Info Sheet Pathfit 1 1 Physical Education

Source: https://www.freepik.
com/free-photos-vectors/national-fitness/19
Program : Associate in Computer Technology
Course Code : PE 112
Course Title : PE 1: Physical Activities Towards Health and

Fitness 1(PATHFit 1): Movement Competency
Training
Course Credit : 2 units Contact Hours : 36
BULACAN POLYTECHNIC COLLEGE

Bulihan, City of Malolos
COURSE DESCRIPTION: This course provides training in different
movement patterns and core engagement in conjunction with principles of
healthy eating and a physical active life. Students will be able to adapt and
transfer the movement competency indifferent context.
LEARNING OUTCOMES
Expected Graduate Attributes General Learning Outcomes
• Acquired thorough knowledge the
• Critical and creative vision, mission, goals and objectives
thinker of the BPC and of the ACT.
• Good working attitude • Accessed, synthesize and evaluate
• Globally and information
technologically competitive • Applied concepts such as fair play,
professionals empathy, respect for others abilities
• Competent, sensitive, and diversity by understanding how
productive and responsive these can influence their interaction
member of society with others.
• Well-informed and expert • Participated in moderate to vigorous
communicator in his field physical activities in accordance with
of specialization national and global recommendation
• Highly knowledgeable and for PE.
skilled in business related • Devises, apply and appraise a range of
tasks strategies to improve their own
• Capable, creative and physical performances and those of
research/service-oriented others
office managers • Proposed practical and creative
• Morally and socially interventions that will create
responsive individuals community connection and contribute
to the health and well-being of school
and/or larger community.
TEACHING METHODOLOGIES
1. Project
2. Audio and video presentation
3. Lecture/Discussion
4. Activities
Bulacan Date Developed:

Associate in Computer July 2023
Polytechnic Date Revised: Page 2 of 27
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PAHTFIT 1 Physical Fitness College
PE 112 Document No. Developed by:
Elizabeth M. Lagman Revision # 00
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GRADING SYSTEM:
Class Standing 60% ____________________________

Quizzes 15%
Seat works/Assignment 15%
Projects 30%
Major Examinations 30% ____________________________
Midterm 15%
Finals 15%
Character 10% ____________________________
Attitude + Attendance 10%
Total 100% 100%
FINAL GRADE 100% = Class Standing: 60% + Major Examinations: 30% + Character: 10%
GRADES PERCENTAGE DESCRIPTIVE RATING

1.00 98- 100 Excellent
1.25 95-97 Excellent
1.50 92-94 Very Good
1.75 89-91 Very Good
2.00 86-88 Good
2.25 83-85 Good
2.50 80-82 Satisfactory
2.75 77-79 Satisfactory
3.00 75-76 Passed
4.00 73-74 Lacking Requirements
5.00 72 and below Failed
COURSE POLICIES
1. Student is expected to participate to the best of his/her abilities in

whatever activity is scheduled per module in accordance to his/her
preferred but approved mode of learning such as any or combination of
the following:
a) online using the institution’s learning management system “BPC
eLearning”
b) modular (print out or in flash disk for pick up or courier/drop
box).
2. The rule on failing mark for 20% unexcused absences cannot be
enforced due to allowed flexible schedule during this time of pandemic
instead a student has to be mindful of the required pre-scheduled
submission/compliance of the requirements.
3. Assessment of learning shall be done for every module; however, there
shall be two summative tests that a student needs to undergo before
the semester ends. For a student who opted to have summative exam
online, it has to be real time and there should be somebody who would
video him/her to prove that he/she is really the one answering the test.

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However, if there is no more community quarantine, the summative
exam shall be done by batch and in school.
4. Mid-Term and Final Exams shall be given only to students who have
completely or partially settled their accounts for the specified period.
5. Student will be held responsible for all assignments and requirements
missed for the entire content on the course regardless of the mode of
learning he/she has chosen.
6. Only students officially enrolled in the course will be allowed to attend
the class.
7. The professor is not obliged to give a special or late test to any student
who fails to take an examination at the scheduled time, except upon
presentation of any certificate (e.g. medical certificate, etc.), or excuse
letter scrutinized by the subject teacher in terms of its veracity.
8. When given a grade of INC. (Incomplete), the student shall complete the
grade within one year; otherwise, a grade of 5.0 will be given
automatically by the registrar.

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PATHFit 1: Movement Competency Training
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE
1 PHYSICAL EDUCATION PATHFIT1 -1

Movement Enhancement (Movement Patterns, PATHFIT1 -2
2
Exercise Based)
PATHFIT1 -3
3 Human Movements
Fitness Challenge PATHFIT1 -4

4

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Physical
Education

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MODULE CONTENT
COURSE TITLE: PATHFIT 1
MODULE TITLE: Physical Education
NOMINAL DURATION: 8 HRS
SPECIFIC LEARNING OBJECTIVES:

At the end of this module, you MUST be able to:
1.) Understand the Physical education concepts, fitness and wellness
components;
2.) Appreciate the Physical education concepts, fitness and wellness
components to improve their fitness level; and
3.) Perform and assess their own fitness level to distinguish their
strength and weaknesses in suggested physical activity assessment.
TOPICS:
1. Legal Bases of Physical Education
2. Importance of Physical Education
3. Fitness Concepts
4. Dimension of Wellness
5. Physical Fitness
6. Physical Fitness components
7. Fitness and Physical Activity (PA) Assessments
ASSESSMENT METHOD/S:
Multiple-Choice Assessment, Performance Task
REFERENCE/S:
Camarador et.al. 2022. Movement Competency Training. IM Innovative Book
Pulishing House.ISBN: 978-621-8313-32-3.
Education Bureau. 25 October 2022. Physical Education.
https://www.edb.gov.hk/en/curriculum-development/kla/physical-
education/index.html
Joel Villanueva November 20, 2017. An Act Institutionalizing
Sports Varsity Teams In Elementary And Secondary Schools And For
Other Purposes.
Https://Legacy.Senate.Gov.Ph/Lisdata/2689823110!.Pdf
Red Oak Elementary. 2023. Importance of PE.
https://www.shakopee.k12.mn.us/Page/964
Marjie L. Roddick, MA, NCC, LMHC (May 27, 2016). The 8 Dimensions of
Wellness: Where Do You Fit In?. Retrieved JUNE 6, 2023 from
https://www.goodtherapy.org/blog/8-dimensions-of-wellness-where-
do-you-fit-in-0527164
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Information Sheet
PATHFIT 1-1
Physical Education
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1.) Understand the Physical education concepts, fitness and wellness
components;
2.) Appreciate the Physical education concepts, fitness and wellness
components to improve their fitness level; and
3.) Perform and assess their own fitness level to distinguish their
strength and weaknesses in suggested physical activity assessment.
Introduction
Physical Education is "education through the physical". It aims to
develop students’ physical competence and knowledge of movement and
safety, and their ability to use these to perform in a wide range of activities
associated with the development of an active and healthy lifestyle. It also
develops students’ confidence and generic skills, especially those of
collaboration, communication, creativity, critical thinking and aesthetic
appreciation. These, together with the nurturing of positive values and
attitudes in PE, provide a good foundation for students’ lifelong and life-wide
learning (Education Bureau, 2022).
This module will help students to enlighten ideas why physical
education really important to learn in school and added on their school
curriculum. They will also enlighten to what factors their fitness level
increases and/or decreases to have their desire healthy lifestyle.
Lesson Proper
LEGAL BASIS OF PHYSICAL EDUCATION
Article XIV Section 19 of the 1987 Constitution provides that “[t]he
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. All educational institutions shall
undertake regular sports activities throughout the country in cooperation
with athletic clubs and other sectors. ” (Villanueva, 2017).
Republic Act No. 9155 otherwise known as the “Governance of
Basic Education Act of 2001” and Republic Act No. 5708 or “The Schools
Physical Education and Sports Development Act of 1969" also provide
that integrated physical education and school sports and physical fitness

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program shall remain part of the basic education curriculum and shall be
undertaken by the Department of Education (Villanueva, 2017).
IMPORTANCE OF PHYSICAL EDUCATION
Quality physical education programs are needed to increase the
physical competence, health-related fitness, self-responsibility and enjoyment
of physical activity for all students so that they can be physically active for a
lifetime. Physical education programs can only provide these benefits if they
are well-planned and well-implemented (Red Oak Elementary, 2023)
Improved Physical Fitness: Improves children's muscular strength,
flexibility, muscular endurance, body composition and cardiovascular
endurance.
Skill Development: Develops motor skills, which allow for safe, successful
and satisfying participation in physical activities.
Regular, Healthful Physical Activity: Provides a wide-range of
developmentally appropriate activities for all children.
Support of Other Subject Areas: Reinforces knowledge learned across the
curriculum. Serves as a lab for application of content in science, math and
social studies.
Self-Discipline: Facilitates development of student responsibility for health
and fitness.
Improved Judgment: Quality physical education can influence moral
development. Students have the opportunity to assume leadership, cooperate
with others; question actions and regulations and accept responsibility for
their own behavior.
Stress Reduction: Physical activity becomes an outlet for releasing tension
and anxiety, and facilitates emotional stability and resilience.
Strengthened Peer Relationships: Physical education can be a major force
in helping children socialize with others successfully and provides
opportunities to learn positive people skills. Especially during late childhood
and adolescence, being able to participate in dances, games and sports is an
important part of peer culture.
Improved Self-confidence and Self-esteem: Physical education instills a
stronger sense of self-worth in children based on their mastery of skills and
concepts in physical activity. They can become more confident, assertive,
independent and self-controlled.
Experience Setting Goals: Physical education provides children the
opportunity to set and strive for personal, achievable goals.

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FITNESS CONCEPTS
Wellness is the combination of many things that improve
a person’s ability to live and helps them work well
enough to make a big difference in society (Camadador
et.al, 2022). Wellness is the search for enhanced quality
of life, personal growth, and potential through
positive lifestyle behaviours and attitudes. If we take
responsibility for our own health and well-being, we can
improve our health on a daily basis. (Surender Kumar,
2019). Certain factors influence our state of wellness are
the following Dimension of wellness below:
Dimension of Wellness
The Substance Abuse and Mental Health Services Administration
(SAMHSA) has identified eight dimensions of wellness to focus on to
optimize health. The eight dimensions include: emotional, spiritual,
intellectual, physical, environmental, financial, occupational, and social.
Wellness can be compromised by lack of support, trauma, unhelpful
thinking styles, chronic illness/disability, and substance use. The eight
dimensions are described below and are accompanied by examples and
ideas for improving each area (Marjie L. Roddick, MA, NCC, LMHC (May
27, 2016).
1. EMOTIONAL - It is an ability to cope effectively with life and build
satisfying relationships with others. People with
healthy emotional wellness feel confident, in control
of their feelings and behaviours, and are able to
handle life challenges. Working through life
challenges can build resiliency as we learn that
setbacks can be overcome. Emotional health can be
maintained or improved by engaging in regular leisure and recreational
activities. Do activities that involve each of your senses: smell, taste,
touch, sight, and sound. Listen to music, eat your favorite food, light your
favorite candle, play with your pet, and watch your favorite movie or the
sunset.
2. SPIRITUAL- It is related to your values and beliefs that

help you find meaning and purpose in your life. Spiritual
wellness may come from activities such as volunteering,
self-reflection, meditation, prayer, or spending time in
nature. Signs of strong spiritual health include having clear
values, a sense of self-confidence, and a feeling of inner
peace. To improve your spiritual health, it can help to create
a quiet space for solitude and contemplation or a place of
curiosity and playfulness. Maintaining a playful, curious attitude can help
you find experiences that offer hope, purpose, and meaning.

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3. INTELLECTUAL – refers to when you recognize your
unique talents to be creative and you seek out ways to
use your knowledge and skills. When you foster your
intellectual wellness, you participate in activities that
cultivate mental growth. Reading, doing challenging
puzzles such as crosswords or Sudoku, debating issues
with others who have opposing viewpoints, learning a new language or
musical instrument, trying a new hobby, or teaching and tutoring others are
all ways to maintain or improve your intellectual wellness. When you
challenge yourself to learn a new skill, you are building your intellectual
health. People who pay attention to their intellectual wellness often find that
they have better concentration, improved memory, and better critical thinking
skills.
4. PHYSICAL - It is affected by physical activity,
healthy nutrition, and adequate sleep. There are
many examples of physical activity that range in
levels of intensity from light to vigorous.
Maintaining your physical health can include
yoga, bike riding, jumping rope, engaging in
sports, running, walking, jogging, skiing,
dancing, tennis, and gardening. Many people use
smoking or any other vices as a coping tool.
Unfortunately, this method of coping can lead to
a number of physical health problems (e.g. heart disease and cancer, and can
increase one’s chances of premature death) and the other dimension of
wellness as well.
5. ENVIRONMENTAL - It is related to the surroundings you occupy. This
dimension of health connects your overall well-being to the health of your
environment. Your environment, both your social and natural surroundings,
can greatly impact how you feel. It can be hard to feel
good if you are surrounded by clutter and
disorganization, or if you feel unsafe in your
environment. Pollution, violence, garbage build-up,
and water conservation are some of the factors affecting
environmental wellness. Ways to manage
environmental wellness include creating neighborhood
watches, recycling, planting a personal or community
garden, purchasing products with minimal packaging,
avoiding littering, and conserving energy and water by turning off lights and
water when not in use.

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6. FINANCIAL – refers to the feeling of
satisfaction about your financial situation.
Finances are a common stressor for
people, so being able to minimize worry
about this aspect of your life can enhance
your overall wellness. Options for
managing financial wellness include
having a household budget, starting a
savings account and adding to it every
month even if it is just a small amount,
saving some of your income in an emergency account, cutting back or limiting
unnecessary expenses, avoiding credit card debt, donating to a meaningful
charity, shopping at thrift stores, utilizing the library for free books and DVDs,
and cooking your own meals instead of dining out. Try tracking your spending
for a month to see where your money is going and set goals based on what
you find.
7. OCCUPATIONAL – It is a sense of satisfaction with
your choice of work. Occupational wellness involves
balancing work and leisure time, building
relationships with co-workers, and managing
workplace stress. An occupational wellness goal
might include finding work that is meaningful and
financially rewarding. Finding work that fits with
your values, interests, and skills can help maintain
occupational wellness. Consider your office culture
and determine how supported you feel; if you discover
you feel a lack of support, seek out support from
others close to you and be sure to engage in recreational activities that can
help balance out work stress.
8. SOCIAL – It is a sense of connectedness and
belonging. It involves creating and maintaining a
healthy support network. Building a healthy
social dimension might involve asking a colleague
or acquaintance out for lunch, joining a club or
organization, setting healthy boundaries, using
good communication skills that are assertive
rather than passive or aggressive, being genuine and authentic with others,
and treating others in a respectful way.
What dimensions do you feel are your strongest? What areas would you like
to work on? If you have areas you would like to improve, seeking out support
can be helpful, whether it’s from a friend, family member, or counselor. What
would life be like if you optimized all eight dimensions? Setting goals for
yourself in each area can help you feel more fulfilled and optimize your health.
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Physical Fitness – It 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 (HealthyActive, 2022).
Examples of a physically fit person are able:
• to perform school work, Meet home responsibilities and Still have

enough energy to enjoy sport and other leisure activities.
• 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.
• can also respond to emergency situations - for example, by running to
get help or aiding a friend in distress.
Components of Physical Fitness

HEALTH RELATED FITNESS – it focuses on your overall general health
(e.g., a person’s capacity to carry out daily life activities without experiencing
excessive fatigue and having low risk of developing illnesses associated with
an early sedentary lifestyle.) (HealthyActive, 2022).
1. Body composition- refers to the proportion of fat, muscle, bone and
other vital body parts. Examples: BMI test, Skinfold test.
2. Cardiovascular endurance- refers to the body’s capacity to maintain
adequate supply oxygen throughout prolonged physical exertion/effort.
Examples; walk, jog, dance, swim, cycling,
3. Flexibility - refers to the joints movement range. Examples: Stretching,
Yoga, Tai chi.
4. Muscular endurance- refers to the capacity of a muscle to work
continuously without getting exhausted/fatigue. Examples: Plank,
5. Muscular strength- refers to the capacity of a muscle to produce force.
SKILL RELATED FITNESS- related to enhanced physical performance
in any given activity (e. g., Good athletic and motor skill performance)
(HealthyActive, 2022).
1. Agility – it is the ability to change position of the body in space quickly
and accurately.
2. Balance– it is the ability to maintain stability, whether stationary or
while moving.

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3. Coordination– refers to the capacity to perform many motor actions
simultaneously with precision and fluidity.
4. Speed – refers to the capacity to execute moves in a small amount in
time.
5. Power- it is the ability to apply the greatest amount of force in the
shortest amount of time.
6. Reaction time- refers to the interval between a stimulus and
corresponding reaction.
FITNESS AND PHYSICAL ACTIVITY ASSESSMENTS

HEALTH-RELATED PHYSICAL FITNESS- (Camadadoret.al, 2022).
1. Component: BODY COMPOSITION
Test: BODY MASS INDEX
The body mass index(BMI) is calculated by dividing a person’s
weight (in kilograms) by the square of their height (measured in meters).
Body mass index is calculated as follows:
The following steps can be used with this formula (Adam and adam,
2009)
1. Weight in pounds divided by 2.2= weight in kilogram (kg)
2. Height in inches X 0.0254 = Height in meter (m)
3. Height in meters X height in meters = height in meters squared(m2)
4. Step 1 divided by step 3 = BMI
Body Composition Rating Scale

BMI DISEASE RISK CLASSIFICATION
<18.5 Increased Underweight
18.5-21.99 Low Acceptable
22.0-24.99 Very Low Acceptable
25.0-29.99 Increased Overweight
30.0-34.99 High Obesity I
25.0-39.99 Very High Obesity II
≥40 Extremely High Obesity III
Source: Camarador et al. (2022) Movement Competency enhancement: A task-based reference for Physical
Activity Towards health and Fitness (PATHFIT) 1. page 49. ISBN: 978-621-8313-32-3

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Anthropometric Measurement
To determine the components of the body, a number of quantitative
measures of the body’s skeletal muscle, fat, and muscle are taken. The
key parts of anthropometry are the subject’s weight, height, body mass
index (BMI), body circumferences (waist, hip, and limbs), and skinfold
thickness. Measurements are essential since they can be both oindixate
a possible weight issue (either underweight or overweight) and serve as
a point of the basis for developing a program that will increase physical
fitness levels.
2. Component: FLEXIBILITY
Test: Modified Sit and Reach
Purpose: To measure the flexibility of

hamstrings
Equipment: Sit and reach flexibility
tester, or a yardstick placed on the top
marked at 9 inches on a box https://kwoodhambtg.weebly.com/blog/flexibility
approximately 12 inches high. -sit-and-reach-test
Procedure:
• Take off your shoes, then sit on the ground. Place the extended leg’s
foot sole flat against a box or bench. Put the hips, back and head
against the wall at a 90-degree angle, bending the opposing knee.
• Lay one hand on top of the other, and gently extend your arms forward
as far as you can. Keep your back and head pressed against the wall.
• Reach forward as far as you can three times with the measuring stick
set in the position, retaining the position on the third reach for at least
two seconds as the partner measures the distance on the ruler.
Maintain the extended leg’s knee straight.
• Conduct a second test, and get the average score for both trials.
2.2 Component: FLEXIBILITY

Test: Zipper test
Purpose: To measure the flexibility of
shoulder
Equipment: Ruler, Measuring Tape
Procedure:
• Raise right arm over your head, bend https://www.slideshare.net/PreciousApostolPeral
the elbow of the opposite arm, and /mapeh-8-lesson-1pptx
stretch as far as you can behind your back.
• At the same time, stretch your left arm behind your back and flex your
right elbow so that it is across you back. Make an effort to cross your
fingers over the fingers over the fingers on your right hand, as seen on
the image above.

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• Take your measurements down to the nearest half inch. If your fingers
overlap each other, you get a positive score. If they are unable to touch,
the score is negative. If your fingertips only touch each other, you get a
score of zero.
• Perform the movement again, this time, cross your arms the other
way(left arm up). The majority of people will discover that they can
easily do one side compared to the other.
2.3 Component: FLEXIBILITY

Test: Trunk rotation
Purpose: To measure the flexibility of trunk
Equipment: Ruler, Measuring Tape
Procedure:
• Attach two yardsticks, one with the right side up
and the other at shoulder height, to the wall.
• Place your left shoulder (fist closed) at arm’s length
https://www.topendsports.c
from the wall as you stand. Toes should be on the om/testing/tests/trunk-
line parallel to the wall and parallel to the rotation-acuflex.htm
yardstick’s 15-inch mark.
• Lower your left arm and lift your right arm to your side, fist closed, with
palm facing down.
• Reach along the yardsticks and spin the trunk as far as you can to the
right without shifting your feet, holding the position for two seconds.
Keep your feet still and your trunk straight. Your knees should slightly
flex.
• The distance will be read at the closest half-inch by a partner. Keep a
scoring log. Repeat, then get the average score from the two trials.
• Next, conduct the test while facing the other way. This time make a left
turn. You will use the second yardstick(upside-down) for this exam, and
the more rotation you get, the higher your score will be. If you just have
one yard stick, try it once with it upright and once with it upside down.
Flexibility Rating Scale

Modified
Fitness category Sit and Reach Zipper test Zipper test Trunk Rotation
Men Women Men Women Men Women
Right Up Left UP Right Up Left UP
High Performance
Zone 16+ 17+ 5+ 4+ 6+ 5+ 20+ 20.5+
Good Fitness Zone 13-15 14-16 1-4 1-3 2-5 2-4 16-19.5 17-20
Marginal Zone 10-12 11-13 0 0 1 1 13.5-15.5 14.5-16.5
Low Fitness Zone ≤9 ≤10 <0 <0 <1 <1 <13.5 <14.5
Source: Camarador et al. (2022) Movement Competency enhancement: A task-based reference for Physical Activity Towards health
and Fitness (PATHFIT) 1. page 51. ISBN: 978-621-8313-32-3

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3. Component: CARDIORESPIRATORY FITNESS
Test: Three-minute Step Test
Purpose: To measure the cardiorespiratory
fitness
Equipment: 12-16 pieces of ¼- inch step box or
bench, stopwatch, metronome or cadence tape
Procedure: http://philphysicalactivityguide.
• Allow the students to practice stepping to the blogspot.com/2016/07/ang-
pagsubok-sa-mga-sangkap-ng-
metrotone cadence, which should be set at 96 physical.html
beats per minute for males, and 88 beats per
minute for females. Links on the following page are provided for samples
of the cadence.
• For three (3) minutes, the student will step on and off the platform
following the prescribed rate (96 beats/minute-males and 88
beats/minute-females).
• Upon completion of the exam, the student will stop and will stay in a
standing position. Within a 5-20 second recovery period, measure the
student’s heart rate for 15 seconds. Recovery heart rate should be
converted to beats per minute.
Scoring: maximal oxygen uptake (VO2max) in mL/kg/min is estimated
according to the following equation:
Men:
VO2max = 111.33-(0.42 x recovery heart rate in bpm)
Women:
VO2max = 65.81-(0.1847 x recovery heart rate in bpm)
Example: The recovery, 15-second heart rate for male following

the 3-minute step test is found to be 39 beats. His VO2max is estimated
as follows:
15-second heart rate = 39 beats
Minute heart rate = 39x4=156 bpm
VO2max = 111.33 – (0.42 x 156) = 45.81 mL/kg/min
fitness Classification (based on VO2max in mL/kg/min)

Women
Age Excelent Good Average Fair Poor
<29 >49 39-48.9 31-38.9 24-30.9 <23.9
30-39 >45 37-44.9 28-36.9 20-27.9 <19.9
40-49 >42 35-41.9 25-34.9 17-24.9 <16.9
50-59 >40 34-39.9 22-33.9 15-21.9 <14.9
60-69 >37 33-36.9 21-32.9 13-20.9 <12.9
≤70 ≥35 31-34.9 20-30.9 12-19.9 ≤11.9
Source: Camarador et al. (2022) Movement Competency enhancement: A task-based reference for Physical Activity
Towards health and Fitness (PATHFIT) 1. page 53. ISBN: 978-621-8313-32-3

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Fitness Classification
(Based On VO2max In Ml/Kg/Min)
Men
Age Excelent Good Average Fair Poor
<29 >53 44-52.9 34-43.9 25-33.9 <24.9
30-39 >50 42-49.9 31-41.9 23-30.9 <22.9
40-49 >45 39-44.9 27-38.9 20-26.9 <19.9
50-59 >43 38-42.9 25-37.9 18-24.9 <17.9
60-69 >41 36-40.9 23-35.9 16-22.9 <15.9
≤70 ≥38 33-37.9 21-32.9 13-20.9 ≤12.9
Source: Camarador et al. (2022) Movement Competency enhancement: A task-based reference for Physical Activity
Towards health and Fitness (PATHFIT) 1. page 52. ISBN: 978-621-8313-32-3
4. Component: MUSCULAR STRENGTH AND ENDURANCE

Test: Flexed Arm support
Purpose: To measure the muscular strength and Endurance of arms
Equipment: mat, carpet, or any recreated mat
Procedure:
M1 M2 W1 W2
FEMALE: The knees should be used to support the body when performing a
push-up. Straight legs and back, with hands outside the shoulders. The body
should be lowered until the elbow is bent in a 90-degree angle, or the upper
arm is parallel to the floor. (see image W1 and W2 above)
MALE: Follow the same steps for women, except that your push up posture
should be supported by your toes rather than your knees (in the same spot
as a push-up at a 90+-degree angle). At least 35 seconds should be spent
maintaining the 90-degree posture. (see image M1 and M2 above)
Static Endurance rating scale (flexed Arm support)
Rating Score in seconds
High Performance Zone 30+
Good Fitness Zone 20-29
Marginal Zone 10-19
Low Fitness Zone <10
Source: Camarador et al. (2022) Movement Competency enhancement: A task-based reference for
Physical Activity Towards health and Fitness (PATHFIT) 1. page 49. ISBN: 978-621-8313-32-3

Technology (ACT)
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4.2 Component: Muscular Strength and
Endurance
Test: Curl Up
Purpose: To measure the muscular strength
and Endurance fitness of abdominal muscles
Equipment: mat, carpet, or any recreated mat https://www.topendsports.com/
Procedure: testing/tests/curl-up-beep.htm
• Placer your feet flat on the ground by sitting on

a mat or carpet with yournlegs bent above, in between 180-270 degrees
angle.
• Place a 4 ½ - inch strip of paper so that the tips of your fingers hit one
tape mark, or place two tape markings 4 ½ inches apart.
• Curl your shoulders and head forward so that your fingers reach the
other sifde of the 4 ½ strip or marker while keeping your heels in place.
• Pull back slowly and return to the starting position. Every three
seconds, perform one curl up. Continue every three seconds.
• Pairing students together will be beneficial. If one partnerstands on the
cardboard strip (to stop movement), the second partner ensures that
after each repeat, the head returns to the ground. It can be done by
placing the palms on the floor in a supine position for head support.
Dynamic muscular Endurance rating scale

Age 17-26 Age 27-39
Rating
Men Women Men Women
High Performance Zone 35+ 25+ 34+ 24+
Good Fitness Zone 24-34 18-24 23-33 17-23
Marginal Zone 15-23 10-17 14-22 9-16
Low Fitness Zone ,15 <10 <14 <9
Activity Towards health and Fitness (PATHFIT) 1. page 54. ISBN: 978-621-8313-32-3
SKILL-RELATED PHYSICAL FITNESS-(Camadadoret.al, 2022).

1. Component: REACTION TIME
Test: Coin Snatch
Purpose: To measure the arm response time by
asking participants to catch a coin that falls from
the elbow.
Equipment: Coin
Procedure: https://www.youtube.com/
• Position the coin on the elbow watch?v=X6lIUbvblGo
• The coin must be grabbed in one snatch (ideally).

The grabbing must occur on a downward stroke by the same arm, with
the coin being caught palm facing down.

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• You must be able to grab the coin while it is in midair. If the coin gets
away from you and flies across the room before you can grasp it, the
movement of your arm must be too fast.
• Ou can practice multiple time, but once you are prepared, there will
only be one opportunity, either on the right or the left elbow.
• No adhesives of any kind be used.
Scoring: the test is scored as pass or fail. If the student is able to
snatch the coin by the same arm where the coin was placed, the score
is recorded as pass.
Reaction Time Rating Scale
Score Attempts Rating
1st Attempts Excellent
Passed 2nd Attempts Good
3rd Attempts Average
4th Attempts Fair
Failed 5th-6th Attempts Needs Improvement
Activity Towards health and Fitness (PATHFIT) 1. page 55 ISBN: 978-621-8313-32-3
1.1 Component: REACTION TIME

Test: Stick Drop Test
Purpose: To measure the reaction time.
Equipment: yardstick, a table, a chair
Procedure:
• Working with a partner, place your forearm
comfortably on the table while seated the chair
http://philphysicalactivitygu
next to it. Your hand should be placed on the table ide.blogspot.com/2016/08/a
and have your thumb and fingers extend over the ng-pagsubok-sa-mga-
sangkap-ng-physical_5.html
edge.
• Your partner will hold a yardstick dangling above and in between your
fingers and thumb.
• Partner student must hold the yardstick firmly, ensuring that the 24 –
inch mark is parallel to your index and thumb. Your entire hand should
not be in contact with the yardstick.
• As your partner suddenly drops the stick, you must reach out and grab
it with your index finger and thumb.
• After you catch the yardstick, you will be scored based on the distance
measured in inches right above your thumb and index finger.
• Run through the activity three times. In order for you to be unable to
predict when the stick will be dropped, your partner must try to avoid
dropping it at regular intervals. You should only respond when the stick
is actually dropped.
• Your official score shall be the one in between the highest and the lowest
after the three trails (if your scored 23, 16, and 19, your middle score
is 19). Your response time will be quicker the higher you score.

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Reaction Time Rating Scale
Rating Score
Excellent more than 21
Good 19"-21
Average 16"-18 3/4'"
Fair 13"-15 3/4"
Needs Improvement below 13
2. Component: BALANCE
Test: Stork balance test (Static)
Purpose: To measure the ability to balance through
the ball of the foot
Equipment: flat, non-slip surface, stopwatch,
paper and pencil
Procedure:
• A student must stand on his or her dominant leg.
Foot wear must be taken off. https://s3.amazonaws.com/
thapos/skill-execution-
• Place the hands on the hips, and then rest the step/2015-8/134-stork-
non-supporting foot on the inner knee of the balance-stand.jpg
supporting leg.
• The studenthas one minute to practice maintaining balance while on
that position.
• The student, then, elevates his or her heel in order to stay on the ball
of the foot.
• The timer is started when the heel is lifted off the floor.
• If any of the following happens, the timer is stopped.
o The hands move away from the hips.
o The supporting foot rotates or travels (hops) in either direction;
the non-supporting foot loses connection with the knee.
o The heel of the foot supporting the body touches the ground.
Scoring: the total time in seconds will be recorded. the score to be

considered shall be the best (longest) one out if the three attempts. The
adjacent table lists general ratings for this test.
Variations: the stork balancing test is sometimes administered with eyes
closed, making it more challenging.
Static Balance Rating Scale
Rating Score
Excellent >50
Good 40-50
Average 25-39
Fair Oct-24
Needs Improvement <10

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2.1 Component: BALANCE

Test: Bass test (dynamic)
Purpose: To measure the dynamic balance
Equipment: Eleven circkes (9 ½ inches in diameter)
are drawn on the floor.
Procedure:
• Inside the circle marked with X, stand on your
right foot. Leap forward to circle 1, then to circle 2 https://canada.humankineti
cs.com/blogs/excerpt/meas
through 10 while alternating feet with each leap. ure-balance-and-stability
• The feet must leave the ground before each jump,

and the heels must not touch the floor. The floor may only be touched
by the ball of the foot and toes. Stay in each circle for 5 seconds prior
to moving onto the next circle. (you will be given a count of five)
• Trials are permitted for practice.
• The base score is 50, plus the number of seconds required to complete
the examination, minus the number of faults.
• Subtract 3 points for every infraction. Errors include contracting the
heel, touching outside a circle, moving the supporting foot, and
touching the floor using any body part of the body except the supporting
foot.
Dynamic Balance Rating Scale

Rating Score
Excellent 90-100
Good 80-89
Average 60-79
Fair 30-59
Needs Improvement 0-23
3. Component: AGILITY
Test: SEMO Test of Kirby’s Ä Simple test of Agility,
“Coach and athlete (1971).
Purpose: To measure the agility
Equipment: flat non-slip surface, cones or any
marker, stopwatch and
measuring tape.
Procedure:
• The free-throw area of a basketball court or any https://www.topendsports.c
other smooth area that measures 12 by 19 feet om/testing/tests/agility-
semo.htm
with adequate running space around it can be
used for this test.

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• Place four plastic cones or similar objects on each corner of the free-
throw line, as shown on the illustration.
• Start from the outside of the free-throw line at point A, with your back
to the free-throw line
• Once given the “go” command, do sidestep from A to B (do not make
crossover steps), backpedal from B to D, sprint forward from D to A,
again backpedal from A to C, sprint forward from C to B, and sidestep
from B to the finish line at A.
• During the test, always go outside of each corner cone. A stopwatch is
started at the “go” command and stopped when you cross the finish
line.
• Practice following the steps, and then use the best of two trials as the
final test score, record the time to the nearest tenth of a second.
4. Component: SPEED
Test: AAHPERD 50-yard Dash
Purpose: To determine speed, agility and quickness
Equipment: measuring tape, stopwatch, cone markers, open field.
Procedure:
• For fun and excitement, two runners can run simultaneously. All
runners should be told to keep running until they reach the finish line.
• The test is performing one 50-yard maximal sprint while timing
yourself.
• A complete warm-up should be performed, along with some practice
accelerations and starts.
• The front foot should be at the starting line or behind it.
• The fastest time will be recorded after two trials.
AAHPERD 50-yard Dash Rating Scale

Men Women
Percentile Age
16 17+ 16 17+
Excellent -95 6.0 5.9 7.0 6.8
Good -75 6.5 6.3 7.5 7.4
Average - 50 6.7 6.6 7.9 7.9
Fair - 25 7.0 7.0 8.3 8.4
Needs Improvement - 5 7.7 7.9 9.9 9.5
Source: Camarador et al. (2022) Movement Competency enhancement: A task-based reference for
Physical Activity Towards health and Fitness (PATHFIT) 1. page 59. ISBN: 978-621-8313-32-3

Technology (ACT)
c/o Admin
5. Component: COORDINATION
Test: Alternate hand-wall Toss Test
Purpose: To measure hand-eye coordination
Equipment: Tennis ball or baseball, smooth and
solid wall, marking tape, stopwatch (optional)
Procedure:
• A mark is set at a specific distance away from the https://www.wikihow.com/I
wall (e.g. 2 meters, 3 feet). ncrease-Athletic-Speed
• The student faces the wall while standing behind

the line. The ball is tossed against the wall using an underarm motion
from one hand, while the other hand attempts to catch it.
• The ball is then tossed back against the wall and collected by the
original hand. The exam may continue for a certain number of tries or
foe a predetermined period of time (e.g. 30 seconds). By imposing a time
limit, students are introduced to the element of operating under
pressure.
• Ample time will be given for the students to practice the test as
prescribed the facilitator.
• Every time the ball falls down, or not successfully caught alternately,
the score will be back to zero, but the students can continue doing the
exercise while there is still remaining time.
• The table below provides general scores for the Wall Toss Test according
to the number of consecutive catches made in 30 seconds.
• Record the best scores from the two trials as the final test score.
Coordination Rating Scale

Rating Score
Excellent >35
Good 30-35
Average 20-29
Fair 15-19
Needs Improvement <15
Variations/ Modifications: depending on the intended results, a variety of

adjustments can be made in the test’s protocols, including changing the
object’s size, weight, and form, as well as its distance from the wall, the
number of tries, or the time limit. The method should be documented together
with the findings and consistency must be maintained for the subsequent
testing with the same participants.

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5.1 Component: COORDINATION
Test: Stick Test
Purpose: To measure hand-eye coordination
Equipment: Sticks
Procedure:
• Half flip- Hold two 21-inch (1/2inch diameter) dowel
rods in each of your hands. place the third rod of equal https://www.topendsports.com
length between the two. Toss (clockwise/counter /testing/tests/stick-flip.htm
clockwise) the supporting rod into the air so that it
rotates halfway around. Catch the tossed rod with two grasped rods in the
air. Perform the movement alternately in clockwise and counter clockwise
directions.
• Full-flip-Perform the prior task while allowing the supporting rod to complete
a full rotation.
Examination is conducted as follows:
1. Before taking the test, practice the half-turn and full-turn several times.
2. Once you are prepared, make five half-flips attempts, either clockwise or
counter clockwise turn. One point is awarded for each successful attempt.
3. When prepared, attempt the full flip five times, scoring two points on every
successful; attempt.
4. Another option to level up the test, is to perform it by tossing the stick
alternately, clockwise and counterclockwise.
Coordination Rating Scale

Rating Men Womern
Excellent 14-15 13-15
Good 11-13 10-12
Average 5-10 4-9
Fair 3-4 2-3
Needs Improvement 0-2 0-1
6. Component: POWER
Test: Vertical Jump
Purpose: To measure the leg power
Equipment: measuring tape, chalk, flat surface
and wall.
Procedure:
• Hold the chalk so that its end is parallel to your https://vmrw8k5h.tinifycdn.co
m/news/wp-
fingertips. content/uploads/2019/12/
• Stand with both feet on the ground, with your
side facing the wall. Fully extend your dominant arm upward and draw
a mark on the wall
• Jump as high as you can with both feet together. Swing your arms up
with both feet and draw a chalk line on a 5-x-1-inch wall chart with
half-inch horizontal lines, 6 feet off the ground.
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• Determine the distance between the reaching and jumping heigths.
• Your score is the average of your three attempts.
Power Rating Scale

Rating Men Womern
Excellent 25 1/2"or more 23 1/2"or more
Good 21"-25 19"-23"
Average 16 1/2"-20 1/2 14 1/2"-18 1/2
Fair 12 1/2"-16" 10 1/2"-14"
Needs Improvement 12"or less 10"or less
Traditional /Metric Measurement Conversions

Metrics to tradional Traditional to Metrics
1cm + 0.39 inch (in) 1 inch=2.54 cm
1 m + 3.28 feet (ft) 1 foot =0.3048 m
Length
1 m = 1.09 yard (yd) 1 yard = 0.9144 m
1 kl = 0.62 mile (mi) 1 mile = 1.60 km
1g = 0.0352 oz. 1 ounce = 28.41 g
Weight (Mass)
1kg =2.2 lb 1 pound = 0.45kg

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Info Sheet Pathfit 1 1 Physical Education

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Info Sheet Pathfit 1 1 Physical Education

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Program : Associate in Computer Technology

Course Code : PE 112

Course Title : PE 1: Physical Activities Towards Health and

Course Credit : 2 units Contact Hours : 36

BULACAN POLYTECHNIC COLLEGE

Bulacan Date Developed:

Class Standing 60% ____________________________

GRADES PERCENTAGE DESCRIPTIVE RATING

1. Student is expected to participate to the best of his/her abilities in

Bulacan Date Developed:

Bulacan Date Developed:

1 PHYSICAL EDUCATION PATHFIT1 -1

Fitness Challenge PATHFIT1 -4

Bulacan Date Developed:

Bulacan Date Developed:

COURSE TITLE: PATHFIT 1

MODULE TITLE: Physical Education

NOMINAL DURATION: 8 HRS

SPECIFIC LEARNING OBJECTIVES:

Bulacan Date Developed:

Bulacan Date Developed:

2. SPIRITUAL- It is related to your values and beliefs that

Bulacan Date Developed:

Bulacan Date Developed:

Examples of a physically fit person are able:

• to perform school work, Meet home responsibilities and Still have

Components of Physical Fitness

Bulacan Date Developed:

FITNESS AND PHYSICAL ACTIVITY ASSESSMENTS

Body Composition Rating Scale

Bulacan Date Developed:

Purpose: To measure the flexibility of

2.2 Component: FLEXIBILITY

Bulacan Date Developed:

2.3 Component: FLEXIBILITY

Flexibility Rating Scale

Bulacan Date Developed:

Example: The recovery, 15-second heart rate for male following

fitness Classification (based on VO2max in mL/kg/min)

Bulacan Date Developed:

4. Component: MUSCULAR STRENGTH AND ENDURANCE

Bulacan Date Developed:

• Placer your feet flat on the ground by sitting on

Dynamic muscular Endurance rating scale

SKILL-RELATED PHYSICAL FITNESS-(Camadadoret.al, 2022).

• The coin must be grabbed in one snatch (ideally).

Bulacan Date Developed:

1.1 Component: REACTION TIME

Bulacan Date Developed:

Scoring: the total time in seconds will be recorded. the score to be

Bulacan Date Developed:

2.1 Component: BALANCE

• The feet must leave the ground before each jump,

Dynamic Balance Rating Scale

Bulacan Date Developed:

AAHPERD 50-yard Dash Rating Scale

Bulacan Date Developed:

• The student faces the wall while standing behind

Coordination Rating Scale

Variations/ Modifications: depending on the intended results, a variety of

Bulacan Date Developed:

Coordination Rating Scale

Power Rating Scale