ANTIQUE NATIONAL SCHOOL

San Jose, Antique

SENIOR HIGH SCHOOL

HOPE 3
Learning Activity Sheet, Quarter 1, Week 1 & 2
Lesson: Self-Assessment (HRF)

Most Essential Learning Competencies

1. Self-assesses health-related fitness (HRF). Status, barriers to physical activity assessment participation and one‘s diet.
2. Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school

After this module, the learners should be able to:

1. determine their level of fitness;
2. discuss the significance of assessing health-related fitness (HRF) status; barriers on physical activity and on one‘s diet;
3. administer self- assessment on health-related fitness (HRF) status, barriers on physical activity, and on one‘s diet;
4. identify strength and areas for development/improvement.

Dance is a health –promoting physical activity which many people worldwide incorporate into their lifestyles today. This physical activity appeals to some who
may not typically be active and therefore may be another alternative of exercise. Dance for health has become an important factor in prevention, treatment and
management of several health circumstances. It can benefit both physical and mental health and subsidize social communication.
There are many forms of dance, from ballet to ballroom and theater to street dancing. Dance has always been part of human culture, rituals, and celebrations.
Today, most dancing is about recreation and self-expression, although it can also be done as competitive activity. Dancing is an enjoyable way to be more
physically active and stay fit. Besides, dance therapy is very much in vogue these days simply because the experience of dancing helps a person to heal from
within.

Dance is a great form of exercise because it is a whole-body workout that calls upon all aspects of fitness. Good fitness is key to reducing the risk of injury,
enhancing performance, and ensuring longer life. A healthy person is one who is in a state of being “well” in both body and mind and has the ability to meet the
demands of a specific physical task at an optimal level.
Assessing one‘s health status will help the person know about one‘s strength and weaknesses. Awareness of individual‘s health-related fitness and its relevant
interpretation will aid the person to efficiently create an action plan in observing a healthy lifestyle and selecting appropriate activities for areas that need
improvement.

Activity 1: Self-testing Activities for Health-related fitness

Reminders in taking self-assessment:
1. Student should wear proper attire: t-shirt, jogging pants and rubber shoes.
2. Have a score card to record all the results of the test.
3. If you have any medical history please notify the teacher for special attention/ arrangement.
4. Re-orient yourself on proper execution of the test and recording of test results.
5. Drink water before, during and after the test to prevent dehydration.
6. Conduct warm-up and stretching exercises before the test.
7. Observe safety measures.
8. Conduct the test in a safe and fun-filled environment.
9. Enjoy and have fun!

ADDITIONAL REMINDER:
Your H.O.P.E. Teacher may require you to have an MOV while conducting the PFT (HRF). Make sure that you will have an option or alternative to provide the
means of verification, either attaching photos or sending via messenger or any means of online communication.
Procedure:
For the test taker:
a a. Wear light clothing.
a b. On bare feet, stand erect and still with weight evenly distributed on the
center scale.
For the partner:
a a. Before the start of weighing, adjust the scale to zero point.
a b. Record the score in kilograms

Scoring: record body mass to the nearest 0.5 kilograms

A. Height is the distance between the floor to the top of the head in standing position.
Equipment:
1. An even and firm floor and flat wall
2. L-square
3. Tape measure is placed flat to concrete wall. The zero point starts at the bottom of the floor.

Procedure:
For you:
a. Stand erect on bare feet with heels, buttocks and shouders pressed against the wall with tape measure.
For your partner:
a a. Place the L-square against the wall with the base at the top of the head of the person being tested.
a b. Record the score in meters.
Scoring: record standing height
*1 meter-100 centimeters

B. Waist circumference is a good predictor of visceral fat which contributes more risk of cardiovascular disease and diabetes.
Equipment:
1. Tape Measure Procedure:
For you:
a a. Wear light clothing before taking waist circumference.
a b. On bare waist, stand erect and wrap the tape measure around waist. For your partner:
For your partner
a. Record the score in centimeters.

STRENGTH refers to the 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.

1. 90- Degree Push-Up

Purpose- to measure strength of upper extremities
Equipment
1. Exercise mats or any clean mat Procedure:
For you:
a. Lie down on the mat; facedown in standard push-up position, palms on the mat under the shoulders, 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 angle at the elbows (upper arms
are parallel to the floor).
c. For GIRLS: With knees in contact with the floor, straighten the arms keeping the back straight, then lower the arms until there is a 90-degree angle at the
elbow (upper arms are parallel to the floor).
d. Perform as many repetitions as possible, maintaining a cadence of 20 push ups per minute (2 seconds going down and 1 second going up).

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a. As the student assumes 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.
b. Make sure that the student performs the push-ups in correct form.
c. The test is terminated when subject can no longer perform push up ups in the correct form (three corrections allowed, in in pain, voluntarily stops, or
when cadence is broken.
For the tester

2. Curl-Up
Purpose- to measure strength of abdominal muscles.
Equipment
1. Exercise mats or any clean mats Procedure:
For you:
a a. Lie on your back with knees flexed and the feet 12 inches from the buttocks.
a b. Feet cannot be held or rested against an object. The arms are extended and are resting on the thighs.
a c. Compare a slow, controlled curl-up, sliding fingertips along the floor until they touch the second tapeline.
a d. The curl-up should be performed at a rate of one every 3 seconds or 20 curl-ups per minute ( 2 secnds going up and 1 second going down.
a e. There should be no rest at the button position, and perform as many curl-ups as possible without stopping.
For the tester:
a a. One curl-up is counted each time the students shoulder blade touches the floor.
a b. Make sure that the student performs the curl ups in the correct form.
a c. The test is terminated when the subject can no longer perform the curl-ups in correct form (three corrections are allowed), is in pain, voluntarily
b stops or when cadence is broken.
c
d Scoring- record the number of curl-ups made.

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FLEXIBILITY refers to the ability of the joints to move through a full range of motion.

1. Hamstring and Hip Flexor Test

Purpose- To test flexibility of the hamstring and hips.
Equipment- Protractor
1. Goal- Keeping both legs straight, lift one leg to the floor.
2. Preliminary- illustrate angles on a poster board and paste it on the wall. Procedure
a. Lie on your back on the floor beside a wall.
b. Slowly lift one leg off the floor. Keep the other leg flat on the floor.
c. Keep both legs straight.
d. Continue to lift the leg until either leg begins to bend or the lower leg begins to lift from the floor.
e. Place a yardstick against the wall to mark the spot to where the leg was lifted. Lower the leg.
f. Using a protractor, measure the angle created by the floor and the yardstick. The greater the back-pain-ec871558d170
angle the better your score.
g. Repeat with the other leg.
2. Zipper Test
Purpose: To test the flexibility of the shoulder girdle.
Equipment: ruler
Procedure:
a. Stand erect.
b. Raise your right arm, bend your elbow, and reach down across 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/cross 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 procedures A and B with the left hand over the left shoulder.
a. Observe whether the fingers touched or overlapped each other, if not, measure the gap between the middle fingers of both hands.
b. Record the distance in centimeter.
Scoring: record zipper test to the nearest 0.1 cm. Pass or Fail.

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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. It is also the ability of the muscle to do repeated work without fatigue.

1. 3-Minute Step Test

For the Performer:

a. Position at least one foot away from the step or bench.
b. At the signal “Go” step up and down the step/bench for 3 minutes.
c. 24 steps per minute. One step consists of 4 beats – that is, up with the left foot (ct1), up with the right foot (ct2), down with the left foot (ct3)down with the right
foot (ct4).
d. Immediately after the exercise, locate your pulse and wait for the signal to start the counting.
e. Don‘t talk while taking the pulse beat.
f. Count the pulse for 10 seconds. Multiply it by 6. (110 bpm)

For the tester:

a. As the student assures the position in front of the step, signal, “Ready” and “Go”, start the stopwatch for the 3-munite step test.
a. Allow the performer to locate his/her pulse in 5 seconds. (Left)
b. Count the pulse beat.
c. Let the performer count his/her beat for 10 seconds and multiply it by 6.

Scoring – record the 60-seconds heart rate after the activity. (For non-completer, mark didn’t finish but record the pulse beat)
Measuring your fitness level is one way to find out your level of physical fitness.

Below are the references for interpretation.

Barriers to Physical Activity Assessment Participation and One’s diet.

Getting involved in physical activities can be attributed to personal and environmental factors. A person may experience a variety of challenges along
the way. This hinders the person to be physically active, hence, referred to as barriers.

Personal barriers
With the current trends in technology and development, people‘s lives have become convenient and easier as well as less active. They may also
have reason or own justification of their inactivity that forms their attitude towards physical movement, letting them live a sedentary life.
Some common explanations (barriers) that people cite for resistance to dance are:
• Insufficient time to exercise/physical activity
• Inconvenience of exercise
• Lack of self-motivation
• Non- enjoyment, boredom of exercise
• Lack of confidence in their ability to be physically active (low self-efficacy)
• Fear of being injured or having been injured recently
• Lack of self-management skills, such as the ability to set personal goals monitor progress, or reward progress toward such goals
• Lack of encouragement, support or companionship from family and friends
• Non- availability of parks, sidewalks, bicycle trails, safe and pleasant walking paths close to home or the workplace

Environmental barriers
Some may not notice but the space and the setting where people live greatly influence a person‘s participation to physical activity. The constant
exposure and the daily interaction with the people and things around has a great impact on a person‘s preference towards bodily execution and movement.
The environment in which we live has a great influence on our level of physical activity. Many factors in our environment affect us. Obvious factors include the
accessibility of walking paths, cycling trails, and recreation facilities. Factors such as traffic, availability of public transportation, crime, and pollution may also
have an effect. Other environmental factors include our social environment, such as support from family and friends, and community spirit. It is possible to make
changes in our environment through campaigns to support active transportation, legislation for safer communities, and the creation of new recreation.

Activity 1. What hinders me?

Directions: Listed in the box are examples of physical activity barriers. Classify them as to personal or environmental barriers. Check your answer inside the call
outs below.

☼lack of motivation ☼ lack of resource ☼ support from family and friends

☼ fear of injury ☼ religious beliefs and values ☼ Lack of space or dance room
☼ health consideration ☼ confidence and willingness ☼ challenges with parents where they didn‘t understand t
he positive effect of dance
Personal

Direction: Answer the checklist below by ticking the box with a or X before each sentence and write your reflection about your diet based on your responses.
___ 1. I eat the correct amount of food to maintain (or achieve) a healthy body weight.
___ 2. I eat at least five servings of fruits and vegetables everyday.
___ 3. I include high-fiber foods such as whole grains in my diet on a daily basis.
___ 4. I eat a variety of foods to ensure adequate vitamins and minerals.
___ 5. I avoid eating foods that are high in saturated fat or trans-fatty acids (whole milk, fatty meats, snack foods).
___ 6. I drink eight glasses of water a day.
___ 7. I limit my intake of salt and sugar.
___ 8. I take alcoholic drink daily.
___ 9. I avoid eating to relieve stress, unhappiness, or other emotions.
___ 10. I try to resist the temptation of slickly packaged processed foods, opting instead to look for whole, fresh ingredients.

ASSESSMENT

Directions: Read the item carefully and encircle the letter of the correct answer.
1. The ability of an individual to do daily tasks without undue fatigue and has enough energy to enjoy leisure time and/ or for an emergency situation is called
____________.
a. Physical activity b. Physical fitness c. Health-related fitness d. Flexibility
2. It refers to the components of Health-Related Fitness (HRF)
a. Flexibility, power, Muscular strength and endurance and BMI
b. Body composition, Muscular Strength and Cardiovascular endurance
c. Muscular strength and endurance, flexibility, cardiovascular endurance and body composition
d. Flexibility, muscular strength, cardiovascular endurance and body composition
3. It is a health-related fitness component that refer to the function of heart and lungs to sustain oxygen all throughout the performance.
a. Cardiovascular endurance b. Body composition c. Flexibility d. Muscular strength and endurance
4. Body composition can be determined by _________________.
a. Age and weight c. Height and weight c. Flexibility
b. Height and waist circumference d. Weight and heart rate d. Muscular strength and endurance
5. Among these students, who has the normal Body Mass Index (BMI)
a. Lisa: Height – 1.37 m, Weight- 45 kg c. Andre: Height – 1.35 m, Weight- 70 kg
b. Rose: Height – 1.42 m, Weight- 50 kg d. Cristof: Height – 1.27 m, Weight- 28 kg
6. It is a test of flexibility conducted in upper arm and shoulder girdle
a. Push-up b. Curl-ups c. Hamstring stretch d. Zipper test
7. Christopher is a dancer, if he can perform one-leg balance, he has developed his ___________.
a. Muscular strength b. Flexibility c. Body composition d. Cardiovascular endurance
8. It is a barrier to physical activity that is most influenced by family, friends and community.
a. Environmental barriers c. Sedentary life
b. Personal barriers d. Physical barriers
9. This refers to a reason that hinders the person to be physically active.
a. Barriers b. Disability c. Personality d. Environment
10. Dance as an Exercise‖ is best described in this statement.
a. A flexible dancer can be the best performer.
b. Dancing is the only whole body-workout among physical activities.
c. Dancing is about recreation, self-expression and a way to stay healthy.
d. Dancing focuses only on the development of muscular strength and endurance.

Prepared by: Approved by:

For: by:

ANA MAE S. FERNANDEZ SALVADOR J. SEMBRAN, PhD

PE Teacher Asst. Principal II, SHS