health and Skill
Related Fitness
EXPECTATIONS
This module will help you to:
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LOOKING BACK TO YOUR LESSON
What does it mean to be physically “fit?” Physical fitness is defined as
“a set of attribute that people have or achieved that relates to the ability to
perform physical activity” (USDHHS, 1996). In other words, it more than
being able to run a long distance or lift a lot of weight at the gym. Being fit is
not defined only by what kind of activity you do, how long you do it, or what
level of intensity. While these are important measures of fitness, they only
address single areas. Overall fitness is made up of health and skill related
fitness components.
Guide Questions:
BRIEF INTRODUCTION
What is Health Related Fitness?
Two of the ways to measure body composition are body mass index,
(BMI), which is a measure of body fat based on height and weight, and the
skin fold test, which measures total fat percentages by measuring the layer
of fat that is directly under the skin.
There are six skill-related fitness components. Skilled athletes typically excel
in all six areas.
• Agility is the ability to change and control the direction and position
of the body while maintaining a constant, rapid motion. For example,
changing directions to hit a tennis ball.
• Balance is the ability to control or stabilize the body when a person is
standing still or moving. For example, in-line skating.
• Coordination is the ability to use the senses together with body parts
during movement. For example, dribbling a basketball. Using hands
and eyes together is called hand-eye coordination.
• Speed is the ability to move your body or parts of your body swiftly.
Many sports rely on speed to gain advantage over your opponents. For
example, a basketball player making a fast break to perform a layup, a
tennis player moving forward to get to a drop shot, a football player
out running the defense to receive a pass
• Power is the ability to move the body parts swiftly while applying the
maximum force of the muscles. Power is a combination of both speed
and muscular strength. For example, fullbacks in football muscling
their way through other players and speeding to advance the ball and
volleyball players getting up to the net and lifting their bodies high
into the air.
• Reaction Time is the ability to reach or respond quickly to what you
hear, see, or feel. For example, an athlete quickly coming off the
blocks early in a swimming or track relay, or stealing a base in
baseball
ACTIVITIES
EXERCISE ROUTINE
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Before starting the activity, remind the students for etiquette and
safety reminders.
Instruct them to form lines and tell them that while doing the exercise
they should analyze what kind of exercise they are performing. If it is
aerobic, bone or muscle strengthening in preparation for the evaluation of
the activity.
Procedure:
1. Height. Stand with trunk straight. Measure the distance from the
floor to the top of the forehead. Record the score in centimeters (cm).
2. Weight. Stand on a weighing scale free from any object for weight
accuracy. Record in kilograms (kg).
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3. Waistline. Locate your upper hipbone. Find
the proper spot by placing your hands around your
waist, squeezing slightly, and then moving your
fingers downward until you feel the top curve of your
hips. Place a tape measure around your bare
stomach just above the upper hipbone. Record in
centimeters (cm). 4. Hipline. Place tape measure in
the widest part of hip in line with the pubis.
5. Computation/s
BMI = Weight in kg
Height in m2
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Preliminary: Illustrate angles on a poster board and paste it on the wall.
Procedure:
1. Lie on your back on the floor beside a wall.
2. Slowly lift one leg off the floor. Keep the other leg flat on the floor.
3. Keep both legs straight.
4. Continue to lift the leg until either leg begins to bend or the lower leg
begins to lift off the floor.
5. Place a yardstick against the wall to mark the spot to where the leg was
lifted. Lower the leg.
6. Using a protractor, measure the angle created by the floor and the
yardstick. The greater the angle the better your score.
7. Repeat with other leg.
Procedure:
1. In standing position, raise one arm across you
back, bend the elbow and reach down as far as possible, simultaneously,
bring other arm down and behind the back trying to cross fingers over
those with the other hand.
2. Measure the distance of overlapped fingers in cm. If they fail to meet score
as a minus or <0. Write zero if the fingertips just touched with no overlap.
3. Repeat the procedure with the other hand. Record the score.
V. Curl – up (Dynamic)
Procedure:
1. Sit on a mat in a long sitting position. Bend your legs more than 90
degrees with feet remaining flat on the floor.
2. Lay down with arms extended at the sides, palm facing down with fingers
extended touching the 1st tape mark.
3. From that position, curl your trunk up with heels in contact with the floor
until your fingers reach the 2nd marker.
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4. Upon reaching, lower back to the starting position. Repeat one-curl up
every 3 seconds.
5. Continue the curl-ups and stop when you are unable to keep the pace.
Purpose: Test for the muscles of the upper arm strength and endurance
Equipment needed: mat
Goal: To perform a proper push–up
Preliminary: Prepare needed material
Procedure:
1. From prone lying position, place the hands just outside the shoulders
with elbows bent.
2. Men: Support the body in a push-up position from the toes with back, hip
and legs align.
Women: Support the body in a push–up position from the knees instead of
toes, with back, hip, and legs aligned.
3. Lower the body until the upper arm is parallel to the floor or a 90 degrees
angle of the bent elbow.
4. Repeat as many times as possible.
Procedure:
1. Use the Push-up procedure 1 & 2 for preparatory position. From the starting position, lower the
body until the upper arm is parallel to the floor and elbow flexed at 90 degrees (see illustration
above).
2. Hold the position as long as possible.
3. Record the obtained holding position.
Measuring your fitness level is one way to find out your level of physical fitness. Below are
references for interpretation.
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II. Self –testing Activities for Skill-Related Fitness
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Balance at 30 Balance
Three Levels
Use balance
board or
block. Move
to a low level
and balance
(10 seconds).
Move to a
medium level
and balance
(10 seconds).
Move to a high
level and
balance (10
seconds).
Baseball Pitch 30 Balance
Perform the
motion of a
baseball
pitcher. Go
from a
balanced knee-
up
position to a
dynamic
motion of the
pitch, to a
balanced
position at the
end of the
follow-
through.
Repeat.
Sprints 30 Speed
Perform short
sprints (about
8 yards). As
soon as you
finish one
sprint, sprint
back to the
starting line.
Repeat for time
period.
Shuttle Run 30 Speed
Perform
shuttle run
between two
lines.
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Drop and 30 Reaction time
Catch Hold a
ball in one
hand and
drop. Attempt
to catch the
ball with the
same hand
just before it
hits the
ground.
Jump Up to 30 Power
Box Perform
jumps to an
elevated
surface
(approximately
1–2 feet). Step
down and
jump again.
Repeat for time
period.
Wall Ball 30 Coordination
Throw ball
against wall
and move to
try and catch
the ball. If
possible, use
specially made
ball that
causes
irregular
bounce.
REMEMBER
Flexibility
is the ability to bend and move the joints through
the full range of motion.
Speed
the ability to travel in a shortest time possible
from Point A to Point B
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Agility
ability to move in rapid direction without
changing it speed.
• The video must be 5 to 10 minutes long and students can use the camera
on their computer, flip camera or mobile phone.
• Submit video via messenger or email on or before the next P.E. session.
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REFLECTIVE LEARNING SHEET
1. How do you find health and skill -related fitness and its
components?
POST TEST
1. 1. Self – Assessment Card: Health – related fitness status. After the
physical fitness test, write the result below.
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2. 2. Test Your Knowledge: Choose the correct answer.
1. Which of the following best describes the ability to jump and touches the
basketball ring.
A. Speed C. Agility
B. Power D. Coordination
2. Which of the following best describes the ability to travel in a shortest time
possible.
A. Speed C. Agility
B. Power D. Coordination
3. Which of the following best describes the ability to change in directions
without changing its speed.
A. Speed C. Agility
B. Power D. Coordination
4. It is a jeepney driver who collects fare while driving has a good skill in____.
A. Speed C. Agility
B. Power D. Coordination
5. It is the ability of a person to perform a prolonged activity without getting
early onset of fatigue
A. Cardiovascular Endurance C. Flexibility
B. Muscular strength D. BMI
6. It is a unique character of an athlete who can perform 180 degrees of splits
a. Cardiovascular Endurance c. Flexibility
b. Muscular strength d. BMI
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7. It derived from weight over height to determine fitness status.
A. Cardiovascular Endurance C. Flexibility
B. Muscular strength D. BMI
8. It is the ability to the muscle to sustain the amount of energy against an
object
A. Cardiovascular Endurance C. Flexibility
B. Muscular strength D. BMI
9. It measure the percentage of every parts of the body
A. Cardiovascular Endurance C. body composition
B. Muscular strength D. Balance
10. The ability of a person to maintain its equilibrium
A. Cardiovascular Endurance C. body composition
B. Muscular strength D. Balance
References
WHO (World Health Organizations)
DepEd Learners Manual for HOPE 1
Physical Activity & Fitness @ study.com
Department of Health Advisories
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