Physical Education

Quarter I - Module 3
Physical Fitness Test:
Skill-Related Components

CONTEXTUALIZED LEARNING-INSTRUCTION KIT

SCHOOLS DIVISION OF PUERTO PRINCESA CITY

Physical Education – Grade 10
Contextualized Learning-Instruction Kit (CLIK)
Quarter I – Module 3: Physical Fitness Test: Skill-Related Components
First Edition, 2020
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Published by the Schools Division of Puerto Princesa City

Development Team of the Module

Writer: Darlene May B. Aranzado, Palawan National School

Content Editor: Cherry T. Caminong, Palawan National School

Language Editors: Ivy Liezl Paid, Palawan National School

Kimberly May A. Damasco, Puerto Princesa City NSHS
Llewelyn Anne M. Venturillo, San Jose National School
Reviewer: Alfredo Amor A. Magbanua, Puerto Princesa City NSHS
Illustrators: Razen Mae M. Dagaraga, Palawan National School
Jesser Albert G. Bulabos, Palawan National School
Layout Artists: Darlene May B. Aranzado, Palawan National School
Jesser Albert G. Bulabos, Palawan National School
Katherine J. Jompella, Sicsican National High School
Management Team: Servillano A. Arzaga, CESO V, SDS
Mabel F. Musa, PhD, OIC-ASDS
Cyril C. Serador, PhD, CID Chief
Ronald S. Brillantes, EPS-LRMDS Manager
Armando S. Bondon, MAPEH Coordinator (Secondary)
Alfredo Amor A. Magbanua, MAPEH Coordinator (Secondary)
Eva Joyce C. Presto, PDO II
Rhea Anne A. Navilla, Librarian II
External Evaluator: Jonalyn B. Villarosa, Director, Curriculum and Instruction Materials
Development Office (CIMDO), Palawan State University

Division of Puerto Princesa City- Learning Resource Management Section (LRMS)

Sta. Monica Heights, Bgy. Sta. Monica, Puerto Princesa City
Telephone No.: (048) 434- 9438
E-mail Address: puertoprincesa@deped.gov.ph
 10

Physical Education
Quarter I – Module 3
Physical Fitness Test:
Skill-Related Components

This module was collaboratively developed and reviewed by

educators and program supervisions from public schools of the Division
of Puerto Princesa City. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations
to the Department of Education, Division of Puerto Princesa City at
puertoprincesa@deped.gov.ph

We value your feedback and recommendations.

1
 Introductory Message

For the Teachers:

This module contains physical fitness test focusing on skill-related components,
which assesses the learner’s active participation in physical activities. You are
expected to provide guidance and support to the learner to successfully achieve the
given competencies. Ask the learner to write the answers in all the activities in the
worksheets provided in this module.
For the Learner:
This learning resource Physical Fitness Test: Skill-Related Components is
developed for you to enjoy while learning. There are various activities and check-up
tests which you need to take.
Take note of the instructions as you journey through this module to have a solid
understanding on what you are expected to accomplish. Carefully read and follow the
instructions to hit what you are expected to do.
Answer keys are provided which you can refer to when checking your answers.
Record your score at the Learner’s Progress Chart and inform your teacher on your
development.
Feel free to use this material and if progress is not evident, you can make use
of it again until the desired passing mark is achieved.

As you read through this module, you will notice the following icons. They will
help you find your way around the module more quickly.

This will give you an idea of the skills or

What I Need
competencies you are expected to learn in the
to Know module.

What I Know This part includes an activity that aims to

check what you already know about the lesson
to take.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.

This section provides a brief discussion of the

What is It lesson. This aims to help you discover and
understand new concepts and skills.

1
 What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic.

What I Have This includes questions or blank sentence /

Learned paragraph to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into
real life situations or concerns.

Additional In this portion, another activity will be given to

you to enrich your knowledge or skill of the
Activities lesson learned.

This is a task which aims to evaluate your level

Assessment of mastery in achieving the learning
competency.

Answer Key This contains answers to all activities in the

module.

References This is a list of all sources used in developing

this module.

Just remember, this module is not intended to replace textbooks and other existing
learning resources but rather to provide an additional alternative that is
contextualized and resilient to education systems that address the challenges of
the current pandemic.

-The Development Team

1
 This module was designed and written for you. This will help you understand
physical fitness and its skill-related components. The scope of this module can be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course.

Content Standard
The learner demonstrates understanding of lifestyle and weight
management to promote societal fitness.

Performance Standard
The learner maintains an active lifestyle to influence the
physical activity participation of the community and society; and the
learner practices healthy eating habits that support an active lifestyle.

Most Essential Learning Competencies

➢ Engages in moderate to vigorous physical activities for at least

60 minutes a day in and out of school (PE10PF-Ib-h-45),
➢ Assesses physical activity, exercises and eating habits
(PE10PF-Ia-h-39), and
➢ Expresses a sense of purpose and belongingness by
participating in physical activity-related community services
and programs (PE10PF-lb-h-48) (Week 5-7).

The module is about:

Lesson 1: Physical Fitness Test: Skill-Related Components

Learning Objectives

▪ Describe the contents of skill-related components through

assessing their personal fitness and recreational activities;
▪ Identify the following components of skill-related fitness:
speed, agility, power, coordination, balance, and reaction
time; and
▪ Perform different physical fitness tests under skill-related
fitness components correctly.

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 The result of the following pre-assessment will check your prior knowledge,
understanding, and skills regarding your physical fitness activities.
Directions: Read the questions carefully. Circle the letter of the correct answer.

1.What is the ability of an individual to quickly shift or change direction of the body
from one point to another?
A. Agility C. Power
B. Coordination D. Speed

2. What is the ability to perform a movement in one direction in the shortest period of
time?
A. Agility C. Power
B. Coordination D. Speed

3. What physical activity develops physical power?

A. Hexagon agility test C. Sprint
B. Javelin throw D. Stork balance test

4. What is the ability to perform one maximum effort in the shortest possible time?
A. Agility C. Power
B. Coordination D. Speed

5. What is a physical activity that mainly develops speed?

A. Hexagon agility test C. Sprint
B. Javelin throw D. Stork balance test

6. What is the ability to stay in equilibrium in relation to changes in body position?

A. Agility C. Coordination
B. Balance D. Speed

7. What is the test used to measure skill in reaction time?

A. Hexagon agility test C. Stick drop test
B. Sprint D. Stork balance test

8. What physical activity is executed while the body is moving?

A. Coordination C. Speed
B. Dynamic balance D. Static balance

9. What is the test used to measure coordination skill?

A. Hexagon agility test C. Sprint
B. Juggling D. Stork balance test

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10. What is a kind of balance demonstrated in stationary position?
A. Coordination C. Static balance
B. Dynamic balance D. Speed

11. What do we call the amount of time that responds to a stimulus?

A. Balance C. Reaction time
B. Coordination D. Speed

12. What test is used to measure balance skill?

A. Hexagon agility test C. Stork balance test
B. Juggling D. 40-meter sprint

13. Which of the following materials is NOT to be used in hexagon agility test?
A. Chair C. Stopwatch
B. Chalk D. Tape measure

14. What does the hexagon agility test measure?

A. Balance C. Reaction time
B. Coordination D. Speed

15. What is the measuring device that we use to perform standing long jump?
A. meter stick and pencil C. tape measure and ball pen
B. pencil or ball pen D. tape measure or meter stick

3
 Lesson
Physical Fitness Test:
1 Skill-Related Components

Hi! How are you today? I hope you are doing good despite this pandemic. Let
us pretend that you are living in Barangay Sta. Monica. How has it been coping with
the pandemic?
So, are you ready to start on the module? You are expected to do physical
activities under skill-related components. You will also answer engaging activities that
should be done at home for you to be safe from the virus. There are also processing
questions you need to respond to better understand this module.

Before we proceed to our next lesson, let us have a review of our previous
discussion.

Think! Recap!

Directions: Read the statements carefully and choose your answer from the box
below. Write your answer on the space provided before the number.

Endurance Weight
Strength Basic plank
Push-up 3-min. step test

_______________ 1. It is the ability of the muscle to exert maximal effort in brief

duration.
_______________ 2. It measures strength of upper extremities.
_______________ 3. It measures the strength/stability of the core muscle.
_______________ 4. It measures the cardiovascular endurance.
_______________ 5. It refers to the ability of the muscle to exert sub-maximal effort
for prolonged period of time.

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Stretch Your Thinking Skill!
Directions: Give at least one physical skill that can be developed in each sport activity.
Write your answer on the space provided.

Activities Physical Skills

1. Basketball
2. Billiard
3. Cycling
4. Sprint
5. Boxing
6. Football
7. Archery
8. Volleyball
9. Gymnastics
10. Sepak Takraw

Process Questions:

1. What is your favorite sport?

______________________________________________________________
_____________________________________________________________.

2. What do you think are the ways which you need to develop to reach your full
potential in playing your favorite sport?
______________________________________________________________
_____________________________________________________________.

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Let us now discuss our lesson for today!

Skill-related fitness is one of the characteristics of physical fitness that focuses on

physical skills/abilities of a person.

➢ Speed- the ability to perform a task or move from one point to another
in shortest possible time.
Example: 40-meter sprint

➢ Agility- the ability of an individual to quickly shift or change direction of

the body from one point to the other.
Example: Hexagon agility test

➢ Power- ability to perform one maximum effort in the shortest possible

time. It is a product of both strength and speed.
Example: Standing long jump

➢ Coordination - is the harmonious working relationship between the

skeletal muscles and nerves in one aspect of movement. Hand-eye
relationship in sports or hand-foot relationship in walking is an activity
where you can see coordination.
Example: Juggling

➢ Balance - the ability to stay in equilibrium in relation to changes in body

position. It may be static or dynamic. Static balance is the kind of
balance demonstrated in stationary position. Dynamic balance is
demonstrated while the body is moving.
Example: Stork balance stand test

➢ Reaction time- is the amount of time it takes to respond to a stimulus.

Example: Stick drop test
(Source: A Manual on Physical Fitness, Sports Physiological Training, Consultancy and Research Service
(SPTCRS), Learning Resource Management Division System, last modified1998. Accessed August 3,
2020. lrmds.deped.gov.ph/detail/5948)

6
 Guide on how you will do the test:

40-METER SPRINT

(Test should be done in the presence of the parent/guardian)

Purpose: To measure running speed.

Equipment:
1. Stopwatch
2. Running area with known measurement (40 meters)

Procedure:
For the Tester:
a. At the signal “Ready”, stand behind the take-off line, the tips of the
shoes should not go beyond the line and assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks ups)
with both hands on the starting line.
c. At the signal “Go”, run to the finish line as fast as you can.
For the Partner:
a. Set the stopwatch to zero (0) point.
b. At the signal “GO” start the watch and stop it when the performer crossed
the finish line.
c. Record the time in the nearest 0:00:01 seconds.

Scoring: Record the time in nearest minutes and seconds.

Standard Norms in Seconds
Boys Girls
17 and 17 and
Age 9-12 13-14 15-16 9-12 13-14 15-16
above above
Excellent <6.0 <5.0 <4.5 <4.0 <7.0 <6.5 <5.5 <4.5
Very Good 6.1-7.7 5.1-6.9 4.6-5.4 4.1-5.4 7.1-8.4 6.6-7.6 5.6-6.1 4.6-5.9

Good 7.8-8.5 7.0-8.0 5.5-6.5 8.5-9.5 9.6-10.5 7.7-8.8 6.2-7.2 6.0-7.0

Fair 9.5-8.6 8.1-9.1 7.1-8.1 6.6-7.5 9.6-10.5 8.9-9.5 7.3-8.5 7.1-8.1

Needs
>9.6 >9.2 >8.2 >7.6 >10.6 >9.6 >8.6 >8.2
Improvement
(Source: A Manual on Physical Fitness, Sports Physiological Training, Consultancy and Research Service (SPTCRS),
Learning Resource Management Division System, last modified1998. Accessed August 3, 2020.
lrmds.deped.gov.ph/detail/5948)

7
 STANDING LONG JUMP

(Test should be done in the presence of the parent/guardian)

Purpose: To measure the explosive strength and power of the leg muscles.
Equipment:
1. Tape measure/meter stick or any measuring device
Procedure:
For the Tester:
a. Stand behind the take-off line with feet parallel to each other, the tips of
the shoes should not go beyond the line.
b. Bend knees and swing arms backward once,
then swing arms forward as you jump landing
on both feet. Try to jump as far as you can.
c. Do not control the momentum of the jump
(continuously move forward).
d. Must land on both feet.
e. Perform the test twice in succession.

For the Partner:

a. Place zero (0) point of the tape measure at the take-off line.
b. After the jump, spot the mark where the back of the heel of either foot of
the tester has landed nearest to the take-off line.
c. Record the distance of the two trials.
Scoring: Record the best distance in meters to the nearest 0.1 centimeter.

Score Standard Interpretation

5 201 cm. and above Excellent
4 151 cm. – 200 cm. Very Good
3 126 cm. – 150 cm. Good
2 101 cm. – 125 cm. Fair
1 55 cm. – 100 cm. Needs Improvement

HEXAGON AGILITY TEST

(Test should be done in the presence of the parent/guardian)

Purpose:
To measure the ability of the body to move in different directions quickly.

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Equipment:
1. Tape measure
2. Stopwatch
3. Chalk or masking tape

Hexagon Size
a. Length of each side is 18 inches for high school and 12 inches for
elementary.
b. Each angle is 120 degrees.
Procedure:
For the Tester:
a. Stand with both feet together inside hexagon facing the marked starting
side.
b. At the signal “Go”, using the ball of the feet with arms bent in front, jump
clockwise over the line, then back over the same line inside the hexagon.
Continue the pattern with all the sides of the hexagon.
c. Rest for one (1) minute.
d. Repeat the test counterclockwise.

For the Partner:

a. Start the time at the go signal and stop once the
performer reached the side before the side where
he/she started.
b. Record the time of each revolution.
c. Restart the test if the performer jumps on the
wrong side or steps on the line.

Scoring: Add the time of the two revolutions and divide by 2 to get the average.
Record the time in the nearest minutes and seconds.

Score Standard Interpretation

5 5 seconds and below Excellent
4 6-10 seconds Very Good
3 11-15 seconds Good
2 16-20 seconds Fair
1 21-25 seconds Needs Improvement
0 Over 25 seconds Poor

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 JUGGLING

(Test should be done in the presence of the parent/guardian)

Purpose: To measure the coordination of the eye and hand.
Equipment:
1. Sipa (washer weighing 4 gms. with 5 inches
straw) or 20 pcs. bundled rubber bands/any
similar local materials weighing 4 gms.
Procedure:
For the Tester:
a. Hit the sipa/rubber band/similar local
material alternately with the right and left palm upward.
The height of the material being tossed should be at
least above the head.
For the Partner:
a. Count how many times you hit the material with the right
and left hand.
b. Stop the test if the material drops or after two (2)
minutes.
c. There shall be three (3) trials.
Scoring: Record the highest number of hits the performer has done.
Score Standard Interpretation
5 41 and above Excellent
4 31 – 40 Very Good
3 21 - 30 Good
2 11 – 20 Fair
1 1 – 10 Needs Improvement

STORK BALANCE STAND TEST

(Test should be done in the presence of the parent/guardian)

Purpose: To assess one’s ability to maintain equilibrium.

Equipment:

1. Flat, non-slip surface

2. Stopwatch

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 Procedure:

For the Tester:

a. Remove the shoes and place hands on the hips.
b. Position the right foot on the side of the knee of the left foot.
c. Raise the left heel to balance on the ball of the foot.
d. Do the same procedure with the opposite foot.

For the Partner:

a. Start the time as the heel of the performer is raised off the
floor.
b. Stop the time if any of the following occurs:
• the hand(s) come off the hips
• the supporting foot swivels or moves (hops) in
any direction
• the non-supporting foot loses contact with the
knee
• the heel of the supporting foot touches the floor.
c. There shall be three (3) trials.
Scoring: Record the time taken on both feet in nearest seconds and
divided the score to two (2) to get the average percentage score.

STICK DROP TEST

(Test should be done in the presence of the parent/guardian)

Purpose: To measure the time to respond to a stimulus.

Equipment:
1. 24-inch plastic ruler or stick
2. Armchair or table and chair
Procedure:
For the Tester:
a. Sit on an armchair or chair next to the table so
that the elbow and the lower arm rests on the
desk/table comfortably.
b. Place the heel of the hand on the desk/table so
that the only fingers and thumb should at least be
one (1) inch apart.
c. Catch the ruler/stick with the thumb and index
finger without lifting the elbow from the desk/table as partner drops the
stick. Hold the stick while the partner reads the measurement.
d. Do this thrice.

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 For the Partner:
a. Hold the ruler or the stick at the top, allowing it to dangle between the
thumb and fingers of the performer.
b. Hold the ruler or stick so that the 12-inch mark is even between the thumb
and the index finger. No part of the hand of the performer should touch
the ruler/stick.
c. Drop the ruler/stick without warning and let the tester catch it with his/her
thumb and index finger.
d. Record the score on the upper part of the thumb.
Scoring: Record the middle of the three scores (for example: if the scores are 21, 18,
19, the middle score is 19). In case where the two (2) scores are the same
(for example 18, 18, 25), the repeated score shall be recorded.

Score Standard Interpretation

5 0 – 2.4 cm. Excellent
4 5.08 cm. – 10.16 cm. Very Good
3 12.70 cm. – 17.78 cm. Good
2 20.32 cm. – 25.40 cm. Fair
1 27.94 cm. – 30.48 cm. Needs Improvement
0 Did not catch Poor
(Source: Revised Physical Fitness Test Manual D. O. No. 034, s. 2019. Department of Education, accessed August 22, 2020,
httts://www.deped.gov.ph/wpcontent/uploads/2019/12/DO_s2019_034.pdf)

Let`s Warm-up and Stretch the Body

Getting Ready for the Activity!

• Wear appropriate attire such as rubber shoes, socks, t-shirts, shorts, and
jogging pants.
• Follow the buddy system in performing the fitness activities. The buddy system
is a partnership between the person doing the test and the person
administering the test.
• Check the availability and accessibility of the equipment to be used for the
fitness tests.
• Make sure that the facility is safe for the administration of the test.

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 Perform the following warm-up exercises with the help of your parent/guardian.
Observe proper posture and correct execution in doing the different exercises.

a. Neck Stretch
• Bend your head forward and slightly to the right.
• With your right hand, gently pull your head
downward to stretch your neck.
• Hold for about 16 counts. Repeat on the
opposite side.

b. Shoulder Rolls
• Stand in upright position.
• Roll shoulders in circular motion forward
to backward. (16 counts)

c. Side Arm Stretch

• Extend the right arm to the left. Use the left
arm/hand to gently push the right arm
towards the body to straighten and stretch
it. Hold the stretch for 16 counts.
Repeat on left arm.

d. Tricep Stretch
• Extend one hand down the center of your
back, fingers pointing downward.
• Use the other hand to grasp the elbow
and stretch your tricep muscle.
• Hold the stretch for 16 counts. Repeat on
the opposite arm.

e. Hamstring Stretch
• Stand with your feet shoulder-width apart, One foot
extended half a step forward.
• Keeping the front leg straight, bend your rear leg,
resting both hands on the bent thigh.
• Stretch the hamstring muscles. Hold the
stretch for 16 counts. Repeat on the opposite leg.

f. Quadricep Stretch
• Stand near a wall or a piece of sturdy exercise
equipment for support.
• Grasp your ankle and gently pull your heel up
and back until you feel a stretch in front of your thigh.
• Hold for about 16 counts. Switch legs and repeat.

g. Outer Thigh Stretch

• Sit on the floor. Extend your legs in front of your body.
• Bend right knee, cross right foot over left knee and place on the floor.
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 • Place left elbow on right knee.
• Keep abdominal muscles tight and back straight. Keep
shoulders back and chin up.
• Place right arm behind your right hip on floor for support.
• Gently twist waist and shoulders to the right, looking
behind the right shoulder.
• Feel the stretch in the right outer thigh.
• Inhale (breathe in) through your nose, and
exhale (breathe out) through your mouth,
as you complete this stretch
• Hold this stretch for 16 counts.
• Repeat on the opposite side to stretch your left outer thigh.
h. Inner Thigh Stretch
• Stand upright, with both feet facing forward, double shoulder-
width apart.
• Place your hands on your hips, in order to keep your back
straight, slowly exhale, taking your body weight across to one
side.
• Avoid leaning forward or taking the knee of the bent leg over
your toes. As you increase the stretch, the foot of the bent
leg should point slightly outward.
• Repeat on the opposite side.
i. Calf Stretch
• Begin this calf stretch with your hands against the wall and
your leg to be stretched behind you.
• Keep your heel down, knee straight and feet pointing
forwards. Gently lunge forward until you feel a stretch in
the back of your calf or knee.
• Hold for 6 counts and repeat with the other leg.
j. Knee Bends/Squat
• Plant your feet flat on the ground, about
shoulder width-apart.
• Point your feet slightly outward, not straight
ahead.
• Look straight ahead. Bend your knees as if you
were going to sit back in a chair, keeping your
heels on the floor.
• Never let your knees extend beyond your toes.
• Pull in your abdominal muscles and keep your
lower back in a rear neutral position (a slightly
arched back might be unavoidable).
• In a controlled manner slowly lower yourself down so that your upper legs
are nearly parallel with the floor. Extend your arms for balance.
(Source: Lualhati F. Callo., et al., Physical Education and Health: Grade 10 Learner’s Material. Pasig City: Department of Education,

2015, pp.57-60)

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Reflective Questions:
1. How did you feel after doing the different warm-up and stretching exercises?
______________________________________________________________
_____________________________________________________________.
2. What do you think are the benefits of warm-up and stretching exercises?
___________________________________________________________________
___________________________________________________________________.
3. Does performing warm-up exercises really help in preventing injuries or
accidents?
_____________________________________________________________.
4. What are the other warm-up exercises that you can perform at home while we
are in this pandemic time?
______________________________________________________________
_____________________________________________________________.
Assess your Fitness!
Skill-Related Fitness tests help you define and improve physical skills. Do the
tests with the supervision of the parent/guardian.

SKILL-RELATED FITNESS SCORE CARD

NAME: ______________________________ SEX: _____ AGE: _____

A. SPEED: 40 Meter Sprint Score: ___________

B. AGILITY: Hexagonal Agility Test
Clockwise Time Counterclockwise
Average
(00:00) (00:00)

C. POWER: Standing Long Jump

Distance (Centimeters)
First trial second Trial

D. COORDINATION: Juggling Score: _____________

E. BALANCE: Stork Balance Stand Test

Right Foot Time (00:00) Left Foot Time (00:00)

F. REACTION TIME: Stick Drop Test

1st Trial 2nd Trial 3rd Trial 4th Trial

(Source: Revised Physical Fitness Test Manual D. O. No. 034, s. 2019. Department of Education, accessed August 22, 2020,
httts://www.deped.gov.ph/wpcontent/uploads/2019/12/DO_s2019_034.pdf)

15
Process Questions:
1. Did you like the activity? How did you feel after doing the activity?
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

2. What are the benefits that you can get from doing the activities?
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

On this phase, we will measure your understanding about the lesson.

Let us Check it Out!
Directions: Cite at least five physical fitness sports activities on each component
under skill-related fitness.

Reaction
Speed Agility Power Coordination Balance
Time
1.
2.
3.
4.
5.

Process Questions:

1. Do you think that the sports you listed really develop speed, agility or
power? Justify your answer. _______________________________________
________________________________________________________________
_______________________________________________________________.

2. Based on your given examples, what specific body parts are being
developed by these sports under speed, agility, and power?
________________________________________________________________
________________________________________________________________
_______________________________________________________________.

16
Importance of the following skill-related fitness test:
• Speed (40-meter sprint)- to measure running speed.
• Agility (Hexagon agility test)- to measure the ability of the body to move in
different directions quickly.
• Power (Standing long jump)- to measure explosive strength and power of the
leg muscle.
• Coordination (juggling)- to measure the coordination of the eye and hand.
• Balance (Stork balance stand test- to assess one’s ability to maintain
equilibrium.
• Reaction time (stick drop test)- to measure the time to respond to a stimulus.

Let Us Try to Solve This Situation!

Direction: Given the scenario, provide sample activities that apply skill-related
components.

During this pandemic crisis where you only stay at home, cite an example of
activity/routine on how you will apply skills in speed, agility, power, coordination,
balance, and reaction time in your daily regular routine.

Speed:_____________________________________________________________
___________________________________________________________________.

Agility:______________________________________________________________
___________________________________________________________________.

Power:______________________________________________________________
___________________________________________________________________.

Coordination:________________________________________________________
__________________________________________________________________.
Balance:____________________________________________________________
___________________________________________________________________.

Reaction time:________________________________________________________
___________________________________________________________________.

17
 In this phase, you will now apply the things you have learned to yourself.
Consider your present fitness strengths and weaknesses as a result of your fitness
test, your individuality, and your lifestyle in doing the following activities.

Designing your Personal Fitness Plan

Directions: Design your personal fitness plan by using the given table and consider
the principles of the fitness training, the variables to be considered for the training and
the result of your physical fitness test as these serve as your springboard in laying
down your fitness plan. Below is a sample of a weekly fitness plan for your guide.

Sample Weekly Fitness Plan:

My Personal Fitness Program
Name: ____________________ Grade and Section: __________
Weight: ______ Height: ______ Age: _____ Contact No.: __________

DAY TIME ACTIVITIES COMPANION REWARD DONE/ REMARKS

UNDONE
Example: 5:30- Tumbang Siblings Fitness Done I won the
Monday 6:30pm Preso (Strength/ game
Power)
Tuesday 5:30- Patintero Family Fitness Done Finished
6:30pm (Endurance) 1km walk

*Moderate exercises- more intense form of physical activities

*Vigorous exercises- most intense form of physical activities

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 Design your own personal fitness program using this format:

My Personal Fitness Program

Name: ____________________ Grade and Section: __________

Weight: ______ Height: ______ Age: _____ Contact No.: __________

_________________________________________________________________

DAY DONE/
TIME ACTIVITIES COMPANION REWARD REMARKS
UNDONE

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

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 Assessment

Let us find out what you have learned by answering the following questions
below.
Directions: Read each question carefully. Encircle the letter of the correct answer.
1. What physical activity develops physical power?
A. Hexagon agility test C. Sprint
B. Javelin throw D. Stork balance test

2.What is the ability of an individual to quickly shift or change direction of the body
from one point to another?
A. Agility C. Power
B. Coordination D. Speed
3. What is the ability to perform a movement in one direction in the shortest period of
time?
A. Agility C. Power
B. Coordination D. Speed

4. What is the measuring device that we use to perform standing long jump?
A. meter stick and pencil C. tape measure and ball pen
B. pencil or ball pen D. tape measure or meter stick
5. What does the hexagon agility test measures?
A. Balance C. Reaction time
B. Coordination D. Speed

6. Which of the following materials is NOT to be used in hexagon agility test?

A. Chair C. Stopwatch
B. Chalk D. Tape measure

7. What test is used to measure balance skill?

A. Hexagon agility test C. Stork balance test
B. Juggling D. 40-meter sprint
8. What is a physical activity that mainly develops speed?
A. Hexagon agility test C. Sprint
B. Javelin throw D. Stork balance test
9. What is the ability to stay in equilibrium in relation to changes in body position?
A. Agility C. Coordination
B. Balance D. Speed

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10. What physical activity is executed while the body is moving?
A. Coordination C. Speed
B. Dynamic balance D. Static balance

11. What is the test used to measure coordination skill?

A. Hexagon agility test C. Sprint
B. Juggling D. Stork balance test

12. What do we call the amount of time that responds to a stimulus?

A. Balance C. Reaction time
B. Coordination D. Speed

13. What is the ability to perform one maximum effort in the shortest possible time?
A. Agility C. Power
B. Coordination D. Speed

14. What is the test used to measure skill in reaction time?

A. Hexagon agility test C. Stick drop test
B. Sprint D. Stork balance test

15. What is a kind of balance demonstrated in stationary position?

A. Coordination C. Static balance
B. Dynamic balance D. Speed

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 22
What’s New
1. agility,
coordination
2. coordination,
reaction time
3. balance, power,
coordination
4. speed
5. power, reaction
time
6. coordination,
agility, speed,
reaction time
7. coordination,
reaction time,
balance
8. coordination,
power, reaction
time
9. balance,
coordination
10. coordination,
reaction time,
power
What’s In Post-test Pre-test
1. Strength 1. B 1. A
2. Push up 2. A 2. D
3. Basic plank 3. D 3. B
4. 3-minute step test 4. D 4. C
5. Endurance 5. C 5. C
6. A 6. B
7. C 7. C
8. C 8. B
9. B 9. B
10. B 10. C
11. B 11. C
12. C 12. C
13. C 13. A
14. C 14. C
15. C 15. D
 References

Book

Callo, Lualhati F., Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P.

Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia. Active
Recreation (Fitness). Physical Education and Health 10. Pasig City: Department
of Education-Instructional Materials Council Secretariat (DepEd-IMCS), First
Edition 2015

Websites

Catapang, Jose P., “A Manual on Physical Fitness, Sports Physiological Training,

Consultancy and Research Services (SPTCRS)”. Learning Resources
management Division System, publication (1st Ed.), 1998). Accessed August 3,
2020. lrmds.deped.gov.ph/detail/5948

DepEd Order No. 034, s. 2019 “Revised Physical Fitness Test Manual”.
Department of Education, accessed August 22, 2020.
https://www.deped.gov.ph/wpcontent/uploads/2019/12/DO_s2019_034.pdf)

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 FEEDBACK SLIP

A. FOR THE LEARNER

Thank you very much for using this Module. This learner’s
material is aimed at ensuring your worthwhile learning through the
help of your family members. For feedback purposes, kindly answer
the following questions:
YES NO
1. Are you happy and contented with your learning experiences
using this module?

2. Were you able to follow the processes and instructions that

were indicated in the different learning activities?

3. Were you guided by anybody from your family while using this
module?

4. Was there any part of this module that you found difficult? If
yes, please specify what it was and why.

B. FOR THE PARENTS / GUARDIANS

Do you have any suggestions or recommendations on how we
can make improvements to this module to better serve the learners?

Yes (Please indicate what this/these is/are?)

None

Contact Number : __________________________________

NAME OF LEARNER:

Parent’s / Guardian’s Signature:

Date Received:

Date Returned:

Teacher’s Signature:
24
For inquiries or feedback, please write or call:

Division of Puerto Princesa City

Sta. Monica Heights, Bgy. Sta. Monica, Puerto Princesa City
(02) 634-1052 or 634-1072
puertoprincesa@deped.gov.ph

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