PE 1:

Physical Education 1
Prepared by: SHIRLEY JEANNE M. PLAZA, LPT/ JESREIL
JAY G. LOPEZ, LPT/ DINA T. CATANTAN, LPT
 Module

1 FITNESS ASSESSMENT TEST

In this module:
 Health and Skill Related Components
 BMI Computation

Module Overview
This module you will encounter physical fitness test in guiding you to find out your state
of health and well-being and, more specifically, the ability to perform aspects of sports,
occupations and daily activities. Physical fitness is generally achieved through proper
nutrition, moderate-vigorous physical exercise, and sufficient rest.

The health related and skill related fitness will also be tackled to be a foundation of the
students in terms of what are the two types of fitness. Some students will excel in health
related and some in skill related.
The students will also learn how to compute and classify their Body Mass Index (BMI)
and in order for them to know if they are normal, obese, over weight and underweight.

At the end of this module, you should be able to:

assess their own physical fitness;
observe safety precaution;
execute health related exercise;
execute skill related exercise;
perform Body Mass Index (BMI) computation;
classify their Body Mass Index (BMI) category;
identify if they are normal according to their BMI results.

Are you ready? Then start the lesson now!

Lesson
Fitness Assessment Test
1
Objectives
At the end of the lesson you should be able to:
 assess their own physical fitness;
 observe safety precaution ;
 create an exercise routine.

Welcome to the first lesson in our module 1. In this

lesson you learn about yourself in terms of how
physically fit you are. You will also identify if you
have health related fitness and Skill related fitness
while in the process of determining which of the two
fitness is more dominant to you. Furthermore, this lesson will be able to help you identify if
you are healthy in terms of your Body Mass Index results.

Instruction: Below is a medical clearance that allows you to perform the physical fitness
activity. Make sure that you have cleared by a physician or a nurse before you perform any
physical activity.

Statement of Medical Clearance for Exercise

Participant’s name:
Address:
Date of birth:
Diagnosis:
Physician’s name:
Address:
Telephone number:
 A previous exercise or rehabilitation program has been established for this patient.
Guidelines are attached or are as follows:

 YES. My patient ________________________________ has no current unstable medical

problems that are a contraindication to participating in an exercise or resistance-training
program. I approve of and support his or her participation in this progressive strength,
endurance, balance, flexibility-training exercise program, and I have discussed the signs
 and symptoms that would make an exercise program unsafe. These symptoms are
summarized as follows:

 NO. My patient _________________________________ is not eligible to participate in

the exercise program due to his or her current medical status.

Please indicate any special recommendations or specific comments:

Physician’s signature Date

Activity 1: Physical Fitness Test

1. Power
 Standing long jump
 Objective: To measure your leg strength and power of
the leg muscles.
Activity
 Facilities/Equipment
A tape measure is accurate to 0.1 centimeter and at
least three meters long.

 Procedures
 Do warm up and stretching exercises.
 Stand behind the take-off line, making sure that the tips of your shoes, do
not go beyond it.
 Crouch swing your arms backward, and jump forward as far as you can.
 Do the same procedure for a second trial.

Scoring
Record the farther distance of the two trials to the nearest centimeter.

2. Speed
50 meter sprint
 Objective: To test your running speed. If you run very fast, you can be an
asset in most individual sporting events.
Procedures
 Do warm up exercises before taking a test.
 Stand at the starting line. At the signal “Go” sprint toward the finish line.
 You are allowed two trials.

For the timer

 Stand in the finish line. Raise your hand to communicate with your partner while
you are holding the stop-watch. Shout the signal, “Ready, Go!” with the
command “Go”, lower your raised hand and start the watch.
 Stop the stop-watch when the student crosses the finish line.
Scoring
 Record the faster time of the two trials.
Safety Measure
 Allow the heart to return gradually to its normal rate. Avoid standing still or
sitting down immediately after the sprint.

3. Agility
Side Shuttle
Objective: To measure your agility
Facilities/Equipment
 Use masking tape or other materials to make five parallel on the floor
Procedures
 Have your partner count while you do the side shuttle. Then, count while your
partner does it.
 Stand on the first line to your right. When your partner says “GO”. Pick up the
block of wood and run and back places. Score one point on every block of wood
transferred to the edge of the line and vice versa.
 Repeat, moving as many times as possible in 30 seconds.
 Do the shuttle twice. Record the higher score made between the two trials on the
record sheet.
Scoring
 Score one point on every block of wood transferred by the tester.

4. Balance
One leg balance
Objective: To test your balance
Procedures for the tester
 Stand on the flat surface with your feet together.
 Lift your other foot of the floor, First, balance for 10 seconds with your foot flat.
Then stand up on your toes and continue balancing for another 10 seconds.
Balance on your dominant leg.
 Do the test twice. Give yourself a point if you stay balanced while standing on
your toes for another 10 seconds. Maximum score is 3 points.

5. Coordination
Ball Juggling
Objective: This test measures your coordination
Facilities/Equipment
 2 or 3 tennis balls/Medium size stone
Procedures
 Take a three-trial routine before scoring. Hold the ball/stone in each hand.
 Toss the ball in the air. Then try to do that on the other hand.
 Do this five times, tossing the tennis ball/stone into the air to the right and left.
Score one point each successful catch.
 Record your individual scores on your sheet. Follow the instruction for each test
to find your fitness rating.
 6. Reaction Time
Objective: To test your reaction time.
Facilities/Equipment
 Ruler, Chair/Table
Procedures
 Get a partner to hold the ruler
 Position your thumb and fingers. Your partner should stand at the top of the
chair/table holding the ruler. When he says “GO” the tester should immediately
try to catch the ruler with his thumb and fingers.
 Focus only on the ruler, not your partner, and be very alert.

Activity 2

Based on the first activity, answer the following questions:

1. Can you determine that you are physically fit through the assessment
Analysis that you have done? Why?

__________________________________________________________________________
______________________________________________________________
2. Can others, besides athletes, benefit from skill-related fitness? Why?
__________________________________________________________________________
______________________________________________________________
3. What can you do to make you results of the fitness assessment test better?
___________________________________________________________________________
_____________________________________________________________

Physical fitness test is finding out your state of

health and well-being and, more specifically, the
ability to perform aspects of sports, occupations and
daily activities. Physical fitness is generally achieved
through proper nutrition, moderate-
vigorous physical exercise, and sufficient rest.
Health Related
The five (5) components of physical fitness are often
used in our school systems, health clubs and fitness
centers to gauge how good a shape we are truly in.
The 5 components that make up total fitness are:
 Cardiovascular Endurance
 Muscular Strength
 Muscular endurance
Abstractio  Flexibility
n
 Body Composition
A closer look at the individual components:
 Cardiovascular endurance is the ability of the heart and lungs to work together to provide
the needed oxygen and fuel to the body during sustained workloads. Examples would be
jogging, cycling and swimming. The Cooper Run is used most often to test
cardiovascular endurance.
 Muscular strength is the amount of force a muscle can produce. Examples would be the
bench press, leg press or bicep curl. The push up test is most often used to test muscular
strength.
 Muscular endurance is the ability of the muscles to perform continuous without
fatiguing. Examples would be cycling, step machines and elliptical machines. The sit up
test is most often used to test muscular endurance.
 Flexibility is the ability of each joint to move through the available range of motion for a
specific joint. Examples would be stretching individual muscles or the ability to perform
certain functional movements such as the lunge. The sit and reach test is most often used
to test flexibility.
 Body composition is the amount of fat mass compared to lean muscle mass, bone and
organs. This can be measured using underwater weighing, Skin fold readings, and bio
electrical impedance. Underwater weighing is considered the “gold standard” for body
 fat measurement, however because of the size and expense of the equipment needed very
few places are set up to do this kind of measurement.
Skill Related
Six Components of Skill-Related Fitness There are six skill-related fitness components:
agility, balance, coordination, speed, power, and reaction time. Skilled athletes typically
excel in all six areas.
 Agility is the ability to change and control the direction and position of the body while
maintaining a constant, rapid motion. For example, changing directions to hit a tennis
ball.
 Balance is the ability to control or stabilize the body when a person is standing still or
moving. For example, in-line skating.
 Coordination is the ability to use the senses together with body parts during movement.
For example, dribbling a basketball. Using hands and eyes together is called hand-eye
coordination.
 Speed is the ability to move your body or parts of your body swiftly. Many sports rely on
speed to gain advantage over your opponents. For example, a basketball player making a
fast break to perform a layup, a tennis player moving forward to get to a drop shot, a
football player out running the defense to receive a pass
 Power is the ability to move the body parts swiftly while applying the maximum force of
the muscles. Power is a combination of both speed and muscular strength. For example,
fullbacks in football muscling their way through other players and speeding to advance
the ball and volleyball players getting up to the net and lifting their bodies high into the
air.
 Reaction Time is the ability to reach or respond quickly to what you hear, see, or feel. For
example, an athlete quickly coming off the blocks early in a swimming or track relay, or
stealing a base in baseball.
 Activity 3
Make you own exercise routine consisting the skill related exercise. Use
the table below.
Applicatio
n

Type of Exercise: Procedure: Duration:

1.
2.
3.
4.
5.

Job well done! You have just finished the first lesson in this module. You
are done the part of the topic that help you identify if you’re physically fit.
You have also identify the health related and skill related components.
 Lesson
Body Mass Index
2

Objectives
At the end of the lesson you should be able to:
 point out benefits of being normal;
 Appreciate the importance of height and weight through proper
diet;
 demonstrate how to compute your BMI.

Welcome to the second lesson in our module 2. In this

lesson you will encounter the body max index in which
will guide you to a healthy lifestyle through the result of
your body mass index.

Activity 1:
 Identify your current weight and height
 Record your weight and height in an index paper
Activity  Ask your family members to do the same
 Compare and contrast the weight and height of yourself and the
members of your family.
 Explain based on your opinion why your weight and height is
different from them.
 Cite some factors that is affecting the results of your comparison.

Activity 2

Based on the first activity, answer the following questions:

1. If you can change your weight and height, would you and why?
Analysis
___________________________________________________________________________
_____________________________________________________________
2. What are the factors that affect your height and weight?
___________________________________________________________________________
_____________________________________________________________
3. What advise can you give to your fellow classmates if they are obese?

Abstraction:
Body Mass Index (BMI) is a measurement of a person’s weight with
respect to his or her height. It is more of an indicator than a direct
measurement of a person’s total body fat.
Abstractio BMI, more often than not, correlates with total body fat. This means that
n as the BMI score increases, so does a person’s total body fat.

WHO defines an adult who has a BMI between 25 and 29.9 as overweight - an adult who has
a BMI of 30 or higher is considered obese - a BMI below 18.5 is considered underweight,
and between 18.5 to 24.9 a healthy weight .
BMI calculation
BMI in an individual is calculated by the use of a mathematical formula. It can also be
estimated using tables in which one can match height in inches to weight in pounds to
estimate BMI. There are convenient calculators available on internet sites that help calculate
BMI as well.
The formula is - BMI = (Weight in kilograms) divided by (Height in metres squared)
A normal BMI score is one that falls between 18.5 and 24.9. This indicates that a person is
within the normal weight range for his or her height. A BMI chart is used to categorize a
person as underweight, normal, overweight, or obese.
Body Mass Index (BMI) Weight Status
 Below 18.5 Underweight

18.5 - 24.9 Normal

25.0 - 29.9 Overweight
30.0 plus Obese
BMI is an indicator of total body fat in many individuals. Thus it is considered as an indicator
of health risk.
BMI, however, is one of the tools that are used to calculate healthy risk. Other factors such as
blood pressure, cholesterol level, blood sugar level, family history of heart disease, age,
gender, waist circumference, level of physical activity, menopause status, smoking status etc.
are also taken into consideration while assessing health risk.
Is BMI applicable for all?
For most people, BMI can be used to provide a good measure of obesity. But BMI fails to
provide actual information on body composition like amount of muscle, bone, fat, and other
tissues.
Similarly, an elderly and frail individual person may be in the normal weight category when
they have little muscle mass and a high percentage of body fat.
BMI, when used for children and adolescents who are still growing, those with large body
frames or petite builds, pregnant women and highly muscled individuals thus need to be
assessed and interpreted carefully.

Activity 3

Compute your body mass index and identify where you belong using the
Applicatio classification below;
n Sample on how to compute your BMI;
1. Based on your BMI classification are you physically fit?
___________________________________________________________________________
_____________________________________________________________________
_____________________________________________
2. Are you satisfied on your BMI classification? Why?
___________________________________________________________________________
_____________________________________________________________________
_____________________________________________
3. What can you do to make you BMI classification better?
___________________________________________________________________________
_____________________________________________________________________
_____________________________________________
4. What advice will give to your relatives if they conduct BMI test and does not belong
to normal classification?
___________________________________________________________________________
_____________________________________________________________________
_____________________________________________

Job well done! You have just finished the first lesson in this module. You
are done the part of the topic that help you identify if you’re physically fit
and healthy. May the results of your Body Mass Index (BMI) help you to
strive to be healthy and make more efforts to stay healthy.
 Module Summary

 Knowing your own physical capacity is an important factor in keeping yourself

physically fit and healthy throughout any vigorous activity that you will perform.
 Physical fitness test is finding out your state of health and well-being and, more
specifically, the ability to perform aspects of sports, occupations and daily activities.
 Physical fitness is generally achieved through proper nutrition, moderate-
vigorous physical exercise, and sufficient rest.
 The knowledge of your physical capacity will also makes you better in focusing on what
exercise you should be doing in order for yourself to be better in all aspect.
 The Health Related and Skill Related fitness will be a guide for you to make
improvements for your body and will make you more active.

Module Assessment

 Compute all the body mass index of your family members and identify where they
belong according to the classification.
 Make a journal which consist of the result
 Cite some advice on how your family members can keep their BMI result to normal.

Module Reference

Lesson 1
HealthLink BC. 2020. Muscular Strength And Endurance. [online] Available at:
<[Link]
(Muscular Strength and Endurance, 2020)

[Link]. n.d. How To Improve Your Strength And Flexibility. [online] Available at:
<[Link] [Accessed 12
August 2020].
(How to improve your strength and flexibility, n.d.)

Healthline. Muscular Strength: Benefits, Exercises, And More. [online] Available at:
<[Link] [Accessed 12
August 2020].
(Muscular Strength: Benefits, Exercises, and More, 2020)

Publishing, H., 2017. The 4 Most Important Types Of Exercise - Harvard Health. [online]
Harvard Health. Available at: <[Link]
most-important-types-of-exercise> [Accessed 12 August 2020].
(Publishing, 2017)

Lesson 2:
[Link]
Callo, L. F., & Dajime, P. F. 2016. RBS Physical Education and Health Volume 1. 1st Edition

[Link]

[Link]