LEARNING ACTIVITY SHEETS

PHYSICAL EDUCATION 7
Quarter 3, Week 1

Monitoring My Physical Fitness Level

Objectives

After going through this LAS, you are expected to:

1. compare the physical fitness assessment results of First, Second and
Third Quarters based on the set goals;
2. perform the physical fitness assessments; and
3. value the importance of attaining fitness through creating a smart goal.

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 Lesson

According to Dr. Aparicio H. Mequi, consultant for physical fitness,

“Physical Fitness Testing is not an end in itself. It is a part of the process to
create educated Filipino citizenry that is highly aware of the importance of holistic
wellness-fitness of body, mind and spirit.” The skills, knowledge, and attitudes
acquired in physical fitness training will help children adapt to the ‘wellness
lifestyle’ for Filipinos, a lifestyle not only practiced while in school, but all
throughout their lives.

FITNESS ASSESSMENT measures various aspects of your body and its

abilities. A fitness assessment identifies your current fitness levels and serves as a
baseline or starting point of your body’s fitness. You can use this fitness
assessment to figure out your training needs and goals. You then compare your
progress over time to the initial fitness assessment. (Dr. Siham M.O. Gritly)

Purpose of Fitness Assessment

a. to determine the health status and physical fitness level of an individual by
performing the assessment of the health and skill-related fitness tests;
b. to help develop and establish an effective fitness program;
c. to establish attainable fitness goals and motivation;
d. to evaluate and track progress and;
e. to identify the strengths and weaknesses in relation to the physical fitness.
What are the different physical fitness tests/assessments?

HEALTH- RELATED PHYSICAL FITNESS ASESSMENTS

1. Body Mass Index (BMI) evaluates a person in terms of height and weight. It
also serves as guide to consider if you are at risk of becoming obese.

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 Objective: To determine the total body mass.
Equipment: weighing scale, tape measure/ meter stick

Procedure:
a.) Measure the body weight (kilogram) and height (meter)
b.) Calculate the BMI using the formula below.

FORMULA for BMI COMPUTATION CLASSIFICATION OF BMI

BMI = weight (kg) Underweight ˂ 18.5

Height (m)2 Normal 18.5 - 24.9
Example: Overweight 25.0 – 29.9
BMI= 68kg Obesity ˃ 30.0
(1.65) Extreme Obesity ˃40.0
= 24.98 (normal)

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Ninety -Degree (90º) Push-up

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Curl-ups

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Sit and Reach is a test of flexibility for the lower extremities particularly the
hamstring.

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Zipper Test- is a test of upper arm and shoulder girdle flexibility intended to
parallel the strength/ endurance assessment of the region.

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3- Minute Step Test

b. After the test, let the student count his/her pulse for 10 seconds and
multiply it by 6.

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Scoring - record the 60-second heart rate for the activity

Performance Targets for Boys

AGE STRENGHT FLEXIBILITY ENDURANCE
PARTIAL 90 Degree Sit and Zipper 3Min. Step
Curl-ups Push-ups Reach Test Test
9 23 15 37 122
10 25 16 39 121
11 26 17 41 119
12 28 18 43 117
13 32 19 45 115
14 36 20 50 110
15 38 21 55 107
16 42 22 56 105
17 45 23 64 102
18 47 24 69 99
19 49 25 70 98
20 51 26 72 96
21 55 27 72 95

Performance Targets for Girls

AGE STRENGHT FLEXIBILITY ENDURANCE
PARTIAL 90 Degree Sit and Zipper 3Min. Step
Curl-ups Push-ups Reach Test Test
9 20 7 43 119
10 21 7 45 117
11 21 8 47 115
12 22 9 49 113

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 13 22 10 52 111
14 23 11 54 108
15 23 12 58 103
16 24 13 63 101
17 25 14 68 100
18 26 14 72 98
19 27 15 74 96
20 30 15 75 95
21 39 16 75 93

SKILL- RELATED PHYSICAL FITNESS ASESSMENTS

1. Speed is the ability to perform a movement in one direction in the shortest
period of time.

Assessment: 40- Meter Sprint

Purpose – to measure running speed.

Equipment: Stopwatch, running area (40 meter)

Procedure

a. At the signal “Ready”, stand behind the take-off line, the tips of the shoes
should not go beyond the line and assume 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:

https://www.topendsports.com/testing/
a. Set the stopwatch to zero (0) point.

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b. 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 time in nearest minutes and seconds.

FEMALE
AGE POOR FAIR GOOD EXCELLENT
12 ˃8.10 7.60-8.10 7.20- 7.59 ˂7.20
13 ˃8.10 7.60-8.10 7.10- 7.59 ˂ 7.10
15 ˃ 7.60 7.11-7.60 6.10- 7.10 ˂ 6.10

MALE
AGE POOR FAIR GOOD EXCELLENT

12 ˃ 8.00 7.41- 8.00 7.00- 7.40 ˂ 7.00

13 ˃ 8.00 7.31- 7.90 6.50- 7.30 ˂ 6.50
14 ˃ 7.00 6.61- 7.00 5.90- 6.60 ˂ 5.90
15 ˃ 6.90 6.41- 6.90 5.80- 6.40 ˂ 5.80
1. Agility -is the ability to move in different directions quickly using a combination of
balance, coordination, speed, strength and endurance.
Assessment: Hexagonal Agility Test
Purpose – to measure the ability of the body to move in different directions quickly.

Equipment: Tape measure, stopwatch, chalk or masking tape (1 inch

width) Hexagon Size: length – 24 inches (60.5 cm)

each angle – 120 degrees

Option: (16 inches – Elem. / 20 inches – Sec.)

Procedure:

https://www.scribd.com/doc/109857076/
He xagonal-Agility-Test

a. Stand with both feet together inside the hexagon facing the marked starting inside.
(facing

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 1 direction)

b. At the signal “Go” using the ball of the feet with arms bent in front, jump clockwise over
the line, then back over the same line inside the hexagon. Continue the patter with all
the sides of the hexagon.

c. Rest for one (1) minute.

d. Repeat the test counterclockwise.

Hexagon Agility Test

For the Partner:

a. Start the time at the signal go and stop once the performer reached the side
before the side where he/she started.

b. Record the time of each revolution.

c. 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.

GENDER EXCELLENT ABOVE AVERAGE BELOW POOR

AVERAGE AVERAGE

MALE ˂ 11.2 11.2 - 13.3 13.4- 15.5 15.6-17.8 ˃ 17.8

FEMALE ˂ 12.2 12.2 - 15.3 15.4- 18.5 18.6- 21.8 ˃ 21.8

3. Reaction Time Assessment: Stick Drop Test

Objective: To measure the reaction time.
Equipment: 24 inch ruler or stick; arm chair or table

and chair.

Purpose – to measure the time to respond to a

stimulus.

Procedure: http://philphysicalactivityguide.bl

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a. Sit on an armchair or chair next to the table so that the ogspot.com/2016/08/ang-

pagsubok-sa-mga-sangkap-ng-

elbow and lower arm rest on the desk or table comfortably. physical_5.html

b. Place the heel of the hand on the desk/table so that only the

fingers and thumb extend beyond.

c. Catch the ruler/stick with the thumb and index finger without lifting the elbow
from the desk/ table as the partner drops the stick. Hold the stick while the
partner reads the measurement.

d. Do this thrice (3x).

For the Partner

a. Hold the ruler or stick at the top, allowing it to dangle between the thumb and
fingers of the performer.

b. Hold the ruler/stick so that the 24-inch mark index finger. No part of the hand of
the performer should touch the ruler/stick.

c. Drop the ruler/stick without warning and let the performer catch it with his/her
thumb and index finger.

Scoring – record the middle of the three (3) scores (for example: if the scores are 21,
18, and 19, the middle score is 19).

4. Coordination – the ability to use the senses with the body parts to perform
motor tasks smoothly and accurately. Assessment: Paper Juggling

Purpose – to measure the coordination of the eye and hand.

Equipment – Sipa (washer w/ straw)/20 pcs. bundled rubber bands/any

similar local materials (4-5 grams)

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Procedure

a. Hit the sipa/rubber band material alternately with the right and left palm upward.
The height of the material being tossed should be at least above the head. Two
trials only.

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

RATING SCORE
EXCELLENT ˃35
GOOD 30-35
AVERAGE 20-29
FAIR 15-19
POOR ˂15

materialdrops. Record thenumber of hits/trial.

Scoring – record the number of hits the performer has done

5. Balance– is the maintenance of equilibrium while stationary or while moving.

Assessment: Stork Balance Stand Test

Equipment: flat, non-slip surface, stopwatch

Procedure

a. Remove the shoes and place hands on hips.

b. Position the right foot against the inside knee of the left foot.
https://www.researchgate.net/fi

c. Raise the left heel to balance on the ball of the foot. gure/Stork-stand-Participant-
needs-to-remove-his-her-

d. Do the same procedure with the opposite foot. shoes-place-the-hands-on-the-hips-

and_fig6_327531655

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For the Partner

a. Start the time as the heel of the performer is raised off the floor.

b. 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.

 The heel of the supporting foot touches the floor.

Scoring – record the time taken on both feet in the nearest seconds.

RATING SCORE
EXCELLENT ˃50 sec
GOOD 40-50 sec
AVERAGE 25-39 sec
FAIR 10-24 sec
POOR ˂10 sec
6. Power – is the ability of the muscle to transfer energy and release maximum force at a
fast rate.
Assessment: Standing Long Jump

Purpose - To measure the explosive strength and

power of the leg muscles.

Equipment: Tape measure/meter stick

https://yateac.co.uk/quad-
Procedure: kids/standing-long-jump/

a. Stand behind the take-off line with the feet parallel to each other, the tips of the shoes
should not go beyond the line.

b. Bend the 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.

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c. Do not control the momentum of the jump (continuously move forward).

d. Perform the test twice in succession.

For the Partner:

a. Place zero (0) point of the tape measure at the take-off line.

b. After the jump, spot the mark where the back of the heel of either feet of the performer
has landed nearest to the take-off line.

c. Record the best distance in meters to the nearest 0.1 centimeters.

d. Scoring – record the best distance in meters to the nearest 0.1 centimeters.
e. Classification of your interpretation/rating:
STRENGTH WEAKNESS
(Above Target) (Below Target)
Superior Fair
Excellent Poor
Good Very Poor
Average

Learning Activities

I. MATCHING TYPE
Directions: Match the physical fitness tests in column A with the physical
fitness components in column B. Write the letter only.
A B
1. 3-Minute Step Test A. Agility
2. 40-Meter Sprint B. Balance
3. Curl-up C. Body Composition
4. Hexagonal Agility Test D. Cardiovascular Endurance
5. Paper Juggling E. Coordination

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6. Push-up F. Flexibility
7. Standing Long Jump G. Muscular Endurance
8. Stick Drop Test H. Power
9. Stork Balance Stand Test I. Reaction time
10. Zipper Test J. Speed
K. Strength

II. MULTIPLE CHOICE

Directions: Read the questions below and write the letter of your answer.
11. Below are the health- related physical fitness assessments except _________.
A. Curl-up C. Push-up
B. Hexagonal Agility Test D. Sit and Reach
12. What skill-related physical fitness assessment measures your acceleration and
speed?
A. 40-Meter Sprint C. Stick Drop Test
B. Paper Juggling D. Stork Stand test
13. Which is NOT a health-related physical fitness component?
A. Endurance C. Strength
B. Flexibility D. Reaction time
14. Which of the following is NOT a skill-related physical fitness component?
A. Agility C. Body Composition
B. Balance D. Coordination
15. Below are the skill-related physical fitness assessments except ________.
A. Standing Long Jump C. Stork Balance Stand Test
B. Stick Drop Test D. Zipper Test

Activity 3: WHAT IS YOUR NAME

Directions: Spell out your FIRST NAME by execute the warm-up exercises based on
the letters below. Repeat it twice. Take a video of yourself in performing
the said warm-up exercises and send the video to the messenger of your

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teacher. You may ask assistance from Barangay officials or anyone in
the community if cellphone is not available at home.

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 PHYSICAL FITNESS ASSESSMENT CARD

NAME: ___________________________________

HEALTH- RELATED FITNESS TESTS

A. BODY COMPOSITION: Body Mass Index
Weight Height BMI Classification

B. FLEXIBILITY

SIT AND REACH ZIPPER TEST

CM Classification RIGHT ARM LEFT ARM

C. STRENGTH

Number of CURL- Classification Number of PUSH- Classification

UP UP

D. CARDIOVASCULAR ENDURANCE: 3- MINUTE STEP TEST

Heart Rate Per Classification Heart Rate Per Classification

Minute Before The Minute After The
Activity Activity

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 PHYSICAL FITNESS ASSESSMENT CARD

NAME: ___________________________________
SKILL- RELATED FITNESS TESTS

A. SPEED:40 METER SPRINT

Time Classification

B. AGILITY: HEXAGONAL AGILITY TEST

Clockwise Time Counter Clockwise Average Classification
Time

C. REACTION TIME: STICK DROP TEST

ST
1 Trial 2 nd Trial 3 rd Trial Middle Score

D. COORDINATION: PAPER JUGGLING

Time Classification

E. BALANCE: STORK BALANCE STAND TEST

Right Foot Time Classification Left Foot Time Classification

F. POWER: STANDING LONG JUMP

DISTANCE
1 st Trial 2 nd Trial

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 Reflection

Directions: Complete the 3-2-1 Chart about your discoveries in finding the arts of the
Neoclassical and Romantic periods. Write your answers on a separate sheet of paper.

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 Answer Key

ACITIVITY 2
ACTIVITY 1 (MULTIPLE CHOICE)
(MATCHING TYPE)
11. B.
1) .D. 12. A.
2) J. 13. D.
3) G. 14. C.
4) A. 15. D.
5) E.
6) K
7) H.
8) I.
9) B.
10) A.

References

Books:
Darilag, Agripino G., et al, Enjoy Life with P.E. and Health, Metro Manila: SD
Publications, Inc., 2009
Deveraturda, Encarnita D., et al, Physical Education and Health 1 st Year, UbD
2010
Lacia, Gerardo C., et al, The 21st Century MAPEH in Action 7, Manila: Rex Book
Store, Revised Edition 2012

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Lagyap, Cloyd M., et al, Physical Education and Health- Grade 7 Learner’s Material,
First Edition, 2017
Physical Education and Health, Learners Manual

Published by the Department of Education, Caraga Region

Schools Division Office of Surigao City

Schools Division Superintendent: Karen L. Galanida

Assistant Schools Division Superintendent: Laila F. Danaque

Development Team
Writer : Edgar J. Razona
Editor : Edwin E. Gibertas
Evaluator : Tessie C. Dolores
Layout Artist : Edgar J. Razona
Management Team
: Karen L. Galanida
Laila F. Danaque
Carlo P. Tantoy
Elizabeth S. Larase
Venus M. Alburoto
Printed in the Philippines by the Schools Division Office of Surigao City
Office Address : M. Ortiz Street, Barangay Washington
: Surigao City, Surigao del Norte, Philippine
Telephone : (086) 826-1268; (086) 826-3075; (086) 826-8931
E-mail Address : surigao.city@deped.gov.ph

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