8

Physical Education
Quarter 1 - Module 1
Physical Education - Grade 8

Quarter 1 - Module 1: Let’s Get Physical!

Republic Act 8293, section 176 states that no copyright shall subsist in work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks etc.) included in this 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.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Jay Y. Ursabia

Editor: Marma L. Capellan
Reviewer:
Illustrator:
Layout Artist: Jay Y. Ursabia
 INTRODUCTION:

At the end of this module you as a learner are expected to:

 Undertakes physical activity and physical fitness assessments

 Sets goals based on assessment results

Vocabulary List:

Fitness – the condition of being physically fit and healthy, especially as a result of
exercise and proper nutrition.

HRF (Health-Related Fitness) - ability to become and stay physically healthy.


SRF (Skill-Related Fitness) - focuses on the performance in a sport.

Wellness – the quality or state of being healthy in body and mind, especially as the
result of deliberate effort

Body Mass Index (BMI) - is a value derived from the mass (weight) and height of a
person.
 I. Pre – Test

Identify and classify the pictures as shown based on the components of

health-related fitness.

1.
2.
3.
4.
5.

1. 2. 3.
R 1.
E R R
F E E
E F F
R E E
R R R
E R
4. 5. R
N E
1. R E
C N
R E N
E C
F C
II. S: LearningEActivitiesE E
F E
S: S:
D
Components E of Health-RelatedRFitness
e R D R
p
Fitness is defined as E individual hasDenough energy to avoid
R a condition in ewhich an
e
fatigue and enjoy
E E Try to look back
life. p and Nreflect on your day’s
p activity. Do you have
d or doNyou get tired easily?
lots of energy, E C
C E E
L d d
S:and six skill-related
e is E
Physical fitness divided into fourLhealth- components. Skill-
L
S:
related fitness enhances one’s performance in athletic or sports
e events. Health-related
a e
fitness is ther ability to become and staya physicallyDhealthy. a
n D r e
p r
e e n n
r p e Skill E e
Health
’ Components E r d
Components r
s d ’ L
e ’
M
Cardiorespiratory L
fitness s Agility
a s
o
Muscular strength eand endurance
M Balance M
d a o r
Flexibility Power n o
u r d
Body composition Speed e d
l n u
Coordination
r u
e e l
’ l
. r e Reaction time
e
M ’ . s
M .
u s M
o M
s M u
d u
i o s
u s
c d i
l i
a u c
Health-related components

focus on factors that promote optimum health and prevent the onset of disease and
problems associated with inactivity.

Four Components of Health-Related Fitness


• Cardiovascular fitness is the ability of the heart (cardio) and circulatory system
(vascular) to supply oxygen to muscles for an extended period of time.

Cardiovascular is also called cardiorespiratory (lungs) fitness. Usually the 1km run or
some other type of continuous fitness activity (12-minute run, cycling, step-test, etc.)
is used to assess cardiovascular fitness.

• Muscular strength and endurance is the muscle’s ability to produce effort or

perform work.

 Muscular endurance refers to the ability of the muscle to work over an extended
period of time without fatigue. Performing push-ups and sit-ups or crunches for one
minute is commonly used in fitness testing of muscular endurance.
 Muscular strength refers to the maximum amount of force a muscle can exert
against an opposing force. Fitness testing usually consists of a one-time maximum
lift using weights (bench press, leg press, etc.).

• Flexibility is the ability to move a body part through a full range of motion (ROM) at
a joint. The sit-and-reach is commonly used to determine flexibility.

• Body composition is the ratio of body fat to lean body mass (including water, bones,
muscles, and connective tissues). Having too much fat tissues is a risk factor for
cardiovascular diseases, diabetes, cancer, and arthritis.

In addition to improving quality of life, health-related fitness

• increases muscle tone and strength;


• decreases susceptibility to injuries and illness;

• improves bone mineral density;

• reduces risk of osteoporosis;
• improves posture;

• increases efficiency of the respiratory and circulatory systems;
• decreases risk of cardiovascular disease and stroke;

• improves blood pressure;

• decreases risk of diabetes and some cancers;

• improves self-esteem and self-confidence;

• decreases body fat and improves metabolism; and

• increases energy level and academic achievement.
 III. Practice Task I: (PFT) LET’S DO THIS!

1. Prepare for the test.

 Review the procedures in conducting the Physical Fitness Test. 


 Wear appropriate attire. 

 Do the warm-up exercises on your own.
 Re-orient yourself on the proper execution of the tests and recording of

test results. 

 Go through with the test without exerting maximum effort.
 Observe safety. 


2. Perform the test with a partner. 


3. Record your test results. 


Physical Fitness Test

Health Related Fitness

BODY COMPOSITION – is the body’s relative amount of fat to fat-free mass.

A. Body Mass Index (BMI)

WEIGHT [in Kilograms]

2
HEIGHT [in Meters]

Example: 30 30 20.83 (NORMAL)

2
(1.2) 1.44

CLASSIFICATION:

BELOW 18.5 - Underweight

18.5 – 24.9
 - Normal
25 – 29.9 _ Overweight
30.0 – ABOVE _ Obese

A.1 Weight – the heaviness or lightness of a person.

Equipment: Weighing Scale

Procedure:

For you as the test taker: Wear light clothing.


a. On bare feet, stand erect and still with weight evenly distributed on the center of the
scale.
For your partner:
a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.

Scoring – record body mass to the nearest 0.5 kilograms


A. 2 Height – it is the distance between the floor to the top of the head in standing
position.

Equipment:
1. An even and firm floor and flat wall

2. L – square

3. Tape measure laid flat to a concrete wall. The zero point starts at the bottom of the
floor.

Procedure:

For you:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed against
the wall with tape measure.

For your partner:

a. Place the L-square against the wall with the base at the top of the head of
the person being tested.
b. Record the score in meters.

Scoring – record standing height. * 1 meter = 100 centimeters

B. Waist Circumference
waist circumference is a good predictor of visceral fat which contributes more
risk of cardiovascular disease and diabetes than fat located in other areas of the body.

Equipment: Tape Measure

Procedure:

For you:

a. Wear light clothing before taking waist circumference.
b. On bare waist, stand
erect and wrap tape measure around waist.

For your partner:

a. Record the score in centimeters.

Standard

Men Woman
Risk Centimeter Inches Centimeter Inches
Very High > 120 >47 >110 >43.5
High 100 – 120 39.5 – 47 90 – 109 35.5 - 43
Normal 102 40 88 34.6
Low 80 – 99 31.5 – 39 70 – 89 28.3 - 35
Very Low <80 <31.5 <70 <28.5

STRENGTH – refers to the muscle’s ability to generate force against physical

objects. In the fitness world, this typically refers to how much weight you can
lift for different strength training exercises.

1. 90 – Degree Push-up
Purpose – to measure strength of upper extremities

Equipment: Exercise mats or any clean mats

Procedure

For you:
a. Lie down on the mat; face down in standard push-up position: palms on the mat
under the shoulders, fingers pointing forward, and legs straight, parallel, and
slightly apart, with the toes supporting the feet. 

b. FOR BOYS: Straighten the arms, keeping the back and knees straight, then
lower the arms until there is a 90-degree angle at the elbows (upper arms are
parallel to the floor). 


FOR GIRLS: With knees in contact with the floor, straighten the arms, keeping the
back straight, then lower the arms until there is a 90-degree angle at the elbows (upper
arms are parallel to the floor).

a. Perform as many repetitions as possible, maintaining a cadence of 20 push-

ups per minute (2 seconds going down and 1 second going up).
 For the tester:
a. As the student assumes the position of push-up, start counting as the student lowers
his body on the ground until he reaches 90-degree angle at the elbow.
b. Make sure that the student performs the push-ups in the correct form.

c. The test is terminated when the subject can no longer perform the push- ups in the
correct form (three corrections are allowed), is in pain, voluntarily stops, or when
cadence is broken.

Scoring – record the number of push-ups made.

2. Curl-ups
Purpose – to measure strength of abdominal muscles

Equipment: Exercise mats or any clean mats

Procedure

For you:

a. Lie on your back with the knees flexed and the feet 12 inches from the buttocks.
b. Feet cannot be held or rested against an object. The arms are extended and
are resting on the thighs 

c. Complete a slow, controlled curl-up, sliding fingertips along the floor until they
touch the second tapeline. 

d. The curl-up should be performed at a rate of one every 3 seconds or 20 curl-
ups per minute (2 seconds going up and 1 second going down). 

e. There should be no rest at the bottom position, and perform as many curl-ups
as possible without stopping. 


For the tester

a. One curl-up is counted each time the student’s shoulder blade touches the floor.
b. Make sure that the student performs the curl-ups in the correct form.

c. The test is terminated when the subject can no longer perform the curl- ups in
the correct form (three corrections are allowed), is in pain, voluntarily stops or
when cadence is broken. Scoring – record the number of curl-ups made.

FLEXIBILITY – refers to the ability of the joints to move through a full range of motion.

1. Sit and Reach – a test of flexibility for the lower extremities (hamstring).
Purpose – reach as far as possible without bending the hamstring
Equipment: Tape Measure
Procedure
For you:

a. Sit on the floor with back flat on the wall with feet approximately 12 inches apart.
b. Without bending your back, knees, and elbows, place one hand on top of the
other and position the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start the test
by slowly reaching the farthest point possible without bending the knees.

For your partner:

a. As the student assumes position (b) procedure, position the zero point of the
tape measure at the tip of the finger farthest from the body.
b. See to it that the knees are not bent as the test taker reaches the farthest that
he/she could.
c. Measure the farthest distance reached.
d. record the score in centimeters.

Scoring - record sit and reach to the nearest 0.1 centimeter.

2. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to parallel
the strength / endurance assessment of the region.
Purpose – to touch the fingertips together behind the back by reaching over the
shoulder and under the elbow.

Equipment: Ruler

Procedure:

For you:

a. Stand erect.

b. To test the right shoulder, raise your right arm, bend your elbow, and reach
down across your back as far as possible.
c. At the same time, extend your left
arm down and behind your back, bend your elbow up across your back, and try
to cross your fingers over those of your right hand.
c. Reach with the right hand over the right shoulder and down the back as if 
to
pull a zipper or scratch between the shoulder blades. 

d. To test the left shoulder, repeat procedures a – d with the left hand over 
the
left shoulder. 


For your partner:

a. Observe whether the fingers touched or overlapped each other.

 b. Measure the distance in which the fingers overlapped.

c. Record the score in centimeters.

Standard
0 – did not touch fingers

1 – just touched fingers

2 – fingers overlapped by 1-2 cms.

3 – fingers overlapped by 3-4 cms.

4 – fingers overlapped by 5-7 cms.

5 – fingers overlapped by 8 cms. or more

Scoring – record zipper test to the nearest 0.1 centimeter.

CARDIOVASCULAR ENDURANCE – is the ability of the heart, lungs and blood

vessels to deliver oxygen to working muscles and tissues, as well as the ability
of those muscles and tissues to utilize that oxygen. Endurance may also refer
to the ability of the muscle to do repeated work without fatigue.

1. 3–Minute Step Test


Purpose - to measure cardiovascular endurance

Equipment
1. Step with a height of 12 inches
2. Stopwatch

Procedure
For you:

a. Position in front of the step. 


b. At the signal go, step up and down on a bench for 3 minutes at a rate of 
24
steps per minute. One step consists of 4 beats, – that is, “up with the left foot,
up with the right foot, down with the left foot, down with the right foot.” 

c. Immediately after the exercise, stand and relax. Don't talk.
d. Right after the activity, locate your pulse. (the first beat is zero.) e. Count the
pulse for 10 seconds. Multiply by 6.

For your partner:

a. As the student assumes the position in front of the step, signal, “Ready” and
“Go”, start the stopwatch for the 3-minute step test.
b. After the test, let the student count his pulse for 10 seconds and multiply it by
6.
Scoring – record the 60-second heart rate for the activity.

PERFORMANCE TARGETS FOR BOYS

 PERFORMANCE TARGETS FOR GIRLS

Practice Task II: Come on! Let’s Talk!

You did it! So now, you can have a comparison of

your previous fitness test result with your current test
result.

1. Have you improved? What test needs

improvement?
2. What would you suggest to improve other
fitness test results?
3. Why do you think it is important to achieve
good results with the Physical Fitness Test?

Answers:

1. ______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
 Let’s Read!

A SMART Guide to Goal Setting

When taking on any challenge, it’s a good idea to define your goals. You should
identify what you want to accomplish and how you will carry out your plan. This is
important when making positive change and will help you succeed.

A short – term goal should be developed with a finite amount of in mind.

Ex: A boy is aiming to improve his road running time over three kilometers by five
seconds each week.

A long – term goal is something you want to do further in the future. Long term
goals require long time and planning.

Ex: A girl aiming to be running a total distance of eight kilometers by the end of the
school year.

Before starting an exercise program, set - short and Long

– term goals. These goals should be:

S–M–A–R–T

S (Specific) - Write down what you want to

achieve
M (Measurable) - Write down amounts, times,
days, and other measure
factors
A (Achievable) - Your goals should be realistic
R (Relevant) - Your goal should be important
to you
T (Trackable) - Recording your progress helps
you see what you have
achieved
Practice Task III: Ready Set Goals

In this activity, learners will set their goals based on the result of their physical fitness
test results.

Objective: Set specific goals on components that need to be improved.

Materials: Notebook, pen
Daily Routine: Obtain your resting heart rate
General Warm up: Do a 10-minute slow jog

Here’s how:

1. You will work individually.

2. Based on the results of your fitness test, choose three components that you
consider as your weakness.
3. Follow the chart below by filling in all the necessary information needed.
Component Goal Activities needed
Example: Cardiovascular Increase my cardiovascular Jogging, Step ups
endurance endurance

Rubrics:
Points Indicators
5 No error in grammar and spelling, Legibly written and clean
4 Minimal errors
3 Not legibly written and not clean
2 Many errors committed, Cannot be read
1 Did not submit an output
V. Post Test

Directions: Encircle the letter of your answer. Choose the best answer.

1. It is the distance between the floor to the top of the head in standing position.
a. Weight b. Arm span c. Height d. Body composition

2. Which of the following is not part of Skill – Related Component?

a. Agility b. Flexibility d. Power d. Speed

3. A condition in which an individual has enough energy to avoid fatigue and enjoy
life.
a. Body Mass Index (BMI) c. Fitness
b. Cardiovascular fitness d. Health Related Fitness

4. What Health-related component refers to the the ability of the heart (cardio) and
circulatory system (vascular) to supply oxygen to muscles for an extended
period of time.
a. Body Composition c. Flexibility
b. Cardiovascular endurance d. Muscular strength

5. Which health-related component is being enhanced if you are doing jogging?

a. Muscular endurance c. Cardiovascular fitness
b. Muscular strength d. Flexibility

6. What is being assessed in the Zipper Test?

a. flexibility of the upper arm and shoulder girdle
b. lower extremities particularly the hamstring
c. strength of upper extremities
d. ability of those muscles and tissues

7. Which among the following activities do not show flexibility?

a. Stretching c. Jogging
b. Sit and Reach d. Zipper Test

8. Kevin wants to improve his biceps. He tried weight lifting. Which of the following
HRF does weight lifting belong?
a. Body Composition c. Muscular strength and endurance
b. Flexibility d. Cardiovascular fitness

9. The body’s relative amount of fat to fat-free mass.

a. Height c. Weight
b. Body Mass Index (BMI) d. Body Composition

10. Which of the following classification of Body Mass Index (BMI) is true?
1. Below 18.5 - Underweight c. 25 – 29.9 - Overweight
2. 18.5 – 24.9
 - Normal d. All of the above
V. ASSIGNMENT: TOUGH NUT TO CRACK

Select among these sports equipment what you like. Think about how you’ll use it.
Play for 10-15 minutes with your friends. Jot down notes on the different movements
to be executed during the game. Relate those movements to the health-related
fitness. Write your observations on your activity sheet/notebook.

What to observe: What are the different movements you executed? (e.g. running,
swinging the bat, throwing the ball . . . )

a. Identify the parts of the body involved and uninvolved while using the 
sports
equipment. 


b. While performing the sports, what specific skills or movements do you 
think
will help you build the four (4) components of HRF? 


c. Reflect how this sports activity can help enhance your health-related 
fitness
and achieve a balance and total fitness. 


d. Among these activities, what would suit the needs of your family in terms 
of
HRF? 

Answer Key:

Pre Test

1. Muscular strength and endurance

2. Cardiovascular fitness
3. Cardiovascular fitness
4. Cardiovascular fitness
5. Body composition

Post Test
1. C
2. B
3. C
4. B
5. C
6. A
7. C
8. C
9. D
10. D
REFERRENCES:

DepEd Learner’s Module. Physical Education and Health 8. Pp. 6 – 18.

Drawing Physical education - https://www.pngwave.com/png-clip-art-eggau
Teacher, Png - https://www.pngwave.com/png-clip-art-woegv
Blackboard PNG - https://www.pngwave.com/png-clip-art-nuqed
Cheer Leader icon - https://www.pngwave.com/png-clip-art-npeqc
Book Reading, boy PNG - https://www.pngwave.com/png-clip-art-oaolj
student PNG - https://www.pngwave.com/png-clip-art-vxuga