9

Physical Education
Quarter 1 - Module 1:
Physical Activity and Physical Fitness
Assessments
Physical Education– Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Physical Activity and Physical Fitness Assessments
First Edition, 2020

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Published by the Department of education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Zet A. Luceño and Phoebus Apollo S. Estorco

Language Editors: Aimee Pedragosa and Erly F. Zosa
Reviewer: Emilia M. Baydal
Layout Artist: K D. Lim
Management Team: Arden D. Monisit
Nonale Q. Resoor
Susan T. Balbuena
Romel Victor A. Villahermosa

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E-mail Address: guihulngan.city@deped.gov.ph
 9

Physical Education
Quarter 1- Module 1:

Physical Activity and Physical Fitness

Assessments
Introductory Message

For the facilitator:

Good day, dear parents, guardians, or elder siblings! My heart is delighted for you
to have shown your willingness to embrace the new normal by letting your child continue
his or her education despite the threat of the COVID-19 pandemic. And now, I would like
to welcome you to this Alternative Delivery Mode (ADM), which is believed to be the best
option for learning in this current situation. Also, I would like to inform you that anyone of
you can help us bring about the delivery of this learning material to your child. So, at this
point, before you facilitate let me ask you with a grateful heart to perform the following
tasks before you let your son or daughter, niece or nephew, or foster child to start working
on this learning material.
These are as follows:
a. Please orient the learner and support the parents, elder siblings, etc. on how to use
the module.
b. Remind the learner to use activity notebook or separate sheets of paper in
answering the pretest, self-exercises and the posttest.

With your 100% participation and assistance, together we will realize the goals
and objectives of this modality.

For the learner:

Hi there, my dear 9th grader! Welcome to Grade 9. To ensure the correct

usage of this module, I have here some reminders for you to read and
understand.
a. Please do not write anything on this module.
b. Use your notebook or a separate sheet of paper in answering the
pretest, self-check exercises and posttest.
c. Read and understand the directions before performing the activities.
d. Answer all the questions with the observance of HONESTY.
e. “I am yours but do not own me.” Have fun reading and answering and
return this module after performing all the activities.

ii
This module has parts and icons that you need to know:

In this part, you will be able to know the

What I Need to Know things that you will learn in this module.

What I Know This is a test given to you to check how far

you know about the lesson to take.

This section gives activities that connect

the current lesson with the previous
What’s In
lesson.

This section gives an activity to present

What’s New the new topic. It also provides new
concepts and insights for better learning.

This part elaborates further the content

and activity of the lessons for the learner
What is It to fully understand.

iii
 This part provides dependent and
independent practices that will further
enhance the learner’s understanding on
What’s More the topic. Correct answers of the activities
can be checked in the key answer at the
last part of the module.

This part gives the generalization of the

lesson. It enables the learners impart their
What I have learned important ideas of the lesson presented in
the module.

This section provides activities that will

help the learners internalize and apply the
What I can do lesson he/she has learned into real-life
situations.

Assessment This part assesses the learner’s level of

mastery in attaining the learning
objectives.

This portion of the module allows

Additional Activities additional activities for the learners’
enrichment.

iv
 This segment of the module contains the
correct answers of all the given tests.
Answer Key

The advancement brought about by science and technology has made life easier.
Unfortunately, the luxury of just pushing a button or clicking a mouse is leading us to a
sedentary lifestyle.
In order to meet the demands of daily routines and activities, it requires a fitter
and healthier mind and body which can be achieved through active participation in
physical activities like sports officiating.

This module dares to answer this pressing concern as it introduces the learner to
the world of sports officiating; its basics which include both the personal and professional
qualities that an officiating official should possess.

Real life experiences and challenges will be given relative to sports officiating to
help you enhance your fitness, management skills, and positive behavior such as
integrity, teamwork, discipline, sound judgment and impartiality.

v
 What I Need to Know
LEARNING COMPETENCY:

The learner ...

 undertakes physical activity and physical fitness assessments.

OBJECTIVE:

 perform exercises to enhance cardiovascular and muscular

fitness

What I Know
Task I. PAR-Q (Physical Activity Readiness Questionnaire)
In this activity you will assess yourself if you are ready to participate in physical
activities.

Directions: Read each item carefully. Copy and answer the template below in your
activity notebook.

Questions Yes No
 Are you familiar with the different types of bodily
exercises?
 Do you feel pain in your chest when you do physical
activity?
 In the past month, have you had chest pain when you
were not doing physical activity?
 Do you lose your balance because of dizziness or have
you ever lost consciousness?
 Do you have a bone or joint problem (for example, back,
knee, hip) that could be made worse by a change in your
physical activity?
 Is your doctor currently prescribing drugs for your heart
condition?
 Do you know of any other reason why you should not do
physical activity?
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 Let’s see what the questionnaire revealed about your fitness:

 If you answered YES to any of these questions, talk with your doctor before you
start engaging in physical activity. Tell your doctor about the PAR-Q and which
questions you answered yes.

 If you answered NO to all PAR-Q questions, you can take start participating in
physical activity.

Lesson
Physical Activity and Physical Fitness
1 Assessments

What’s In

Task II. Warm-Up Exercises

You will be introduced with several warm-up exercises which you will be
performing before conducting any other physical activity in the course of your lessons in
sports officiating. But before proceeding to the activity, you should obtain first your
PMHR (Personal Maximal Heart Rate) and THR (Target Heart Rate).

Here’s how to compute your THR (Target Heart Rate) at moderate and at vigorous
intensity of physical activity:

Moderate (40 - 55%): 220 – age = ________ Personal Maximum Heart Rate (PMHR)

MHR x 0.4 = ________ bpm

MHR x 0.55 = ________ bpm

Vigorous (60 - 85%): MHR x 0.6 = ________ bpm

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 MHR x 0.85 = ________ bpm

You should always have a record of your heart rate before and after a physical
activity to keep track of your fitness level. Remember, one of the most efficient ways to
assess your fitness is through your heart rate.

Do these exercises and make sure to perform a full body warm-up properly.
Please note that you should only perform any static or dynamic exercises
that you are familiar with and you can perform properly.

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 What is it
Task III. Fitness Assessment

Once again you must undertake the fitness test for

comparative purposes in determining general fitness. This is a
test given to you every year. So this would not be hard for you
to perform. Make sure to follow the instructions to avoid
accidents or injuries.

Physical Fitness Test (HRF)

 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.
 Observe safety.

Record your test results in your template.

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5
 Body Mass Index

Body composition is the body’s relative amount of fat to fat free mass.
Formula:
Weight(kilograms)

Height (meters)2

Classification
Below 18.5 Underweight
18.5 – 24. 9 Normal
25.0 - 29.9 Overweight
30.0 above Obese

1. Weight (Body Mass)

The heaviness or lightness of a person. (In

combination with stature (height) is used to
determine body mass index that indicates
whether one is of normal weight, overweight or
obese.)

Equipment: Weighing or Bathroom scale

• Procedure:
For the Performer:
a. Wear light clothing before weighing.
b. On bare feet, stand erect, and still with
weight evenly
distributed on the center on the scale.
For the 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.

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2. Height (Stature) - is the distance
between the feet on the floor to the
top (vertex) of the head in standing
position.
Equipment: Tape measure laid flat to
a concrete wall. The zero point starts
at the bottom of the floor; L-square
and an even and firm floor and flat
wall.

• Procedure:
For the Test Performer:
a. Stand erect on bare feet with
heels, buttocks and shoulders
pressed against the wall where the
tape measure is attached.
For the Partner:
a. Place the L-square against the
wall with the base at the top of the
head of the person being tested.
Make sure that the L-square when
placed on the head of the student is
straight and parallel to the floor.
b. Record the score in meters.
• Scoring – record standing height to
the nearest 0.1
centimeters. (*** 1meter = 100 centimeter)

Zipper Test

Flexibility – is the ability of the joints and

muscles to move through its full range of
motion.
Purpose – to test the flexibility of the shoulder
girdle.
• Equipment: Ruler
• Procedure
• For the Performer:
a. Stand erect.
b. Raise your right arm, bend your elbow, and
reach down across your back as far as possible,
extend your left arm down and behind your back,
bend your elbow up across your back, bend your
elbow up across your back, and try to reach/cross

7
your fingers over those of your right hand as if to pull a zipper or scratch between the
shoulder blades.
c. To test the left shoulder, repeat procedures a and b with the left hand over the left
shoulder.
• For the Partner:
a. Observe whether the fingers touched or overlapped each other, if not, measure the
gap between the middle fingers of both hands.
b. Record the distance in centimeter
• Scoring – record zipper test to the nearest 0.1 centimeter.

Points Standard
0 Did not touch the finger
1 Just touch fingertips
2 Fingers overlapped by 1-2 cm.
3 Fingers overlapped by 3-4 cm.
4 Fingers overlapped by 5-7 cm
5 Fingers overlapped by 8cm and more

Sit and Reach

Purpose – to test the flexibility of the lower back and

extremities.
• Equipment: Tape measure or meter stick, card
boarder paper
Procedure
• For the Performer:

a. Sit on the floor with back, head and shoulders flat

on the wall. Feet are 12 inches apart.
b. Interlock thumbs and position the tip of the fingers
on the floor without bending the elbows. Reach up.
c. Place hands on top of the cardboard or paper
where the tips of the middle fingers are at the top
edge of the cardboard or paper. Start the test by
pushing the cardboard or paper slowly and try to
reach the farthest distance possible without bending
the knees. Hold for 2 seconds.
d. Bouncing or jerking movement is not allowed.
e. Do it three times.
• For the Partner:
a. As the performer assumes the (b) procedure, position the zero point of the tape
measure at the tip of the middle fingers of the performer.
b. See to it that the knees are not bent as the performer slides the farthest distance that
he could.
c. Record farthest distance reached in centimeters.
• Scoring – record the distance to the nearest 0. 1 centimeters.

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3 – Minute Step Test

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 the oxygen.

Endurance may also refer to the ability of the

muscle to do repeated work without fatigue.
• Purpose – to measure cardiovascular endurance.
• Equipment: Stopwatch, drum or clapper
Step: (height) Elementary – 8 inches
Secondary – 12 inches
Procedure
• For the Performer:
a. Position at least one foot away from the step
or bench.
b. At the signal “Go”, step up and down the
step/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 (ct. 1), up with the right
foot (ct.2), down with the left foot (ct. 3), down
with the right foot (ct. 4).
c. Immediately after the exercise, locate your
pulse and wait for the signal to start the
counting. (Give 5 sec. to locate the pulse)
d. Don’t talk while taking the pulse beat.
e. Count the pulse beat for 10 sec. Multiply it by
6.
• For the Partner:
a. As the student assumes the position in front
of the step, signal, “Ready” and “Go”, start the
stopwatch for 3-minute step test.
b. After the test, allow performer to locate
his/her pulse in within 5 seconds.
c. Give the signal to count the pulse beat.
d. Let the performer count his/her pulse beat for
10 seconds and multiply it by 6.
• Scoring – record the 60-second heart rate
after the activity.

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Push-Up

Strength – is the ability of the. muscle to generate

force against physical objects

Purpose – to measure strength of upper extremities.

Equipment: exercise mats or any clean mat.
Procedure
• For the Performer:
a. Lie down on the mat; face down in standard pushup
position; palms on the mat about shoulder width,
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
90-degree angle at the elbows (upper arms are parallel
to the floor.)
FOR GIRLS: With knees in contact with the floor,
straightens the arms, keeping the back straight, then
lowers the arms until there is a 90-degree angle at the elbows (upper arms are parallel to
the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per
minute. (2 seconds going down and 1 sec. going up). Note: 60 beats/min.

For the Partner:

a. As the performer assumes the position of push-up, start counting as the performer
lowers his/her body until he/she reaches 90-degree angle at the
elbow.
b. Make sure that the performer executes the pushups in the correct form.
c. The test is terminated when the performer can no longer execute the push-ups in
the correct form, if in pain, voluntarily stops, or cadence is broken.
Scoring – record the number of push-ups made.

Basic Plank

Purpose – to measure strength/stability of the core

muscles.
Equipment: exercise mats or any clean mat.
Procedure
• For the Performer:
a. Assume a push-up position. Rest body on
forearms with the palms and fingers flat on the
floor. Elbows are aligned with the shoulders.
b. Legs are straight with ankles, knees and thighs

10
 touching together.
c. Support weight on forearms and toes; make sure
that your back is flat. Head, neck and spine are in a
straight line.
d. Keep abdominals engaged/contracted; do not let
stomach drop or allow hips to rise.
• For the Partner:
a. Ensure the availability of a mat/smooth flooring or
anything that can protect the forearms.
b. Give the signal “Start/Go” and start/press the time
piece.
c. Make sure that the back of the head, neck, spine
and ankles are in a straight line.
d. Stop the time when the performer can no longer
hold the required position, or when the performer has
held the position for at least 90 seconds. Holding the
plank position beyond 90 seconds is considered
unnecessary. (90 sec. – maximum time)
• Scoring – record the time in the nearest sec./min.

40-meter sprint

Speed – is the ability to perform a movement in

one direction in the shortest period of time.
Purpose – to measure running speed.
Equipment: Stopwatch, running area (40 meter)
Procedure
* For the Performer:
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 up) 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 as the
performer crossed the finish line.
c. Record time in the nearest 0.00.01 seconds.
• Scoring – record time in nearest
minutes and seconds.

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Standing Long Jump

Power – is the ability of the muscle to transfer

energy and release maximum force at a fast
rate.

Power – is the ability of the muscle to transfer

energy
and release maximum force at a fast rate.
Purpose - To measure the explosive strength
and
power of the leg muscles.
Equipment: Tape measure/meter stick
Procedure
• For the Performer:
a. Stand behind the take-off line with the feet parallel
to each other, the tips of the shoes should not go
beyond the line.

b. Bend the 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. 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 performer has landed nearest to the take-off line.
c. Record the best distance in meters to the nearest
0.1 centimeters.

Hexagon Agility Test

Agility – is the ability to move in different

directions
quickly using a combination of balance,
coordination, speed, strength and
endurance.
Purpose – to measure the ability of the body to
move

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in different directions quickly.
Equipment: Tape measure, stopwatch, chalk or
masking tape (1-inch width)
Hexagon Size: length – 24 inches (60.5 cm)
each angle – 120 degrees
Option: (16 inches – Elem. / 20 inches – Sec.)
Procedure
• For the Performer:
a. Stand with both feet together inside the
hexagon
facing the marked starting inside. (facing 1
direction)
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 patter 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 signal go 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.

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Juggling

Coordination – the ability to use the senses with the

body parts to perform motor tasks smoothly and
accurately.
Purpose: To measure
Equipment – Sipa (washer w/ straw)/20 pcs. Bundled
rubber bands/any similar local materials (4-5 grams)
Procedure the coordination of the eye and hand
• For the Performer:
a. Hit the sipa/rubber band material alternately with the
right and left palm upward. The height of the material
being tossed should be at least above the head. Two
trials only.
For the Partner:
a. Count how many times the performer has hit the
material with the right and left hand.
b. Stop the test if the material drops. Record the
number of hits/trials.
• Scoring – record the number of hits the performer has
done.

Basic Plank

Purpose – to measure strength/stability of the

core muscles.
Equipment: exercise mats or any clean mat.
Procedure •
For the Performer:
a. Assume a push-up position. Rest body on
forearms with the palms and fingers flat on the
floor. Elbows are aligned with the shoulders.
b. Legs are straight with ankles, knees and thighs
touching together.
Basic Plank
c. Support weight on forearms and toes; make
sure that your back is flat. Head, neck and spine
are in a straight line.
d. Keep abdominals engaged/contracted; do not
let stomach drop or allow hips to rise. • For the Partner:
a. Ensure the availability of a mat/smooth flooring or anything that can protect the
forearms.
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 b. Give the signal “Start/Go” and start/press the time piece.
c. Make sure that the back of the head, neck, spine and ankles are in a straight line.
d. Stop the time when the performer can no longer hold the required position, or when the
performer has held the position for at least 90 seconds. Holding the plank position beyond
90 seconds is considered unnecessary. (90 sec. – maximum time)
• Scoring – record the time in the nearest sec./min.

Stork Balance Stand Test

Balance– is the maintenance of equilibrium while stationary or while moving.

Purpose – To assess one’s ability to maintain equilibrium

Equipment: flat, non-slip surface, stopwatch

Procedure
• For the Performer
a. Remove the shoes and place hands on hips.
b. Position the right foot against the inside 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.
• Scoring – record the time taken on both feet in the
nearest seconds.

Reaction Time – the amount of time it takes to

respond to a stimulus.

Purpose – to measure the time to respond to a

stimulus.
Equipment: 24-inch ruler or stick; armchair or table
and chair.
Procedure
• For the Performer:
a. Sit on an armchair or chair next to the table so that
the elbow and lower arm rest on the desk or table

15
comfortably.

b. Place the heel of the hand on the desk/table so

that only the fingers and thumb extend beyond.
c. Catch the ruler/stick with the thumb and index
finger without lifting the elbow from the desk/ table
as the partner drops the stick. Hold the stick while
the partner reads the measurement
d. Do this thrice (3x).
• For the Partner–
a. Hold the ruler or stick at the top, allowing it to
dangle between the thumb and fingers of the
performer.

b. Hold the ruler/stick so that the 24-inch mark 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
performer catch it with his/her thumb and index
finger.
• Scoring – record the middle of the three (3) scores
(for example: if the scores are 21, 18, and 19, the
middle score is 19)

What’s More
Directions: Copy the template and accomplish it in your activity notebook.

Refer to the following tables of targets according to your age and gender for the
interpretation of your scores:

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PERFORMANCE TARGETS FOR BOYS

Refer to the following tables of targets according to your age and gender for the
interpretation of your scores:

PERFORMANCE TARGETS FOR BOYS

AGE Standing Partial Chair 50 m Shuttle Sit and 3 min.

Long Curl-Ups Push- Sprint Run Reach Step
Jump Ups (sec.) (sec.) (cm.) Test
(cm.) (Pulse
Rate in
10 sec.
x 6)
15 205 38 21 7.5 10.9 55 107
16 215 42 22 7.3 10.8 56 105
17 222 45 23 7.0 10.7 64 102
18 230 47 24 6.8 10.4 69 99
19 235 49 25 6.6 10.2 70 98
20 240 51 26 6.5 10.0 72 96
21 250 55 27 6.4 9.8 72 95

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PERFORMANCE TARGETS FOR GIRLS

AGE Standing Partial Chair 50 m Shuttle Sit and 3 min.

Long Curl-Ups Push- Sprint Run Reach Step
Jump Ups (sec.) (sec.) (cm.) Test
(cm.) (Pulse
Rate in
10 sec.
x 6)
15 170 23 12 8.5 12.0 58 103
16 172 24 13 8.5 11.8 63 101
17 175 25 14 8.2 11.5 68 100
18 180 26 14 8.2 11.3 72 98

What I have learned

Congratulations on finishing the supplementary learning module! You just had an
amazing learning journey and for sure, you will also do the same in the succeeding
modules. Write your answer in your MAPEH - Physical Education activity notebook.

I have learned that _____________________________________________

I have realized that _____________________________________________

I will apply ____________________________________________________

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 What can I do

Activity:

Directions: Answer the following in your notebook.

1. What did the result of the Fitness Test reveal about

your present fitness level?
2. Which tests did you score satisfactorily? Poorly?
What should you do about it?
3. Which of the two levels of activity intensity did your
heart rate falls during the conduct of the Fitness Test?
(Moderate or Vigorous)
4. How important is taking your THR when
participating in a certain physical activity?

Assessment
Direction: Read each item carefully and write your answers in your PE activity
notebook. Choose the letter that corresponds to your answer.

1. What is the performance target of a boy according to the DepEd Physical Fitness
Test Manual when he is in the age of 15 and is performing a standing long jump?
a. 120 cm b. 205 cm
c. 235 cm d. 205 m

2. Which of the following statement is not ideal to develop fitness for sports officiating?
a. Disregard the needs of others in a real life and meaningful way of developing
fitness for sports officiating.
b. You should always have a record of your heart rate before and after a physical
activity to keep track of your fitness level.
c. Camaraderie in working with others is important in motivating an individual
goal of fitness.
d. Develop your fitness gradually instead of being abrupt or sudden in
participating to some physical activities.

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3. What is your Target Heart Rate (THR) if your age is 15 and you want to achieve 60%
intensity (Vigorous) in your physical activity?
a. 125 bpm b. 220 bpm
c. 300 bpm d. 123 bpm

4. Which among the following is considered as a dynamic stretching exercise?

a. Neck Stretches b. Shoulder Curls
c. Jumping Jacks d. Toe Touch

5. Which among the following is an example of a static stretching exercise?

a. Jogging b. Butt Kick
c. Side Shuffles d. Squat

6. To find your maximum heart rate you

a. subtract your age from 220 c. add your age to 220
b. divide your age by 220 d. multiply your age by 220

7. What is the advantage to exercise?

a. Improved quality of life. c. Decreased Chronic disease
b. stress relief d. all of the above

8. Which one is a static exercise?

a. walking lunges c. toe touches
b. high knee d. jumping jacks

9. Sit and reach test your what?

a. strength c. cardio endurance
b. body composition d. flexibility

10. The amount of times your hearts beats per minute is known as what?
a. THR c. HR
b. MHR d. RHR

11. The heart rate that falls into 70% and 85% 0f your PMHR is what?
a. RHR c. MHR
b. HR d. THR

12. Which of the following test(s) assess body composition?

a. Body Mass Index c. Juggling
b. Push-ups d. Hexagon

20
13. Which of the following below would best test cardiovascular endurance?
a. Sits and reach c. Hexagon Agility
b. 3-minute step test d. push ups

14. The ability of the muscles to move in different directions quickly using a combination
of balance, coordination, speed, strength and endurance.
a. Agility c. strength
b. Power d. flexibility

15. Which of the activities below would best test muscular strength in the legs?
a. Zipper test c. Standing long jump
b. 40-meter sprint c. stick drop test

21
 22
PAR-Q
Assessment
Answer may vary
1.c
2.a Warm-up Exercises
3.d
4.b  Answer may vary
5. a
PPf Score Card
6.a
7. d
 Answer may vary
8. c
9. d What I Have Learned
10. c
11. d  Answer may vary
12. a
13.b What Can I Do
14.a
15. c  Answer may vary
Answer key
References
Doria, Jose P.; Gonzales, Madonna C.; Sedilla, Lawrence Jay; Cadulang, Janeth;
Mabiling, Raffy; Yap, Johannsen and De la Torre, Jorie; Physical Education
and Health-Grade 9, First Edition 2014 Reprint 2016-2017

23
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