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MODULE 1
PHYSICAL FITNESS

This learning material will allow you to understand what fitness is all about and use what you learn to
achieve a desirable level of fitness. You will learn about the three major components of fitness and the
different parameters that make up each component. It presents the lessons in the order that they will be
taken up in class so that you will be able to follow closely and participate actively in all the 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. The learning materials will guide you in
formulating your own fitness plan that consists of activities which you can carry out with the proper
frequency (how many times), intensity (how much effort) and duration (how long). 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 you progress towards your fitness
goals.

OBJECTIVES
1. Define physical education, physical fitness and the three (3) major components that constitute it.
2. Identify the objectives of Physical education
3. Enumerate and define the different parameters that constitute each component.
4. Relate each fitness parameter: cardiorespiratory endurance, muscle strength and endurance,
flexibility and body composition, to health risks associated with a sedentary lifestyle.
5. Test yourself to know the degree to which areas you need to improve on.
6. Write fitness plan to contain activities in the proper frequency, intensity and duration so may
achieve fitness goals.
7. Keep an accurate record of fitness activities to track progress towards fitness goal.

SLSU MARCH
Lyrics & Music: Ramuelito M. Babat

Building a better nation,

making our country grand.
Showing the way for one’s dream,
serves as your guiding light.
That is my Alma Mater,
shaping your future bright.
Giving your inspiration,
making your dreams come true.

Chorus:
Hail SLSU! Beloved SLSU!
We live in your spirit,
our bodies and mind.
We sing our praise together.
To you my Alma Mater
Cheer up, we say —
Hep, hep, Hooray—SLSU

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Fountain of truth and wisdom,
source of hope and strength.
Living to expectations,
striving for excellence.

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 That is my Alma Mater pointing the road so clear.
Makes you a better person, brings out the best in you.

WHAT IS PHYSICAL EDUCATION?

Physical Education (PE) develops the skills, knowledge, values and attitudes needed for establishing and
enjoying an active and healthy lifestyle, as well as building student confidence and competence in facing
challenges as individuals and in groups or teams, through a wide range of learning activities. Physical
Education is instruction in physical exercise and games especially in school.

There are several definitions of physical education in our books and in our internet today but let us
focus on its definition in relation to education. According to Andin (1988), she defined Physical education
as “Physical education is an integral part of educational system designed to promote the optimum
development of individual physically, socially, emotionally and mentally through total body movement in
the performance of properly selected physical activities”.
Likewise according to Oyco (2007), “Physical education refers to an important segment of general
education which aims to contribute to the total development of the learner through participation in selected
vigorous activities. It provides opportunity to acquire lifelong skills that are essential to his physical, mental,
social and emotional development”. The above definitions both agreed that that through the participation
of properly selected physical education activities of an individual, it can promote the optimum development
completely.
OBJECTIVES OF PHYSICAL EDUCATION
1. Physical Development

• Foremost objective and related with physical development

• Development of organ systems such as circulatory system, nervous system, muscular system,
digestive system.
• Development in size, shape and efficiency of organic systems due to effects of physical activities
which are performed.
2. Mental Development
• Related to mental development of an individual.
• Various physical activities need alertness of mind, deep concentration and calculated movements
• Through participation in various activities individual learns to draw certain conclusions.
• Able to understand and faced situations in game
3. Social Development
• Related to development of social traits, essential for better adjustment in life.
• Everyone needs leadership qualities
• Players come closer to each other inspite of different culture, place etc.
• Better source of attaining qualities like fair play, cooperation, sympathy, sportsmanship, courtesy
4. Neuro-Muscular Co-ordination
• Concerned with better relationship between nervous system and muscular system.
• Physical activities provide ample opportunities for the better neuro-muscular system.
• Reaction times becomes less through participation in physical activities.
• Accuracy and smooth function of our body
• Keep off fatigue during physical activities.

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5. Emotional Development
• Emotions are vital for every individual but excess are always bad.
• One of the major objective responsible for developing /controlling various emotions like fear,
pleasure, hope ,wonder, anger etc.
• By participating in various physical education programs an individual starts having control over
his/her emotions. 6. Development of Health
• Provide education about prevention of communicable diseases.
• Develops health related habits
• There are various programs about recreation.
• Modern physical education programs reduce the stress, tensions up to a large extent to promote
health of an individual.
Blooms Taxonomy of Behavior in Relation to Physical education
In line with Bloom's Taxonomy of Behavioral Objectives, physical education proves it has a place in the
total development of any learner as it is concerned with the cognitive, psychomotor, and affective domains
of growth and development

PHYSICAL EDUCATION AS A SUBJECT IN COLLEGES AND UNIVERSITIES

As a subject in colleges and universities. Physical Education requires a substantial budget allocation
oftentimes higher than other areas in the curriculum. It is a fact that essential facilities include a gymnasium,
outdoor courts, and playing fields. Several institutions have swimming pools that should be regularly
maintained. In addition, an adequate supply of fitness, sports, gymnastics, and dance equipment should be
continuously provided for effective instruction. There is likewise a separate amount allotted for intramural
and extramural meets and competitions.
Nevertheless, educators believe that the lifetime benefits a student gain from participation in instructional
and recreational programs outweigh the financial input to maintain a quality physical education program in
educational institutions.
Service Physical Education refers to the four subjects give in the first four semesters of college work. Basic
instruction is physical education is prescribed by the Department of Education Culture and Sports Order
Number 58, series 1990. Below are the subject titles and the corresponding suggested activities that will be
undertaken by all college students.
Physical Education 1: Physical Fitness
This is the first course in physical education. It deals with the concept of Physical Education and Fitness. It
also provides opportunities for physical fitness testing and the students’ participation in the development
and maintenance of fitness such as aerobics, self-testing activities, light and heavy apparatus work and
freehand and floor exercises.
Physical Education 2: Rhythmic Activities The subject covers the concept of rhythm, fundamental rhythmic
activities, dance mixers, local and foreign dances, as well as social and ballroom dances.
Physical Education 3: Individual-Dual Sports/Games Concentration is on the acquisition of skills on
recreational activities such as Bowling, Table Tennis, Badminton, Track and Field events, and outdoor
activities such as camping, mountaineering, and aquatics. Mga Laro ng Lahi are likewise given to foster
love of country.
Physical Education 4: Team Sports The subject deals with the fundamentals of common team sports such
as Volleyball, Basketball, Baseball/Softball, and football. The acquisition of basic skills is emphasized.

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Mandates to Physical Education Program 1987 Constitution of the Republic of the Philippines
Article XIV - Education, Sciences and Technology, Arts, Culture and Sports Sec. 1. - The state shall protect
and promote right of all citizens to quality education at all levels and shall take appropriate steps to make
such education accessible to all.
Sec. 19 - (1) The State shall promote physical education and encourage sports programs, league
competitions, and amateur sports, including training for international competitions, to foster self-discipline,
teamwork and excellence for the development of a healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports activities throughout the country in
cooperation with athletic club and other sectors. Moving into the Future: National Standards for Physical
Education, 2nd Edition National Standards for Physical Education Physical activity is critical to the
development and maintenance of good health. The goal of physical education is to develop physically
educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful
physical activity.

A physically educated person:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities. S
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal and social behaviour that respects self and others in physical
activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.

FITNESS: AN ESSENTIAL ELEMENT OF PHYSICAL EDUCATION

The concept of fitness has implications to the four aspects of physical education: physical, social,
emotional and mental well-being. It implies soundness of such body organs as the heart and lungs,
human mechanisms that perform efficiently under exercise or work conditions and a reasonable
measure of skill in the performance in his daily life activities his efforts, and the relationship of his
physical fitness to his total self. Based on the four aspects of physical education, fitness can be
considered as the ability to live a healthy, satisfying and useful life. An individual who satisfies his
needs such as physical well -being, love, affection, security, and self-respect lives a good life

PHYSICAL FITNESS
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. A fit person is able to perform schoolwork, meet home responsibilities, and still have
enough energy to enjoy sport and other leisure activities. A fit person can respond effectively to normal
life situations, such as raking leaves at home, stocking shelves at a part-time job, and marching in the
band at school. A fit person can also respond to emergency situations - for example, by running to get
help or aiding a friend in distress.
Physical fitness has different meanings for different people. It is the ability of an individual to function, to
tolerate stress in any form, and to perform daily tasks successfully. (PPTFT,1993)
It is a state of physical well-being with attributes that contribute to performing daily activities with vigor
with minimal risks of health problems related to lack of exercise and providing a fitness base for
participation in a variety of physical activities. (Allen, Harrisson and Vance, 1993)
Pate, in an article on the new definition of youth fitness, clearly states that physical fitness is a
combination of very specific components that compose health-related fitness. These are cardiovascular
endurance, muscle fitness (strength and endurance), flexibility, and body composition.

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Based on the foregoing definitions, physical fitness is the ability to work with full energy without stress.
Physical fitness has two major categories: health-related physical fitness and performance – related
physical fitness.

ASSESSMENT NO. 1

Find out how well you know and understand the importance of physical movements in your daily life. These
activities will assess your knowledge and skills on Health-related Fitness.
A. Identify and classify the pictures shown on the following page based on the components of health-related
fitness.
B. Explain briefly how these HRF activities can benefit your family in terms of physical wellness.

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 ACTIVITY NO. 1 Learning Goals and Targets
Learning goals and targets are lessons you expect to learn from this learning material. Example: I will be
able to identify the four components of HRF. Provide below your expected personal learning goals and
targets.

• ____________________________________________________

• ____________________________________________________

• ____________________________________________________
PART 1: WHAT TO KNOW?
In this stage, you will reflect on how well you understand the concept of health-related fitness and your
expectations about the topic. You are encouraged to ask questions for further clarifications. The following
activities will assess your knowledge about health-related fitness exercises. This will give you opportunities
to identify and clarify misconceptions you may have about the lesson.

ACTIVITY NO. 2
WHERE AM I?

Let’s play a brain teasing fun game called “Word Scramble.” Find words from the jumbled letters that refer
to components associated with Healthrelated Fitness. The words are interconnected and placed either
vertically, horizontally, or diagonally. Write these words in your answer sheet and try to define each.

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 ACTIVITY NO. 3
A. Wellness Lifestyle Assessment

NAME:
COURSE AND YEAR:
This assessment will help you identify your positive and negative wellness lifestyle behaviors. For each
wellness behavior listed below, place a check in the column with the answer that best describes your
behavior

WELLNESS BEHAVIOR ALMOST SOMETIMES ALMOST

ALWAYS
1 I engage in at least 150 minutes per week of
moderateintensity aerobic exercise.
2 I perform muscular strength and endurance exercises at least
2 times per week.
3 I perform stretching exercises at least 2 days per week.
4 I spend some leisure time each week engaged in physical
activity,
5 I eat at least 7 servings of fruits and vegetables a day.
6 I avoid skipping meals
7 I limit my intake of foods high in saturated and trans fat.
8 I limit the amount of added sugars I consume from sweetened
beverages, desserts, and similar products.
9 I limit the amount of salt I consume.
10 For breads, cereals, and other grain-based products, I choose
whole-grain foods at least half the time.
11 I check food labels, ingredient lists, and nutrition information
at restaurants in order to make informed choices.
12 I maintain a healthy weight, avoiding overweight or
underweight.
13 I get 7-8 hours of sleep each night.
14 I don't smoke cigarettes, cigars, or any other form of tobacco.
15 I don't use smokeless (spit) tobacco.
16 I avoid exposure to second hand smoke.
17 I use alcohol in moderation (1 drink or less per day for
women; 2 drinks or less per day for men) or not at all.
18 I do not use alcohol or any substance to the point of
intoxication.
19 I use over-the-counter medications as directed.
20 I use prescription drugs as prescribed
21 I avoid unproven, dangerous, and illegal substances,
including steroids, as well as unproven health remedies.
22 I practice good dental care by brushing my teeth two or more
times a day, flossing at least once per day, and having a
dental checkup at least once a year.
23 I have medical checkups annually or as suggested by my
physician in order to obtain all recommended screening tests.
24 I get recommended immunizations.
25 I obtain only medically necessary x rays.
26 manage any chronic medical conditions (such as asthma,
migraines, allergies, diabetes seizure disorder) according to
the advice of my health care practitioner.
27 I abstain from sex or engage in safe sex practices.
28 I wash my hands frequently over the course of the day.
29 I use sunscreen as directed and use protective clothing (eg, a
wide-brimmed hat) as needed when working or playing
outside
30 I don't try to tan either from exposure to the sun or through
use of tanning lamps or salons
31 I keep my computer desk or other workspace set up in a way
that allows me to maintain good posture and minimize stress
on my body.

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32 I use appropriate protective equipment when participating in
recreational activities that require such equipment
33 I use appropriate protective equipment for occupational
activities that require such equipment
34 I am actively responsible for my personal safety by being
aware of my surroundings, avoiding being alone in
unprotected areas, locking doors and windows when
appropriate, and so on.
35 I have access to a firearm, I store it securely and use it safely.
36 I do not talk on the phone, send text messages, or engage in
other distracting activities while driving
37 I do not talk on the phone, send text messages, or engage in
other distracting activities while driving
38 I avoid driving while under the influence of alcohol or other
drugs or riding with others who are under the influence.
39 I obey the rules of the road by not speeding or tailgating, by
always signaling before I turn or change lanes, and by
adjusting my speed and driving to road and weather
conditions
40 I recycle paper plastic, and other appropriate items, and I
reuse items such as shopping bags
41 I take steps to conserve energy and water turning off lights
and faucets, carpooling, and so on)
42 I avoid environmental toxins and areas or times of day with
high pollution levels.
43 I manage stress in positive ways (eg, physical activity, time
management, deep breathing)
44 I have or would seek help for depression or another mental
health concern.
45 I maintain a group of close friends I can confide in and ask
for help or support
46 I manage my anger in ways that are not harmful to myself or
others.
47 I resolve conflicts with family, friends, co-workers, and
fellow students in positive, respectful ways
48 I feel a sense of connectedness with others.
49 I feel a sense of connectedness with others.
50 I accept responsibility for my own actions
51 I engage in activities that are consistent with my beliefs and
values.
52 I spend time each day in prayer, meditation, or personal
reflection
53 I participate in university and/or community events, or
volunteer
54 I like my job.
55 I take at least a little time each day to relax and engage in a
hobby or other activity I enjoy
56 I make a budget, track my spending, and keep my finances
under control
57 I manage my time well through strategies such as setting
priorities, creating to do lists, and managing my schedule
using a planner
58 I am motivated to learn new Information and skills, and I
actively seek ways to challenge my mind and seek
intellectual growth
59 I gather and evaluate information in order to make sound
decisions about health and wellness.
60 I am able to set realistic goals for myself and work toward
them.
TOTAL NUMBER OF RESPONSE IN EACH COLUMN

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TOTAL NUMBER OF RESPONSES IN EACH COLUMN
Almost Always ____________A
Sometimes - ______________B
Almost Never - ____________C

Results To calculate your score, add up the total number of responses in each column and copy them onto
the appropriate lines below. Multiply the total for column A by 2, the total for column B by I, and the total
for column C by 0. Add to final three numbers together for your total score, and then find your rating on
the table,
Rating
Total for column A __________ times 2 points = _____________
Total for column B __________ times 1point = _____________
Total for column C __________ times 0 point = _____________

RATING Total score

Excellent 110 – 120
Good 90 – 109
Fair 60 – 89
Needs attention less than 60

B. Reflecting on Your Results How did you score? Were you surprised by number of wellness lifestyle
behaviors you currently engage in order engage in? Do your results give you encouragement or cause
concern? (5pts)

Select two behaviors of concern for you something for which you checked "Almost never" or something
for you checked "Sometimes" but which you know is a problem for you (for example, smoking, drinking
until into never exercising). For each behavior, make a list of how it affects the different dimensions of
wellness positively as - well as negatively. For example, smoking is physically and environmentally
harmful, but it may mala physically and emotionally in the short term you may enjoy smoking with
certain friends, but you may other social activities due to your habit. (10pts)

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Behavior 1.
How it impacts the dimensions of wellness

Behavior 2:
How it impacts the dimensions of wellness:

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C. Planning Your Next Steps (15pts)
Any behavior for which you didn't check "Almost always" is a possible candidate for change and
improvement. Choose five behaviors from the assessment that you are most interested in changing and list
them below. For each, give one reason why you'd like to change the behavior.
Behavior 1: ________________________________
Reason to change:

Behavior 2: _____________________________
Reason to change:

Behavior 3: _____________________________
Reason to change:

Behavior 4: ______________________________
Reason to change:

Behavior 5: _____________________________
Reason to change:

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How to achieve Physical Fitness and Wellness?
The human body was designed to be used- to be kept in fairly constant motion. Years, ago, most people
spent their days getting strenuous exercises: swinging a scythe in the field during harvest time, manipulating
machinery in factories, or scrubbing floors and hanging laundry at home. Nowadays however, very few
people engage in daily activities that require physical exertion. Most people’s time is spent sitting behind
the office desk, the computer, the wheel of a car, or in front of a television set. The automation of
toothbrushes and pencil sharpeners has made life easier. Home appliances are portables, automatic and
readily accessible when needed. As a result, people are less creative and bunt out.
Today, most people make a special effort to get an adequate amount of physical activity their bodies need
for adequate health and fitness. Everyone engages in some physical activity. Physical Activity is a general
term that includes sports, dance and other activities done at work or at home, such as walking, climbing
stairs, or mowing the lawn. It may also be a specific job to enjoy recreation, or to improve physical fitness.
Sometimes, you do physical activity with a specific purpose in mind; other times, you just do it with no real
purpose other than enjoyment.
Nonetheless, only few people get enough physical activity to meet the body needs. Even people who are
sometimes quite physically active may have periods of inactivity. As a result, almost everyone is in need
of some physical exercise. When people do a physical activity especially for the purpose of getting fit, we
say, they are doing exercise. Physical exercise is defined as planned, structured, repetitive activities
designed to improve or maintain one or more components of physical fitness. It should be understood,
however, that it is not necessary to spend a lot of time and effort but it is important to set aside time for
regular physical exercise to ensure substantial physical benefits.
Even though the terms physical activity and exercise have slightly different meanings, they are sometimes
used interchangeably. The thing to remember is that physical activity and exercise are important to your
health and wellness.

Figure 1. Cycle of Wellness (Corbin, 2000) Figure 1 illustrates how physical activity can set up a cycle of
wellness. The benefits derived from physical activity do not help you later in life because you may be
enjoying some of it now. These benefits include those associated with wellness such as: Looking Good-
Experts agree that regular physical activity is one healthy lifestyle that can help you look your best. Of
course, others are proper nutrition, good posture, and good body mechanics.
FITNESS COMPONENTS
Physical fitness is made up of three major components: (1) health-related, (2) skillrelated, and (3)
physiological fitness.
Health-related physical fitness (HRPF) consists of those specific components that have a relationship
with good health, or a lower risk of illness, particularly hypokinetic diseases and conditions.
1. Cardiovascular Fitness- is the ability to exercise your entire body for long period of time.
Cardiovascular fitness requires a strong heart, healthy lungs and clear blood vessels to supply the cells
with oxygen your body need.
2. Muscular Strength- is the amount of force your muscles can produce. Strength is often measured by
how much weight you can lift. People with good strength can perform daily tasks efficiently- that is,
with the least amount effort.
3. Muscular Endurance- is the ability to use your muscles many times without tiring. People with good
muscular endurance are better able to resist fatigue.

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4. Flexibility- is the ability to use your joints fully through a wide range of motion. You are flexible when
your muscles are long enough and your joints are free enough to allow movement. It can be increased
by stretching the muscles, tendons and ligaments. Flexibility is specific to each joint; therefore activities
should be carefully selected to increase flexibility in various muscles groups.
5. Body Composition- is the amount of fat cells compared with lean cells in the body mass. Lean body
mass is the non-fat tissues of muscles, bones, ligaments, and tendons. Body composition is measured
by skinfold thickness. Skinfold thickness remains relatively constant until age seven, after which, it
gradually increases until puberty. Heredity, nutrition, and level of activity determine a person’s
percentage of body fat. Increased activity and diet can decreased body fat.
Skill-related physical fitness (SRPF) consists of components that have a relationship with learning motor
skills quickly and the ability to achieve a high level of performance in sports. I know of others who were
able to improve their motor skills with practice so they are able shoot a basketball or kick a football well.
Since they are fit (or possess SRF), they are more likely to engage in regular physical activities; and because
of this, they too will have enhanced HRF.
1. Agility- is the ability to change the position of your body quickly and to control your body movements.
People who are agile are good at activities like basketball, wrestling, diving, soccer and ice skating.
2. Balance is the ability to keep an upright posture while standing still or moving. People with good
balance are likely to be good in activities such as gymnastics and ice skating.
3. Coordination- is the ability to use your sense together with your body parts, or to use two or more body
parts together. People with good eye-hand or eye-foot coordination are good at hitting and kicking
games such as baseball, soccer and golf.
4. Power – is ability to use strength quickly. It involves both strength and speed. People with good power
have the ability to put the shot, throw the discus, high jump, play football and speed swim.
5. Reaction time – is the amount of time it takes to move once you realize the need to act. People with
good reaction time are able to make fast starts in track or swimming, or to dodge a fast attack in fencing
or karate. Good reaction time is necessary for your own safety while walking or driving.
6. Speed -is the ability to perform a movement to cover a distance in a short period of time. People with
leg speed can run fast, while people with good arm speed can throw or hit a ball that is thrown fast.

Physiological fitness relates to biological systems that are influenced by one’s level of habitual physical
activity (Bouchard et al., 1990). Unlike HRF and SRF which can be measured through performance tests
using hand-held or portable devices (like the sit-andreach box and the weighing scale) that can be conducted
in the field or classrooms, physiological fitness is different because its components can be measured using
more expensive equipment and in a laboratory or medically-supervised facility. Its components include
metabolic fitness (MetF), morphological fitness (MorF) and bone integrity (BI). Fitness Parameters HRF
consists of cardiorespiratory endurance (CRE), muscular endurance and strength, flexibility and body
composition. SRF consists of agility, balance, coordination, power, reaction time and speed. Physiological
fitness consists of MetF, MorF and BI.
In addition to improving quality of life, health-related fitness also
• increases muscle tone and strength;
• decreases susceptibility to injuries and illness;
• improves bone mineral density;
• reduces risk of osteoporosis;
• improves posture;
• increases efficiency of the respiratory and circulatory systems;
• decreases risk of cardiovascular disease and stroke;
• improves blood pressure;
• decreases 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.

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 ACTIVITY NO. 4

NAME:
COURSE AND YEAR:

A. Answer the following questions. (20pts)

1. In your own words, define fitness.

2. Describe the difference between health-related and skillrelated fitness components.

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B. Quest for Fitness
Reflect on your daily activities and write them on the table below. Focus your attention on activities that
will help improve your HRF and maximize your body potential. Discuss your answers in your answer sheet.

MY DAILY ROUTINE TASKS HRF COMPONENT

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***Do you know that doing household chores helps a lot in maintaining physical fitness? Think about this:
for the whole day, you have been sitting in the study room, listening, and writing notes which does not
require you to move too much. So find time doing household chores as part of your daily routine.

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 ACTIVITY NO. 5
PICTURE PARADE

Cut-out pictures and paste it in your worksheet showing people doing different activities. Describe the
action shown and how the person doing it might be feeling. List the benefits associated with each activity.
Examples of pictures:

• A smiling child running (feeling free and happy)

• A group of people engaged in a game or sport (having fun)

• A figure skater, dancer, or gymnast performing (graceful, powerful)

Variation: Create a collage or bulletin board display of cut-out pictures from newspapers or magazines that
will illustrate the benefits of being active.

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 Part II: What to Process

These activities will give you a deeper understanding of the importance of exercise in building total
fitness and family wellness. The activities will allow you to better understand HRF.

PERFORMANCE TASK NO. 1: Physical Fitness Tests

1. Do the following to prepare for the tests.

• Review the procedures in conducting the Physical Fitness Tests.

• Wear the appropriate attire.
• Do the warm-up exercises on your own or with your partner.
• Re-orient yourself on the proper execution of the tests and recording of test results.
• Go through the test without exerting maximum effort.
• Observe safety.
2. Perform the tests with a partner.
3. Record your test results on the Physical Fitness Test Form (Pre-test).
4. Provide compilation of proof (pictures/videos) that you actually do the tests.
A. Body Mass Index (BMI)

A.1 Weight – the heaviness or lightness of a person

Equipment: weighing scale
Procedure:
For the test taker:
a. Wear light clothing.
b. On bare feet, stand erect and still while evenly distributing your weight on the center of
the scale.
For your partner: (Household member)
a. Before you start weighing, adjust the scale to zero point.
b. Record the score in kilograms. Scoring – record body mass to the nearest 0.5 kilograms
A.2 Height – the distance between the floors to the top of the head when a person is in standing position.

Equipment:

• an even and firm floor and flat wall

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 • L – square
• tape measure laid flat on a concrete wall with the zero point starting at the floor
Procedure:
For the test taker:
a. Stand erect on bare feet with heels, buttocks, and shoulders pressed against the wall with the tape
measure.
For your partner:
a. Place the L-square against the wall with the base at the top of the head of the person being tested.
b. Record the score in meters.
Scoring – record standing height * 1 meter = 100 centimeters
B. Waist Circumference - is a good predictor of visceral fat which contributes more risk of
cardiovascular disease and diabetes than fat located in other areas of the body.
Equipment: tape measure
Procedure: For the test taker:
a. Wear light clothing before having your waist circumference taken.
b. On bare waist, stand erect and wrap the tape measure around your waist.
For your partner:
a. Record the score in centimeters.

C. Pulse Rate Your pulse can be located at several places on your body. The 2 most common locations
are the carotid pulse and the radial pulse.
c.1. Carotid pulse Turn your head to one side. Feel the point at
your neck where the large muscle and tendon stick out when your
head is turned. Slide the fleshy part of your index and middle
fingers along this tendon until you are on a level equal with
your Adam’s apple. Feel for the pulse. Readjust the fingers if
necessary. Do not press too hard because this might alter the
pulse (e.g. slow it down). Count the number of pulses felt for
60 seconds. This number represents your heart rate in beats per
minute while you are at rest. If you are pressed for time, you may
count the pulses for only 15 seconds. Multiply this by 4. Remember
however, that it is more accurate to take a full 60-second count if possible.

c.2. Radial pulse Hold your left forearm out in front with your
palm facing you. At the top portion of your forearm (nearest
the thumb) where you wrist is, slide the fleshy part of my index
and middle fingers along until they are 1 inch from my wrist. Feel
for the pulse. Readjust the fingers if necessary. Do not press too hard
because this might alter the pulse (e.g. slow it down). Count the number
of pulses felt for 60 seconds. This number represents your heart rate in beats per minute while you are at
rest. If you are pressed for time, you may count the pulses for only 15 seconds. Multiply this by 4.
Remember however, that it is more accurate to take a full 60-second count if possible.

D. Ninety (90) Degree Push-up

Purpose: to measure strength of upper extremities
Equipment: exercise mat or any clean mat
Procedure:

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For the test taker:
a. Lie face down on the mat in standard push-up position: palms on the mat under the shoulders,
fingers pointing forward, and legs straight, parallel, and slightly apart, with the toes supporting the
feet.

For Boys: Straighten the arms, keeping the back and knees straight. Lower the arms until there is a 90-
degree angle at the elbows (upper arms are parallel to the floor)

For Girls:
a. With knees touching the mat, straighten the arms, keeping the back straight. Lower the arms until there
is a 90-degree angle at the elbows (upper arms are parallel to the floor).
b. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute (2 seconds
going down and 1 second going up).

For your partner:

a. As the student assumes the push-up position, start counting as the student lowers his / her body on
the ground until s/he reaches a 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 when cadence is broken. Scoring –
record the number of push-ups made
E. Curl-ups
Purpose: to measure strength of abdominal muscles Equipment: exercise mat or any clean mat
Procedure: For the test taker:
a. Lie on your back with the knees flexed and feet 12 inches from the buttocks.
b. The feet should not be held or rested against an object. The arms must be extended and resting on the
thighs.
c. Complete a slow, controlled curl-up, sliding fingertips along the floor until they touch the second
tapeline.
d. The curl-up should be performed at a rate of one every three seconds or 20 curl- ups per minute (2
seconds going up and 1 second going down).

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e. Do not stop or rest while at the bottom position. Perform as many curl-ups as possible without stopping.

For your partner:

a. One curl-up is counted each time the student’s shoulder blade touches the floor.
b. Make sure that the student performs the curl-ups in the correct form.
c. 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 when cadence is broken.
Scoring – record the number of curl-ups made
Flexibility refers to the ability of the joints to move through a full range of motion.
F. Sit and Reach is a test of flexibility for the lower extremities particularly the hamstring.
Purpose: to reach forward as far as possible without bending the hamstring
Equipment: tape measure
Procedure: For the test taker:
a. Sit on the floor with back flat on the wall and feet approximately 12 inches apart.
b. Without bending your 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 slowly reaching
the farthest point possible without bending the knees.

For your partner:

a. As the student assumes position (b) in the procedure, position the zero point of the tape measure at the
tip of the finger farthest from the body. b. Make sure that the knees are not bent as the test taker reaches
the farthest that he/she could.
b. Measure the farthest distance reached.
c. Record the score in centimeters.
Scoring - record sit and reach to the nearest 0.1 centimeter
G. Zipper Test is a test of upper arm and shoulder girdle flexibility intended to parallel the strength /
endurance assessment of the region.
Purpose: to touch the fingertips together behind the back by reaching over the shoulder and under the elbow

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Equipment: ruler
Procedure: For the test taker:
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 steps a to d with the left hand over
the left shoulder.

For your partner:

a. Observe whether the fingers touched or overlapped each other.
b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeters using the following standard.

Cardiovascular Endurance is the ability of the heart, lungs, and blood vessels to deliver oxygen to
working muscles and tissues, as well as the ability of those muscles and tissues to utilize the oxygen.
Endurance may also refer to the ability of the muscle to do repeated work without fatigue.

G. 3–Minute Step
Test Purpose: to measure cardiovascular endurance
Equipment:
• step with a height of 12 inches
• stopwatch Procedure:
For the test taker:
a. Position in front of the step.

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 b. At the signal “Go,” step up and down 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. Locate your pulse. (The first beat is zero.)
e. Count the pulse for 10 seconds. Multiply by 6.

For your partner:

a. As the student assumes 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 / her pulse for 10 seconds and multiply it by 6.
Scoring – record the 60-second heart rate for the activity
H. Trunk Lift This is to test the strength and flexibility of the low back extensor muscles. Strong low
back and abdominal muscles are important for maintenance of a healthy back.
Procedure:
a. Facedown on the floor with your hands facing upward, under your thighs.
b. Slowly lift you upper body to maximum height of 3o cm.
c. Hold this position while the tester measures the distance from the floor to the tip of your chin.
The ruler should be about one inch away from your chin, not directly under it.
d. Return to starting position and repeat the movement once more.
e. Perform this is a slow controlled manner, with no bouncing or jerky movements.
f. Do not stretch higher than 30 centimeters as this can cause hyperextension of the back. g. Record
the higher score of the two trials to the nearest 0.1 centimeter.

I. 1-Kilometer Run/ Walk This test is to measure the ability of your heart, lungs, circulatory system and
the muscles to transport and utilize oxygen during physical activity. It is an excellent measure of overall
health and a Physical fitness. The test will identify whether you are good in long distance running,
marathon, distance swimming, football and basketball.

J. 40- Meter Sprint- The purpose of this test is to measure running speed. If you run very fast at high
intensity, you will be an asset in most sporting events in individual sports as well as team sports.

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Procedure:
a. Run at your full speed
b. Your speed is clocked from the time you cross the starting line until the time you cross the finish
line.
K. Standing Lung jump- The strength and power of the leg muscles are measured in this test. The result
of this test tells whether you will be a potential runner, jumper or thrower.
Procedure
a. Stands behind a line marked on the ground with feet slightly apart.
b. A two foot take-off and landing is used, with swingingof the arms and blending of the knees to
provide forward drive.
c. Attempts to jump as fas as possible, landingon both feet without falling backwards.
d. Record the higher score of the two trials to the nearest 0.1 centimeter.

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 Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITY
Gumaca Campus
Gumaca, Quezon

PHYSICAL FITNESS TEST

Name: ________________________________________ Course: _______________

Birthdate: _______________________ Age: _________Gender: ______________
Height ______________ BMI___________ Weight:(B)__________(E) _____________

SCORE CARD

Fitness Test Standard Pre-test Mid-test Post-test Performance Scale

Score Score Score Level
PULSE RATE
1. Sit & Reach
2. Shoulder Reach
3. Trunk Lift
4. Curl- ups
5. Push-ups
6. Zipper Test
7. Standing Long
Jump
8. 3 min.Step test
9. 40 meters sprint
10. 1 kilometer walk
test
TOTAL

Performance Level: __________________________Scale: ____________

Equivalent Grade in% ____________

________________________
Signature Overprinted Name
Date Accomplished:___________

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 ACTIVITY NO. 6

NAME:
COURSE AND YEAR:

Answer the following questions: (15pts)

1. Compute your body mass index (BMI) and identify whether you are underweight, normal, overweight
or obese.

2. Give at least four reasons why person should be physically fit.

3. Analyze the result of your physical fitness test.

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 REFERENCES
Hand-outs Physical Education 1- Institute of Human Kinetics Southern Luzon State University-Lucban
Quezon
Panganiban, Loreto G. et.al., Physical Education 1 Physical Fitness, 2001 Centro Escolar University,
Mendiola Manila.
Liguoro, Gary and Carrol_cobb, Sandra, FitWell: Question and Answers, Copyrights 2012, McGrawHill
Companies, Inc., United State of America
Department of Education Culture and Sports Order Number 58, series 1990.
file:///F:/Modular%202020/gr-8-physical-educ-lm-q1-may29- 01.pdf
https://www.slideshare.net/nkmehra/concept-of-physical-education-1
https://us.humankinetics.com/blogs/excerpt/what-is-physical-fitness
https://www.slideshare.net/nicogranada31/grade-7-pe
https://informhealth.com/going-for-gold-benefits-of-physical-activity

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