12

Physical Education
and Health
Quarter 1 – Module 1:
Health-Related Fitness
Physical Education and Health – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Health-Related Fitness
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Schools Division of Capiz

Schools Division Superintendent: Salvador O. Ochavo, Jr.
Asst. Schools Division Superintendent: Nicasio S. Frio

Development Team of the Module

Authors: Felino V. Base

Cristel Joy S. Base
Editor: April Nadine A. Yulo
Reviewers: Ronie C. Reteracion
Illustrator: Felino V. Base
Layout Artist: Rose Ann A. Edullantes
Laurence U. Dadivas
Management Team: Salvador O. Ochavo, Jr.
Segundina F. Dollete
Shirley A. De Juan
Ronie C. Reteracion
Printed in Capiz
Department of Education – Schools Division of Capiz

Office Address: Banica, Roxas City 5800 Philippines

Tel. No./ Fax: No: (036) 6210-974
Email Address: capiz@deped.gov.ph
 12

Physical
Education and
Health
Quarter 1 – Module 1:
Health-Related Fitness

1
Introductory Message
For the facilitator:

Welcome to the Physical Education and Health 12 Alternative Delivery Mode (ADM) Module
on Health-Related Fitness!

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

Welcome to the Physical Education and Health 12 Alternative Delivery Mode (ADM) Module
on Health-Related Fitness!

The hand is one of the most symbolized part of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create and accomplish. Hence, the
hand in this learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

ii
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you

to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

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The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

iii
 MODULE 1
HEALTH-RELATED FITNESS

Learning Competency
1. Self-assess health related fitness (HRF) status, barriers to physical activity
assessment participation and one’s diet. PEH12FH-Ig-i-6

What I Need to Know

This module was designed and written with you in mind. It is here to help you
experience the art or science of Physical Education and Health. The scope of this module
permits it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

After going through this module, you are expected to:

1. discuss health-related fitness;

2. identify the health-related fitness components and barriers to physical
activity; and
3. perform the health-related fitness tests based on the prescribed procedures

iv
 What I Know

Test I. Below are the jumbled letters and pictures of health related fitness. Arrange the letters
accordingly to form a word or words based on its corresponding picture. Write your answer on
a separate sheet of paper.
1. IODCAR VASLARCU RENUDANCE

2. YDOB NOITISOPMCO

3. YTILIBIXELF

4. LARCUMUS DUENCERAN

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 5. HTGNERTS ARLCUMUS

Test II. Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. A test for Cardiovascular Endurance level based on how quickly your heart rate will
come back down after a physical activity.
a. push-up
b. curl-up
c. 3-minute step test
d. 1-kilometer run

2. A test for abdominal muscles strength and endurance.

a. flexed-arm support
b. body mass index
c. 3-minute step test
d. curl-up

3. This test measures the flexibility of the hamstring and hips.

a. zipper test
b. sit and reach
c. hamstring and hip flexor test
d. shoulder stretch

4. This test measures the strength and endurance of upper arms.

a. body mass index
b. 90-degree push-up
c. partial curl-up
d. 50-meter sprint

5. This test measures the muscular strength and endurance of the shoulders and upper
arms.
a. curl-up
b. hamstring and hip flexor test
c. standing long jump
d. flexed-arm support
6. A test for shoulder flexibility.
a. sit and reach
b. zipper test
c. arm span
d. hamstring and hip flexor test

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7. The ability of the muscle to continue to perform without fatigue.
a. flexibility
b. muscular endurance
c. muscular strength
d. agility

8. The ability of the heart, lungs and blood vessels to supply oxygen to the body tissues
during sustained physical activity.
a. balance
b. cardiovascular endurance
c. power
d. body composition

9. The ability of the joints to bend and move through the full range of motion.
a. agility
b. cardiovascular endurance
c. flexibility
d. speed

10. It is the percentages of fat, bone, water and muscle in a human body
a. body mass index
b. body composition
c. cardiovascular endurance
d. muscular strength

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 Lesson

1 Health-Related Fitness

Physical activity is one of the essential needs in this time of pandemic, because it helps
us to strengthen our health, to boost the immune system, to resist disease, and to finish the
task without undue fatigue. Moreover, engaging in physical work develops positive effects to
mental, psychological and emotional aspects which may lead to a happy life.

The activity may be done at home, eliminating all the barriers or hindrances through
the application of prescribed physical fitness tests or chosen physical activity suited to the
developmental needs.

What’s In

Identify the following words or phrases based on their groups. Choose your answer in
the box that corresponds to the component, test and barrier. Write your answers on a separate
sheet of paper.

cardiovascular endurance push-up covid 19

lack of self-motivation flexibility boredom of exercise
shoulder stretch curl-up muscular strength
3-minute step muscular endurance
inconvenience of exercise body composition
hamstring and hip flexor insufficient time to exercise

Health-Related Fitness Components Physical Testing Activities

Barriers to Physical Activity

Notes to the Teacher

This part is a pre-assessment only. You may record the scores of
the students to cater their needs in this lesson.

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 What’s New

Prior to any physical activity, it is just right to assess your general health through the PAR-Q
& YOU questionnaire. PAR-Q & YOU questionnaire is an assessment to determine your
health condition or status based on the doctor’s findings and recommendations or based on
your actual condition for the past months. This will be the basis if you are ready or not to
engage in the different physical activities in this lesson.

Directions: Fill-in the PAR-Q as pre-requisite to check readiness for physical activity. Please
fill-in and answer the questions honestly. Write your answer on a separate sheet of paper.

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Answer the following questions. Write your answer on a separate sheet of paper.

1. What is PAR-Q & YOU questionnaire?

2. What did you discover in answering the PAR-Q & YOU questionnaire?
3. How this questionnaire may help you in assessing health-related fitness component?

What is It

In this lesson, we will discuss health-related fitness, identify the barriers to physical activity
assessment participation and one’s diet and assess the different components of health-
related fitness through the prescribed testing activities.

Health-Related Fitness – it focuses on the development of health and functional capacity

of the body. The components to be developed are cardiovascular endurance, muscular
strength, muscular endurance, flexibility and body composition.

Cardiovascular Endurance is the ability of the heart, lungs and blood vessels to supply
oxygen to your body tissues during sustained physical activity. This allows the body to
endure physical movement for a period of time. Also, efficient delivery of oxygen to its
tissues will take place giving the person a lower breathing rate and the ability to perform
the task longer.

Muscular Strength is the maximum amount of force a muscle can exert in a single effort.
Achievement of muscular strength depends on factors like gender, age and inherited
physical attributes. Having strong muscles is beneficial to everyday living. The muscles
support the skeleton enabling movement to occur and the strength to support the body
while standing up.
Muscular Endurance is the ability of the muscle to continue to perform without fatigue.

Flexibility is the ability to bend and move the joints through the full range of motion.

Body composition is the percentage of fat, bone, water and muscle in a human body; it
is often the ratio of lean tissue to fat tissue in the body.

Barriers to Physical Activity

1. Personal Barriers

With the current trends in technology and development, people’s lives have
become more convenient and easier but less active. They may also have reasons or
own justifications of their inactivity that forms their attitude towards physical movement,
letting them live a sedentary life.

Some common explanations (barriers) that people cite for resistance to

exercise are:
• Insufficient time to exercise
• Inconvenience to exercise
• Lack of self-motivation
• Non-enjoyment, boredom of exercise

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 • Lack of confidence in their ability to be physically active (low self-efficacy)
• Fear of being injured or having been injured recently
• Lack of self-management skills, such as the ability to set personal goals,
monitor progress, or reward progress toward such goals
• Lack of encouragement, support, or companionship from family and friends
• Non-availability of parks, sidewalks, bicycle trails, or safe and pleasant walking
paths close to home or the workplace.

2. Environmental Barriers

The environment in which we live has a great influence on our level of physical
activity. Many factors in our environment affect us. Obvious factors include the
accessibility of walking paths, cycling trails and recreation facilities. Factors such as
traffic, availability of public transportation, crime, pollution and the pandemic caused
by the COVID 19 may also have an effect. Other environmental factors include our
social environment, such as support from family and friends, and community spirit. It
is possible to make changes in our environment through campaigns to support active
transportation, legislation for safer communities, and other creation of new recreation
with the observance of minimum health standards set by the government.

Self-Testing Activities for Health-Related Fitness

1. Anthropometric Measurements (Height, Weight, Waistline, Hipline)

2. Hamstring and Hip Flexor Test
3. Curl-up (Dynamic)
4. Flexed-arm support (Static)
5. 3-Minute Step Test
6. Zipper Test
7. 90-degree Push-up (Dynamic)

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 What’s More

Perform the different exercises based on the given procedures. Wear proper PE uniform or
any available sports clothes (T-shirt, Jogging pants, Jersey shorts, Cycling shorts, Leggings).
Observe your health condition or status in the whole duration of the activity.

Exercises Time/Count

1. Walk 5 minutes

2. Stretch your arms upward, 16 counts for each set

downward and sideward

3. Walk 5 minutes

4. Run 1 minute

5. Walk 3 minutes

6. Run 1 minute

7. Walk 3 minutes

8. Repeat number 2

What I Have Learned

Answer the following questions. Write your answer on a separate sheet of paper.

1. How did you find the activity? Was it easy to accomplish? Why?
2. What did you discover about your health condition or status after engaging in
physical activity?
3. Are these exercises beneficial in improving your health-related fitness? Why?

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 What I Can Do

SELF-TESTING PHYSICAL ACTIVITIES

Directions: Perform the self-testing physical activities safely, in accordance with the
procedure set. Wear proper attire, prepare needed materials and get ready to perform the
following activities inside your home. Record your score in your health assessment card.

I. Anthropometric Measurements

Purpose: To measure body composition.

Materials needed: weighing scale,
tape measure
Goal: Take body composition
Preliminary: Prepare needed materials
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 hipbone. Record in centimeter (cm).

4. Hipline. Place tape measure in the widest part of hip in line with the pubis.

5. Computation/s

a. BMI – Body Mass Index - measure of body based on height and weight that aid
in determining weight categories.
BMI = Weight in kg
------------------------------------------------------
(Height in m) x Height in m)

b. Waist to Hip Ratio - measure stored body fats percentage by the relative
measurement of waist and hip.

WHR = Waist Circumference (cm)

------------------------------------------------------
Hip Circumference

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II. 3 – Minute Step Test

Purpose: Test for Cardiovascular Endurance

level based on how quickly your heart rate will
come back down after a physical activity.
Materials needed: Stopwatch, 12 – inch
bench box, a metronome
Goal: In a constant pace, step on and off the
bench for 3 minutes straight.

1 2 3 4
up up down down

Procedure:
1. Stand close to the 12 – inch bench box while partner will set the metronome in 96
beats per minute (bpm).
2. When ready to begin, start the stopwatch, step one foot at a time to the beat (up,
up, down, down). When 3 minutes is up, stop immediately get your pulse rate.
3. Record the Exercise Heart Rate:_________________ bpm

III. Hamstring and Hip Flexor Test

Purpose: To test flexibility of the hamstring

and hips
Materials needed: protractor
Goal: Keeping both legs straight, lift one leg
to the maximum angle with other leg remain
flat on the floor.
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 the
floor.
5. Place a yard stick 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.

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IV. Zipper Test

Purpose: Test for the shoulder flexibility

Materials needed: Tap measure/Ruler
Goal: Raise one arm across back with bent
elbow reaching down fingers of the
other hand.
Preliminary: Prepare needed materials

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 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 overlapped.
3. Repeat the procedure with the other hand. Record the score.

V. Curl – Up (Dynamic)

Purpose: Test abdominal muscles strength

and endurance
Materials needed: Mat/Sack (Sako), Adhesive
tape, Tape measure/Ruler
Goal: Perform curl – up with proper pacing (3
seconds per curl)
Preliminary: Prepare the mat. Place two tape
marks 4 ½ inches apart on the floor. 4 ½ inches

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 fingers
reach the 2nd marker.
4. Upon reaching the second marker, 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. Record
the number of repetitions.

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VI. 90 – Degrees Push – up (Dynamic)

Purpose: Test for the strength and

endurance of the upper arm muscles
Materials needed: Mat/Sack (Sako)
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. Male: Support the body in a push – up position from toes with back, hip
and legs align.
Female: 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.

VII. Flexed – Arm Support (Static)

Purpose: Test the muscular strength of

the shoulder and upper arm
Materials needed: Mat/Sack (Sako),
Stopwatch
Goal: Hold the push – up position not
more than 35 seconds

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.
2. Hold the position as long as possible.
3. Record the obtained holding position.

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 Measuring your fitness level is one way to find out your level of physical fitness. Below
are references for interpretation.

BMI Categories Waist to Hip Ratio Men Women

Underweight : <18.5 Ideal 0.8 0.7
Normal Weight : 18.5 – 24.9 Low Risk <0.95 <0.8
Overweight : 25 – 29.9
Obesity : BMI of 30 or greater Moderate Risk 0.96 – 0.99 0.81 – 0.84
High Risk >1.0 >0.85

Rating Scale for Dynamic Muscular Endurance

Male Female
Age 16 – 26
Curl – ups Push – ups Curl – ups Push – ups
High Performance Zone Can do more than 35 Can do more than 29 Can do more than 25 Can do more than 17
Good Fitness Zone 24 – 34 20 – 28 18 – 24 12 – 16
Marginal Zone 15 – 23 16 – 19 10 – 17 8 – 11
Low Zone 14 and below 15 and below 9 and below 7 and below

Rating Scale for Static Endurance

Classification Score in Seconds
High – performance zone 30 and above
Good fitness zone 20 – 29
Marginal zone 10 – 19
Low zone 10

Rating Scale for Flexibility

Classification Male Female
Shoulder Flexibility Hamstring & Hip Flexor Shoulder Flexibility Hamstring & Hip Flexor
Flexibility (Degrees) Flexibility (Degrees)
R L 111 & above R L 111 & degrees
High Performance Zone
5+ 4+ 6+ 5+
Good Fitness Zone 1–4 1–3 80 – 110 2–5 2–4 80 – 110
Marginal Zone 0 0 60 – 79 1 1 60 – 79
Low Zone <0 <0 <60 <1 <1 <60

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 Assessment

Directions: Make your own assessment card using short bond paper based on the format
below. Record all the results in self-testing physical activities for health-related fitness.
Interpretation, analysis and implication will be based on the given references (Page 16- BMI
Categories, Rating Scale for Dynamic Muscular Endurance, Rating Scale for Static Endurance
and Rating Scale for Flexibility).

Assessment Card: Health-Related Fitness Status

Name: ________________________________________ Date: ________________

Year/Section: __________________________________

1. Body Composition
Test BMI Result Interpretation Analysis
BMI
Waist to Hip Ratio

2. Cardiovascular Endurance
3- minute step test Recovery PR & Interpretation Implication

3. Muscular Strength, Endurance, Flexibility

My stronger HRF Component:

High ____________________________

My weakness HRF Component:

Good ___________________________

Marginal Realization / Conclusion:

____________________________________________________
Low ____________________________________________________
_________________________________________________
______________________________________________
______________________________________________
Push-up Curl-up Flexed-Arm Flexibility ______________________________________________
Support ______________________________________________
_______________________________________
Mark with a dot the performance description obtained.

__________________________________
Student’s Signature

__________________________________
Name of PE & Health Teacher

15
 Additional Activities

Go over your recorded fitness results from the self-testing activity. Compute for your Target
Heart Rate Range following the procedure below. Write your answer on a separate sheet of
paper.

1. Get the Maximum Heart Rate. MHR = 220 - ________

(your age)
MHR =____________

2. Determine the Heart Rate Reserve. HRR = MHR – ________________

(Resting Heart Rate)
(*Please refer to Self-testing activities)
HRR= _____________

3. Take 60% and 80% of the HRR

a. 60% x HRR = _________
b. 80% x HRR = _________

4. Add each HRR to Resting Heart Rate (RHR) to obtain the Target Heart Rate
(THR) range.
a. 60% HRR ___ + ______ = ______ beats per minute
(RHR)

b. 80% HRR ___ + ______ = ______ beats per minute

(RHR)
Therefore, your target heart rate range is ______ to ______ beats per minute.
(4.a) (4.b)

(When performing physical activities, your heart rate is within the normal range therefore you
have to select moderate – vigorous activities that will make you heart pump within the THR
range.)

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 17
What's In
What I Know
Test I
Health-Related Fitness Components
1. CARDIOVASCULAR ENDURANCE
2. BODY COMPOSITION cardiovascular endurance
3. FLEXIBILITY flexibility
4. MUSCULAR ENDURANCE muscular strength
5. MUSCULAR STRENGTH muscular endurance
Test II body composition
1. C
2. D Physical Testing Activities
3. C curl-up
4. B 3-minute step test
5. D hamstring and hip flexor
6. B push-up
7. B shoulder stretch
8. B
9. C
10. B Barriers to Physical Activity
boredom of exercise
inconvenience of exercise
lack of self-motivation
insufficient time to exercise
covid 19
Answer Key
References

• 2016 K to 12 Learner’s Material in Physical Education and Health 11, pp 21-31

• 2015 k to 12 Learner’s Material in Physical Education and Health 10, p 24
• Most Essential Learning Competencies (MELCs) PEH12FH-Ig-i-6, p 532
• Source: http://www.furman.edu/sites/live well/getmoving/pages/par-q.aspx

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For inquiries and feedback, please write or call:

Department of Education – SDO Capiz

Curriculum Implementation Division
Banica Roxas, City

Telefax: (036) 651-8456

Email Address: capiz@deped.gov.ph