PHYSICAL EDUCATION AND HEALTH 11

Name: __________________________ Grade Level: _________

Parent/Guardians’ Signature: __________________

LEARNING ACTIVITY SHEET

PHYSICAL FITNESS

BACKGROUND OF THE LEARNERS

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.
Exercise according to a study by Buckworth and Dishman, is the “planned, structured, repetitive bodily
movements that someone engages in for the purpose of improving or maintaining physical fitness or health.

Health Related Fitness

This is primarily associated with disease prevention and functional health. Participating in regular health-
related fitness helps you control your weight, prevents diseases and illness, improves mood, boosts energy
and promotes better sleep.
Health Related Fitness Components
1. Body Composition refers to the combination of all the tissues that make up the body such as bones,
muscles, organs and body fat.
2. Cardiovascular Endurance – The ability of the heart, lungs, blood vessels, and blood to work
efficiently and to supply the body with oxygen.
3. Flexibility – The ability to use your joints fully through a wide range of motion.
4. Muscular Endurance – The ability to use muscles for a long period of time without tiring.
5. Muscular Strength – The ability of the muscles to lift a heavy weight or exert a lot of force one
time.

Skills Related Fitness Components

1. Agility – The ability to change body positions quickly and keep the body under control when
moving.
2. Balance – The ability to keep the body in a steady position while standing and moving.
3. Coordination – The ability of the body parts to work together when you perform an activity.
4. Power – The ability to combine strength with speed while moving.
5. Reaction Time – The ability to move quickly once a signal to start moving is received.
6. Speed – The ability to move all or a part of the body quickly.
Physical Activity and Exercise Activities done by the skeletal muscles that utilize energy is called
Physical Activity. Activities you are doing at home or in school are considered to be physical activity. It is
classified into 4 domains: occupational, domestic, transportation, and leisure time.
1. Occupational – These are the activities you do at your work place. Lifting computers and books,
going your friend’s desk or preparing lunch at the pantry.
2. Domestic – These are the activities you do at home. Washing clothes and dishes, gardening,
carpentry, baking or cleaning the house.
 3. Transportation – These are the activities that involves travelling. Riding a jeepney, tricycle,
motorcycle, or bikes.
4. Leisure Time – These are the activities you do during recreational activities. Playing, swimming,
hiking or craft making.
Aerobic, Muscle-strengthening, and Bone-strengthening Activity
1. Aerobic Activities, also called endurance activities, are physical activities in which people move their large
muscles in a rhythmic manner for a sustained period.
2. Muscle-Strengthening Activity This kind of activity, which includes resistance training and lifting weights,
causes the body’s muscles to work or hold against an applied force or weight.
3. Bone-Strengthening Activity This kind of activity (sometimes called weight-bearing or weight-loading
activity) produces a force on the bones that promotes bone growth and strength.

Barriers to Physical Activities

1. Lack of time
2. Social Support
3. Lack of Energy
4. Lack of Motivation
5. Fear of Injury
6. Lack of Skill
7. High Costs and Lack of Facilities
8. Weather Conditions

PHYSICAL FITNESS TEST

PHYSICAL FITNESS TEST is a set of measures designed to determine a student’s level of physical fitness. It is
intended to test two categories of physical fitness commonly referred to as “health-related” and “skill-related”.

1. BMI (Body Mass Index) – is the body’s relative amount of fat to fat-free mass
NOTE: If a weighing scale is unavailable, you may use your previous weight for computation purpose)

Formula: BMI = W where W is the weight in KILOGRAMS

H2 where H is the height in METERS

Example: BMI = 30kg = 30 = 20.83 (Normal)

(1.20m)2 1.44

BMI Classification
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – Above Obese

2. Zipper Test – to test the flexibility of the shoulder girdle

https://www.youtube.com/watch?v=L0hSAZv9Fpc you may refer on the link to know more about
zipper test.
Scoring – record zipper test to the nearest 0.1 centimeter

SCORE STANDARD INTERPRETATION

 5 Fingers overlapped by 6cm and above Excellent
4 Fingers overlapped by 4cm to 5.9 cm Very good
3 Fingers overlapped by 2cm to 3.9 cm Good
2 Fingers overlapped by 0.1 cm to 1.9cm Fair
1 Just touched the fingers Needs Improvement
0 Gap of 0.1 or wider Poor

3. Sit-and-Reach – to test the flexibility of the lower extremities (particularly the trunk)
https://www.youtube.com/watch?v=o3ZDpQU8qcw you may refer on the link to know more about SIT-
AND-REACH
Scoring: record the farthest distance between the two trials to the nearest 0.1 centimeters

SCORE STANDARD INTERPRETATION

5 61 cm and above Excellent
4 46 cm – 60.9 cm Very good
3 31 cm – 45.9 cm Good
2 16 cm – 45.9 cm Fair
1 0 – 30.9 cm Needs Improvement

4. Three-Minute Step Test – for cardiovascular endurance. It 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 fatigue.
https://www.youtube.com/watch?v=KMEdsHcg5vo you may refer on the link to know more about
THREE-MINUTE STEP TEST
Scoring: record the 60-second heart rate after the activity

5. Push-up – measures the strength of upper extremities. Strength is the ability of the muscle to generate force
against physical objects.
https://www.youtube.com/watch?v=8a-Y50NHPkE you may refer on the link to know more about
PUSH-UP TEST AND PLANKING
Scoring: record the number of push-ups made

STANDARD
SCORE INTERPRETATION
Boys Girls
5 33 and above 33 and above Excellent
4 25 to 32 25 to 32 Very good
3 17 to 24 17 to 24 Good
2 9 to 16 9 to 16 Fair
1 1 to 8 1 to 8 Needs Improvement
0 Cannot execute Cannot execute Poor

6. Basic Plank – to measure strength/stability of the core muscles

https://www.youtube.com/watch?v=8a-Y50NHPkE you may refer on the link to know more about
PUSH-UP TEST AND PLANKING
Scoring: record the time in the nearest seconds/minute. Maximum of 90 seconds for boys and girls
 SCORE STANDARD INTERPRETATION
5 51 seconds and above Excellent
4 46 seconds to 50 seconds Very good
3 31 seconds to 45 seconds Good
2 16 seconds to 30 seconds Fair
1 1 second to 15 seconds Needs Improvement

7. 40-Meter Sprint – This test measures your ability to accelerate to full speed quickly, as well as reaction
time
https://www.youtube.com/watch?v=p2ltS7MrtQI you may refer on the link to know more about 40-
METER SPRINT TEST
Scoring: record the time in nearest minutes and seconds

STANDARD
SCORE Boys Girls INTERPRETATION
17 y/o and above 17 y/o and above
5 <4.0 minutes <4.5 minutes Excellent
4 4.1 to 5.4 minutes 4.6 to 5.9 minutes Very good
3 5.5 to 6.5 minutes 6.0 to 7.0 minutes Good
2 6.6 to 7.5 minutes 7.1 to 8.1 minutes Fair
1 >7.6 minutes >8.2 minutes Needs Improvement

8. Standing Long Jump – to measure the explosive strength and power of the leg muscles.
https://www.youtube.com/watch?v=qTE4UN-4hCM you may refer on the link to know more about
STANDING LONG JUMP

Scoring: record the best distance in meters to the nearest 0.1 centimeters.

SCORE STANDARD INTERPRETATION

5 201 cm and above Excellent
4 151 cm to 200 cm Very good
3 126 cm to 150 cm Good
2 101 cm to 125 cm Fair
1 55 cm to 100 am Needs Improvement

9. Hexagon Agility Test – to measure the ability to move in different directions quickly.

https://www.youtube.com/watch?v=nMNcOemBM28 you may refer on the link to know more about

HEXAGON-AGILITY TEST
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.

SCORE STANDARD INTERPRETATION

5 5 seconds and below Excellent
4 6 seconds to 10 seconds Very good
 3 11 seconds to 15 seconds Good
2 16 seconds to 20 seconds Fair
1 21 second to 55 seconds Needs Improvement
0 Over 25 seconds Poor

10. Stick Drop Test –This test uses the known properties of gravity to determine how long it takes a person
to respond to the dropping of an object by measuring how far the object can falls before being caught.

https://www.youtube.com/watch?v=-tczDfZAOAk you may refer on the link to know more about

STICK-DROP TEST
Scoring: Record the middle 3 scores (for example: id the scores are 21, 18 and 19, the middle score is 19). In
case there are two (2) scores are the same (for example 18, 18, 25) the repeated score shall be recorded.

SCORE STANDARD INTERPRETATION

5 0 – 2.4 cm Excellent
4 5.08 cm to 10.16 cm Very good
3 12.70 cm to 17.78 cm Good
2 20.32 cm to 25.40 cm Fair
1 27.94 cm to 30.48 cm Needs Improvement

11. Juggling – to measure the coordination of the eye and hand.

https://www.youtube.com/watch?v=pORWSPeiXkI you may refer on the link to know more about
JUGGLING TEST

Scoring – record the highest number of hits the performer has done

SCORE STANDARD INTERPRETATION

5 41 hits and above Excellent
4 31 hits to 40 hits Very good
3 21 hits to 30 hits Good
2 11 hits to 20 hits Fair
1 1 to 10 hits Needs Improvement

12. Stork Balance Stand Test – to assess one’s ability to maintain equilibrium.
https://www.youtube.com/watch?v=sdiIn7mtJ2s&t=93s you may refer on the link to know more about
STORK BALANCE STAND TEST
Scoring – record the time taken on both feet in nearest seconds and divide the scores to get the average
percentage score.

SCORE STANDARD INTERPRETATION

17 y/o and above
5 161 sec to 180 sec Excellent
4 121 sec to 160 sec Very good
3 81 sec to 120 sec Good
2 16 seconds to 30 seconds Fair
1 1 second to 15 seconds Needs Improvement
Note to Learners: Perform some of the task at home with the help of your family member/s.
This form will be used for the pre-test (start of semester) and post-test (end of semester). Please refer to the scoring
guide. You may also answer using the link https://forms.gle/YY1qfUBm7ztMNchL8

If you are done assessing yourself, then let’s begin performing our Physical Fitness Test. Record your scores
in this score sheet. You’ve been doing these tests since your Junior High School years. Be honest to yourself!
NOTE: MAKE SURE TO ACCOMPLISH/PEFORM YOUR PHYSICAL FITNESS TEST (PFT)
BECAUSE IT WILL BE GRADED UNDER PERFORMANCE TASK.
ALONG WITH THE ACCOMPLISHED FORM/S, YOU MAY SEND A TIKTOK VIDEO OF
YOU PERFORMING THE DIFFERENT TESTS AS MODE OF VERIFICATION. YOU MAY
SEND YOUR 1-MINUTE LONG VIDEO VIA MESSENGER
April Jane J. Fernandez OR THROUGH EMAIL apriljane.fernandez@deped.gov.ph
REFLECTION: (MAKE SURE TO ACCOMPLISH THIS PART OFYOUR MODULE-IT WILL BE
GRADED UNDER PERFORMANCE TASK)
1. Describe your over-all experience while accomplishing your Physical Fitness Test (PFT). (100-150 words)

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2. What do you think is the importance of undergoing PFT prior to engaging in any strenuous activity or
participating in sports activities? Explain. (100-150 words)

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Eating Habits
The term eating habits (or food habits) refers to why and how people eat, which foods they eat, and with whom they
eat, as well as the ways people obtain, store, use, and discard food. Individual, social, cultural, religious, economic,
environmental, and political factors all influence people's eating habits. There are many factors that determine what
foods a person eats. In addition to personal preferences, there are cultural, social, religious, economic, environmental,
and even political factors.
Individual Preferences. Every individual has unique likes and dislikes concerning foods. These preferences develop
over time, and are influenced by personal experiences such as encouragement to eat, exposure to a food, family
customs and rituals, advertising, and personal values.
Cultural Influences. A cultural group provides guidelines regarding acceptable foods, food combinations, eating
patterns, and eating behaviors. Compliance with these guidelines creates a sense of identity and belonging for the
individual.
Social Influences. Members of a social group depend on each other, share a common culture, and influence each
other's behaviors and values. A person's membership in particular peer, work, or community groups impacts food
behaviors.
Religious Influences. Religious proscriptions range from a few to many, from relaxed to highly restrictive. This will
affect a follower's food choices and behaviors.
Economic Influences. Money, values, and consumer skills all affect what a person purchase. The price of a food,
however, is not an indicator of its nutritional value. Cost is a complex combination of a food's availability, status, and
demand.
Environmental Influences. The influence of the environment on food habits derives from a composite of ecological
and social factors. Foods that are commonly and easily grown within a specific region frequently become a part of the
local cuisine.
Political Influences. Food laws and trade agreements affect what is available within and across countries, and also
affect food prices. Food labeling laws determine what consumers know about the food they purchase. Eating habits
are thus the result of both external factors, such as politics, and internal factors, such as values. These habits are
formed, and may change, over a person's lifetime