P.

E and Health
First Quarter – Week 1
Health-Related Fitness Components
P.E and Health – Grade 11
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 1: Health-Related Fitness Components
Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this exemplar are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Development and Quality Assurance Teams

Writers: ENGELIE L. SALCEDO
Illustrator: ___________________________
Layout Artist: _________________________
Language Editor: NIEL JOHN B. GALARION
Content Evaluator: EDWARD II M. CALISING
Layout Evaluator: ______________________
Management Team: PSDS/DIC
___________________

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Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency response

of the Schools Division of Surigao del Sur for learning delivery and learning
resource which parallel to the on-going endeavors of the higher offices in the
Department. It is the utilization of a lesson exemplar that is streamlined in a
teacher-and-learner-friendly format to cater to the new classroom setup in light
of the COVID-19 health crisis. These exemplars will be paired with a self-
contained and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s effort

that would enable the him/her to see his/her growth and achievement, ability to
reflect on his/her own work and ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the (P.E and Health- Grade 11 – Quarter 1) Exemplar on (Health-

Related Fitness Components)!

This exemplar was collaboratively designed, developed and reviewed by

educators from different schools in the Division to assist you in helping the
learners meet the standards anchored on Most Essential Learning Competencies
(MELC) set by the Department while overcoming the constraints in schooling
brought by the COVID-19 pandemic.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

As a teacher, you are expected to orient the learners on how to use this
exemplar in the most fit modality. You also need to keep track of the learners'
progress while allowing them to manage their own learning through portfolio
assessments.

For the learner:

Welcome to the (P.E and Health- Grade 11 – Quarter 1) Exemplar on (Health-

Related Fitness Components)!

This exemplar was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while being
an active learner, either at home or in school. To help you with this, this exemplar
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comes with a Weekly Portfolio Assessment. Your teacher will provide you with a
template and you will be given a privilege to organize the portfolio in your own
creative way.

This exemplar has the following parts and corresponding icons:

This will give you an idea of the competencies

What I Need to Know
you are expected to learn in the module and
the objectives you are expected to realize.
This part includes an activity that aims to check
What I Know
what you already know about the lesson to
take.
This section provides a brief discussion of the
What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This section provides an activities which will
What I Can Do (1,2 & 3)
help you transfer your new knowledge or skill
into real life situations or concerns.

This task aims to evaluate your level of mastery

What I Have Learned
in achieving the learning objectives.

Answer Key This contains answers to all activities in the

module.

This contain instructions about recording your

Portfolio Goal Setting
positive, realistic goals before going through
this exemplar.
This contain instructions about completing the
Portfolio Completion -Your
components of the portfolio. This also includes
Growth Clue!
a rubric to guide you of how your portfolio will
be assessed.

At the end of this module you will also find:

References This is a list of all sources used in

developing this exemplar.

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 What I Need to Know

Most Essential Learning Competency:

Self-assesses health-related fitness (HRF). status, barriers to physical activity

assessment participation and one’s diet. (PE11FH-lg-i-6)

Sub-competency: (result of unpacking)

Objectives

After going through this exemplar, you are expected to:

A. Knowledge: distinguish the difference between physical and

environmental health barriers and ways on preventing it;

B. Skill: perform self-testing activities to assess health-related fitness

status and barriers;

C. Attitude: realize the importance of identifying one’s strengths

and weaknesses in attaining physical fitness.

Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher

along with this exemplar, accomplish now your weekly goal setting. Refer to
the objectives above. Think of positive and realistic goals that you can
considerably achieve with this exemplar. List them as your plans. Remember:
Do not proceed with this exemplar unless you have accomplished your goal
setting.

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 What I Know

Multiple Choice. Choose only the letter of the correct answer.

1. It is the ability to bend and move the joints through the full range of
motion.
a. Cardiovascular endurance c. Muscular endurance
b. Muscular strength d. Flexibility
2. The percentage of fat, bone, water, and muscle in a human body; it is
often the ratio lean tissue to fat tissue in the body.
a. Muscular strength c. Body Composition
c. Flexibility d. Muscular endurance
3. It is a test for cardiovascular Endurance level based on how quickly
your heart rate will come back down after a physical activity.
a. 3-Minute Step Test c. Push -up
b. Zipper Test d. Curl Up
4. What do you call a test for the shoulder flexibility?
a. 3-Minute Step Test c. Push -up
b. Zipper Test d. Curl Up
5. It is the ability of the muscle to continue to perform without fatigue.
a. Muscular strength c. Body Composition
b. Flexibility d. Muscular endurance

Pre-activity: Getting ready for Physical Activity

Directions: Fill-up the PAR-Q and answer the questions honestly. Do it in a

separate sheet.

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 What is It

Physical Fitness Testing

Assessing one’s health status will help the person know about one’s
strengths and weaknesses. Awareness of individuals’ health-related fitness
and its relevant interpretations will aid the person to efficiently create an
action plan in observing a healthy lifestyle and selecting appropriate
activities for areas that need improvement.

Health-related fitness components:

Cardiovascular endurance is the ability of the heart, lungs, and blood vessels
to supply oxygen to your body tissues during sustained physical activity. This
allows the body to endure physical movement for a period of time. Also,
efficient delivery of oxygen to its tissues will take place giving the person a
lower breathing rate and the ability to perform the task longer.

Muscular Strength is the maximum amount of force a muscle can exert in a

single effort. Achievement of muscular strength depends on factors like
gender, age, and inherited physical attributes. Having strong muscles is
beneficial to everyday living. The muscles support the skeleton enabling
movement to occur and the strength to support the body while standing up.

Muscular Endurance is the ability of the muscle to continue to perform

without fatigue.

Flexibility is the ability to bend and move the joints through the full range of
motion.

Body Composition is the percentages of fat, bone, water, and muscle in a

human body; it is often the ratio of lean tissue to fat tissue in the body.

Barriers to Physical Activity

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.

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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 reasons or own justifications 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
exercise are:
insufficient time to exercise
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, or 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.

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 What I Can Do 1

Activity 1: “Lead me to where I am!”

Directions:
Listed below are examples of physical activity barriers. Draw a line
connecting its type whether it’s a personal or an environmental barrier.

Lack of motivation

Accessibility of walking pathways

Support from family and friends

Personal Unavailability of parks/grounds Environmental
Barrier for activities Barrier
Fear of injury

Health considerations

Gadgets providing leisure

Use of elevators and vehicles

Guide Questions:

1. During the pre-activity on Par-Q & You, have you encountered any
physical activity barrier? Is there any personal or environmental barrier?
If yes, please list it down.
2. Cite some ways to overcome situations that hinder you to engage in
physical activity.

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 What I Can Do 2

Activity: “Strength Test Time!”

Directions:
Get ready to perform the following activities. Wear proper attire,
prepare needed materials, and ask assistance with your siblings or parents.
Follow the procedures and write your records in the separate sheets. Take
pictures during your activity as a proof of participation and print it in a
separate sheet.

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

I. Anthropometric Measurements

Purpose: To measure body composition

Equipment: weighing scale, tape measure
Goal: Take body measurements
Preliminary: Prepare needed materials

Procedure:
1. Height. Stand with trunk straight. Measure the distance from the floor to the
top of the forehead. Record the score in centimeters (cm).

2. Weight. Stand on a weighing scale free from any object for weight
accuracy. Record in kilograms (kg).

3. Waistline. Locate your upper hipbone. Find the proper spot by placing your
hands around your waist, squeezing slightly, and then moving your fingers
downward until you feel the top curve of your hips. Place a tape measure
around your bare stomach just above the upper hipbone. Record in
centimeters (cm).

4. Hipline. Place tape measure in the widest part of hip in line with the pubis.

5. Computation/s

a. Body Mass Index (BMI) - measure of body mass based on height and
weight that aid in determining weight categories.

BMI = Weight in kg
(Height in m) x (Height in m)

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b. Waist to Hip Ratio (WHP) - measure stored body fats percentage by the
relative measurement of waist and hip

WHR = Waist Circumference (cm)

Hip Circumference (cm)

II. 3-Minute Step Test

Purpose: Test for Cardiovascular Endurance level based on how quickly your
heart rate will come back down after a physical activity
Equipment: stopwatch, 12-inch bench box, a metronome
Goal: In a constant pace, step on and off the bench for 3 minutes straight

Procedure:
1. Stand close to the 12-inch bench box while
your partner sets the metronome in 96 beats
per minute (bpm).
2. When ready to begin, start the stopwatch,
step one foot at a time to the beat (up, up,
down, down). When 3 minutes is up, stop
immediately and get your pulse rate.
3. Record the Exercise Heart Rate: _______ bpm

www.fitness andfreebies.com

III- Zipper Test

Purpose: Test for the shoulder flexibility

Equipment: tape measure
Goal: Raise one arm across your back with bent elbow and fingers reaching
down
Preliminary: Prepare needed materials
Procedure:
1. In a standing position, raise one arm
across
your back, bend the elbow and reach
down as far as possible. Simultaneously,
bring the other arm down behind the back
trying to cross fingers over those with the
other hand. https://slideplayer.com/6943480/24/images/36/ZIPPE
R+TEST.jpg

2. Measure the distance of overlapped fingers in cm. If they fail to meet,

score it as a minus or <0. Write zero if the fingertips just touched with no
overlap.

3. Repeat the procedure with the other hand. Record the score.

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IV- Curl-up (Dynamic)

Purpose: Test abdominal muscles strength and endurance

Equipment: mat, adhesive tape
Goal: Perform curl-up with proper pacing (3 seconds per curl)
Preliminary: Prepare the mat. Place two tape marks 4 ½ inches apart on the
floor.

Procedure:
1. Sit on a mat in a long sitting position. Bend your
legs more than 90 degrees with feet remaining flat
on the floor.
2. Lay down with arms extended at the sides, palm
facing down with fingers extended touching the 1st
tape mark.
3. From that position, curl your trunk up with heels in
contact with the floor until your fingers reach the http://www.mansionathletics.com/us-games-curl-
up-mat-1388274-exercise-fitness-coaching-
2nd marker. assessment.htm
4. Upon reaching the second marker, lower back to the starting position.
Repeat one-curl up every 3 seconds.
5. Continue the curl-ups and stop when you are unable to keep the pace.
Record the number of repetitions.

VI. 90-degree Push-up (Dynamic)

Purpose: Test for the strength and endurance

of the upper arm muscles
Equipment: mat
Goal: To perform a proper push-up
Preliminary: Prepare needed material
Procedure:
1. From prone lying position, place the hands
just outside the shoulders with elbows bent. https://fitnesswithjlee.files.wordpress.com/2014/01/dow
nload.jpg
2. Males: Support the body in a push-up
position from the toes with back, hip and legs
align.

Females: Support the body in a push-up

position from the knees instead of toes, with
back, hip, and legs aligned.
3. Lower the body until the upper arm is
parallel to the floor or a 90 degrees angle of https://i.pinimg.com/originals/88/45/f1/8845f1c5fedb25a2fe
b16e6fe9122687.jpg
the bent elbow.
4. Repeat as many times as possible.

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Measuring your fitness level is one way to find out your level of physical fitness.
Below are references for interpretation.

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 What I Can Do 3
“Now I know what to do!”

Directions:

Based on the results in your activity 2, identify your strengths and

weaknesses and write your plans to improve it and describe its importance to
one’s health and fitness.

Health-related Fitness Components

Strengths How do you feel about it?
1.
2.
3.
Weaknesses What are you going to do to improve it?
1.
2.
3.

What I Have Learned

Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.

1. The ability of the heart lungs, and blood vessels to supply oxygen to
your body tissues during sustained physical activity.
a. Cardiovascular endurance c. Muscular endurance
b. Muscular strength d. Flexibility
2. Running, swimming, and using an elliptical machine are all ways to
improve your;
a. Cardiovascular endurance c. Muscular endurance
b. Muscular strength d. Flexibility
3. The ability to do activities for more than a few minutes is
a. Flexibility c. Agility
b. Endurance d. Body Compositions

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4. The best fitness foods include all except ______________.
a. Vegetables c. Soft dinks
b. Fruits d. Plenty of water
5. Muscular endurance is the
a. Muscles’ ability to work for a long time without tiring
b. Same as cardiorespiratory fitness
c. Amount of force a muscle can exert
d. Same as body strength
6. Which 2 are components of health related fitness?
a. Breathing and running
b. Flexibility and muscular strength
c. Muscular endurance and push ups
d. Jogging and Swimming
7. Abdominal strength and endurance is measured in which part of
Physical Fitness Test?
a. Push-up Test c. Sit-and-Reach
b. Pacer Test d. Curl-up Test
8. Stretching can improve your _________________.
a. Strength c. Flexibility
b. Stamina d. Endurance
9. To make your muscles strong, you must ______________ every day.
a. Sleep c. Talk
b. Exercise d. Laugh
10. The traits you inherit from your parents, i.e.: diabetes that influences
your wellness is known as?
a. Environmental c. Social
b. Hereditary d. Cultural
11. Which among the following is not an example of personal barriers?
a. Insufficient time to exercise
b. Lack of self-motivation
c. Inconvenience exercise
d. Unavailability of parks/grounds for activities
12. The ability to lift or resist weights is called
a. Body Composition c. Muscular Strengths
b. Flexibility d. Muscular Endurance
13. Flexibility is best described as the:
a. Ability to exert force
b. Ability to work the muscle over a period of time
c. Range movement possible at various joints
d. The ability to bend and touch the toes
14. Which among the following is not an example of environmental
barriers?
a. Unavailability of parks/grounds for activities
b. Insufficient time to exercise
c. Use of elevators and vehicles
d. Support from family and friends

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15. The values, practices and beliefs shared by a group of people with
common background that may influence wellness are known as the
______________ influences.
a. Cultural c. Social
b. Emotional d. Hereditary

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16
What I Have Learned What I Can Do 1 What I Know
1. A 1. 1. D
2. A 2. 2. C
3. A 3. 3. A
4. C 4. 4. B
5. A 5. 5. D
6. B 6.
7. D 7.
8. C 8.
9. B 9.
10. B 10.
11. D
12. C
13. C
14. B
15. A
Answer Key
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components
that follow your Goal Setting. Remember that your portfolio is a deliberate
collection of your works with the help of the exemplar. Highlighting your
efforts here enables you to see and reflect on your growth and achievement
and your ability to establish goals just to learn. Upon completion of your
portfolio, please be guided of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9-10) Score
1. Goal Setting Sets sloppy goals, Sets some goals Sets general goals Sets clearly defined
not realistic for and processes that and processes that goals that are
ability nor level of are positive and are positive and attainable and growth-
development. realistic. realistic oriented
2. Test Self Shows little Shows adequate Shows good Shows very good and
Evaluation evidence of evidence of evidence of clear evidence of
reflection and self- reflection and self- reflection and self- reflection and self-
assessment. assessment. assessment. assessment with
documentation.
3. How Fit I Am Provides little Provides adequate Provides good Provides clear
evidence of growth evidences of performance or evidence of
and achievement. growth and general performance or
achievement. improvement in continued
achievement. improvement in
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100
5. Procedure Under Links most of the Links a number of Links analysis to the Links analysis to the
Monitoring analysis to the analysis to the lessons properly. lessons completely.
lessons lessons slightly.
inadequately.
6. “A…Ganu’n Pala Explains the Explains the Explains the Explains the
‘yon” misconception and misconception and misconception and misconception and
the concept the concept the concept the concept aptly.
inadequately. somewhat. adequately.
7. Connection Indicates little Indicates adequate Indicates clear Indicates distinct
(optional) evidence of evidence of evidence of evidence of
creativity/analytical creativity/analytical creativity/analytical creativity/analytical
work. work. work. work.
[1-2] [3] [4] [5]
8. Overall Submits some of Submits most of Presents all items in Presents thorough,
Presentation the items in a the items. Portfolio a chronological clear and complete
disorganized form. is well presented. form. Portfolio is items. Portfolio is neat
Portfolio looks well organized. and elegant.
slapdash.
9. Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time.
Submission. days). days). days).
Total

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References
https://www.fiurman.edu/sites/LiveWell/GetMoving/Documents/PAR-Q2.jpg

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.fitnessandfreebi
es.com%2Fblog%2Ftag%2Fexercise%2F&psig=AOvVaw3ZeJo5r1F1zRgv5
gKRmAoM&ust=1596018495013000&source=images&cd=vfe&ved=0CAI
QjRxqFwoTCKie0r3e7-oCFQAAAAAdAAAAABAD

https://slideplayer.com/6943480/24/images/36/ZIPPER+TEST.jpg

https://fitnesswithjlee.files.wordpress.com/2014/01/download.jpg

https://www.helpteaching.com/questions/Fitness?pageNum=3

P.E and Health Teacher’s Guide

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For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of Tago 1

Address: Purisima, Tago, Surigao del Sur

Contact Number:
Email Address: engelie.salcedo@deped.gov.ph

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