11

Physical Education and

Health 1
Quarter 1 – Module 1:
Physical Assessment
Weeks 1-3
Physical Education and Health – Grade 11
Quarter 1 – Module 1: Testing Health-Related Fitness (Weeks 1-3)

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Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writers: Ma. Leslie Anne R. Manago

Editors: Binah Tolentino
Reviewers:
Illustrator: Mark Anthony O. Taduran
Layout Artist: Name
 Module
Physical Assessments
1
Introduction

Keeping the body physically active enables the body systems to function
properly with vigor and alertness. Staying in shape allows the individual to perform
daily tasks efficiently and effectively resulting in better output and performance.

This module will help you know the different Physical assessment in health-
related fitness (HRF), what are the barriers to physical activity assessment
participation and one’s diet.

Objective

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

assessment participation, and one’s diet.

Vocabulary List

1. Health – the dynamic interaction of the different dimensions (e.g. physical,

mental social) that constitute the whole person to achieve an optimum
state.
2. Wellness – originally described as a disciplined commitment to grow in
one’s level of functioning.
3. Physical activity – any bodily movement produced by our skeletal
muscles that require energy expenditure above that of rest
4. Sedentary – inactive behavior dominated by sitting.
5. Physical Fitness Testing – assessing one’s health status will help the
person know about one’s strengths and weaknesses.
 6. Cardiovascular Endurance – it is the ability of the heart, lungs, and blood
vessels to supply oxygen to your body tissues during sustained physical
activity.
7. Muscular Strength – it is the maximum amount of force a muscle can
exert in a single effort.
8. Muscular Endurance – it is the ability of the muscle to continue to
perform without fatigue.
9. Flexibility - is the ability to bend and move the joints through the full
range of motion.
10.Body Composition - is the percentages of fat, bone, water, and muscle in
a human body; it is often the ratio of lean tissue to fat tissue in the body.

Pre-Test

Identify which Health-related fitness (HRF) component:

Cardiovascular Endurance Muscular Strength Muscular Endurance

Flexibility Body Composition

is appropriate for the following physical fitness test. Write the HRF component to
the space provided.

____________1. Curl-up (dynamic) ____________4. Zipper Test

____________2. 3-minute step test ____________5. 90-degree Push-up
____________3. Body Mass index

Pre-Activity: Getting ready 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
prerequisite to check readiness for physical activity. Please fill-up and answer the
questions honestly.

Answers:

1. Muscular Endurance 2. Cardiovascular endurance 3. Body Composition

4. Flexibility 5. Muscular Strength
Source: http://www.furman.edu/sites/live well/getmoving/pages/par-q.aspx
 Learning Activities

Activity 1: Healthy lifestyle Assessment

Assess your habits in sleeping, eating, and physical activity. Along with how
you manage your stress, these factors influence your health, which in turn affect
your capacity as a student to think, remember, process information, and learn.
Rate yourself using the following scale by checking the corresponding box:
1 – Rarely if ever; 2 – Sometimes; 3 – Most of the time; 4 – Always

SLEEP HABITS 1 2 3 4

I sleep between 7 to 9 hours on most nights.

I wake up feeling rested.

I have trouble staying awake in class or when reading.

I often feel tired during the day.

EATING HABITS 1 2 3 4

I drink 6-8 glasses of water each day.

I eat a variety of fruits and vegetables each day.

I eat 3 servings of whole-grain products (bread), rice, corn, or root crops

each day.

I eat 2-3 servings of protein-rich foods (meat, poultry, eggs, fish, beans,
and nuts) each day.

STRESS MANAGEMENT 1 2 3 4

I feel stress when I am in school.

I feel stress when I am not in school.

When I feel stress, I worry all the time.

When I feel stress, I have difficulty sleeping (cannot get to sleep/stay

asleep).

When I feel stress, I have difficulty concentrating.

When I feel stress, my appetite is affected (tend to eat more or do not

feel like eating.

I’d rather be alone when I feel stress.

I have someone I can talk to about my private feelings.

I have faith in a greater power or being (God)

 PHYSICAL ACTIVITY 1 2 3 4

I perform active household chores (mopping or scrubbing the floors,

cleaning the car, fetching water in a pail) daily.

I walk, bike, or take public transport when going to school.

I perform at least 40 minutes of aerobic activities (sports and dance) on

most days of the week.

I engage in at least 20 minutes of sustained vigorous activities that result

in rapid breathing on most days of the week.

I perform muscle- and bone-strengthening (resistance or weight training)

activities 2-3 times a week.

I spend no longer than 2 hours per day watching television, playing

passive video games, or playing on the computer.

I do not have time for exercise, sports, or dance

I am too tired to exercise, play sports, or dance

Based on the results of your assessment, identify the areas where you feel are
problematic. Write them on the space below.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ACTIVITY 2: Inventory of Barriers to Being Active
Listed below are common reasons for individuals why they do not get as much
physical activity as they should. Please read each statement carefully and indicate
how likely you are to say to each of the following:
3 – very likely 2 – somewhat likely 1 – unlikely 0 – very unlikely

HOW LIKELY ARE YOU TO SAY… 3 2 1 0

1. My day is so busy now, I just do not think I can make the time to include
physical activity in my regular schedule.

2. None of my family members or friends like to do anything active, so I do

not have the chance to exercise.

3. I am just tired after school to get any exercise.

4. I have been thinking about getting more exercise, but I just cannot seem
to get started.

5. I am getting older so exercise can be risky.

6. I do not get enough exercise because I have never learned the skills of
any sport.

7. I do not have any access to gym facilities, jogging trails, swimming pools,
bike paths, etc.

8. Physical activity takes too much time away from other commitments-
time, studies, family, etc.
 9. I am embarrassed about how I will look when I exercise with others

10. I do not get enough sleep as it is. I just could not get up early or stay up
late to get some exercise.

11. It is easier for me to find excuses not to exercise than to go out to do

something

12. I know of too many people who have hurt themselves by overdoing it
with exercise.

13. I cannot see myself learning a new sport or activity.

14. It is just too expensive to take a gym class, join a club or buy the right
equipment

15. My free times during the day are too short to include exercise

16. My usual social activities with family or friends do not include physical
activity

17. I am too tired during the week and I need the weekend to catch up on my
rest.

18. I want to get more exercise, but I just cannot seem to make myself sick
to anything.

19. I am afraid I might hurt or injure myself during exercise or while playing.

20. I am not good enough at any physical activity to make it fun.

21. I don’t have a budget

Adapted from Kotecki, J.E & Thomas, D.Q. (2007) Activities and Assessment Manual. Sudbury, Massachusetts: Jones and Bartlett Publishers, pp.27-31.

Follow these instructions to score yourself:

● Enter your rating in each item below.
● Add the three scores on each line. A score of 5 or above means this is an important
barrier for you to overcome.
● Your barriers to physical activity fall into one or more categories; lack of time, social
influences, lack of energy, lack of willpower, fear of injury, lack of skill, and lack of
resources

_____ + ______ + ______ = _________________

1 8 15 Lack of time

_____ + ______ + ______ = _________________

2 9 16 Social influence

_____ + ______ + ______ = _________________

3 10 17 Lack of energy

_____ + ______ + ______ = _________________

4 11 18 Lack of motivation

_____ + ______ + ______ = _________________

5 12 19 Fear of injury

_____ + ______ + ______ = _________________

6 13 20 Lack of skill

_____ + ______ + ______ = _________________

 7 14 21 Lack of resources

Overcoming Barriers to Physical Activity and Exercise

As a student, most of your time is spent meeting the demands of your

studies. Staying in the classroom, attending meetings, and using the computer to
complete your assignments are characterized by prolonged sitting. With your busy
schedule, exercise is often not a priority. Most of us recognize the benefits of a
healthy lifestyle, but common excuses for being sedentary include: lack of time,
tiredness, avoidance of or low tolerance for discomfort, and lack of skill and/or
confidence in playing and exercising.

Knowing common barriers to physical activity is important in creating and

designing strategies to overcome them. Overcome barriers is a skill that will help
you find ways to stay physically active despite various barriers such as inclement
weather conditions.

Barriers to Physical Activity and Exercise

LACK OF TIME

● Identify your free time. Do this by monitoring your daily activities for one week. Identify at least three 30-
minute time slots you could use for physical activity.

● If you can’t seem to find time for physical activity, make time for it instead. Schedule them into your daily
routine. For example, organize your school activities around physical activity, exercise while you watch
TV, park farther away from your destination, take the stairs instead of the elevator, and commute to
school instead of traveling by car.

● Select activities that require only a short time such as walking, stair climbing, or jogging.

SOCIAL INFLUENCE

● Explain your interest in physical activity to our friends and family. Ask for their support.

● Invite your friends and family members to exercise with you. You can also exercise with friends who are of
the same fitness level as you are. Make exercise or playing sports a social activity.

● Develop new friendships with physically active people. Join a physical activity-based group (e.g. hiking
club, table tennis club)

LACK OF ENERGY

● Convince yourself that if you give it a chance, physical activity will get you in shape and increase your
energy level. Try it.

● Schedule physical activity for times in a day or week when you feel energetic.

LACK OF MOTIVATION

● Plan ahead. Pack your exercise clothes in your bag. Ask your friends or family members to remind you
about it.

● Invite family members or a friend to exercise with you on a regular basis and write it on your calendars.

● Sign up for a gym class.

FEAR OF INJURY
 ● Learn how to warm up and cool down properly.

● Learn how to exercise appropriately considering your age, fitness level, skill level, and health status.

● Observe the MFIT (mode, frequency, intensity, and time of exercise) principles.

● Be fit first in order to play a sport.

LACK OF SKILL

● Select activities that you are already skillful at, or those that require no new skills, such as walking and
jogging.

● Find a friend or engage the services of a trainer to teach you some new skills

● Take or sit in a PE class to develop new skills.

LACK OF RESOURCES

● Select activities that require minimal facilities or equipment, such as walking, jogging, jumping rope, or
calisthenics.

● Identify inexpensive and convenient facilities that are available to you (school facilities, community or
public parks, and sports complex.

WEATHER CONDITIONS, TRAVEL, OR VACATION

● Develop a set of regular activities that can be performed indoors such as indoor cycling, treadmill running,
aerobic or cardio workouts on video, dancing, rope skipping, and weight training.

● Take advantage of outdoor activities while on vacation (swimming biking hiking or trekking, kayaking).

● Walk the halls and climb the stairs in hotels. Workout in their gym facility or swim in the hotel pool, if any.

● Exercise with kids or younger siblings-go for a walk together, play tag, or other running games.

Physical Fitness Testing

Assessing one’s health status will help the person know about one’s
strengths and weaknesses. Awareness of individuals’ health-related fitness and its
relevant interpretations will aid the person to efficiently create an action plan in
observing a healthy lifestyle and selecting appropriate activities for areas that need
improvement.
Here are some of the benefits of physical fitness test:
✔ make individuals aware of their current fitness status and have them
compare their own status with the specific standards
✔ encourage individuals to participate in exercise programs and physical
activities
✔ Give a starting point for an individual exercise prescription or plan and create
realistic goals
✔ evaluate development in fitness achieved through exercise interventions and
adjust exercise prescription and fitness goals accordingly
✔ record changes in fitness throughout the years of exercise involvement
ACTIVITY 3: Self-testing Activities for Health-related fitness
 I. Anthropometric Measurements

Purpose: To measure body composition

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

Procedure:
1. Height. Stand with the trunk straight. Measure the distance from the
floor to the top of the forehead. Record the score in meters (m).
1 ft = 0.3048m; 1 cm = 0.01 m

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 the hip in line with the
pubis.

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

BMI = _________Weight in kg________

(Height in m) x (Height in m)

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

BMI Categories: Underweight = Waist to Hip Ratio Men Women

Ideal 0.8 0.7
<18.5
Low risk <0.95 <0.8
Normal weight = 18.5–24.9 Moderate Risk 0.96 – 0.99 0.81 – 0.84
Overweight = 25–29.9 High Risk >1.0 >0.85
Obesity = BMI of 30 or greater
II. 3-Minute Step Test

Purpose: Test for Cardiovascular Endurance level

based on how quickly your heart rate will
come back down after a physical activity
Equipment: stopwatch and 12-inch bench box (similar
sized stair or sturdy box)
 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.
2. When ready to begin, start the stopwatch, step one foot at a time to the beat
(up, up, down, down). When 3 minutes is up, stop immediately and get your
pulse rate for one minute.
3. Record the Exercise Heart Rate: _______ bpm
Rating Scale for Cardiovascular Endurance
Classification MEN WOMEN
Excellent 50-76 52-81
Good 79-84 85-93
Above Average 88-93 96-102
Average 95-100 104-110
Below Average 102-107 113-120
Poor 111-119 122-131
Very Poor 124-157 135-169

III. Hamstring and Hip Flexor Test

Purpose: To test flexibility of the hamstring and hips

Equipment: protractor
Goal: Keeping both legs straight, lift one leg to the maximum
angle while the other leg remains 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 the other leg.

Rating Scale for Flexibility

Hamstring & Hip Flexor Flexibility
Classification
(degrees)
High Performance 111 & above 111 & above
Good Fitness 80-110 80-110
 Zone
Marginal Zone 60-79 60-79
Low Zone <60 <60

IV. Zipper Test

Purpose: Test for shoulder flexibility
Equipment: tape measure

Goal: Raise one arm across your back

with bent elbow and fingers
reaching down
Preliminary: Prepare needed materials

Procedure:
1. In a standing position, raise one arm across your back, bend the elbow
and reach down as far as possible. Simultaneously, bring the other arm
down behind the back trying to cross fingers over those with the other
hand.
2. Measure the distance of overlapped fingers in cm. If they fail to meet,
score it as a minus or <0. Write zero if the fingertips just touched with no
overlap.
3. Repeat the procedure with the other hand. Record the score: ______ cm.

Rating Scale for Flexibility

Zipper Test
Classification
(cm)
Excellent Fingers overlapped by 6 cm and above
Very Good Fingers overlapped by 4-5.9 cm
Good Fingers overlapped by 2-3.9 cm
Fair Fingers overlapped by 0.1-1.9 cm
Needs Improvement Just touched the fingers
Poor Gap of 0.1 or wider

V. 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 1 st

tape mark.
3. From that position, curl your trunk
up with heels in contact with the floor until your fingers reach the 2 nd
marker.
4. Upon reaching the second marker, lower back to the starting position.
Repeat one-curl up every 3 seconds.
5. Continue the curl-ups and stop when you are unable to keep the pace.
Record the number of repetitions.

VI. 90-degree Push-up (Dynamic)

Purpose: Test for the strength and endurance of the upper arm
muscles
Equipment: mat
Goal: To perform a proper push-up
Preliminary: Prepare needed material

Procedure:
1. From a prone lying position, place the hands just outside the shoulders
with elbows bent.
2. Males: Support the body in a push-up position from the toes with back,
hip and legs align.
Females: Support the body in a push-up position from the knees instead
of toes, with back, hip, and legs aligned.
3. Lower the body until the upper arm is parallel to the floor or a 90 degrees
angle of the bent elbow.
4. Repeat as many times as possible.

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

Age16-26 Male Female
Curl-ups Push-ups Curl–ups Push-ups
High- Can do more Can do more Can do more Can do more than
Performance than 35 than 29 than 25 17
Zone
Good fitness 24-34 20-28 18-24 12-16
zone
Marginal Zone 15-23 16-19 10-17 8-11
Low Zone 14 and below 15 and below 9 and below 7 and below

VII. 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 (see images above).
2. Hold the position as long as possible.
3. Record the obtained holding position.

Rating Scale for Static Endurance

Classification Score in seconds
High- performance zone 30 and above
Good fitness zone 20 – 29
Marginal Zone 10 - 19
Low Zone 10

Practice Task

Practice 1 - Self-Assessment Card: Health-related fitness status

Directions: Fill up the necessary information needed. Interpretations will be based
on the chart above. Complete the column for analysis/implications in two or three
sentences only.

1. Body Composition
Test BMI Result Interpretation Analysis
BMI
Waist to hip Ratio

2. Cardiovascular Endurance
3-minute Step Test Recovery PR & Implications
Interpretation

3. Muscular Strength, Endurance, Flexibility

 Post Test
Please encircle the correct answer.
1. What is the assessment used to discover one’s physical strengths and
weaknesses as well as the status of health?
a. Physical Fitness Test
b. Physical activity
c. Health
d. Wellness
2. What is described as a disciplined commitment to grow in one’s level of
functioning?
a. Physical Fitness Test
b. Physical activity
c. Health
d. Wellness
3. What is/are considered as a health-related fitness component from the
following?
a. Flexibility
b. Agility
c. Power
d. All of the above
4. What is considered to be the ratio of lean tissue to fat tissue in the body?
a. Muscular Strength
b. Cardiovascular Endurance
c. Body Composition
d. None of the above
5. What is/are considered as barrier/s to physical activities?
a. Social Influence
b. Lack of resources
c. Fear of injury
Answers:
d. All of the above 1. A 2. D 3. A 4. C 5. D

List the health-related fitness components. Define each in your own words.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Assignment

Directions:
1. Surf the net and open the site
http://www.takingcharge.csh.umn.edu/enhance-your-
wellbeing/health/diet-nutrition/diet-nutrition-assessment?
id=5717f623f2f95&step=0

2. Based on your assessment results reflecting your diet and nutrition. Set
at least 5 goals for the items that need improvement.

References
2016. DIWA Senior High School Series Physical Education and Health. DIWA
Learning Systems Inc.
n.d. Physical Education and Health Learner's Material. Department of Education.
Urbiztondo, Mangubat, Tolitol, and Vergara. 2016. HOPE 1 Health-Optimizing
Physical Education FITNESS. Vibal Group, Inc.
Dr. Mercola. 3 Fitness Tests to Assess Your General Fitness and Health Risks.
February 14, 2014.
Par – Q & You. from
http://www.furman.edu/sites/LiveWell/GetMoving/Documents/PAR-Q2.jpg
Paige Waehner (2019). Understanding and Improving Your Cardiovascular Fitness.

Retrieved from https://www.verywellfit.com/cardiovascular-fitness-1230820

Prepared by:

MA. LESLIE ANNE R. MAŇAGO (09199729499)

SHS Teacher II - Sports Track
Camarines Sur National High School