Quarter 1 – Module 2:

PHYSICAL EDUCATION 10
Week 5

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 Unit 1: PHYSICAL FITNESS TEST

What I Need to Know

LEARNING COMPETENCY
In this module you are expected to:
 Engage in moderate to vigorous physical activities for at least 60 minutes a day in and out
of school.

Pre-assessment
Don’t worry of your score because the
result of your activity will not be graded. It
is just my way o Don’t worry of your score
because the result of your activity will not
be graded. Are you ready?

Put a check mark (√) on the statement that apply to you.

 1. I engage in physical activities for at least 30 minutes several days a week.
 2. I engage in physical activities that challenged my heart rate
 3. I do not stress myself about school work deadlines.
 4. I make sure I have my own personal time.
 5. I take of the environment by doing small deeds such as throwing my trash into the
trash bin.
 6. I do warm-up stretching and cool-down exercises.
 7. I assess my physical fitness level and my participation in physical activities
 8. I wear seatbelt whenever I occupy the front seat of a car.
 9. I am conscientious with what I eat.
 10. I try to eat vegetable and fruits as much as I can.
 11. I take note of what food labels say.
 12. I walk at the pedestrian whenever I cross the road.
 13. I have a first aid kit handy and I know how to use it.
 14. I always find time to do leisure activities.
 15. I manage my time well, allotting ample time for schoolwork, leisure, and rest.
 16. I spend quality time with family, friends, and others in my social circle.
 17. I frequently wear mask where ever I go and whatever I do.
 18. I regularly wash my hands with soap or alcohol.
 19. I observe physical distancing specially in crowded places.
 20. I often watch news specially about health and safety.

PHYSICAL FITNESS TEST

 Test that gauge your fitness level: may be health related or skill related.
Physical Fitness Test Goal
1. To determine the level of fitness.
2. To identify strengths and areas for development/improvement
3. To identify bases for physical activities.
4. To gather and analyze data for norms and standards setting.
5. To motivate and guide students in choosing sports activities they would like to participate
in.

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 HEALTH RELATED SKILL RELATED COMPONENTS/FITNESS
COMPONENTS/FITNESS
CARDIOVASCULAR ENDURANCE REACTION TIME
FLEXIBILITY BALANCE
MUSCULAR STREGTH POWER
BODY COMPOSITION COORDINATION
AGILITY
SPEED

Goals of the Warm-up

 Prepare body
 Improve performance
 Reduce injuries

HEALTH RELATED COMPONENTS/FITNESS – components that contribute to the

development of health and functional capacity of the body.

1. 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 that oxygen. Endurance may also refer to the ability of the muscle to do repeated work
without fatigue.

3-MINUTE STEP TEST

 Purpose – To measure
cardiovascular endurance
 Equipment
 Step Height of step: 10-12
INCHES
 Stopwatch
 Procedure :
For the Student:
a. Position in front of the step.
b. As the student assume the position in front of the step, signal, “Ready” and “Go”, start
the stopwatch for the 3-minute step test. One step consists of 4 beats – that is, “up with
the left foot, up with the right foot, down with the left foot, down with the right foot.”
c. Immediately after the exercise, stand and relax. Don’t talk.
d. Right after the activity, locate your pulse. (The first beat is zero.
Count the pulse for 10 seconds. Multiply it by 6.
For the Tester:
a. As the student assume the position in front of the step, signal, “Ready” and “Go”, start
the stopwatch for the 3-minute step test.
b. After the test, let the student count his pulse for 10 seconds and multiply it by 6.
Scoring – record the 60-second heart rate after the activity

2. Flexibility - refers to the ability of the joints to move

through a full range of motion.
Zipper Test – a test of upper arm and shoulder girdle
flexibility intended to parallel the strength/endurance
assessment of that region.

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 • Purpose – To be able to touch the fingertips together behind the back by reaching over
the shoulder and under the elbow
• Equipment- Ruler
• Procedure
For the Student:
a. Stand erect.
b. To test the right shoulder, raise your right
arm, bend your elbow, and reach down across your back as far as possible.
c. At the same time, extend your left arm down and behind your back, bend your elbow up
across
your back, and try to cross your fingers over those of your right hand. d. Reach with the
right hand over the right shoulder and down the back as if to pull a zipper or scratch
between the shoulder blades.
d. To test the left shoulder, repeat procedure (a-d) with the left hand over the left shoulder.
For the Tester:
a. Observe whether the fingers touched or overlapped each other.
b. b. Measure the distance in which the fingers overlapped
c. c. Record the score in centimeter.
Scoring – record zipper test to the nearest 0.1 centimeter
0 did not touch fingertips
1 just touched fingertips
2 fingers overlapped by 1-2 cm.
3 fingers overlapped by 3-4 cm.
4 fingers overlapped by 5-7 cm.
5 fingers overlapped by 8cm and more

Sit-and-Reach - a test of flexibility for the

lower extremities particularly the hamstring.
 Purpose – To be able to reach as far
as possible without bending the
hamstring
 Equipment Tape measure
 Procedure
For the Student:
a. Sit on the floor with back flat on the wall. Feet are approximately 12 inches apart
b. Without bending the back, knees and elbows, place one hand on top of the other and
position the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start the test by
reaching the farthest point possible without bending the knees.
For the Tester:
a. As the student assume the (b) procedure, position the zero point of the tape measure at
the tip of the finger farthest from the body.
b. See to it that the knees are not bent as the student reaches the farthest that he could.
c. Measure the distance of the farthest reached.
d. Record the score in centimeter.
Scoring – record sit and reach to the nearest 0.1 centimeter

3. Muscular Strength - refers to a muscle's ability to generate force against physical objects.
In the fitness world, this typically refers to how much weight you can lift for different strength
training exercises.

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90 DEGREES PUSH UP
• Purpose – To measure
strength of upper
extremities
• Equipment - exercise mats or any clean mat
• Procedure
For the Student:
a. Lie down on the mat; face down in standard push-up position: palms on the mat under
shoulders, fingers pointing forward, and legs straight, parallel, and slightly apart, with the
toes supporting the feet.
b. FOR BOYS: Straightens the arms, keeping the back and knees straight, then lowers the
arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).
c. 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).
d. Perform as many repetitions as possible, maintaining a cadence of 20 pushups per
minute. (2 seconds going down and 1 sec going up
For the Tester:
e. As the student assume the position of push-up, start counting as the student lowers his
body on the ground until he reaches 90-degree angle at the elbow.
f. Make sure that the student performs the push-ups in the correct form.
g. The test is terminated when the subject can no longer perform the push-ups in the correct
form (three corrections are allowed), is in pain, voluntarily stops, or cadence is broken.
Scoring – record the number of push-ups made.

CURL-UPS
• Purpose – To measure strength of abdominal
muscles
• Equipment - exercise mats or any clean mat
• Procedure
For the Student:
a. Assume a lying position with feet flat on the floor
and
knees bent at about 90- degree hands palm down at the sides with fingertips touching the
first tapeline.
b. Complete a slow, controlled curl-up, sliding fingertips along the floor until they touch the
second
tapeline.
c. The curl-up should be performed at a rate of one every 3 seconds or 20 curl ups per
minute (2
seconds going up and 1 sec going down)
d. There should be no rest at the bottom position and perform as many curl ups as possible
without
stopping.
For the Tester:
a. Ensure a mat that has tapelines set 12 cm apart.
b. One curl up is counted each time the student’s shoulder blade touches the floor.
c. sure that the student performs the curl-ups in the correct form.
d. The test is terminated when the subject can no longer perform the curl-ups in the correct
form (three corrections are allowed), is in pain, voluntarily stops, or cadence is broken.
Scoring – record the number of curl-ups made.

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4. Body Composition – is the body’s relative amount of fat to fat-free mass.
 Body mass index (BMI) is a value derived from the mass (weight) and height of a
person.
The BMI is defined as the body mass divided by the square of the body height, and is
universally expressed in units of kg/m2, resulting from mass in kilograms and height
in metres.
CLASSIFICATION BMI
Underweight < 18.5
Normal 18.5 - 24.9
Overweight 25.0 - 29.9
Obesity (I) 30.0 - 34.9
Obesity (II) 35.0 - 39.9
Extreme Obesity (III) ≥ 40.0

SKILL RELATED COMPONENTS/FITNESS – components that contribute to the development

of skills..
1. Reaction Time
Stick Drop Test
• Purpose – to measure the reaction time as to how fast a person can respond to a
stimulus, the higher your score, the faster your reaction time
• Equipment: Ruler or stick of 24 inches long and Arm chair or table and chair
Scoring - Record the middle of your three scores (for example: if you scores are 21, 18, and
19, your middle score is 19)
Procedure:
For the Student:
• a. Sit in an armchair or chair next to the table so that your elbow and the lower arm rest
on the desk/table comfortably.
• b. The heel of your hand should rest on the desk/table so that only the fingers and thumb
extend beyond the edge of the desk/table.
• c. As the tester drop the stick, catch it with thumb and index finger as fast as possible
without lifting elbow from the desk. It is important that you react only to the dropping of
the stick.
• d. Your score is the number of inches read on the ruler/stick just above the thumb and
index finger after you catch the yardstick.
For the Tester:
• a. Hold the ruler or stick at the top, allowing it to dangle between thumb and fingers of the
student.
• b. The ruler/stick should be held so that the 24-inch mark is even with your thumb and
index finger. No part of the hand of the student should touch the ruler/stick.
• c. Without warning, drop the stick, and let the student catch it with his thumb and index
finger.
• d. Give the test three times. Be careful not to drop the stick at predictable time intervals,
so that the student cannot guess when it will be dropped.

2. BALANCE

Stork Balance Stand Test

Purpose: To assess the ability to balance on the ball of the
foot.
Equipment: flat, non-slip surface and stopwatch

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Procedure:
For the Student:
a. Remove the shoes and place the hands on the hips
b. Position the non-supporting foot against the inside knee of the supporting leg.
c. Raise the heel to balance on the ball of the foot.
For the Tester:
a. The student is given one minute to practice the balance.
b. The stopwatch is started as the heel is raised from the floor.
c. The stopwatch is stopped if any of the following occur: (see diagram on the next slide)
d. (Go with the timing in seconds with your scoring, stop if violation occurs.)
Scoring – Record the time in nearest seconds.
Record your score and rate yourself following the table below;
USING YOUR ACTIVITY SHEET

RATING EXCELLENT GOOD AVERAGE FAIR POOR

MALES 50 Seconds > 41-49 31-40 20-30 < 19

FEMALES 30 Seconds > 25-29 16-24 10-15 <9

3. Power – The ability to transfer energy into force at a fast rate.

Basketball Pass
Purpose – to measure the explosive strength and power of the
upper body muscles.
Equipment Basketball (preferably size 7)
Throwing area
Measuring Tape
Procedure:
For the Student:
a. Sit on the floor on buttocks with head and back resting against the wall while the legs are
stretched in front of the body.
b. Using the chest pass, push the ball with two hands as far as possible. Make sure that your
head, shoulders, and buttocks remain attached to the wall.
For the Tester:
a. See that the position of the student is
in the right form.
b. Set the point zero (0) of the
measurement at the edge of the wall.
c. After the throw, spot the mark where
the base of the ball has first make contact
on the floor on the first bounce closest to
the take-off line.
d. Record score in the nearest 0.5 meter..
Scoring –record the distance to the
nearest 0.5 meters

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Standing Long Jump
• Purpose – to measure the explosive strength and power of the leg muscles.
• Equipment
a. tape measure accurate to 0.1 centimeters at least three (3) meters long and
placed firmly
on the floor;
b. meter stick.
Procedure
For the Student:
a. Stand behind the take-off line, the tips of your shoes should not go beyond the line.
b. b. As you prepare to jump, bend your knees and swing your arms backward and jump as
far as you can.
For the Tester:
a. Lay the tape measure (in centimeters) on the floor.
b. Set a take-off line in the point zero (0) of the tape measure.
c. After the jump, spot the mark where the back of the heels of the student has landed closest
to the take-off line.
d. Record score in the nearest 0.1 cm..
Scoring - Record the score in meters to the nearest 0.1 centimeters.

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 4. Coordination – The ability to use the senses with the body parts to perform motor tasks
smoothly and accurately.
Paper Juggling is a physical human skill involving the movement of an objects, usually through
the air.
• Purpose – to measure the coordination of the individual in the performance of motor
tasks
• Equipment : A piece of crumpled coupon bond/home made sipa
• Procedure
For the Student:
a. Stand comfortably on an area with no obstruction.
b. b. Hit the crumpled paper six times alternately with right and left palm in upward motion
For the Tester:
a. See to it that the student hit the crumpled paper six times alternately with his right and
left palm.
b. b. Count up to how many times the student has hit the crumpled paper.
Scoring – Record the times the student has hit the crumpled paper.

Age High Score Above Ave. Ave. Below Ave. Low Score

15-16 Years > 35 30-35 25-29 20-24 < 20

5. Agility - is the ability to change the direction quickly using a combination of balance,
coordination, speed, strength, and endurance
Hexagon Agility Test - This is a simple agility test to perform, requiring limited equipment and
space
• Purpose – to measure the ability to move quickly while maintaining balance
• Equipment: Tape measure, Stopwatch and Chalk or tape for marking the ground
• Procedure
For the Student:
a. Start with both feet together in the middle of the hexagon facing the front line.
b. On the command 'go', jump ahead across the line, then back over the same line into the
middle of the hexagon.
c. Then, continuing to face forward with feet together, jump over the next side and back into the
hexagon.

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d. Continue this pattern for three full revolutions.
e. Perform the test both clockwise and counterclockwise.
For the Tester:
a. Mark a hexagon (six sided shape) on the floor. The length of each side should be 24
inches (60.5 cm), and each angle should work out to be 120 degrees.
b. Record the time taken to complete three full revolutions. The best score from two trials is
recorded.
c. If the student jumps the wrong line or land on a line then the test is to be restarted.
Scoring - Record the time in nearest minutes and seconds.

6. Speed – The ability to perform a movement in a short period of time.

40 Meter Sprint
• Purpose – to measure running speed
• Equipment: Stopwatch and Running area with known measurement (40 meters)
• Procedure
For the Student:
a. Stand behind the take-off line, the tips of your shoes should not go beyond the line.
b. At the signal “GO”, run to the finish line as fast as you can.
For the Tester:
a. Set the running area with the measurement of forty (40) meter.
b. Set the stopwatch to zero (0) point.
c. As you signal “GO” start the watch and stop it as the student crossed the finish line.
d. Record score in the nearest 0:00:01 seconds
Scoring – Record the time in nearest minutes and seconds.

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FITT stands for;
 Frequency (how often)- Number of training sessions performed during a given period of
time;
 Intensity (how hard)- a level of effort, compared with one’s effort, which expressed as a
percentage.
 Time (how long)- duration of workout or the length of time spent in training.
 Type - mode of physical activity
Benefits of active participation in sports and Recreation

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 Republic of the Philippines
Department of Education
Region I
Schools Division Office I Pangasinan

Lingayen

POST TEST IN MAPEH 10

PHYSICAL EDUCATION
1ST QUARTER

NAME: ___________________________________________________ DATE : _______________

YEAR & SECTION: __________________________________________

MULTIPLE CHOICE: Choose the correct answer.

______ 1. A test that measures cardiovascular endurance.

a. sit and reach c. 3-min step
b. curl ups d. stick drop test
______ 2. It is the ability to balance on the ball of the foot.
a. zipper test c. basketball pass
b. stork d. push ups
______ 3. It is the ability to transfer energy into force at a fast rate.
a. power c. speed
b. reaction time D. flexibility
______ 4. A flexibility test for the lower extremities particularly the hamstring.
a. zipper test c. sit and reach
b. push ups d. curl ups
______ 5. A test that measure the strength of upper extremities.
a. zipper test c. sit and reach
b. push ups d. curl ups
______ 6. It measures the reaction time as to how fast a person can respond to a stimulus.
a. sit and reach c. 3-min step
b. curl ups d. stick drop test
______ 7. It is the ability to transfer energy into force at a fast rate.
a. power c. speed
b. flexibility d. reaction time
______ 8. It is the ability to use the senses with the body parts to perform motor tasks smoothly
and accurately.
a. flexibility c. coordination
b. power D. speed
______ 9. It is the body’s relative amount of fat to fat-free mass.
a. BMI c. weight
b. weight d. body composition
______ 10. It is to measure strength of abdominal muscles
a. sit and reach c. 3-min step
b. curl ups d. stick drop test

II. Enumerate the following

A. Health Related Components B. Skill Related Components

1. 1.
2. 2.
3.

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 Republic of the Philippines
Department of Education
Region I
Schools Division Office I Pangasinan

Lingayen

ACTIVITY SHEET IN MAPEH 10

PHYSICAL EDUCATION
1ST QUARTER

NAME: ___________________________________________________ DATE : _______________

YEAR & SECTION: __________________________________________

PHYSICAL FITNESS RECORD

HEATH RELATED COMPONENTS

BODY COMPOSITION (BODY MASS INDEX)

Weight (kg) Height (m) BMI Classification

CARDIOVASCULAR ENDURANCE
 3-MINUTE STEP TEST (HEART RATE PER MINUTE)
Before the activity After the activity

FLEXIBILITY
 ZIPPER TEST
Right Left

 SIT and REACH

First trial Score (cm) Second trial Score (cm)

MUSCULAR STREGTH
 PUSH-UP (Number of Push up) =
 CURL-UPS (Number of Curl ups) =

SKILL RELATED COMPONENTS

REACTION TIME
 STICK DROP TEST (CM) =
BALANCE
 STORK-STAND BALANCE TEST
1ST Trial (sec) 2nd Trial (sec) Rating

POWER
 BASKETBALL PASS =
 STANDING LONG JUMP
SCORE (cm) Rating

COORDINATION
 PAPER JUGGLING
1ST Trial 2nd Trial

AGILITY
 HEXAGON TEST (Time in seconds)
Clockwise Counterclockwise

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