Professional Documents
Culture Documents
PHYSICAL
EDUCATION
Quarter 1 – Module 1
Understanding Health-Related Fitness
Physical Education – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Understanding Health-Related Fitness
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Ray Patrick A. Balderas
Editors: Claire P. Cafino, Chrissie Kyell M. Trinidad, Mary Rose G. Acupanda
Reviewer: Jonilo G. Jainar
Illustrator:
Layout Artist:
Management Team: Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
Fay C. Luarez, TM, Ed.D., Ph.D. Rosela R. Abiera
Nilita L. Ragay, Ed. D. Maricel S. Rasid
Adolf P. Aguilar, CESE Elmar L. Cabrera
Printed in the Philippines by ________________________
Department of Education –Region VII Schools Division of Negros Oriental
Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental
Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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PHYSICAL
EDUCATION
Quarter 1 – Module 1:
Understanding Health-Related
Fitness (HRF)
Introductory Message
For the facilitator:
Welcome to the Physical Education Grade 12 Alternative Delivery Mode
(ADM) Module on Understanding Health-Related Fitness (HRF)!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes to the Teacher
This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.
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For the learner:
Welcome to the Physical Education Grade 12 Alternative Delivery Mode (ADM)
Module on Understanding Health-Related Fitness (HRF)!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
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At the end of this module you will also find:
References This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
Points to remember:
1. Always be at your own pace in doing the task. Stop when the activity
threatens your health.
2. Conduct survey and preparation with the vicinity where you will execute the
task and make sure that the area is safe and free from danger.
3. Always check personal health condition capacity before doing the task. Stay
on guard or require a member of the family to do the spotting while
executing the activity.
4. Perform warm-up and stretching all the time before performing mild or
strenuous activities.
5. Do not forget to do cool down exercises after performing the required task.
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TABLE OF CONTENTS
CONTENT PAGES
INTRODUCTORY MESSAGE --------------------------------- ii
For the Facilitator --------------------------------- ii
For the learner --------------------------------- iii
BEGIN --------------------------------- 01
Learning Competency --------------------------------- 01
TRY THIS --------------------------------------------------- 02
DO THIS --------------------------------------------------- 03
Task 1 --------------------------------------------------- 03
Task 2 --------------------------------------------------- 03
EXPLORE --------------------------------------------------- 05
KEEP THIS IN MIND ------------------------------------------ 06
APPLY WHAT YOU HAVE LEARNED ------------------------ 07
REFLECT --------------------------------------------------- 15
ASSESS WHAT YOU HAVE LEARNED ------------------------ 15
GLOSSARY --------------------------------------------------- 16
ANSWER KEY ------------------------------------------ 16
REFERENCE LIST ------------------------------------------ 17
LEARNING COMPETENCY:
Self-assessment health-related fitness (HRF) status, barriers to physical activity
assessment participation and one’s diet. Code: PEH12FH-Ig-i-6
UNDERSTANDING HEALTH-RELATED
FITNESS (HRF)
Fitness plays a very crucial role in our existence as human beings. It is a
sustaining base of our physicality that allows us to overcome the challenges of our
daily living. It is with fitness that set our minds and body to do things that we are
capable of doing physically, which eventually leads us in making our own lives,
including that of others, better and more productive. To become physically fit, we
educate ourselves just to make sure that we go beyond what we are capable of
doing and influence others with what we think is better.
This module introduces you to a better understanding of fitness in the
enhancement of holistic health. This will result in a health context as a state of good
health, exercise, and proper nutrition. You will be provided with activities in this
health-related fitness to ensure the complete awareness of one’s health. It is
expected thereafter that such practices will be used by you to influence the lifestyle
and fitness practices of your intermediate community.
Source:www.freepik.com
At the end of the module, you should be able to:
Describe the benefits of HRF (Health-Related Fitness)
Perform actively the different modes of fitness intensity to achieve
holistically in health
Manifest appreciation in dealing with the health-related components
in fitness
Direction Choose the best answer from the given choices. Write the only letter of
your answer in your activity notebook.
1. What is the advantage of exercise?
A. Improved quality of life
B. Decrease chronic disease
C. Stress relief
D. All of the above
2. The best fitness foods include all EXCEPT
A. Fruits
B. Soft drinks
C. Plenty of water
D. Vegetables
3. Flexibility is best described as the _____.
A. ability to exert force
B. ability to work the muscle over a time
C. range of movement possible at various joints
D. ability to bend and touch the toes
4. The ability of the heart and lungs to deliver oxygen to working muscles during
physical activity for a long time.
A. Agility
B. Body Composition
C. Cardiovascular Endurance
D. Flexibility
5. Which 2 are components of health-related fitness?
A. Breathing and running
B. Flexibility and muscular strength
C. Jogging and swimming
D. Muscular endurance and push-ups
6. Running, swimming, and using an elliptical machine are all ways to improve your
______.
A. flexibility
B. cardiorespiratory endurance
C. muscular endurance
D. muscular strength
7. Muscular endurance is the _______.
A. amount of force a muscle can exert
B. muscles' ability to work for a long time without tiring
C. same as cardiorespiratory fitness
D. same as body strength
8. Body mass index (BMI) is a ratio of a person's weight to his or her ______.
A. activity level
B. age
C. basal metabolic rate
D. height
9. Teens should spend performing physical activity every day, or at least
most days.
A. 30 minutes
B. 45 minutes
C. 60 minutes
D. 90 minutes
10. Which of these statements describe the results of exercise?
A. Breathing rate decreases to increase oxygen flow to muscles
B. Breathing rate increases to increase oxygen flow to muscles
C. Breathing rate decreases to reduce oxygen flow to muscles
D. Breathing rate decreases to increase carbon dioxide flow to muscles
Source: https://www.helpteaching.com/questions/Fitness
FITNESS ASSESSMENT (INDIVIDUAL ACTIVITY)
The following template is provided for you to accomplish by filling in the blanks.
Identify the missing component of physical fitness, name of the fitness test in the first
column, and the respective scores generated by performing the indicated tests in the
second column.
TASK 1: Copy the template and accomplish it in your activity notebook.
Note: THR (Target Heart Rate) – using your carotid pulse (neck) or wrist pulse.
Refer to the following tables of targets according to your age and gender for the
interpretation of your scores:
3
Name:
Age:
AGE Standing Partial Chair Sex: 50 m. Shuttle Sit and 3 min.
Long Curl- Push- Sprint Run Reach Step
THR:______________(Moderate THR: _____________(Vigorous Activity)
Jump Ups Ups (sec.) (sec.) (cm.) Test
Activity) (cm.)
PERFORMANCE TARGETS FOR BOYS (Pulse
Rate in
Weight: Height:
10 sec.
Classification:
X 6)
Physical Fitness Components and Score Remarks (AB-Above
15 170 23 12 8.5 12.0 58 103
Tests Target/BT-Below Target)
16 172 24 13 8.5 11.8 63 101
1. _____________(Lower back and _________ inches
17 175
hamstring flexibility) 25 14 8.2 11.5 68 100
18 180 26 14 8.2 11.3 72 98
2. ________________(Shoulder _________ inches
and upper back flexibility)
3. _________________ (Uppe _________
r
body strength)
4. _______________(Abdomina _________
l
strength)
5. Shuttle Run ____________ _________seconds
Source: DepED Physical Fitness Test Manual
6. 50m Sprint _____________ _________seconds
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7. Body Compositi __________(kg/m2)
on
(weight/heigth2)
____________________ __________(bpm)
3-minute step test
PERFORMANCE TARGETS FOR GIRLS
2. Why is it important to maintain your health-related fitness?
3. How can you prevent yourself from the diseases and maintain your health in
good condition? Support your answer.
Source: www.verywellfit.com
HRF or health-related fitness involves exercise activities that you do to try to
improve your physical health and stay healthy. Health-related fitness is all about
personal health and how the healthy lifestyle of physical activity influences us as a
person. This is important for anyone who wants to live a physically active lifestyle to
support a better quality of life.
Exercise can be a structured process of physical activity such as going to the
gym, taking cardiovascular classes, and lifting weights. It can also be anything from
walking to the park to intensive cardio workouts.
5 MAIN COMPONENTS OF PHYSICAL FITNESS
Cardiorespiratory fitness – the ability to sustain aerobic activity for a
prolonged time.
Muscular strength – the amount of force a muscle can exert in one
contraction
Muscular endurance – the ability of the muscle to continue to perform without
fatigue
Flexibility – ability to move joints freely through their full range of motion
Body Composition – the relative proportions of fat mass and lean mass in the
body
Participating in regular health-related fitness helps you with the following benefits:
1. control your weight,
2. prevent diseases and illness,
3. improve your mood,
4. Boost your energy,
5. promote better sleep
Aerobic Activity
In this kind of physical activity (also called cardiorespiratory fitness), the body’s large
muscles move rhythmically for a sustained time. Brisk walking, running, bicycling,
jumping rope, and swimming are all examples.
Activity Description Duration Intensity Personal
Aerobic physical activity has three components: Reflection
Example Walked to 20 minutes Light Felt great today.
school 30 minutes Vigorous Had a good sleep.
Intensity, or how hard a person works to do the activity. The intensities most
Jogged after 15 minutes Moderate Ate too much after
often examined are moderate intensity (equivalent in effort to brisk walking)
school dinner. Feel a bit
and vigorous intensity (equivalent in effort to running or jogging);
Mowed the
Frequency, or how often a person does aerobic activity; and stressed about the
lawn math test tomorrow.
Duration, or how long a person does an activity in any one session.
Day 1
Day 2
Day 3
Day 4
TASK 3: LET’S WORK IT! I LIKE TO MOVE IT, MOVE IT!
Day 5
Instructions: Copy and accomplish the log sheet in your notebook.
Day 6
Day 7
Note: Your safety is our top priority so make sure that you are doing all necessary
Total
safety precautions in doing the activity. Avoid doing your exercises in crowded
places and please always observe PHYSICAL DISTANCING.
Physical Activity Log Sheet
Name: _________________________ Class: __________
Month: ________________ Week of: _______________
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POINTS TO PONDER:
Ways to increase physical activity:
Add activity – find a new activity that you enjoy. Walk for 15-30 minutes before
you sit down to watch your favorite TV show or as a break during your work.
Trade active time for inactive time – take a walk after dinner, ride an exercise
bike or do curl-ups while watching TV, walk or ride a bike to return a video or pick up
small grocery items.
Do more of what you are doing – walk at a faster pace, walk for 30 minutes
instead of 20, or walk five times a week instead of three times
Work a little harder – turn your walks into power walks or jogs
TASK 5: PHYSICAL FITNESS TEST
Direction: Perform the following fitness tests and record it in your activity notebook.
You may ask a family member to be your partner in doing the tests.
Note:
Your safety is our top priority so make sure that you are doing all necessary
safety precautions in doing all the activities. Avoid doing your exercises in
crowded places and please always observe PHYSICAL DISTANCING.
Make sure to perform proper warm-up before doing all the Physical activities
and cool-down right after to avoid injuries.
For you as the test taker: For Your Partner:
BODY COMPOSITION – is the body’s relative amount of fat to fat-free mass.
a. Wear light Clothing a. Before the start of
b. On bare feet, stand erect weighing, adjust the scale
and still with weight
A. Body Mass Index (BMI) to zero point.
evenly distributed on the
The following is used to get the BMI: b. Record the score in
center of the scale kilograms.
WEIGHT [in Kilograms]
HEIGHT [in Meters] ²
Example:
_30_ = _30_ = 20.83 (normal
(1.2)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
For you as the test For your partner:
taker:
a. Stand erect on bare feet a. Place the L-square against the
with heels, buttocks, and wall with the base at the top of
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shoulders pressed the head of the person being
against the wall with a tested.
tape measure. b. Record the score in meters.
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.
For you as the test taker: For your partner:
a. Wear light clothing before Record the score in
taking waist circumference. centimeters.
b. On the bare waist, stand erect
and wrap the tape measure
around the waist.
Scoring – record standing height.
Men Women
* 1 meter = 100 centimeters
Risk Centimeter Inches Centimeter Inches
B. Waist Circumference
Very High >120 >47 >110 >43.5
Waist circumference is a good predictor of visceral fat which contributes
High 100 – 120 39.5 – 47 90 – 109 35.5 – 43
more risk of cardiovascular disease and diabetes than fat located in other
Normal areas of the body.
102 40 88 34.6
Materials/Equipment:
Low 80 – 99 31.5 – 39 70 – 89 28.3 – 35
Tape Measure
Very Low <80 <31.5 <70 <28.5
Standard
Source: TFSS Fitness Manual
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 fitness exercises.
1. 90 Degree Push-up
Purpose – to measure strength of upper extremities
For you as the test taker: For your partner:
a. Lie down on the mat; face down in a. As the student assumes
standard push-up position: palms the push-up position, start
on the mat under the shoulders, counting as the student
fingers pointing forward, and legs lowers his body on the
straight, parallel, and slightly apart, ground until he reaches a
with the toes supporting the feet. 90-degree angle at the
elbow.
FOR BOYS: Straighten the arms, b. Make sure that the student
keeping the back and knees
Sources: performs the push-ups in
straight, then lower the arms until the correct form.
(MALE)https://www.pinterest.co.uk/pin/565272190702020150/
there is a 90-degree angle at the c. The test is terminated when
(FEMALE)https://www.popsugar.co.uk/fitness
elbows (upper arms are parallel to the subject can no longer
the floor). perform the push-ups in the
Materials/Equipment:
correct form (three
FOR GIRLS: With knees in contact
Exercise mats or any clean mats
corrections are allowed), is
with the floor, straighten the arms, in pain, voluntarily stops, or
keeping the back straight, then lower when cadence is broken.
the arms until there is a 90- degree
angle at the elbows (upper arms are
parallel to the floor).
b. Perform as many repetitions as
possible, maintaining a cadence of 20
push-ups per minute (2 seconds going
down and 1 second going up).
Scoring – record the number of push-ups made.
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2. Curl-ups
Purpose – To measure the strength of abdominal muscles
For you as the test taker: For your partner:
Materials/Equipment:
a. Lie on your back with the knees
Exercise mats or any clean matsa. One curl-up is counted
flexed and the feet 12 inches from each time the student’s
the buttocks. shoulder blade touches
b. Feet cannot be held or rested the floor.
against an object. The arms are b. Make sure that the
extended and are resting on the student performs the
thighs curl-ups in the correct
c. Complete a slow, controlled curl- form
up, sliding fingertips along the floor c. The test is terminated
until they touch the second when the subject can no
tapeline. longer perform the curl-
d. The curl-up should be performed ups in the correct form
at a rate of one every 3 seconds orSource: https://theswimreport.com/2015/07/07/abs/
(three corrections are
20 curl-ups per minute (2 seconds allowed), is in pain,
going up and 1 second going voluntarily stops, or
down). when cadence is broken.
e. There should be no rest at the
bottom position and perform as
many curl-ups as possible without
stopping.
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 particularly the
hamstring.
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For you as the test For your partner:
taker:
a. Sit on the floor with a. As the student assumes position
back flat on the wall (b) procedure, position the zero
with feet approximately
Source: https://lrmds.deped.gov.ph/ point of the tape measure at the
12 inches apart. tip of the finger farthest from the
Purpose – reach as far as possible without bending the hamstring
b. Without bending your body.
back, knees, and b. See to it that the knees are not
Materials/Equipment:
elbows, place one bent as the test taker reaches the
Tape Measure
hand on top of the farthest that he/she could.
other and position the c. Measure the farthest distance
hands on the floor. reached.
c. After the tester has d. Record the score in centimeter.
positioned the zero
point of the tape
measure, start the test
by slowly reaching the
farthest point possible
without bending the
knees.
Scoring - record sit and reach to the nearest 0.1 centimeters.
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.
Materials/Equipment:
Ruler
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For you as the test taker: For your partner:
a. Stand erect. a. Observe whether the fingers
b. To test the right shoulder, raise touched or overlapped each
your right arm, bend your elbow, other.
and reach down across your back b. Measure the distance in which
as far as possible. the fingers overlapped.
c. At the same time, extend your left c. Record the score in centimeters.
Source: https://lrmds.deped.gov.ph/
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.
d. 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
e. To test the left shoulder, repeat
procedures a – d with the left
hand over the left shoulder.
Scoring – record zipper test to the nearest 0.1 centimeter
Standard
0 – did not touch fingers
1 – touched only tip of fingers
2 – fingers overlapped by 1 to 2 cm
3 – fingers overlapped by 3 to 4 cm
4 – fingers overlapped by 5 to 7 cm
5 – fingers overlapped by 8 cm or more
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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.
3–Minute Step Test
Purpose: to measure cardiovascular endurance
Equipment:
· step with a height of 12 inches
· stopwatch
For you as the test taker: For your partner:
a. Position in front of the step. a. As the student assumes
b. At the signal “go”, step up and the position in front of
1 2 3 4 5
down on a bench for 3 minutes the step, signal, “Ready”
Source: https://lrmds.deped.gov.ph/
at a rate of 24 steps per and “Go”, start the
minute. One step consists of 4 stopwatch for the 3-
beats, – that is, “up with the minute step test.
left foot, up with the right foot, b. After the test, let the
down with the left foot, down student count his pulse
with the right foot.” for 10 seconds and
c. Immediately after the exercise, multiply it by 6.
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.
Scoring – record the 60-second heart rate for the activity.
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Direction: Complete the statements below. Write your answer in your activity
notebook.
I have learned that ________________ ________________ ______.
I have realized that ________________ _________________ _____.
I will apply _____________ _________________ _______________.
I. TRUE OR FALSE
DIRECTIONS: Write TRUE if the statement is correct and FALSE if it is incorrect.
Write your answers in your activity notebook.
1. Fitness involves exercise and balanced diet.
2. Health-related fitness is all about personal health and how the healthy lifestyle of
physical activity influences us as a person.
3. Aerobic activity is also called as “muscular strength fitness”.
4. Flexibility can also be considered as a skill related fitness.
5. Participating in regular health-related fitness helps you improves your mood.
6 -10 Components of Health-Related Fitness
6. _________________
7. _________________
8. _________________
9. _________________
10. ________________
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GLOSSARY
The following terms used in this module are defined as follows:
Aerobics – It is a kind of physical activity (also called cardiorespiratory fitness), the
body’s large muscle
Body Composition – the relative proportions of fat mass and lean mass in the body
Cardiorespiratory fitness – ability to sustain aerobic activity for a prolonged time
Duration - how long a person does an activity in any one session.
Flexibility – ability to move joints freely through their full range of motion
Frequency - how often a person does the aerobic activity.
Intensity - how hard a person works to do the activity. The intensities most often
examined are moderate intensity (equivalent in effort to brisk walking) and vigorous-
intensity (equivalent in effort to running or jogging).
Health-related fitness - involves exercise activities that you do to try to improve
your physical health and stay healthy.
Muscular strength – the amount of force a muscle can exert in one contraction
Muscular endurance – the ability of the muscle to continue to perform without
fatigue
REFERENCES
Jose P. Doria, Madonna C. Gonzales, Lawrence Jay Sedilla, Janeth Cagulang,
Physical Education & Health-Grade 9: Learner’s Material (Pasig City:
Department of Education, 2014).
https://www.yourdictionary.com/health-related-fitness. Accessed June 18, 2020.
https://www.tandfonline.com/. Accessed June 18, 2020.
https://www.helpteaching.com/questions/Fitness. Accessed June 18, 2020.
https://www.lifestyle-for-healthy-living.com/. Accessed June 18, 2020.
https://courses.lumenlearning.com/suny-monroecc-hed110/chapter/health-benefits-
of-physical-activity/. Accessed June 18, 2020.
https://www.verywellfit.com/the-components-of-fitness-4154074. Accessed June 18,
2020
For inquiries or feedback, please write or call:
Department of Education – Schools Division of Negros Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental
Tel #: (035) 225 2376 / 541 1117
Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net
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