PHYSICAL EDUCATION

ACTIVITY 1

Direction: Create a video or capture a picture while doing the activities at home.
You can do an individual activity or ask your family members to join you in said
activity.

Task 1: Health-Related Fitness Test

Body Composition – is the body’s relative amount of fat
to fat-free mass.

Body Mass Index (BMI)

Formula for Computing Body Mass Index
Weight (in kilogram)
Height (in meters)2

1. Weight refers to the heaviness of a person.

Equipment
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 the center of the scale.
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 head
in standing position.

Equipment:
a. Tape measure laid flat to a concrete wall where zero point starts on the floor
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 pressed against the
wall where tape measure is attached

For the Partner:

a. Place the L-square against the wall with the base at the top of the head of the
person being tested. Make sure that the L-square when placed on the head of the
student, 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

Flexibility – is the ability of the joints and muscles to move through its full range
of motion.
Zipper Test
Purpose to test the flexibility of the shoulder girdle

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, to
test the right shoulder; extend your left arm down and behind your back, bend your
elbow up across your back, and try to reach/across your fingers over those of your
right hand as if to pull a zipper or scratch between the shoulder blades.
c. To test the left shoulder, repeat the procedures a and b with left hand over the
shoulder.

For the Partner

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

Scoring record zipper test to the nearest 0.1 centimeter

Cardiovascular Endurance is the ability of the heart, lungs and blood vessels to
deliver oxygen to working muscles and tissues, as well as the ability of those
muscles and tissues to utilize the oxygen. Endurance may also refer to the ability of
the muscles to do repeated work without fatigue.
3-Minute Step Test
Purpose to measure cardiovascular endurance

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 and eyes looking
straight ahead.

b. The first step of the sequence should be alternate. At the signal “GO”, step up
and down the step/bench for 3 minutes at a rate of 96 beats per minute. One step
consists or 4 beats – up with the left foot (ct.1), up with the right foot (ct. 2), down
with the left foot (ct. 3), down with the right foot (ct. 4) for the first sequence. Then
up with the right foot (ct. 1), up with the left foot (ct. 2), then down with the right
foot (ct. 3), down with the left foot (ct. 4) for the second sequence. Observe proper
breathing (inhale through the 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.
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 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 multiple it by 6.

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

Strength is the ability of the muscles to generate force against physical objects.
Push Ups
Purpose to measure strength of the upper extremities
Equipment
a. Exercise mats or any clean mat

Procedure
For the Tester
a. Lie down on the mat, face down in standard

push-up position: palms on the mat about shoulder

width, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight, then
lower the arms until there is a 90-degree at the elbows (upper arms are parallel to
the floor).
FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping
the back straight, then lowers the arms until there is a 90-degree angle at the
elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups
per minute. (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 the tester lower
his/her body until he/she reaches 90-degree at the elbow. The partner should stand
in front of the tester and his/her eyes should be close to elbow level to accurately
judge the 90-degree 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 the push-ups in
the correct form, is in pain, voluntarily stops, or cadence is broken.

Scoring – record the number of push-ups made.

Task 2: Skills-Related Fitness

Speed – is the ability to perform a movement in one
direction in the shortest period.
40-Meter Sprint
Purpose – to measure running speed

Equipment
a. Stopwatch
b. Running area with known measurement (40 meters)

Procedure
For the Tester
a. At the signal “Ready”, stand behind the take-offline,
the tips of the shoes should not go beyond the line and
assumes a crouch position.
b. At the signal “Get Set”, assume an un-crouch position
(Buttocks up) with both hands on the starting line.
c. At the signal “GOES”, run to the finish line as fast as
you can.

For the Partner

a. Set the stopwatch to zero (0) point.
b. At the signal “GOES”, start the watch and stop it as the performer crossed the
finish line.
c. Record time in the nearest 0:00:01 seconds

Scoring – record the time in nearest minutes and seconds.

Power – is the ability of the muscle to transfer energy and release maximum force
at a fast rate
Standing Long Jump
Purpose – to measure the explosive strength and power of the leg muscles.

Equipment
a. Tape measure/meter stick / any measuring device

Procedure
For the Tester
a. Stand behind the take-offline with feet parallel to

each other, the tips of the shoes should not go

beyond the line
b. Bend knees and swing arms backward once,

then swing arms forward as you jump landing 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

a. Place zero (0) point of the tape measure and the take offline.
b. After the jump, spot the mark where the back of the heel or foot of the tester has
landed nearest to the take line.
c. Record the distance of the two trials.

Agility is the ability to move in different directions quickly using a combination of

balance, coordination, speed, strength and endurance.
Hexagon Agility Test
Purpose – to measure the ability of the body to move in different directions
quickly.

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 “GOES”, using the ball of
the feet
with arms bent in front, jump clockwise over the line, then back over the same line
inside the hexagon. Continue the pattern with 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 go and stop once the performer reached the side
before the side 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 the line.

Scoring – Add the time of the two revolutions and divide by 2 to get the
average. Record the time in the nearest minutes and seconds.
Reaction Time – The amount of time it takes to respond to a stimulus.
Stick Drop Test
Purpose – to measure the time to respond to a
stimulus

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

Procedure
For the Tester
a. Sit on the armchair or chair next to the table so

that the elbow and the lower rests on the

desk/table comfortably.
b. Place the heel of the hand on the desk/table so that the fingers and thumb extend
beyond. Fingers and thumb should at least be one (1) inch apart.
c. Catch the ruler/stick with the thumb and index finger without lifting the elbow
from the desk/table as the partner drops the stick. Hold the stick while the partner
reads the measurement.
d. Do this thrice

For the Partner

a. Hold the ruler or stick at the top, allowing it to dangle between the thumb and
fingers of the performer.
b. Hold the ruler/stick so that the 12-inch mark is even between the thumb and the
index 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 thumb
and index finger.
d. Record the score on the upper part of the thumb.
Scoring – Record the middles of the three scores (for example: if the score are
21, 18 and 19, the middle score is 19). In case where two (2) score are the same (for
example 18, 18, 25), the repeated score shall be recorded.

Coordination – The ability to use the senses with the body parts to perform motor
tasks smoothly and accurately.
Juggling
Purpose – To measure the coordination of the eye
and hand.
Equipment
a. Sipa (washer weighing 4gms. with 5-inch straw)
or 20 pcs bundled rubber bands/ any similar
local materials weighing 4 gm.
Procedure
For the Tester
a. Hit the sipa/rubber bands/similar local material alternately with the right and left
palm upward. The height of the material being tossed should be at least above the
head.

For the Partner

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

Scoring – Record the highest number of hits the performer has done.
Balance – is the maintenance of equilibrium while stationary or while moving.
Stork Balance Stand Test
Purpose – to assess one’s ability to maintain equilibrium.

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:
⮚ 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.

Scoring – Record the time taken on both feet in nearest seconds and divide the
score to two (2) to get the average percentage score.
 PHYSICAL FITNESS TEST SCORE CARD
Name: _______________________________________ Sex: _______ Age:
_______

Direction: Perform the following activities to assess your fitness level. Make sure
to observe social distancing and other health and safety precautions.

Task 1: Health-Related Fitness Test

A. Body Composition: Body Mass Index (BMI)
Task 2: Skill-Related Fitness Test
A. Coordination: Juggling Score: _____________

Do This at Home
1. Task: My Week Ago
Evaluate your weekly physical activities by filling in the table below. Identify the
physical activity, its type and domain. On the fourth column, give your reason/s
because you did the activity. Lastly, write how long were you able to do the activities
on the last column. Write three activities per day. Write your answer in a separate
sheet of paper.
Task: My Week Ahead

Create a Physical Activity Plan for one week. Include the components of Health-
Related Fitness and Skills Related Fitness and the food you prefer to eat in your plan.
The table below will serve as your matrix.
ASSESSMENT

Multiple Choice: Choose the letter of the best answer and encircle it.
1. The following are components of Health-Related Fitness except.
A. Body Composition B. Coordination C. Flexibility

2. Which of the following are correct about components of Skills Related Fitness.
I. Reaction Time and Muscular Strength
II. Agility and Body Composition
III. Cardiovascular Endurance and Coordination
IV. Power and Balance
A. I only B. II and III C. IV only
3. James Yap runs fast while dribbling the ball. As he crosses the middle part of
the basketball court, he changes his phase to avoid his opponent. What specific
component of physical fitness did James Yap apply?

A. Agility B. Coordination C. Speed

4. Washing dishes, cleaning the house and watering the plants are examples of
what domain in physical activities?

A. Domestic B. Leisure Time C. Occupational

5. This kind of activity, which includes resistance training and lifting weights,
causes the body’s muscles to work or hold against an applied force or weight.
A. Aerobic B. Bone Strengthening C. Muscle Strengthening

6. Social support is one of the barriers in physical activity, which from the choices
below suggests in order to overcome this barrier?
A. Invite friend and family member to exercise with you.
B. Do a social distancing with your friends so that you will not get sick.
C. Keep your interest to physical activities interest from your family and
friends.

7. Money, values, and consumer skills all affect what a person purchase. The price
of a food, however, is not an indicator of its nutritional value. Cost is a complex
combination of a food's availability, status, and demand. What kind of eating
preference/influence is this?
A. Cultural Preference B. Economic Influence C. Social Influence 23

8. In order to improve your eating habit, it requires you to follow a thoughtful

approach. Which of the following approaches should you apply?
A. REPLACE, REINFORCE, REFLECT
B. REINFORCE, REFLECT, REPLACE
C. REFLECT, REPLACE, REINFORCE

9. Food laws and trade agreements affect what is available within and across
countries, and affect food prices. Food labeling laws determine what consumers
know about the food they purchase. What kind of eating preference/influence is
this?
A. Economic Influence B. Political Influence C. Religious Influence
10. The gymnast manages to do a full turn on the balance beam without falling.
What kind specific component of physical fitness the gymnast applied?
A. Balance B. Coordination C. Flexibility

11. The following are Physical Fitness for Health-Related Fitness except.
A. Hexagon Agility Test B. Push Up C. Zipper Test

12. The following are Physical Fitness for Skills Related Fitness except.
A. 40-meter sprint B. Basic Plank C. Stork Balance Stand Test

13. Which of the following Physical Fitness Test measures the cardiovascular
endurance?
A. 3-minute Step Test B. Basic Plank C. Push Up

14. Which of the following Physical Fitness Test measures the ability of the body
to move in different directions quickly.
A. 3-minute Step Test B. 40-meter sprint C. Hexagon Agility Test

15. If Cassandra’s BMI is 28, she can be classified as:

A. Normal B. Overweight C. Underweight