MODULE 2

PHYSICAL
FITNESS
Prepared by: Contributor/Course Coach

TEFFANY JANE E. MOLEJON EARL D. VALLE

Course Coach CARL PADINAS
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF EDUCATION
Isabela City, Basilan
___________________________________________________________________________

TABLE OF CONTENTS
Page Number
Cover Page i
Table of Contents ii
Course Outline iii
Week 3 (Module 2)
Activation of Prior Knowledge 1
Activity 1 1
Engagement in Relevant Content and Appropriate Learning 2
Activity/ Activities
Physical Fitness 2
The Importance of Physical Fitness 3
Anthropometric Measurement 3
Body Mass Index 5
Waist to Hip Ratio 8
Physical Activity Readiness Questionnaire 10
Reflection Response/Action 10
Activity 2 10
Activity 3 10
Activity 4 10
Activity 5 10
Summative Assessment 10
Feedback 11
Worksheets I - VI
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF EDUCATION
Isabela City, Basilan
___________________________________________________________________________

COURSE SYLLABUS IN
P.E. 1 – PHYSICAL FITNESS

I. COURSE INFORMATION
Course Number : P.E. 1
Course Title : Physical Fitness
Course Credit : 2 units/ 36 hours/18 weeks
Class Schedule :
Academic Year : 2020 - 2021
Room : Gym
Facilitator : Teffany Jane E. Molejon
E-mail : TEFF.molejon@gmail.com
Consultation Hours: by appointment/TBA

II. INSTITUTION’S VISION, MISSION, AND GOAL

Vision : A leading institution of excellence in innovative instruction and

creative research and extension programs and projects, directed towards lasting
peace and total human development.

Mission : Basilan State College shall provide quality human resources

equipped with adequate knowledge, skills, and attitude in technological, vocational,
and professional fields of instructions to improve the quality of life of its clientele.

Core Values: A – Accountability

C – Commitment
C – Cultural Sensitivity
E – Excellent
S – Spiritual Uprightness
S – Service

III. PROGRAMS VISION, MISSION, AND GOAL

COLLEGE OF EDUCATION GOAL: Produce globally competitive teacher education

graduates.

IV. PROGRAM OUTCOMES

CMO #76, S. 2017, ARTICLE 4, SECTION 6, p, 4 & CMO # 80, series of 2017,
ARTICLE 4, SECTION 6.3)

1. Demonstrate mastery of subject matter/discipline. 6.2.b

2. Demonstrate high level of content pedagogical knowledge. 6.3.a
3. Apply scientific and evidence-based practices critical to the educational and learning
process. 6.3.a – PO1
4. Demonstrate skillful performance in a variety of physical activities. 6.3.b – PO2.1
5. Adapt performance to variety of physical activity settings. 6.3.b –PO2.2
 6. Plan and implement safe and effective physical activities programs to address the
needs of individual and groups in school setting. 6.3.c – PO3.2
7. Pursue lifelong learning for personal and professional development. 6.2.h / 6.3.b –
PO4.2
V. COURSE DESCRIPTION:

This course introduces the fundamental movement patterns that consist of non-loco
motor and loco motor skills, which are integrated with core training to meet the demands of
functional fitness and sports performance. The course is in conjunction with fitness concepts,
exercise, and healthy eating principles. Students will be able to adapt and transfer the
movement competency in different contexts (i.e. use of training equipment).

VI. COURSE LEARNING OUTCOMES

1. Demonstrate understanding of fitness concepts, principles, strategies, and individual

differences needed to participate and maintain a health-enhancing level of fitness.
2. Demonstrate competency in techniques needed to perform a variety of moderate to
vigorous physical activities.
3. Participate regularly in fitness-enhancing physical activity.
4. Achieve and maintain a health-enhancing level of health-related fitness
5. Maintain healthy diet through knowledge, planning and regular monitoring

VII. COURSE OUTLINE

ACTIVITIES, LEARNING RESOURCES, AND
TOPICS AND SPECIFIC STUDENT ASSESSMENT
TIME OBJECTIVES LEARNING BLENDED OFFLINE
ALLOTED OUTCOMES (Asynchronous) (Flex Model)
At the end of The students Activities: (via Activities: (via Learning
Week 1
the section, the can exhibit email, messenger, modules, self-paced
student must ideas and google classroom, learning)
Section 0
recite and thoughts about google forms or text 1. Read the following:
Vision and
internalize the the vison and messages) Read the vision and
Mission
Vision and mission and mission of the Basilan
Mission of objectives of 1. Getting Started: State College and
0.1 Vision and
Basilan State the college of How to access and objectives of the College
Mission of
College and education. use the different of Education.
Basilan State
the Goals and features of the
College
Objectives of The students LMS, facilities and 2. Read the course
the College of can familiarize other learning policies and guidelines.
0.2 Goals and
Education the structure materials.
objective of the
through and Resources:
College of
sharing of requirement of 2. Orientation of the (Modular)
Education
student the course. course including 1984 – College Charter
experiences. requirements, and Student Handbook:
0.3 Class
learning activities, Basilan State College
Orientation
and netiquette of
-Syllabus
the course. 2013 – CHED
-Grading
Implementation
System
Resources: Handbook for OBE
-Policies
Visit the Facebook Quezon City:
page of the Basilan Commission on Higher
State College Education
 where you can read
the vision and Assessment:
vision of the school. Reflections of my
experience using
Assessment: analytic rubric. What is
Written or recorded my expectation?
video presentation:
Reflections of my
experience using
analytic rubric.
What is my
expectation?
At the end of At the end of Activities: (via Activities: (via Learning
Week 2 - 3
the section, the the section the email, messenger, modules, self-paced
Section 1
student must: students can: google classroom, learning)
Physical
google forms or text
Education
state the define physical messages) 1. Lecture on Physical
meaning of education, Fitness ( Module in
physical physical 1. Link will be sent Physical Fitness)
education, fitness, health, to the students
physical wellness and Gmail accounts for 2. Reflection paper on
fitness, health, physical the lectures, health the importance of
wellness and activity; and wellness Physical Education and
physical questionnaire, Physical Fitness.
activity using PAR-Q, and
lecture activity sheets 3. Filling out the health
method; and wellness
Resources: questionnaire and PAR-
1.1 Importance explain the discuss the -Corbin, Charles et. Q.
of Physical importance of importance of Al. Concept of
Education Physical Physical Physical Fitness: 4. Anthropometric
education education; Measurement Activity
Active Lifestyle
through Sheets
reflection for Wellness 11th
writing; Edition. New York: 5. Creating an individual
The Mc Graw-Hill Fitness Plan
1.2 Describing describe health discuss health Companies, 2003
Health and wellness and wellness; Resources:
by answering Catapang, Jose P. -Corbin, Charles et. Al.
1.3 Health and the Health and Manual on Concept of Physical
Wellness Wellness Physical Fitness. Fitness: Active
questionnaire Quezon City, Lifestyle for Wellness
Adapted from
WMSU- Meriam College 11th Edition. New York:
CPERS Manila. 2000. The Mc Graw-Hill
Lecture Notes; Companies, 2003

-"Reasons why Catapang, Jose P.

physical education Manual on Physical
1.4 Physical is a must - Fiji Sun."
Fitness. Quezon City,
Fitness explain the discuss the 4 Sep. 2008,
Meriam College Manila.
importance of importance of https://fijisun.com.fj
/2008/09/04/reason 2000.
1.5 The Physical Physical
Importance of Fitness Fitness; s-why-physical-
through
Physical reflection education-is-a- -"Reasons why physical
Fitness writing; must/. education is a must - Fiji
Sun." 4 Sep. 2008,
1.5 Fitness use tape record and -Curriculum and https://fijisun.com.fj/200
Level measure and interpret the Instruction for 8/09/04/reasons-why-
Assessment: bathroom scale fitness Physical Education physical-education-is-a-
in recording assessment and Sports – Dr. must/.
-Anthropometric and result; Michelle Punzalan
Measurement interpreting the -Curriculum and
result of fitness WMSU-CPERS Instruction for Physical
assessment; Lecture notes in Education and Sports –
Physical Fitness Dr. Michelle Punzalan
calculate the compute the
-BMI & body mass desired body WMSU-CPERS Lecture
Hip to Waist index by weight and Assessment: notes in Physical Fitness
Ratio following the body mass Test Questionnaire
given formula; index; through Google Assessment:
Form Test Questionnaire

describe discuss Rubrics on Rubrics on reflection

-PAR-Q Physical Physical reflection paper. paper.
Activity Activity
Readiness Readiness Summative Summative Evaluation
Questionnaire Questionnaire; Evaluation through
by answering Google Form
Physical
Activity
Readiness
questionnaire
(PAR-Q )
Adapted from
WMSU-
CPERS
Lecture Notes;

create a fitness set and monitor

-Desired Body improvement target Fitness
Weight plan and Goal.
setting target
goals through
My little step to
wellness Form
(Adapted from
Nestle
Wellness).
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF EDUCATION
Isabela City, Basilan
___________________________________________________________________________

Course Code P.E. 1 Week 3

Course Description Physical Fitness Duration 1 Week

Lesson/Topic Physical Fitness Lesson No. 2

Learning Outcomes 1. Discuss the importance of Physical Fitness.

2. Record and interpret the fitness assessment result.
3. Compute the desired body weight and body mass index.
4. Discuss Physical Activity Readiness Questionnaire.
5. Set and monitor target Fitness Goal

Values Integration Appreciation of the importance of Physical Education

References -Corbin, Charles et. Al. Concept of Physical Fitness: Active Lifestyle for
Wellness 11th Edition. New York: The Mc Graw-Hill Companies, 2003
Catapang, Jose P. Manual on Physical Fitness. Quezon City, Meriam
College Manila. 2000.
-WMSU-CPERS Lecture notes in Physical Fitness
https://www.ncbi.nlm.nih.gov/books/NBK537315/
-Anthropometric Measurement by Casadei K, Kiel J.
--https://www.cdc.gov/healthyweight/assessing/bmi/index.html
https://www.google.com/amp/s/bootcampmilitaryfitnessinstitute.com/what-
are-boot-camps/induction-medical-screening/par-q-health-questionnaires-
liability-waivers/%3famp
Course Coach Teffany Jane E. Molejon

A. ACTIVATION OF PRIOR KNOWLEDGE

Hello! Good day my beloved student. I really appreciate your work; it is cool and indeed
enjoyable. Your effort on the first module lead us to measure your full potential and capability
even though you are studying all by yourself. This is my piece of advice; always open your
mind to learn new things and keep moving. In addition, your journey to physical fitness will
start now!
The main goal of Physical Education is FITNESS: the ability to live a healthy, useful and
satisfying life.
How do you know if you have an adequate level of physical fitness? Now, you may be able
to determine subjectively by answering the following questions.
Note: Please do not write anything on the module. Write all your answers on the activity
worksheets provided. Your respective course coach will collect worksheets for record
purposes.
Activity 1
Direction: Using the subjective evaluation of present level of physical fitness checklist. Read
the following questions carefully and check (/) the box of your answer as honestly as possible.
Write your answer on the worksheet provided.

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B. ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING
ACTIVITY/ACTIVITIES

Are you done? Great job! Let us find out your overall evaluation. If several of your responses
are “YES,” then this may indicate that you have less than an adequate level of physical fitness.
Additionally, it is time for you to participate more on physical activities.

LET’S READ THIS!

What is Physical Fitness?

Physical Fitness is define generally as set of abilities that an individual possesses in order
to perform to specific types of physical activity efficiently and effectively.
A set of physical attributes related to a person’s ability to perform physical activities
successfully, without undue strain and with a margin of safety. Participating in physical activity
is beneficial to people of all ages. Physical activity contributes to fitness, a state, which
people’s health characteristics and behaviors enhance the quality of their lives.
\

Physical fitness is having the capability to do what you want to do and do what you want to
do.
Being physically fit means being able to perform one’s daily activities without undue fatigue
and still have an extra energy to enjoy leisure activities and/or meet emergency demands.

Based on definition, there are three (3) important aspects that an individual should be able
to meet in order to be considered physically fit:

1. Being able to perform one’s daily tasks without getting too tired before the end of the day.
These daily activities include:

 Waking up in the morning to prepare for school or work

 Going to school or office
 Attending classes
 Doing assignments in the library
 Meeting other individuals, classmates or peer group
 Doing homework
 Attending to household chores
2. Enjoying leisure time in some form of recreational activity. Leisure time is the amount of
time left after all the daily routine activities of an individual have been accomplish. Recreation
on the other hand refers to any activity that is participated in by the individual during
leisure/free time on a voluntary basis because it provides an immediate satisfaction to the
individual. Recreation may take pace in the form of:

 Watching television or movie

 Talking to friends over the phone
 Doing arts and crafts
 Listening to radio
 Playing a sport or computer games

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3. Meeting emergency demands such as:

 Doing important errands

 Performing social obligation
 Attending the visitors
 Attending to households problem

What are the importance of Physical Fitness?

 Improves the quality of life
 Reduce the risk of heart diseases
 Relieves depression
 Prevent certain types of cancer
 Increase the good (HDL) cholesterol
 Enhance self-image
 Relieves stress and anxiety
 Improves mental sharpness
What does it mean to be physically "fit"?

Physical fitness is more than being able to run a long distance or lift a lot of weight at the
gym. Fit is not define only by what kind of activity you do, how long you do it, or at what level
of intensity.
Physically fit person has the ability to last, to bear up, to withstand stress, and to persevere
under difficult circumstances where an unfit person would give up. Physical fitness is the
opposite of being fatigued from ordinary efforts, to lacking the energy to enter zestfully into
life’s activities, and to becoming exhausted from unexpected, demanding physical exertion."
Physically fit is being striving to live better. It will help you bring your body, mind, and spirit
into concert. Physical fitness is both physical and mental, lowering your risk for many diseases,
while helping to increase longevity and improve your self-esteem and ability to manage stress.
You will be more productive and safe at work, and better equipped to hit home runs when they
are needed (Mc Glynn).

ANTHROPOMETRIC MEASUREMENT

Anthropometric measurements are a series of quantitative measurements of the muscle,

bone, and adipose tissue used to assess the composition of the body. The core elements of
anthropometry are height, weight, body mass index (BMI), body circumferences (waist, hip,
and limbs), and skinfold thickness. These measurements are important because they
represent diagnostic criteria for obesity, which significantly increases the risk for conditions
such as cardiovascular disease, hypertension, diabetes mellitus, and many more. There is
further utility as a measure of nutritional status in children and pregnant women. Additionally,
anthropometric measurements used as a baseline for physical fitness and to measure the
progress of fitness.

In getting your anthropometric measurement, use tape measure (2), ruler and bathroom
scale. The following figures will guide you on how to get the anthropometric measurement.

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 Figure 1. Height Figure 3. Arm Span

Figure 4. Relaxed Arm Figure 5. Tensed Arm

Figure 2. Seated Height

Figure 6. Forearm Figure 7. Chest

4
 Figure 8. Waist Figure 9. Hip Figure 10. Thigh

Figure 11. Calf Figure 12. Ankle

BODY MASS INDEX

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 is universally expressed in units of kg/m2,
resulting from mass in kilograms and height in meters.

The BMI is a convenient rule of thumb used to categorize broadly a person as underweight,
normal weight, overweight or obese based on tissue mass (muscle, fat, and bone) and height.

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Commonly accepted BMI ranges are underweight (under 18.5 kg/m2) normal weight (18.5 to
24.9), overweight (25 to 29.9) and obese (Over 30).

Body Mass Index Classification of the Degree of Body Fatness

Degree of Obesity BMI (weight/heightm2)

Men Women

Optimal Body Fat <25 <27

Moderately High Body Fat 25-30 27-30

High body Fat 31-40 31-40

Very high body fat >40 >40

BODY MASS (Weight)

Purpose – Body mass (weight or the heaviness of somebody) in combination with stature
(height) is use to determine the body mass index indicates whether is on normal weight,
overweight or obese. It is also relevant to sports where light individuals excel as in distance
running and marathon, or throwing events in athletics where heavier individuals perform better.

Equipment – Bathroom scale to 0.5 kilograms placed on an even and firm surface. The scale
should be calibrated regularly using known standard weights such as barbell plates.

Procedure

a. Make sure the scale is adjusted to zero;

b. You should be barefoot and wearing light clothing, a t-shirt and shorts and

c. Stands erect and still with weight evenly distributed on the center of the scale.

Scoring – Record the pupil’s body mass to the nearest 0.5 kilogram.

STATURE (Height)

Purpose – Stature or standing height is the distance between the floors to the vertex (top) of
the head. In conjunction with weight, the body mass index is compute to determine if one is
normal weight, overweight or obese. It is also an important factor in several sports such as
basketball, while weight lifters are usually of smaller stature.

Equipment

a. Tape measure accurate to 0.1 centimeters, firmly mounted to a wall does not have a skirting
board. Make sure that the tape is fully stretched and attached firmly to the wall;

b. A spirit level;

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 c. An even and firm floor.

Procedure

a. Stand erect on the bare feet with heel; buttocks and shoulders pressed against the tape
measure.

b. The heels are together with the arms hanging freely by the side with the palm facing the
thighs

c. The tester applies gently upward traction to the skull behind the ear to ensure that the body
is fully stretch and the head is not tilted backward.

d. Look straight forward, takes a deep breath and stand as tall as possible.

Scoring – Record standing height to the nearest 0.1 centimeters.

FORMULA FOR COMPUTING BODY MASS INDEX (BMI)

Weight (kg)
BMI = Height (m)2

Example : Height = 121 cm; Weight = 30 kg

Step 1. Convert centimeter to meter.

𝟏𝒎
121 cm 𝒙 = 1.21 m
𝟏𝟎𝟎 𝒄𝒎

Step 2. Multiply meter by itself and copy all the decimals.

1. 21 m 𝒙 𝟏. 𝟐𝟏 𝒎 = 1. 4641 𝑚2

Step 3. Compute BMI with the given data. Round off your answer to nearest hundredths.
𝟑𝟎 𝒌𝒈
BMI = 𝟏.𝟒𝟔𝟒𝟏 𝒎𝟐
= 20.49 kg/m2

Step 4. Write the rating/classification and the degree of obesity.

Classification: normal weight

Degree of obesity: Optimal body fat

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WAIST-TO-HIP RATIO

Waist-to-hip ratio (WHR) is one of several measurements your doctor can use to see if you
are overweight, and if that excess weight is putting your health at risk. Unlike your body mass
index (BMI), which calculates the ratio of your weight to your height, WHR measures the ratio of
your waist circumference to your hip circumference. It determines how much fat is stored on your
waist, hips, and buttocks.

Not all-excess weight is the same when it comes to your health risks. People who carry more
weight around their midsection (an apple-shaped body) are at higher risk for heart disease, type
2 diabetes, and premature death than those who carry more of their weight in their hips and
thighs (a pear-shaped body). Even if your BMI is within a normal range, your risk for disease may
be increased.

According to the World Health Organization (WHO), a healthy WHR is 0.9 or less in men and
0.85 or less for women. In both men and women, a WHR of 1.0 or higher increases the risk for
heart disease and other conditions that linked to being overweight.

Waist-to-hip Circumference Ratio Rating Scale

Classification Men Women

(risk of disease)
High risk > 1.0 > 0.85

Moderately High Risk 0.90 – 1.0 0.80 – 0.85

Optimal Low Risk of Disease <0.90 <0.80

Ways To Calculate Your Waist-To-Hip Ratio

You can figure out your WHR on your own, or your doctor can do it for you. To measure it
yourself:

 Stand up straight and breathe out. Use a tape measure to check the distance around
the smallest part of your waist, just above your belly button. This is your waist
circumference.
 Then measure the distance around the largest part of your hips — the widest part of your
buttocks. This is your hip circumference.
What are the advantages of using this method?

WHR is an easy, inexpensive, and accurate way to see how much body fat you have. It can
also help predict your risk for heart disease and diabetes.

A few studies suggest that WHR is even more accurate than BMI for predicting the risks of
cardiovascular disease and premature death Trusted Source. For example, a 2015 study of more

8
than 15,000 adults showed that a high WHR was linked to an increased risk of early death —
even in people with a normal BMI.

This method could be particularly useful in certain groups of people. For example, WHR may
be a better gauge of obesity in older adults whose body composition has changed.

What are the disadvantages of using this method?

It is easy to make mistakes while checking WHR because you need to take two separate
measurements and it can be hard to get an accurate measurement of your hips.

WHR can also be harder to interpret than waist circumference — another measurement of
abdominal obesity. You might have a high WHR because you have gained weight in your
abdomen or you might simply have put on extra muscle around your hips from working out.

Certain people will not be able to get an accurate measure using WHR, including those who
are shorter than 5 feet tall and those who have a BMI of 35 or higher. WHR is not advisable to
use for children.

Takeaway

Waist-to-hip-ratio is a quick and easy way to check how much weight you carry around your
middle. It’s just one of several measures — along with BMI — that your doctor can use to evaluate
your weight and health. Use it as a guide to talk with your doctor about whether you need to lose
weight and control your disease risk factors.

FORMULA FOR COMPUTING WAIST TO HIP RATIO

WC (cm)
WHR = HC (cm)

Example : Female; Waist Circumference = 82.5 cm; Hip Circumference = 91.5 cm

𝟖𝟐. 𝟓 𝒄𝒎
WHR = = 0.9016 cm
𝟗𝟏. 𝟓 𝒄𝒎
WHR : 0.9016 cm

Percentile : 0.90 cm (round to nearest hundredths)

Fitness Category : High Risk

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Physical Activity Readiness Questionnaire (PAR-Q)

The Physical Activity Readiness Questionnaire (PAR-Q) is a subjective method in identifying

the risk of cardiovascular diseases. It is composed of seven questions answerable by YES or
NO. Each question evaluates one’s history for medical conditions such as heart, hypertension,
chronic obstructive pulmonary disease, and diabetes mellitus. A YES answer to any of the
question puts the individual at high risk, which means he ’she has to consult a physician and
undergo further tests before engaging in an exercise program.

C. REFLECTION AND RESPONSE/ACTION

Well, I Hope you have understood the lesson I prepared for you. Do not forget to take
note the important details about physical fitness. A short reminder for you my beloved
learners, if you are reading this module, please do not read it once or twice. Furthermore,
have a little patience; you are in the right track. Keep going!

Activity 2

Direction: Using the physical activity readiness questionnaire (PAR-Q) checklist. Read
the questions carefully and check (/) the box of your answer as honestly as possible. Write
your answer on the worksheet provided.

Note: The questionnaire is suitable for those aged between 15 and 69. If you are over 69
years of age, and you are not used to being very active, consult with your doctor.

Activity 3

Direction: Record the result of your fitness assessment on the worksheet provided. One
of the family members will get your anthropometric measurement.

Activity 4

Direction: Set and monitor target fitness goals. Write your answer on the worksheet
provided.

Activity 5

Direction: Read and understand the statement carefully. Write your answers on the activity
worksheets. Please answer the question as honestly as possible. Avoid erasure!

1. Explain why fitness is achieve, not received?

D. SUMMATIVE ASSESSMENT
1. Identification. Read each the statement carefully. Write your answer on the worksheet
provided. Avoid erasure! (20 points)

2. Compute the following body mass index (BMI) and Waist to Hip ratio. (20 points)

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E. FEEDBACK

Direction: Please provide suggestion and feedback for better teaching and learning. Leave
your replay on the worksheet provided.

Congratulations for reaching the end of this module. I am so proud of you! I hope you gained
a lot out of the lesson that you just have read. Please return the worksheets neatly and do
check your email from time to time. Keep it up!

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