7

MAPEH
MUSIC • ARTS
PHYSICAL EDUCATION •
HEALTH
Department of Education ● Republic of the Philippines

7
MAPEH
PHYSICAL EDUCATION
 Department of Education ● Republic of the Philippines

Physical Education – Grade 7

Alternative Delivery Mode
First Quarter – Module 1: Physical Fitness Assessments
First Edition, 2020

Republic Act 8293, Section 176 states that: No copyright shall subsist in any 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 module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Regional Director: Dr. Arturo B. Bayocot, CESO III

Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V

Development Team of the Module

Author: Gerlie May G. Fudolig, T-I
Reviewers: Amelia A. Medija, HT-I Necitas C. Panugan, MT-I
Dick J. Caguindangan, MT-I Apbilla B. Cane T-I
Genevieve C. Awa, T-I Wilmer R. Gumisad, T-I
Irene M. Barres, T-I Rhodelaine B. Paragamac, T-I
Illustrator and Layout Artist: Markleen L. Guimbao, T-I
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
Asst. Regional Director
Edwin R. Maribojoc, EdD, CESO VI
Schools Division Superintendent
Myra P. Mebato,PhD, CESE
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Members: Neil A. Improgo, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM
Samuel C. Silacan, EdD, CID Chief
Patria Gloria P. Iman, EPS –MAPEH
Rone Ray M. Portacion, EdD, EPS – LRMS
 Susan A. Baco,PSDS
Fernan C. Lanzaderas, EPS II (Social Mobilization)
Claudio T. Catalon, Principal III/District In-charge
Agnes P. Gonzales, PDO II
Vilma M. Inso, Librarian II

Printed in the Philippines by

Department of Education – Region 10
Office Address: Zone I, Deped Building, Masterzon Avenue, Upper Balulang,
Cagayan de Oro City
E-mail Address: region10@deped.gov.ph

7
PHYSICAL
EDUCATION
First Quarter – Module 1
Physical Fitness Assessments

This instructional material is collaboratively developed and

reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education- Region 10 at
region10@deped.gov.ph.

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines
 Introductory Message

For the Learner

Welcome to the PE 7 Alternative Delivery Mode (ADM) Module 1 Physical
Fitness Assessment.
Life is much more enjoyable when we are physically fit. Physical fitness is
important to one’s life. It indicates that you have the ability to face situations or
changes with ease.
Physical fitness is a level of health in which an individual can do his/ her daily
work, enjoy leisure time, resist diseases, and meet emergency situation. It is a
personal responsibility. Staying active keeps our body at high level condition.
Therefore, we have to be conscious with our lifestyle. Let’s start assessing our
activities and routines.
This module will help you to determine and assess if you are physically fit.
After this module, you will be able to set your goals to develop and improve for your
betterment.
Furthermore, you are guided with a set of learning icons that will help you
understand the importance of physical fitness and its assessments.

Below are the parts and corresponding icons:

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

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

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

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

i
 What is It This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

Ii
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 your MAPEH activity notebook in answering the activities. Write each
activity number and its title.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the directions 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!

iii
 TABLE OF CONTENTS

Introductory Message ……………………………………. i

What I Need to Know ………......................................... 1
What I Know ………......................................... 2
What’s In …….…........................................ 3
What’s New ……………………………………. 4
What To Understand About Physical Fitness ….................... 5
Health Related Physical Fitness Assessments ………......... 5
Skill Related Physical Fitness Assessments ……............. 9
Assessment Cards …………………………………….. 13
What’s More ………......................................... 15
What I Have Learned ………......................................... 18
What Can I Do ………......................................... 18
Assessment ………......................................... 20
Additional Activities ………......................................... 22
Answer Key ………......................................... 24
References ………......................................... 25
What I Need to Know

Are you physically fit? How do you know if you’re fit or not? Throughout this
module you can learn the value and importance of fitness.

Fitness has a vital role in order to function effectively. Nowadays, people are
becoming conscious about their health. They consider physical fitness as part of
their daily routine to help them accomplish their goals.

In this module, you should be able to set goals based on your assessment
results.

Specifically, you are expected to:

1. differentiate physical fitness from physical fitness tests/assessments;

2. perform the different physical fitness assessments appropriate to your age;

3. value the importance of physical fitness tests/assessments.

In going through the module, you have to read carefully. Perform the activities
as instructed. Answer the entire tests and exercises. Lastly, have fun!

1
 What I Know

The result of the pre- test will check your present learning and understanding
of the health and skill-related physical fitness tests.
I. CLASSIFICATION
Directions: Classify the physical fitness tests found in the box either health-related
or skill-related.

3-Minute Step Test Sit and Reach

40-Meter Sprint Curl-up

Standing Long Jump Stork Balance Stand Test
Stick Drop Test Hexagonal Agility Test
Zipper Test Push- up

HEALTH- RELATED FITNESS TESTS SKILL- RELATED FITNESS TESTS

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
II. TRUE or FALSE
Directions: Read the statements carefully. Write True if the statement is correct and
False if it is wrong.
11. Physical education is the body’s ability to function effectively and efficiently
without
excessive fatigue.

12. Sit and reach assessment measures the flexibility component.

13. Sitting height and weight are the components needed to get your body mass
index.

2
14. Hexagonal agility test determines your quickness, leg power and speed.
15. 40- meter sprint assessment measures your power.

What’s In

Directions: Read the statements on the different physical fitness components. Mark
( √ ) on the statements that are correct and mark ( x ) if not.
___ 1. Strength is the ability of the muscle to exert effort in a brief duration.
___ 2. Cardiovascular endurance is the ability of the lungs, heart and blood vessels
to deliver adequate amount of oxygen to the cells.
___ 3. The ability to perform a task in the shortest possible time is called Speed.
___4. The integration of hand and/or foot movements with senses is called
Coordination.
___ 5. Reaction- time refers to the amount of time it takes to respond to a stimulus.
___ 6. Muscular endurance defined as the maximum pull or push that can be exerted
one time by a muscle group.
___ 7. Balance means to stay in equilibrium in relation to changes in body position.
___ 8. The ability of the muscles and joints to go through a full range of motion is
called Flexibility.
___ 9. Agility refers to a quick shift or change of direction from one point to another.
___ 10. BMI (Body Mass Index) refers to the proportion of lean body mass to fat
body
mass.

Let’s see how you scored. Count the number of check marks.

Excellent 8-10
Good 5-7
Fair 2-4
Needs Improvement 0-1

3
 What’s New

Activity 1: PAR Q and YOU

Personal Activity Readiness Questionnaire
Directions: Read the questions carefully and answer each one honestly. Write YES
or NO.
1. Has your doctor ever said that you have a heart problem or ailment and
that you should only do physical activity as recommended by a doctor?
2. Do you feel pain in your chest when you do physical activity?
3. Do you lose your balance because of dizziness or do you ever lose
consciousness?
4. Do you have a bone or joint problem that could be made worse by a
change in your physical activity?
5. Do you know of any other reasons why you should not do physical activity?
If Yes, why?

Activity 2: FIT or UNFIT

Directions: Write FIT if the statement relates to the characteristics of a physically fit
individual, and UNFIT if the statement is the opposite.
1. Can perform daily activities without fatigue (getting tired easily).

2. Has normal BMI (Body Mass Index).

3. Is always stressed and has no leisure.

4. Is sickly and weak.

5. Has reserved energy for emergencies

4
 What is it?

READ TO UNDERSTAND

PHYSICAL FITNESS is the body’s ability to function effectively and efficiently

without excessive fatigue in work, leisure activities, to meet emergency situations
and to resist diseases from inactive life.
PHYSICAL FITNESS TEST refers to the assessment of the fitness level of an
individual conducted twice a year; in the beginning and at the end of the school year.

What are the different physical fitness tests/assessments?

HEALTH- RELATED PHYSICAL FITNESS ASESSMENTS

1. BMI or Body Mass Index evaluates a person in terms of height and weight. It also
serves as guide to consider if you are at risk of becoming obese.
Objective: To determine the total body mass.
Equipment: weighing scale, tape measure/ meter stick
Procedure:
a. Measure the body weight (kilogram) and height (meter)
b. Calculate the BMI using the formula below.

FORMULA for BMI COMPUTATION CLASSIFICATION OF BMI

BMI = weight (kg) Underweight ˂ 18.5
Height (m)2 Normal 18.5 - 24.9
Example: Overweight 25.0 – 29.9
BMI= 68kg Obesity ˃ 30.0
(1.65) Extreme Obesity ˃40.0
= 24.98 (normal)

5
2. Flexibility Assessment: Sit and Reach
Objective: To assess the lower back and hamstring
Equipment: meter stick, wall
Procedure:
a.) Sit on the floor with your back, shoulder and hand leaning against the wall.
b.) With the legs extended in front, knees are straightened and the heels are
one foot apart. Overlap your hands to reach. Record the farthest point.

CLASSIFICATION MEN WOMEN

SUPERIOR ˃27 ˃30
EXCELLENT 17 to 27 20 to 30
GOOD 6 to16 11 to 19
AVERAGE 0 to 5 1 to 10
FAIR -1 to -8 0 to -7
POOR -9 to -20 -8 to -15
VERY POOR ˂-20 ˂-15

3. Flexibility Assessment: Zipper Test

Objective: To measure the flexibility of the shoulder joints
Equipment: ruler
Procedure:
a.) With your right hand, reach over your right shoulder and at the same time,
place your left behind your back and try to touch the fingers of the right
hand.
b.) Perform the test with the other hand. Record the score as passed (when
you had reached) and failed (if not).

4. Muscular Endurance Assessment: Modified Curl-Up Test

6
 Objective: To assess the endurance of the abdominal muscles
Equipment: mat, stopwatch
Procedure:
a.) Lay on the mat/floor with arms straight and hands extended, shoulders are
relaxed, palms down, finger straight with the knees bent and feet flat on
the floor.
b.) Do the curl-up in a manner of extending the hands above the knees in 1
minute. Count the number of ups until the time stops or the executer
pauses/ relaxes in a while.

MEN CLASSIFICATION WOMEN

5.
˃74 EXCELLENT ˃44
68 – 74 56 - 59
VERY GOOD
61 – 67 51 - 55
54 – 60 46 - 50
AVERAGE
46 – 53 41 - 45
39 – 45 33 - 40
POOR
31 – 38 26 - 32
20 – 30 15 - 25
VERY POOR
˂20 ˂15
Strength Assessment: Modified Push-Up Test
Objective: To assess the upper body’s strength and endurance
Equipment: mat, stopwatch
Procedure:
a.) BOYS- Begin with a push up position with your body supported by your
hands and shoulders wide apart. Maintain a 90 degrees angle of the
elbows. Do this in 1 minute.
b.) GIRLS- Start with your body or back in a straight position supported by
your hands and bent knees position. Fingers should be pointed forward.
Lower your chest on the floor with your back straight then go back to the
starting position. Do this in 1 minute or until your desired strength.

7
 (for boys) (for girls)
MEN CLASSIFICATION WOMEN
˃44 EXCELLENT ˃44
39-44 39-44
VERY GOOD
33-38 33-38
29-32 29-32
AVERAGE
24-28 24-28
21-23 21-23
POOR
17-20 17-20
9-16 9-16
VERY POOR
˂9 ˂9

6. Cardiovascular Endurance Assessment: 3- Minute Step Test

Objective: To measure your cardiovascular recovery

Equipment: bench (12 inches in height), stopwatch
Procedure:
a.) Before taking the fitness test, get your resting heart rate (the heart beats
per minute before starting any activities) through your pulse. Pulse is the
regular expansion of an artery caused by the ejection of blood into the
arterial system by the contractions of the heart. You can easily locate your
pulse either in the carotid or radial artery. Your pulse rate or heart rate is
the number of times the heart beats per minute (bpm).

b.) Start performing the 3 -minute step test at a correct

pace within 3 minutes. After 3 minutes, stop doing the

8
 activity and remain standing to count your pulse in
15 seconds. Then multiply it by 4. The result of this is
your recovery heart rate (the beats per minute after
the quick respond or recovery).
c.) Compute your maximum oxygen consumption or VO2
max in the 3-minute step test.
BOYS: VO2 max = 111.33 – (0.42 X recovery heart rate)
GIRLS: VO2 max = 65.81- (0.1847 X recovery heart rate)
EXAMPLE: VO2 max = 111.33 – (0.42 X 140 bpm) = 52.53
TABLE OF MAXIMUM VO2
FEMALE MALE
VERY POOR ˂ 25.0 VERY POOR ˂ 35.0
POOR 25.0 – 30.0 POOR 35.0 – 38.3
FAIR 31.0 – 34.9 FAIR 38.4 – 45.1
GOOD 35.0 – 38.9 GOOD 45.2 – 50.9
EXCELLENT 39.0 – 41.9 EXCELLENT 51.0 – 55.9
SUPERIOR ˃ 41.9 SUPERIOR ˃ 55.9

SKILL- RELATED PHYSICAL FITNESS ASESSMENTS

1. Speed Assessment: 40- Meter Sprint
Objective: To measure the acceleration and speed
Equipment: markers, stopwatch
Procedure: Record the time for a full running sprint in 40 meters.
FEMALE
AGE POOR FAIR GOOD EXCELLENT
12 ˃8.10 7.60-8.10 7.20- 7.59 ˂7.20
13 ˃8.10 7.60-8.10 7.10- 7.59 ˂ 7.10
14 ˃ 7.90 7.31-7.90 6.40- 7.30 ˂ 6.40
15 ˃ 7.60 7.11-7.60 6.10- 7.10 ˂ 6.10

MALE
AGE POOR FAIR GOOD EXCELLENT

12 ˃ 8.00 7.41- 8.00 7.00- 7.40 ˂ 7.00

9
 13 ˃ 8.00 7.31- 7.90 6.50- 7.30 ˂ 6.50
14 ˃ 7.00 6.61- 7.00 5.90- 6.60 ˂ 5.90
15 ˃ 6.90 6.41- 6.90 5.80- 6.40 ˂ 5.80

2. Agility Assessment: Hexagonal Agility Test

Objective: To determine the quickness or leg power and speed at the
same time maintaining a balance.
Equipment: 60cm (13 years old and above) or 50cm (12 years old and
below) hexagonal marked in the floor, meter stick/tape measure,
stopwatch
Procedure:
a.) Stand in the middle of the hexagon facing outside.
b.) At the command “GO” start the stopwatch and jump
with your both feet over line B and go back to the middle,
then over line C. Move back again to the middle and so
on. Stop the time as you reached all the sides. The
shortest the time, the highest your classification.
b.) Do this for clockwise and counterclockwise route.
c.) Measure the test in seconds.
GENDER EXCELLENT ABOVE AVERAGE BELOW POOR
AVERAGE AVERAGE
MALE ˂ 11.2 11.2 - 13.3 13.4- 15.5 15.6-17.8 ˃ 17.8
FEMALE ˂ 12.2 12.2 - 15.3 15.4- 18.5 18.6- 21.8 ˃ 21.8

3. Reaction Time Assessment: Stick Drop Test

Objective: To measure the reaction time.
Equipment: ruler
Procedure:
a.) A partner holds a ruler in front of you.

b.) Place your index finger and thumb on the side of

the 50cm without contact. Hold the ruler vertically with

10
 1 pointing downward.
c.) Your partner will drop the ruler without your knowledge
and you must catch it with your finger and thumb.
d.) Record the level at the point where his/her index finger
lies.

4. Coordination Assessment: Paper Juggling

Objective: To assess your hand- eye coordination.
Equipment: balled paper, stopwatch
Procedure:
a. Stand straight.
b. Juggle the paper alternately right and left hands for 3 minutes. Once it falls,
stop the time.

RATING SCORE
EXCELLENT ˃35
GOOD 30-35
AVERAGE 20-29
FAIR 15-19
POOR ˂15

5. Balance Assessment: Stork Balance Stand Test

Objective: To measure your balance with a one foot
Equipment: stopwatch
Procedure:
a.) Stand straight. Put your hands on your hips.
b.) Raise one foot (non- supporting foot) on his side of your
knees of your supporting leg.
c.) Raise the heel to balance the ball on your foot as the time starts. Time
stops when your hand/s come off the hips, your foot wobbles or moves in any
direction and the heel of your non- supporting foot fails to connect with knee of your
supporting foot. RATING SCORE
d.) Do it with EXCELLENT ˃50 sec the other leg.
GOOD 40-50 sec
AVERAGE 11 25-39 sec
FAIR 10-24 sec
POOR ˂10 sec
6. Power Assessment: Standing Long Jump
Objective: To measure the leg power
Equipment: tape measure and meter stick
Procedure:
a.) Stand behind the take-off line making sure that the tip of your shoes does
not go beyond.
b.) In a crouch position, swing your arms backward and jump forward as far
as you can and land in both feet.
c.) Upon stepping down the floor, spot the mark where the back of the heels
closest to the take- off line.
d.) Do it in two trials and record the farther distance in centimeter.

12
 PHYSICAL FITNESS ASSESSMENT CARD

NAME: ___________________________________

HEALTH- RELATED FITNESS TESTS

Weight Height BMI Classification

A. BODY COMPOSITION: Body Mass Index

B. FLEXIBILITY
SIT AND REACH ZIPPER TEST
CM Classification RIGHT ARM LEFT ARM

C. STRENGTH

Number of CURL- Classification Number of PUSH- Classification

UP UP

D.CARDIOVASCULAR ENDURANCE: 3 MINUTE STEP TEST

Heart Rate Per Classification Heart Rate Per Classification

Minute Before The Minute After The
Activity Activity

PHYSICAL FITNESS ASSESSMENT CARD

NAME: ___________________________________

13
SKILL- RELATED FITNESS TESTS

A. SPEED: 40 METER SPRINT

Time Classification

B. AGILITY: HEXAGONAL AGILITY TEST

Clockwise Time Counter Clockwise Average Classification
Time C.
1 ST
Trial 2 Trial
nd
3 Trial
rd
Middle Score

REACTION TIME: STICK DROP TEST

D. COORDINATION: PAPER JUGGLING
Time Classification

E. BALANCE: STORK BALANCE STAND TEST

Right Foot Time Classification Left Foot Time Classification
F.
POWER: STANDING LONG JUMP

DISTANCE
1st Trial 2nd Trial

is What’s More

Activity 3: PERFORM MYASSESSMENT

Directions: Find out your physical capabilities through performing physical fitness
assessment properly. Record the results of your assessment in your

14
 assessment card.

NOTE:
Before you start doing your physical fitness assessments
execute warm-up exercise (a preparation for an intensive
physical exercise).
After performing your physical fitness assessments,
cool down (reduces the stress from heavy physical activity)

Examples of Warm-up and Cool Down Exercises:

Upper Neck or Trap Stretch
Hold your head with one hand, then
slightly pull your head toward your
shoulder in 30 seconds. Repeat with the
other side.

15
Anterior Shoulder Stretch
Place your one arm in front of your
body, palm facing down hen hold your
elbow using the other arm. Hold for 30
seconds and repeat on the other side.
Standing One-Leg Hold
Balance and hold the weight of your
body in one foot then lift one foot at the
back of your thigh. Hold it with your
hands in 30 seconds and repeat with
the other foot.
Quad Stretch
Kneel with your right leg in 90degree
position. Your right leg will support your
weight, then move upward with your
torso and tuck the pelvis to increase the
stretch. Hold it for 30 seconds then
repeat to the other side.
Forward/ Side Bend Stretch
Position yourself in a wide stance. Keep
your body and torso parallel to the floor.
Straighten your legs and put your
weight on your heels then reach forward
on the floor. Repeat this in sideward
right and left for 30 seconds.

Activity 4: DID YOU MEET THE TARGET?

Directions: Complete the table below.
Here’s how you will know whether you passed or failed in your physical
fitness tests. Get your assessment card. Beside your score in each test, write AT
(Above Target) if your score is the same or higher than the given target. Write BT
(Below Target) if your score is lower than the given target.

16
NAME: ________________________ AGE: ____________________
BMI: ______________________ CLASSIFICATION: _________________
PHYSICAL FITNESS TESTS RESULT AT/ BT
1. Sit and Reach
2. Zipper Test
3. Curl- Up
4. Push-Up
5. 3-Minute Step Test
6. 40-Meter Sprint
7. Hexagonal Agility Test
8. Stick Drop Test
9. Paper Juggling
10. Stork Balance Stand Test
11. Standing Long Jump

What I Have Learned

Activity 5: SENTENCE COMPLETION

Directions: Complete the statement by supplying the words in the choices.

17
 Physical Fitness is the body’s ability to function 1. ___________ (effortless,
effectively) and efficiently without excessive 2. ____________ (fatigue, necessary) in
work, leisure activities, to meet emergency situations and to resist from inactive life.
While physical 3. ____________ (fitness, health) test is the assessment of the
fitness level of an individual.
The following are the 4. _____________ (health-related, skill-related) fitness
assessments namely 40-meter sprint, hexagonal agility test, quick- stick reaction
time, paper juggling, stork balance stand test and 5. _______________ (3-minute
step test, standing long jump).
The 6. __________________ (health-related, skill-related) fitness
assessment are as follows; sit and reach, curl-up, 3-minute step test, 7. __________
(zipper test, stork balance test) and push-up.

What I Can Do

After identifying your AT (Above Target) and BT (Below Target) results, it is

time for you to improve your fitness.

Activity 6: EVALUATING YOU FITNESS ASSESSMENT RESULTS

Directions: Copy the SWOT (Strength, Weakness, Opportunities and Threats)
table. Write the physical fitness assessments which are AT in the
STRENGTH column and BT in the WEAKNESS column. In the
OPPORTUNITY column, set your goals on how to improve your
assessment next time. Write your reasons in THREAT column why you
think you failed in some of the physical fitness assessments. Example is
given below.
STRENGTH WEAKNESS OPPORTUNITY THREAT
Above Target Below Target
(AT) (BT)
Curl-up Push-up Do simple weight I am too lazy doing
lifting activity to household chores

18
 develop my as one way of
muscles (arm exercising.
strength)

Activity 7: REFLECTION
Directions: Copy and write your reflection in the diagram below.

Why is physical fitness important?

Assessment

19
 Now, that you are finished accomplishing the module, let us check what you
have learned.
Directions: Read the questions below and write the letter of your answer.
1. It is the ability of the body to function effectively and efficiently without excessive
fatigue.
A. Exercise B. Health-Related C. Physical Fitness D. Skill-Related
2. Body Mass Index determines the total body mass through height and
___________.
A. arm span B. fitness C. sitting height D. weight
3. It is one of the health-related physical fitness assessments that measures the
lower back and hamstring.
A. Push-up B. Sit and Reach C. Zipper Test D.40-Meter Sprint
4. Which of the following physical fitness tests assesses the endurance of the
abdominal muscles?
A. Curl-up B. Push-up C. Sit and Reach D. Zipper Test
5. Below are the health- related physical fitness assessments except one.

A. Curl-up C. Push-up
B. Hexagonal Agility Test D. Sit and Reach
6. What skill-related physical fitness assessment measures your acceleration and
speed?
A. 40-Meter Sprint C. Stick Drop Test
B. Paper Juggling D. Stork Stand test
7. A skill-related physical fitness assessment that determines the quickness and leg
power is ________.
A. 40-Meter Sprint C. Hexagonal Agility Test
B. 3-Minute Step Test D. Push- up
8. Below are the skill-related physical fitness assessments except ________.
A. Standing Long Jump C. Stork Balance Stand Test
B. Stick Drop Test D. Zipper Test

9. Which is NOT a health-related physical fitness component?

A. Endurance C. Strength
B. Flexibility D. Reaction time

20
10. Which of the following is NOT a skill-related physical fitness component?
A. Agility C. Body Composition
B. Balance D. Coordination

II. MODIFIED TRUE OR FALSE.

Directions: Read the statements carefully. Write TRUE if the statement is correct
and if it is FALSE, change the underlined word/s to make the statement true.

11. An individual is considered physically fit when he /she can perform his/her daily
tasks without excessive fatigue.
12. Keith’s BMI is 25.98. His height is 1.65m and weighs 68kg.
13. BMI is a guide to consider if you are at risk of becoming obese and determines
your total body fat compared to lean mass.
14. Jay has a 140 bpm after taking his 3-minute step test. It shows that his maximum
oxygen consumption which is 52.53 made him superior.
15. Stork stand test measures your balance with one foot.

Additional Activities

21
Activity 8: MY PERSONAL GOAL CONTRACT
Directions: Complete the contract below by filling in the blanks with your own
personal
goal. Refer to your answers in Activity 6 Evaluating Your Fitness
Assessment Result.

MY PERSONAL GOAL CONTRACT

I agree to commit to my goal in order to improve and develop my weaknesses
and threat/s. I will begin doing this goal on (when)_______________ and plan to
reach by (until)___________.
Moreover, my other fitness goals/ opportunities and timeframe include the
following:
1. _____________________________________
2. _____________________________________
3. _____________________________________
Therefore, I submit myself entirely to do all tasks with dedication, discipline
and
sincerity to attain my goal contract. So help me God!

______________________________
NAME & SIGNATURE ABOVE PRINTED NAME

Activity 9: PICTURE COLLAGE

22
Directions:
1.Collect or draw five (5) pictures or illustrations found in the
newspapers or
magazines of people participating in different fitness activities.
2. Categorize whether the picture or drawing is health-related or
skill-related component.
3. Paste the pictures in your MAPEH activity notebook.
4. Below each category, write three sentences describing the collage.
5. Design your output.

Congratulations! You have successfully completed Module 1.

Please proceed to Module 2 and learn about Exercise Program.

23
Answer Key

What I Know (Pre-test) Review Activities Assessment

(Post-test)
I. CLASSIFICATION 1. √ Activity 1 (answers I. MULTIPLE
Health-related FT 2. √ matters on learner’s CHOICE
(in any order) 3. √ idea and experienced) 1. C
1. Sit and Reach 4. √ Activity 2 2. D
2. Curl-up 5. √ FIT or UNFIT 3. A
3. Push-up 6. √ 1. FIT 4. A
4. Zipper Test 7. √ 2. FIT 5. B
5. 3-Minute Step Test 8. √ 3. UNFIT 6. A
Skill-related FT 9. √ 4. UNFIT 7. C
(in any order) 10. √ 5. FIT 8. D
6. Hexagonal Agility Test Activities 3, 4, 5, 6, 7, 9. D
7. 40-Meter Sprint 8 and 9 (answers vary 10. C
8. Standing Long Jump on learners’ II. MODIFIED
9. Stork Balance Test understanding and TRUE OR FALSE
10. Stick Drop Test assessments) 11. True
12. 24. 98
II. TRUE or FALSE 13. True
11. True 14. excellent
12. True 15. True
13. False
14. True
15. False

24
 REFERENCES:

Books:
Lagyap, Cloyd M., et al, Physical Education and Health- Grade 7 Learner’s Material,
First Edition, 2017
Lacia, Gerardo C., et al, The 21st Century MAPEH in Action 7, Manila: Rex Book
Store,
Revised Edition 2012
Deveraturda, Encarnita D., et al, Physical Education and Health 1st Year, UbD 2010
Bushman, Barbara, Complete Guide to Fitness and Health, Human
Kinesthetic, Illinios: 2011
Ayers, Susan F., Physical Education for Lifelong Fitness, Human Kinetics,
United States: Third Edition, 2005

Internet/ electronic resources:

https://www.profweb.ca/en/publications/developmentofaportaltofollowstudentphysical
fitness
https://www.changes4health.gov.hk/en/physical_activity/facts/classification/
index.html
https://physedrocks.com/files/husky%20fitness%20testing%20standards.pdf
https://www.csep.ca/cmfiles/publications/parq/par-q.pd
https://www.topendsports.com/testing/index.html

25
For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Contact Number: (088) 880 7072
E-mail Address: reiogn10@deped.govph

26