Physical Education and

Health
Quarter I - Module 1
Self-testing Assessment for a
Healthier
COVID-19 Free Lifestyle

CONTEXTUALIZED LEARNING-INSTRUCTION KIT

SCHOOLS DIVISION OF PUERTO PRINCESA CITY
Physical Education and Health – Grade 11
Contextualized Learning-Instruction Kit (CLIK)
Quarter I - Module 1: Self-testing Assessment for a Healthier COVID-19 Free
Lifestyle
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
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the work is created shall be necessary for the exploitation of such work for a 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 book 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.

Published by the Schools Division of Puerto Princesa City

Development Team of the Module

Writer: Arcadio Cayao Buncag (Palawan National School) Content

Editor: Jenelyn M. Acuña (Palawan National School)

Language Editor: Alfredo Alpil M. Camacho III (Palawan National School)

Reviewer: Jenelyn M. Acuna (Palawan National School) Illustrator:

Arcadio Cayao Buncag (Palawan National School) Layout Artist:

Arcadio Cayao Buncag (Palawan National 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-LRMS Manager
Dennis M. Lucas, PhD, EPS-EPP/TLE/TVL SHS Coordinator
Alfredo Amor A Magbanua, Division MAPEH Coordinator Eva
Joyce C. Presto, PDO II
Rhea Ann A. Navilla, Librarian II

External Evaluator:

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

Sta. Monica Heights, Bgy. Sta. Monica, Puerto Princesa City
Telephone No.: (048) 434 9438
Email Address: puertoprincesa@deped.gov.ph
 11
Physical Education and
Health
Quarter I - Module 1
Self-testing Assessment for a
Healthier
COVID-19 Free Lifestyle

This module was collaboratively developed and reviewed by educators and

program supervisors 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.

We value your feedback and recommendations.

Introductory Message

For the Teachers:

This learning material is designed to help learners enrich their learning experiences by
answering activities that are meaningful to their lives which can be done by themselves. A
variety of enjoyable tasks are presented.
Activities are provided as formative assessments to check from time to time the
learner’s understanding of the lesson. Given the range of learning activities in
this package, teachers are encouraged to freely adapt them to suit their school contexts and
learners’ needs, interests, and abilities.

For the Learner:

This Learning Resource Self-testing Assessment for a Healthier Covid-19 Free

Lifestyle is developed for you to enjoy while learning. There are various activities and check-
up tests you need to take.

Take note of the instructions as you journey through this module to have a solid
understanding of 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.

What I Need to This will give you an idea of the skills or competencies
Know you are expected to learn in the 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.

What’s New In this portion, the new lesson will be 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.

This comprises activities for independent

What’s More practice to solidify your understanding and
skills of the topic.

What I Have This includes questions or blank sentences/

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

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

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

In this portion, another activity will be given to

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

Assessment This is a task which aims to evaluate your level 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

 This module is packed with notes and essential information covering everything you
need to know about different physical fitness activities to assess your physical fitness
capabilities. Hence, the results of this undertaking will guide you in setting goals to achieve
physical fitness. (The activities are purposely organized as follows:)

There are warm-up and exam-style practice questions for every part to give you an idea
of how well you have already grasped the lesson. This also contains topic- based questions for
focused skills to test your understanding of the concepts of the lessons under the Most
Essential Learning Competencies.

Content Standard
The learner demonstrates understanding of fitness and exercise in
optimizing one’s health as a habit, as requisite for physical
activity assessment performance, and as a career opportunity.

Performance Standard
The learner leads fitness events with proficiency and
confidence resulting in independent pursuit and in influencing
others positively.

Most Essential Learning Competency

Self- assesses health- related fitness (HRF) status, barriers to
physical activity assessment participation and one’s diet.
PEH11FH-Ig-i-6 (Week 1 )

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

Learning Objectives:

▪ Identify the importance of evaluating health-related fitness component;

▪ Conduct self-assessment activities focusing on health-related fitness (HRF),

barriers affecting physical fitness activity, and on one’s diet; and

▪ Evaluate and reflect on test results and make future improvement plans.

1
Directions: These questions will help you think about the lesson you are about to learn. Circle
the letter of your answer.
How much do
you already
know?

Pre-Assessment:

1. What does BMI stands’ for?

A. Body Management Index C. Body Measurement Input
B. Body Mass Index D. Body Multiple Input

2. What is the purpose of BMI?

A. To measure body mass based on height and weight that aid in
determining weight categories.
B. To measure body mass based on physical abilities and appearance.
C. To measure the stature
D. To measure your intelligence

3. Which of the following is NOT a factor in computing BMI?

A. Arms span C. Waistline
B. Height D. Weight

4. What is Marc’s BMI if he weighs 65kg with a height of 1.70m? A.

20.33 C. 25.30
B. 22.49 D. 27.42

5. What is Josielyn’s BMI category if she weights 46kg and she is 1.6m tall?
A. 17.97 – Underweight C. 25.67 – Overweight
B. 19.22 – Normal D. 31.55 – Obese

6. Which of the following is NOT a physical fitness component of health-related

fitness?
A. Body composition C. Muscular Strength and Endurance
B. Cardiovascular Fitness D. Reaction Time

7. Which of the following is a questionnaire that will tell you if you should check with
a doctor before you start engaging in physical activities?
A. PAR –Q C. PAR –X
B. PAR –U D. PAR –Y

8. Which of the following is NOT an environmental barrier to physical activity?

A. Cycling Trails C. Time
B. Recreation Facilities D. Walking Paths
9. Which of these is a test’s for shoulder flexibility?
A. Curl-up C. Push-up
B. Flexed arm support D. Zipper Test

10. Which of the following is the ability of the circulatory system to supply oxygen to
working muscles during exercise?
A. Cardiovascular endurance C. Muscular Endurance
B. Flexibility D. Muscular Strength

11. Which of the following is produced by contraction of a muscle?

A. Cardiovascular endurance C. Muscular Endurance
B. Flexibility D. Muscular Strength

12. Which of these pertains to the ability of the muscles to continue contraction over a
length of time?
A. Cardiovascular endurance C. Muscular Endurance
B. Flexibility D. Muscular Strength

13. Which of the following is NOT a primary benefit of regular cardiovascular

exercise?
A. Improved balance
B. Increased ability to take in and use oxygen
C. Lower blood pressure
D. Lower pulse rate

14. The following are some reasons for personal barriers in doing physical activity.
Which of the following DOES NOT belong to the group?
A. Inconvenience of exercise C. Lack of Money to go to the gym.
B. Insufficient time to exercise. D. Lack of self-motivation.

15. In what physical fitness test does these procedures belongs?

- Use the Push-up procedure 1 & 2 for a preparatory position. From the starting
position, lower the body until the upper arm is parallel to the floor and elbow
flexed at 90 degrees.
- Hold the position as long as possible. Record the obtained holding
position.
A. Flexed Arm support C. Push Up
B. Hip flexor test D. Zipper test
 Lesson Self-testing Activity
for a Healthier
1 COVID-19 free lifestyle
How are you? Are you ready to take a challenge? Let's go!

Health and physical fitness have an integral role in holistic development. The fate of
our country for progress relies on people, who are healthy and physically developed. Students
aside from developing their academic skills and capability should also focus on enhancing
physical fitness to have a productive and prolonged life.

A life of a Grade 11 student must involve physical activities and being aware of health-
related fitness is a thrust that each should appreciate and inculcate as part and parcel of holistic
development. In view of this, a well-organized and carefully prepared set of health-related
testing protocol activities is prepared to help students assess fitness and to guide students in
conforming to the right diet practices integral for life- long health and fitness conscious
existence paving way for learners to become academically sound and physically fit as integral
facilitators of nation development.

Try to identify the following Physical Education and Health terminologies.

Activity: Matching Type

Directions: Match COLUMN A with that in COLUMN B by drawing a line to make a
correct pair.

COLUMN A COLUMN B

1. Physical Fitness Improves Abdominal Muscles

2. Health Improves Flexibility

3. BMI Identifies your body mass index

4. Curl Ups Test strength and weaknesses

5. Zipper Test It is our wealth

 Anything that we do that uses body energy can be considered Physical activity.

Activity: Pre-checking for Physical Activity

Directions: Prior to any physical activity, it is just right to assess your general health through
the PAR–Q & YOU questionnaire. Fill up the PAR-Q as a pre-requisite to check readiness for
physical activity. Please fill-up and answer the questions honestly.
Regular physical activity is fun and healthy and increasingly more people are starting
to become more active every day. Being active is very safe for most people. However, some
people should check with a doctor before they start involvement in physical activities.

If you are planning to become much more physically active than you are now, start by
answering the seven questions in the box below. If you are between the ages of 15 and 69, the
PAR-Q will tell you if you should first check with your doctor before you start participating in
P.A.

Common sense is your best guide when you answer these questions. Please read the
questions carefully and answer each one honestly: check YES or NO.
YES NO
1. Has your doctor ever said that you have a heart condition and that you
should only do physical activities based on his/her
recommendations?
2. Do you feel pain in your chest when you do any physical
activity?
3. In the past month, did you feel any chest pain even if you were
not doing physical activity?
4. Do you lose your balance because of dizziness or do you ever
lose consciousness?
5. Do you have a bone or joint problem that could be made worse
by a change in your physical activity?
6. Is your doctor currently prescribing drugs (like water pills) for
your blood pressure or heart condition?
7. Do you know of any other reason why you should not do any
physical activity?

(Source: Physical Education and Health Teacher’s Guide, Pasig: Department of Education, 2016, 24.)
NOTE:

• If you answered YES to one or more questions, you need to talk to your doctor by
phone or in person BEFORE you start becoming much more physically active or
BEFORE you perform a fitness appraisal. Tell your doctor about the PAR-Q and the
questions you answered YES.

o You may be able to do any activity you want – as long as you start slowly and
build up gradually. You may also need to restrict your activities to those which
are safe for you. Speak with your doctor about the kinds of activities you wish
to participate in and follow his/her advice.
o Find out which community programs are safe and helpful for you.

• If you answered NO to all questions you can:

o Start becoming much more physically active – begin slowly and build up
gradually. This is the safest and easiest way to go.
Take part in a fitness appraisal. This is an excellent way to determine your basic fitness
so that you can plan the best way for you to live actively.

Now that you have answered the pre-activity prior to Physical Activity.

Are you aware of the different Health-related fitness (HRF) components? Here

they are:

1. Body composition- a relative percentage of body fat compared with lean body mass.

2. Muscular Strength- an amount of force that can be produced by a single contraction

of a muscle.

3. Muscular Endurance- an ability of a muscle group to continue muscle contraction

over a length of time.

4. Flexibility- an ability to use one’s joints fully in a normal range of motion.

5. Cardiovascular Endurance- is the ability of the circulatory system to supply oxygen

to working muscles during exercise.

(Source: Physical Education and Health Teacher’s Guide,

Pasig: Department of Education, 2016, 29.)
Physical Fitness Testing Activity

Physical fitness testing is always an important component of physical education. This

will help an individual know one’s strengths and weaknesses. The following are the
self-testing activities for health-related fitness (HRF):

1. Anthropometric Measurements 5. 3-Minute Step Test

2. Hamstring and Hip Flexor Test 6. Zipper Test
3. Curl-up (Dynamic) 7. 90-degreePush-up (Dynamic)
4. Flexed-arm support (Static)

Did you know that there are also reasons for an individual to not perform or do physical
activities? These are the following:

Barriers to Physical Activity (PA)

• Personal Barriers – Some common explanations (barriers) that people cite for
resistance to exercise are:
1. Insufficient time to exercise
2. Inconvenience to exercise
3. Lack of self-motivation
4. Non-enjoyment, boredom of exercise
5. Lack of confidence in their ability to be physically active (low self-efficacy)
6. Fear of being injured or having been injured recently
7. Lack of self-management skills, such as the ability to set personal goals, monitor
progress, or reward progress toward such goals
8. Lack of encouragement, support, or companionship from family and friends.
9. Non-availability of parks, sidewalks, bicycle trails, or safe and pleasant walking
paths close to home or the workplace.

• Environmental Barriers – 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 factors include our
social environment, such as support from family and friends and community spirits.

(Source: Physical Education and Health Teacher’s Guide,

Pasig: Department of Education, 2016, 30.)
 Since you did a good job of identifying the HRF and the barriers to PA, you are now
ready to perform the expected activities?

Physical Fitness Testing Proper

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.
Activity 1: Measure Mo, E-sure mo

➢ Purpose : To measure body composition.

➢ Equipment needed : weighing scale, tape measure
➢ Goal : Take body composition.
➢ 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. BMI- Body Mass Index – measure of body mass based on height and weight
that aid in determining weight categories.

BMI = Weight in kg = 55kg = 55kg = 21.48

(Height in m) x (Height in m)1.60mx1.60m2.56

b. Waist to Hip Ratio – measure stored body fats percentage by the relative
measurement of waist and hip.

WHR=Waist Circumference (cm) = 80cm = .84

Hip Circumference (cm)95cm
(Source: Physical Education and Health Teacher’s Guide,
Pasig: Department of Education, 2016, 25.)
Activity 2: Be Flexible

1. Hamstring and Hip Flexor Test

➢ Purpose : To test flexibility of the Hamstring and hips
➢ Equipment needed : protractor
➢ Goal : Keeping both legs straight, lift one leg to the maximum
angle with other leg remain flat on the floor.
➢ Preliminary: Illustrate angles on a poster board and paste it on
the wall.

Procedure:
1. Lie on your back on the floor beside a wall.
2. Slowly lift one leg off the floor. Keep the other leg flat on the floor.
3. Keep both legs straight.
4. Continue to lift the leg until either leg begins to bend or the lower leg begins to lift
off the floor.
5. Place a yardstick against the wall to mark the spot to where the leg was lifted.
Lower the leg.
6. Using a protractor, measure the angle created by the floor and the yardstick. The
greater the angle the better your score.
7. Repeat with other leg.

2. Zipper Test

➢ Purpose : Test for the shoulder flexibility

➢ Equipment needed : Tape measure
➢ Goal : Raise one arm across back with bent elbow reaching down
fingers of the other hand.
➢ Preliminary : Prepare needed materials

Procedure:
1. In a standing position, raise one arm across you back, bend the elbow and reach
down as far as possible, simultaneously, bring other arm down and behind the
back trying to cross fingers over those with the other hand.
2. Measure the distance of overlapped fingers in cm. If they fail to meet the score 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.

(Source: Physical Education and Health Teacher’s Guide,

Pasig: Department of Education, 2016, 26.)
Activity 3: Cardio - Muscular Surprise

1. 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 2nd marker.
4. Upon reaching, 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.

2. 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.
2. Boys: Support the body in a push-up position from the toes with back, hip and
legs align.
Girls: 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 the bent elbow.
4. Repeat as many times as possible.

(Source: Physical Education and Health Teacher’s Guide,

Pasig: Department of Education, 2016, 27.)
 3. Flexed-Arm Support (Static)

➢ Purpose: Test the muscular strength of the shoulder and upper arm
➢ Equipment: Mat, Stopwatch
➢ Goal: Hold the push – up position not more than 35 seconds

Procedure:
1. Use the Push-up procedure 1 & 2 for the preparatory position. From the
starting position, lower the body until the upper arm is parallel to the floor
and elbow flexed at 90 degrees.
2. Hold the position as long as possible.
3. Record the obtained holding position.

4. 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 needed: 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 partner will set 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 get your
pulse rate.
3. Record the Exercise Heart Rate: bpm

Attachment: Record your score in the Health-Related Fitness Card and fill up the necessary
information needed. Interpretations will be based on the chart below.
Complete the column for analysis/implications in two or three sentences only

(Source: Physical Education and Health Teacher’s Guide,

Pasig: Department of Education, 2016, 25.)
 Activity: Record is the Best

HEALTH-RELATED FITNESS CARD

Name: Date:
Grade/Block/Section:

INSTRUCTIONS: Fill in the needed information. The Interpretations will be based on the
chart given above. You must complete the column for reflection in two to three sentences.

1. Fill in the needed data.

Body Composition Cardiovascular Endurance

Test BMI Result Analysis 3 – minute Recovery PR Implications
Interpretation Step Test &
BMI Interpretation
Waist to
Hip Ratio

Muscular Strength, Endurance, Flexibility

Mark with a dot the performance

description obtained.

(Source: Physical Education and Health Teacher’s Guide,

Pasig: Department of Education, 2016, 29.)
 Measuring your fitness level is one way to find out your level of physical
fitness. Below are references for interpretation.

Rating Scale for Dynamic Muscular Endurance

Rating Scale for Static Flexibility

Rating Scale for Flexibility arising

5. Reflection: Briefly give a reflection on the results of your self-assessment.

6. Based from the score you got in the previous activity, do you consider yourself as
physically fit? Why?

(Source: Physical Education and Health Teacher’s Guide, Pasig: Department of Education, 2016, 28.)
Activity: Lead me to where I am

Directions: Listed below are examples of physical activity barriers. Draw a line
connecting its type whether PERSONAL or ENVIRONMENTAL barrier.
Guide questions:

Lack of Motivation
Accessibility of walking pathways
Support from family and friends
Personal Barrier Unavailability of parks/grounds Environmental
Fear of Injury Health Barrier
Considerations Gadgets
providing leisure
Use of elevators and vehicles

Final Questions:

During the pre-activity on Par-Q & You, have you encountered any physical activity
barrier? Are there any personal or environmental barrier? If yes, please list it down. (Write
your answer on space provided)

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.
Activity: My Weekly Improvement Plan

Directions: Based on the outcome of your fitness assessment make a future improvement plan.

Based on my evaluation and reflection on the results of my physical fitness assessment

the following will be My Weekly Improvement Plan with frequency and intensity levels per
day.

HRF Flexibility Muscular Muscular Cardiovascular

Components/ Strength Endurance Fitness
Weekly
Improvement
Plan

Ex. Monday Ex. 3 mins. Ex. 5 Push up Ex. 5 Curl ups Ex. 10 mins.
Stretching Biking

Monday

Tuesday

Wednesday

Thursday

Friday
How much have you improved? Check your improvement index on Answer Key.

Directions: Read and analyze the questions carefully. Circle the letter of the correct answer.

1. Which of the following is NOT a factor in computing BMI?

A. Arms span C. Waistline
B. Height D. Weight

2. What is the purpose of BMI?

A. To measure body mass based on height and weight that aid in determining
weight categories.
B. To measure body mass based on physical abilities and appearance.
C. To measure the stature
D. To measure your intelligence

3. What does BMI stand for?

A. Body Management Index C. Body Measurement InpuT
B. Body Mass Index D. Body Multiple Input

4. Which of the following is NOT a physical fitness component of health-related fitness?

A. Body composition C. Muscular Strength and Endurance
B. Cardiovascular Fitness D. Reaction Time

5. What is Marc’s BMI if he weighs 65kg with a height of 1.70m? A.

20.33 C. 25.30
B. 22.49 D. 27.42

6. What is Josielyn’s BMI category if she weights 46kg and she is 1.6m tall?
A. 17.97 – Underweight C. 25.67 – Overweight
B. 19.22 – Normal D. 31.55 – Obese

7. Which of the following is a questionnaire that will tell you if you should check with a
doctor before you start engaging in physical activities?
A. PAR –Q C. PAR –X
B. PAR –U D. PAR –Y

8. Which of the following is NOT an environmental barrier to physical activity?

A. Cycling Trails C. Time
B. Recreation Facilities D. Walking Paths
9. Which of these is a test for shoulder flexibility?
A. Curl-up C. Push-up
B. Flexed arm support D. Zipper Test

10. Which of the following is produced by the contraction of a muscle?

A. Cardiovascular endurance C. Muscular Endurance
B. Flexibility D. Muscular Strength

11. Which of the following is NOT a primary benefit of regular cardiovascular exercise?
A. Improved balance
B. Increased ability to take in and use oxygen
C. Lower blood pressure
D. Lower pulse rate

12. The following are some reasons for personal barriers in doing physical activity. Which
of the following DOES NOT belong in the group?
A. Inconvenience of exercise C. Lack of Money to go to the gym.
B. Insufficient time to exercise. D. Lack of self-motivation.

13. In which physical fitness test do these procedures belong to?

➢ Use the Push-up procedure 1 & 2 for the preparatory position. From the starting
position, lower the body until the upper arm is parallel to the floor and elbow
flexed at 90 degrees.
➢ Hold the position as long as possible. 3. Record the obtained holding
position.
A. Flexed Arm support C. Push Up
B. Hip flexor test D. Zipper test

14. Which of the following has the ability to supply oxygen to working muscles
during exercise?
A. Cardiovascular endurance C. Muscular Endurance
B. Flexibility D. Muscular Strength

15. Which of these pertains to the ability of the muscles to continue contraction over a
length of time?
A. Cardiovascular endurance C. Muscular Endurance
B. Flexibility D. Muscular Strength
 15 C 1
14. 14
13 13
12. C 1
11. 11
10 D 1
D 9 D 9
C 8 C 8
A 7 A 7
D 6 A 6
A 5 B 5
B 4 D 4
A 3 B 3
A 2 A 2
B 1 A 1

Pre- Assessment Post - Assessment

2 - It is our 5. Zipper Test

1 - Test strength and weaknessess 4. Curl Ups
3 - Identifies your body mass index 3.
5 - Improves 2. Health
4 - Improves Abdominal Muscles 1. Physical Fitness
B A
Wha

Use of elevators and

Gadgets providing
Unavailability of Health
Support from family and Fear of
Accessibility of walking Lack of

Environmental Personal

What I

References

Module

Physical Education and Health Teacher’s Guide, Pasig: Department of Education,

2016.
 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 procedures 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:
For inquiries or feedback, please write or call:

Division of Puerto Princesa City

Sta. Monica Heights, Bgy. Sta. Monica, Puerto Princesa City (02) 634-1054 o 634-
1072

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