SAS #1 MELC 1 (MODULAR MODALITY/ONLINE MODALITY)

TITLE/LESSON: RECREATIONAL ACTIVITIES IN HEALTH-RELATEDFITNESS

1.OBJECTIVES:

At the end of the lesson, you are expected to:

a. Identify concepts of recreational activity, health-related fitness, barriers inrecreational activity participation and
diet to improve one’s health as ahabit. b. Perform health-related fitness test.
c. Realize the essential benefits of recreational activities to one’s health.

A. Content Standard: The learner demonstrates understanding of recreation inoptimizingone’shealth as a habit; as requisite for
physical activity assessment performance, andas acareeropportunity.

B. Performance Standard: The learner leads recreational events with proficiency andconfidenceresulting in independent
pursuit and in influencing others positively.

C. Most Essential Learning Competency: Self-assesses health-related fitness (HRF) status, barrierstophysical
activity assessment participation and one’s diet.

II: LEARNING RESOURCES

A. Materials/IMs Needed: weighing scale, meter stick/tape measure, fitness test scorecard,chalk, marker.
B. References
C. Additional Materials and Learning Resources

III: TIME FRAME: Weeks 1-2

IV: INTRODUCTION/RATIONALE

Welcome Back! It’s time to get your bodies moving and at the same time enjoyingor relaxingdifferent recreational
activities that interests you. This Student Activity Sheet will leadyoutoassessthestatus of your health-related fitness, factors that
hinders you to participate activelyinphysicalactivities and the state of your nutrition intake. As you go through the fitness test,
youmayaskassistance from one of your family members to fulfill the test or record the score of your performance.It is also
important to bear in mind to wear appropriate clothing while doing the fitness test. Overall,activities set for this lesson will
determine recreational activities that you may dotoimproveyourhealth-related fitness and diet.
What I Need to Know

Act. No.1.1 PRE-ASSESSMENT

Directions: Read and analyze the questions and write the letter of the best answer in thespaceprovided.

1. What is derived from the Latin word “recreare” which means “to be refreshed” andanythingthat is stimulating and
rejuvenating to an individual?
A. Free Time B. Recreation C. Organize D. Outdoor 2. Which refers to activities that are pursued outdoors for
leisure activities? A. Physical Activity C. Outdoor Recreation B. Indoor Recreation D. Exercise
3. What is also known as lifestyle-related activities that consist of activities that raiseyour heartasif you were exercising?
A. Physical Activity C. Active living exercises B. Active Recreation D. Passive Recreation
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4. Which of the following activities is an active recreational activity? A. monopoly C. card games
B. biking D. fishing
5. Which of the following activities is pursued inside a home or building for leisureactivities?A. Physical Activity C.
Outdoor Recreation B. Indoor Recreation D. Exercise
6. Which of the following activities is a passive recreational activity? A. Biking C. trip to Jerusalem B. futsal D. playing
scrabble
7. Juan likes to play basketball. What energy system was used when he made aslamdunk?A. Aerobic energy system C. A-
lactic energy system
B. Lactic energy system D. Oxidative system 8. Which among the following barriers of physical activity is categorized
as an environmental barrier?
A. Lack of skill C. bad weather
B. Lack of will power D. fear of injury
9. Maria is fond of playing Patintero. What skill-related fitness component can bedeveloped?A. Agility C. speed
B. Power D. Reaction Time 10. What health-related fitness can be developed in playing Limbo rock? A. Body
composition C. endurance
B. Flexibility D. strength
11. Which of the following activities is NOT an indoor recreation? A. Table tennis C. arcade
 B. Ice skating D. fishing
12. Among the different recreational activities, which of these would most likely improvecardio-vascular health?
A. jumping rope C. camping
B. gardening D. listening to music 13. Which of the following is NOT an outdoor recreation?
A. hiking C. frisbee activity
B. orienteering D. watching movies
14. Jose wants to develop his muscular strength. What recreational activity can heengagein?A. board games C. wall
climbing B. kite flying D. reading
15. Which of the following is NOT a benefit of recreational activity? A. improves quality of life
B. encourages social interaction
C. increases emotional instability
D. promotes fitness and well-being

What’s in

Act. No.1.2 PICLOGIC

Directions: Analyze the different pictures shown and identify the word beingdescribed.

What’s New
Act. No. 1.3 WORD SEARCH
Directions: Highlight the words that you can find in the puzzle. Create a statement withthewords found.
 ____________________________________________
________________________________________________________

What I know

Act. No.1.4 Fitcabulary

Directions: In this activity, you will define, describe or explain the concepts, ideas or characteristicsof the following
words that are related to Fitness.

1. Recreational Activity- _____________________________

2. Health-Related Fitness- ____________________________
3. Balance Diet- _____________________________________
4. Physical Activity Barrier- ____________________________
5. Wellness- __________________________________________

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What is it

RECREATIONAL ACTIVITY

This refers to leisure activities that people do in their free time. The word recreationcamefroma Latin word “recreare” which
means to be refreshed and to be renewed. TheIndividuals’participation in this activity is a pursuit endeavor that is refreshing,
entertaining or evenrelaxingthatoften leads to fun and enjoyment. Recreational activities might differ with one’s interest,
needs,skill,and belief. Recreational activities can be categorized as active recreation, passiverecreation,indoor recreation, and
outdoor recreation.
Indoor Recreation Outdoor Recre
Active Recreation(an activity that requires Passive Recreation (an activity that caninside a house, (an activity t
aenergy and movement) involves limited buildingenclosed area) be done
lot of the field or outside o
physical exertion)

Ex. Ex. Ex. Ex.

Skateboarding Reading Bowling Camping
Volleyball Fishing Arcades Orienteering
Basketball Listening to musicPainting Badminton Hiking
Bicycling Hockey Watching TVBilliards
Paintball Photography Card games Hunting
Patintero Board games Running
Soccer Kite-flying
Surfing
Snorkeling
 out in
space)

Benefits and values can be derived by engaging in different recreational activitiessuchasimprovement of physical
health, reduce the feeling of anxiety or depression, buildoneself-esteem,enhance relationship skills, improve focus,
increase cultural diversity, promotecommunityengagement, and develop holistic potential. Moreover, taking part in
different recreational activities,especially active recreation will consequently lead to attain fitness.

BIKING
Biking is a low-impact activity that can be enjoyed by all ages of people. It is alsoapowerfulcardio workout that helps raise your
heart rate and burn calories when done in an hour. Inaddition,itcan strengthen your lower extremities like legs, hips, and glutes.
Unlike some other sports, thisactivitydoes not require a high level of physical skills. Biking is an ideal outdoor activity that
canalsobedoneindoor while having a stationary bike at home. Having this activity will not cost muchsinceyouwill

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need a bike fitted with your size and interest. Regular riding of your bicycle can helpprotect youfromserious diseases such as
obesity, heart disease, mental illness, diabetes, and arthritis. This is oneofthebest ways to reduce your risk of health problems
that is often associated with a sedentarylifestyle.

FIVE BIKING SKILLS

1. Balance- having great balance is very important for you not to fall off fromyour bike.Practicing to move slowly on a
straight line takes a lot of work but it’s a goodwaytoimproveyour balance.
2. Pedaling- learning to push down and pull up on pedals simultaneously. A. smoothpedalingtechnique can also reduce the
chance of injury to joints and muscles. 3. Braking- reducing the speed of the bicycle or prevents it from moving. It
commonlyhasafrontbrake on the left side of the handlebars while the rear brake is on the right. 4. Shifting- understanding shift
gears will avoid losing momentum and to possibly get off yourbikeon a climb. The low gear is the "easy" gear and is
primarily used when climbingmeanwhilehigh gear is the "hard" gear and is primarily used when descending and sprinting. 5.
Descending- moving or sloping downward your bicycle is a necessary skill todevelopspeciallyto stay safe when in a crucial
state when things get steep. Some riders arenervouswhendescending so taking a deep breath to calm down the body and
relieve any tensionisveryessential. Getting low on your bike while descending will reduce your frontal profile(thesurface area
that meets the wind) which will improve your aerodynamics enablingyoutoholdspeed throughout the descent.

THE HEALTH BENEFITS OF REGULAR BIKING:

● strengthened cardiovascular fitness
● increased muscle strength
● improved joint mobility
● reduced stress levels
● improved posture and coordination
 ● strengthened bones
● lessened body fat levels
● reduced anxiety and depression.

To ensure the quality and state of being physically fit and healthy, consideringthehealth related and skill-related
fitness component when participating in any of the recreational activitieswillpave way to attain a condition of health and
well-being and to be able to performdailyactivities.

Health-Related Fitness Component

1. Body Composition- the relative amount of fat, bone, muscle, and water in humanbodies.2. Flexibility- the ability of
the joints and muscles to move in a wide range of motion. 3. Cardiovascular Endurance- the ability of the heart, lungs,
and bloodvessels todeliveroxygen to the working muscles for a long period of time.
4. Muscular Strength- the ability of the muscles to lift and move a maximumamount of force.5. Muscular
Endurance- the ability of the muscle to work over a long periodof timewithoutundue fatigue.

Skill-Related Fitness Component

1. Speed- the ability of the body to move in one direction in the shortest possibletime. 2. Power- the ability of the
muscles to exert a maximum amount of force in thequickest time.3. Agility- the ability of the body to move in different
directions quickly. 4. Reaction Time- the ability of the body to move or respond quickly to a stimulus. 5. Coordination-
the ability of the body to work together to performphysical activities. 6. Balance- the ability of the body to maintain or
control the body in a stationaryof movingposition.

A consistent and well-planned recreational activity promotes wellness andhas variousbenefitsfor physical, social,
emotional, and psychological health. According to Devi (2021) peoplewhomake recreation a priority are more likely to feel
satisfied with their lives. Recreational activitieshelp
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create a balance between academic pressures with physical and mental well-being. This alsohelpspeople to deal with common
day to day problems more effectively as it makes peoplemoreoptimists and with a positive outlook in life.

On the contrary, due to multiple reasons and factors, one may not constantlyengageinrecreational activities. It is essential to
determine necessary barriers to be able toovercomeandcome up with solutions to eventually experience the advantages of
recreational activities. Thesebarriers can be identified as Personal and Environmental barriers to physical activities.

BARRIERS TO PHYSICAL ACTIVITIES

1. Personal- these are factors that relates to one’s personal life experiences, emotions, andattitudes that hinders the ability of
a person to participate in any recreational activities. ⮚ lack of interest
⮚ fear of injury
⮚ non-enjoyment of active recreational activities
⮚ lack of skills and ability
⮚ lack of motivation

2. Environmental- these pertains to place, space, weather, or noise that preventsanindividual to perform such activities.
⮚ lack of support or encouragement
⮚ lack of resources
⮚ lack of time
⮚ non-availability of physical activity area
⮚ bad weather

HEALTHY EATING HABITS

This refers to a healthy lifestyle of eating a wide variety of food in its right amount togivenourishment to our body. It
will provide energy you need to perform your tasks andkeepyouactivethroughout the day. The nutrients are needed for growth
and development, helpinganindividual tostay healthy and strong and help prevent illnesses and diseases.

Why Healthy Eating Matters?

⮚ improve good sleep

⮚ improve one’s well being
⮚ help manage healthy weight
⮚ develop strong bones and muscles
⮚ enhance ability to combat diseases
⮚ increase energy level and be active
 ⮚ boost better physical and mental health
⮚ keep body organs healthy to maintain its body function ⮚ help the ability to recover from injuries
or illnesses.

Philippine Food Pyramid

The Food Pyramid is designed to
use a nutritional guide people to
make healthy eating easier. It
shows the different food groups
and its recommended
consumption for a
healthy diet. Eating the right
amount from each food group is
called eating a "balanced" diet.

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What’s more

Act. No. 1.5 FITNESS ASSESSMENT LOG

Directions: At this point, you will perform the Philippine Physical Fitness StandardTest. Recall andrecord the scores of your
Fitness test during HOPE 3 and perform once more your Health-RelatedandSkill-related fitness test. Make sure to follow the
Test Protocols. As soon as you accomplishthetestcompare and analyze your previous and present performance.

PHYSICAL FITNESS TEST OBJECTIVES:

1. To determine the level of your fitness.
2. To identify your strengths and weaknesses for development and improvement. 3. To provide baseline data for
selection of physical activities for enhancement of healthandskill performance.
4. To gather data for the development of norms and standards. 5. To motivate and guide you in
selecting activities for recreation.

PHYSICAL FITNESS TEST

Part l. Health-Related Fitness

1. BMI (Body Mass Index)

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
30.0 – Above Obes
BMI Classification

Below 18.5 Underweight

1. Weight refers to the heaviness of a person. Equipment
18.5 – 24.9Normal

25.0 – 29.9
Overweight
 Weighing or bathroom scale calibrated properly.

Procedure:
For the Tester:
a. Wear light clothing before weighing.
b. On bare feet, stand erect and still with weight evenly distributed on thecenter ofthescale.
For the Partner:
a. Before the start of weighing, adjust the scale to zero.
b. Record the score in kilogram.

Scoring – record the body mass to the nearest 0.5 kilogram

2. Height is the distance between the feet on the floor to the top of the headinstandingposition.

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Equipment:
a. Tape measure laid flat to a concrete wall where zero point starts on thefloor b. L-square; and
c. An even and firm floor and flat wall

Procedure
For the Tester:
a. Stand erect on bare feet with heels, buttocks and shoulders pressedagainst thewall where tape measure is
attached.
For the Partner:
a. Place the L-square against the wall with the base at the top of the headof theperson being tested. Make sure that
the L-square when placed on theheadof thestudent, is straight and parallel to the floor.
b. Record the score in meters.

Scoring – record the standing height to the nearest 0.1 centimeter

***1 meter = 100 centimeters

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

Scoring – record zipper test to the nearest 0.1 centimeter
SCORE STANDARD INTERPRETATIO
N

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

Scoring – record the farthest distance between the two trials to the nearest 0.1 centimeters

Equipment
a. Ruler

Procedure
For the Tester
a. Stand erect.
b. Raise your right arm, bend your elbow, and reach your back as far as possible, totestthe right shoulder; extend
your left arm down and behind your back, bendyour elbowup across your back, and try to reach/across your
 fingers over those of your right handas if to pull a zipper or scratch between the shoulder blades.
c. To test the left shoulder, repeat the procedures a and b with the left handover theshoulder.

For the Partner

a. Observe whether the finger touched or overlapped each other, if not, measurethe
gap between the middle fingers of both hands.
b. Record distance in centimeters.

3. Sit-and-Reach – to test the flexibility of the lower extremities (particularly the trunk).

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Procedure
For the Tester
SCORE STANDARD INTERPRETATION

5 61 cm and above Excellent

4 46 cm – 60.9 cm

3 31 cm – 45.9 cm Good

2 16 cm – 40.9 cm Fair

1 0 – 15.9 cm

Equipment
a. Tape measure or meter stick

a. Sit on the floor with back, head and shoulders flat on the wall. Feet are12inchesapart.
b. Interlock thumbs and position the tip of the fingers on the floor without bendingtheelbows.
c. After the partner has positioned the zero point of the tape measure/meter/stick, (atthe top of the middle
fingers), the tester starts the test by sliding the hands slowlyforward without jerking, trying to reach the farthest
distance possible without bendingthe knees.
d. Bouncing or jerking movement is not allowed.
e. Do it twice.

For the Partner

a. As the tester assumes the (b) procedure, position the zero point of thetapemeasureat the tip of the
middle fingers of the tester.
b. See to it that the knees are not bents as the performer slides farthest thedistancethat he could.
c. Record the farthest distance reached in centimeters.

4. Three-Minute Step Test – to measure cardiovascular endurance.

Scoring – record the 60-second heart rate after the activity

Equipment
a. Step. Height of step: 12 inches
b. Stopwatch
c. Drum, clapper, clicker, metronome with speaker or any similar device.

Procedure
For the Tester
a. Stand at least one foot away from the step or bench with trunk erect andeyeslooking straight ahead.
b. The first step of the sequence should be alternate. At the signal “GO”, stepupanddown the step/bench for 3
 minutes at a rate of 96 beats per minute. Onestepconsistsof 4 beats – up with the left foot (ct.1), up with the right
foot (ct. 2), downwiththeleftfoot (ct. 3), down with the right foot (ct. 4) for the first sequence. Then
upwiththerightfoot. (ct. 1), up with the left foot (ct. 2), then down with the right foot (ct. 3), downwiththe left
foot (ct. 4) for the second sequence. Observe proper breathing(inhalethroughthe nose, exhale through the
mouth).
c. Immediately after the exercise, stand and locate your pulse and in five(5) seconds,or at a signal, start to get the
heart rate.
d. Don’t talk while taking the pulse rate.
e. Count the pulse beat for 10 seconds and multiply it by 6.

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For the 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, allow the performer to locate his/her pulse in 5 seconds. c. Give the signal to count
the pulse beat.
d. Let the performer count his/her pulse beat for 10 seconds and multiply it by6.

5. Push-up – measures the strength of upper extremities.

Scoring – record the number of push-ups made

SCORE STANDARD INTERPRETATION

Equipment
Boys Girls a. Exercise mats or any clean mat

5 33 and above Procedure

33 and
For the Tester

1 8 Needs Improvement

0 Cannot execute Cannot execute

a. Lie down on the mat; face down in standard push-up position: palms onthematabout shoulder width,
fingers pointing forward, and legs straight, parallel, andslightly
apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight, thenlower thearms until there is a 90-
degree at the elbows (upper arms are parallel tothefloor). FOR GIRLS: With knees in contact with the floor,
straightens the arms, keepingtheback straight, then lowers the arms until there is a 90- degree angle at
theelbows(upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-upsperminute. (2 seconds going
down and 1 sec going up).
d. A maximum of 5o push-ups for boys and 25 push-ups for girls.

For the Partner

a. As the tester assumes the position of push-ups, start counting as thetester lowershis/her body until he/she
reaches 90-degree at the elbow. The partner shouldstandinfront of the tester and his/her eyes should be close to
elbow level to accuratelyjudgethe 90 degrees bend.
 b. Make sure that the performer executes the push-ups in the correct form. c. The test is terminated when the
performer can no longer execute thepush-upsinthecorrect form, is in pain, voluntarily stops, or cadence is
broken.

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

Scoring – record the time in the nearest seconds/minute. Maximumof 90 seconds for boysandgirls

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Equipment
SCORE STANDARD INTERPRETATION

5 51 seconds and above Excellent

4 46 seconds to 50 seconds

3 31 seconds to 45 seconds Good

2 16 seconds to 30 seconds Fair

1 1 second to 15 seconds Needs Improvement

a. Exercise mats or any clean mat, stopwatch/time device Procedure

For the Tester
a. Assume a push-up position. Rest body on forearms with palms andfingers flat onthefloor. Elbows are aligned
with the shoulders.
b. Legs are straight with ankles, knees and thighs touching together. c. Support weight on forearms and toes;
make sure that your back is flat. Head, neckand spine are in a straight line.
d. Keep abdominals engaged/contracted, do not let stomach or allowhips torise.,

For the Partner

a. Ensure the availability of a mat/smooth flooring or a mat/smooth or anythingthatcan protect the forearms.
b. Give the signal “Start/Go” and start/press the time device.
c. Make sure that the back of the head, neck, spine, and ankles are in astraight line.d. Give two (2) warnings.
e. Stop the time when the performer can no longer hold the requiredposition, or whenthe performer has held the
position for at least 90 seconds. Holding theplankpositionbeyond 90 seconds is considered. Holding the plank
position beyond90 secondsisconsidered necessary.

Part ll: Skill-Related Fitness

7. 40-Meter Sprint – to measure the running speed.

Scoring – record the time in nearest minutes and seconds

5 <4.0 minutes
SCORE STANDARD
4 4.1 to 5.4 minutes
Boys Girls
17 y/o and 3 5.5 to 6.5 minutes
17 y/o and above
2 6.6 to 7.5 minutes
 2. Running area with known measurement (40 meters) 11
1 >7.6 minutes

Equipment
1. Stopwatch

Procedure
For the Tester
a. At the signal “Ready”, stand behind the take-off line, the tips of theshoes shouldnotgo beyond the line and
assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up) withbothhandson the starting
line.
c. At the signal “GO”, run to the finish line as fast as you can. For the Partner
1. Set the stopwatch to zero (0) point.
2. At the signal “GO”, start the watch and stop it as the performer crossedthefinishline.3. Record time in
the nearest 0:00:01 seconds

8. Standing Long Jump – to measure the explosive strength and power of the legmuscles. Scoring – record the best
distance in meters to the nearest 0.1 centimeters.

Equipment
SCORE STANDARD INTERPRETATION

5 201 cm and above Excellent

4 151 cm to 200 cm

3 126 cm to 150 cm

2 101 cm to 125 cm

1 55 cm to 100 am Needs Improvement

a. Tape measure/meter stick / any measuring device

Procedure
For the Tester
a. Stand behind the take-off line with feet parallel to each other, the tips of theshoesshould not go beyond the line
b. Bend knees and swing arms backward once, then swing arms forwardas youjumplanding on both feet. Try
to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward) d. Must land on both feet.
e. Perform the test twice in succession.

For the Partner

1. Place zero (0) point of the tape measure and the take-off line.
2. After the jump, spot the mark where the back of the heel or either feet of thetesterhas landed nearest to
the take line.
3. Record the distance of the two trials.

9. Hexagon Agility Test – to measure the ability to move in different directions quickly. Scoring – add the time of the two
revolutions and divide by 2 to get the average. Recordthetime in the nearest minutes and seconds.

5 5 seconds and be

4 6 seconds to 10
SCORE STANDARD 3 11 seconds to 1
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2 16 seconds to 20 seconds

1 21 second to 55 seconds

0 Over 25 seconds

Equipment
a. Tape measure
b. Stopwatch
c. Chalk or masking tape
Hexagon Size
a. Length of each side is 18 inches
b. Each angle is 120 degrees

Procedure
For the Tester
a. Stand both feet together inside the hexagon facing the marked side. b. At the signal “GO”, using the ball of
the feet with arms bent in front, jumpclockwiseover the line, then back over the same line inside the hexagon.
Continuethepatternwith all the sides of the hexagon.
c. Rest for one (1) minute
d. Repeat the test counterclockwise.

For the Partner

a. Start the time at the signal and stop once the performer reachedthesidebeforetheside 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 theline.

10. Stick Drop Test – to measure the time to respond to a stimulus. Scoring – record the middle 3 scores (for example:
id the scores are 21, 18 and19, themiddlescore is 19). In case there are two (2) scores are the same (for example18,
18, 25)therepeated 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

Equipment
a. 12-inch ruler
b. Arm chair or table and chair

Procedure
For the Tester
a. Sit on the arm chair or chair next to the table so that the elbowandthelower restson the desk/table
comfortably.
b. Place the heel of the hand on the desk/table so that the fingers andthumbextend
beyond. Fingers and thumb should at least be one (1) inch apart.
c. Catch the ruler/stick with the thumb and index finger without liftingtheelbowfrom
the desk/table as the partner drops the stick. Hold the stick while the partner readsthemeasurement.
 d. Do this thrice.

For the Partner

a. Hold the ruler or stick at the top, allowing it to dangle between the thumbandfingersof the performer.
b. Hold the ruler/stick so that the 12-inch mark is even between the thumbandtheindex finger. No part of the
hand of the performer should touch the ruler/stick. c. Drop the ruler/stick without warning and let the tester
catch it with his/her thumbandindex finger.
d. Record the score on the upper part of the thumb.

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11. Juggling – to measure the coordination of the eye and hand. Scoring – record the highest number of hits the
performer has done
Equipment
SCORE STANDARD INTERPRETATION

5 41 hits and above Excellent

4 31 hits to 40 hits

3 21 hits to 30 hits Good

2 11 hits to 20 hits Fair

1 1 to 10 hits Needs Improvement

a. Sipa (washer weighing 4gms. with 5-inch straw) or 20 pcs bundled rubber bands/anysimilar local materials
weighing 4 gm.

Procedure
For the Tester
a. Hit the sipa/rubber bands/similar local material alternately with theright andleftpalm upward. The height
of the material being tossed should be at least abovethehead.

For the Partner

a. Count how many times the performer has hit the material with the right andlefthand.b. Stop the test if the
material drops or after two (2) minutes.
c. There shall be three (3) trials.

12. Stork Balance Stand Test – to assess one’s ability to maintain equilibrium. Scoring – record the time taken on both
feet in nearest seconds and dividethescorestogetthe average percentage score.

SCORE STANDARD INTERPRETATI

17 y/o and above
ON

5 161 sec to 180 sec Excellent

4 121 sec to 160 sec Very good

3 81 sec to 120 sec Good

2 41 seconds to 80 seconds Fair

1 1 second to 40 seconds Needs Improvement

 Equipment
a. Flat, non-slip surface
b. Stopwatch

Procedure
For the Tester
a. Remove the shoes and place hand on the hips
b. Position the right foot on the side of the knee of the left foot. c. Raise the hell to balance on
the ball of the foot.
d. Do the same procedure with the opposite foot.
For the Partner
a. Start the time as the hell of the performer is raised off the floor. b. Stop the time if any of the
following occurs:
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⮚ 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
c. There shall be three (3) trials.

PHYSICAL FITNESS TEST SCORECARD

Fitness Test HOPE 3 HOPE 4

Result Score/Interpretation Result Score/Interpretation

Health-Related
Components

Height (meters)

Weight (kilograms)

Body Mass Index (BMI)

Zipper Test (cm) R: L: R: L:

Sit-and-Reach (cm) 1: 2: BS: 1: 2: BS:

3- Minute Step-Test

Heart Rate BeforeActivity the

Heart Rate After theActivity

Push Up (ct.)

Basic Plank (ct.)

Skill-Related Components

40- Meter Sprint (min.)

Standing Long(cm) Jump1: 2: 1: 2:

Hexagon Agility(sec.) CW: CCW: CW: CCW:

Tes
t

Stick Drop Test

1: 2:(cm) 3: 1: 2:MS: 3:
MS:

Juggling (ct.)

Stork balance Stand(sec.) R: L: R: L:

Test
 st
trial 2-2ndtrial 3-3rdtrial CW: clockwise CCW: counterclockwise MS: middle scoreBS: best
Legend: R-right L: Left 1-1
Score

Answer the following:

1. Which of the following fitness skill had a bigger improvement? Compare your previous andpresent performance.
2. What Health-Related Fitness Component and Skill-Related Fitness component youareconsistently good at?
3. Which of the Physical Fitness Test needs improvement?
4. Owing to the result of the two scores/interpretation, what recreational activity doyouintendto do to improve the fitness
skill?

What I Have Learned

Act. No. 1.6 My Dose of Learning

Directions:Upon reading the lecture, performing the physical fitness test andansweringotheractivities, narrate and explain what
you have learned from this lesson. Drawyour emoji about Lesson1.

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What I can do
Act. No. 1.7 MY RECREATIONAL ACTIVITY DIARY
Directions: Record your Recreational Activity and food and beverage intake for oneweek. Fill outtheinformation needed.

Note:
⮚ For food Intake. Fill out the type and amount of food you consume. Ex. 1 cupof rice, 12chips,1 slice of pizza, 100 g
of pork, ½ cup of adobo, 5 glasses of water, 500ml of soda. ⮚ Assessment:
o > - Intake is greater than the recommended amount
o = - Intake is within the recommended amount
o < - Intake is less than the recommended amount
Recreational Type of Health/Skill Fitness
Activity(ex. Recreation Duration Related Food Assessment
Swimming, (Ex. 5 or Intake
board (Active Component
minutes)
Passive) (Ex.Agility,
game) flexibility)

Sunday AM

PM

Monday AM

PM

Tuesday AM

PM

Wednesday AM

PM

Thursday AM

PM

Friday AM

PM

Saturday AM

PM

REFLECTION
Directions: Complete the sentence based on your personal insights about the lesson. REFLECTION NOOK
 I realized that________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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Answer Key
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