Pe Grade9 QTR1 Module1

Department of Education
9 National Capital Region

SCHOOLS DIVISION OFFICE
MARIKINA CITY
Music, Art, Physical Education, and Health

PHYSICAL EDUCATION
First Quarter-Module 1
Fitness Testing
Writer: Arvin Lark P. Santiago

Cover Illustrator: John Orville Munar
DISCIPLINE • GOOD TASTE • EXCELLENCE

What I Need to Know
In order to meet the needs and demands of daily routines and activities, it
requires a more sound mind and body which can be achieved through active
participation in physical activities like sports officiating.
Real life experiences and challenges will be offered comparative with sports
officiating to assist you with improving your fitness, management skills, and
positive behavior such as integrity, teamwork, discipline, sound judgment and
impartiality.
This module sets out to answer this squeezing worry as it acquaints you
with the world of sports officiating; its basics which include both the personal and
professional qualities that an officiating official ought to have. This was made to
be utilized in a wide range of learning circumstances.
The module has 1 topic:
• Module 1 – Fitness Testing
Learning Competency and Objectives
● Undertake physical activity and physical fitness assessments PE9PFIa-h-
23
● Recall Physical Fitness and its components
● Discuss the different fitness components and tests
● Monitors periodically one's progress towards the fitness goals.
● Set goals based on assessment result
What I Know
PRE-ASSESSMENT
A. GUESS THE WORD : Fill in the missing letters in the box to come up with the
complete word/phrase. The result of the pre-assessment will check your prior
knowledge, understanding and skills on this module.
1. It is the capacity to perform one’s daily tasks without undue fatigue.

P Y A L - I N S
2. Refers to the component of fitness that refers to your ability to perform

motor tasks accurately and smoothly, using your body movements together
with your sensory organs.
O R N T O N
1
3. It is the number of times the heart beats each minute.
E T - R T
4. This refers to your ability to respond and react quickly to certain

stimulus/stimuli.
R C - E
5. This refers to the full range of motion available in a joint or joints.

L X L
6. This refers to is the ability of a muscle or a muscle group to exert force

repeatedly over an extended period of time
S U A - D A C
7. Refers to proportion of lean body mass to fat body mass.

O D - P S I N
8. This refers to the ability to maintain a state of equilibrium while moving or

stationary.
L N
9. The ability to move quickly from one point to another in a straight line.
S D
10. The ability of the muscle to exert maximal effort in a brief duration.
U R - S R N
B. WORD POOL : Identify what is asked by the following statements. Choose

your answer inside the box below.
ZIPPER TEST STICK DROP TEST
BMI SIT & REACH 3-MINUTE STEP

TEST
________ 1. It is a test which measures the flexibility of the hamstring muscles.

________ 2. It is a test which measures the Flexibility of the shoulders,
________ 3. This activity measures how fast or slow your body reaction is.
________ 4. This is to know how much fat you have in your body.
________ 5. This activity identifies how healthy and strong your heart and lungs
are.
2
Lesson
Fitness Testing
1
In the past, Physical Fitness was defined as: “The ability to meet daily
routines without undue fatigue and still have extra energy left for leisure,
recreational activities, as well as emergency situations.”
Today, Physical Fitness is defined as: “A set of physical attributes that allow”
the body to respond or adapt to the demands of stress and physical effort.
The reason why Physical Fitness has adapted with its definition is because
of the continuously evolving society that we have.
Several forms of technology have greatly improved and changed the quality
of our lives and it made almost everything very easy for us. Thus, Physical Fitness
is no longer limited to just doing certain forms of activity, but rather the whole
adaptation of the body in terms of doing physical effort.
Can you go up and down the stairs without feeling fatigued?

Do you feel energetic after a short or long walk, or do you feel the opposite?
Can you carry things with ease?
These are some questions that are all related to how you use up your energy.
From a wider perspective, Physical Fitness is all about the way/s that you manage
and use your effort to perform the different tasks you have on a daily basis.
Physical Fitness is indeed a factor that can affect your health and wellness.
That is why it is always included in all school curriculums these days, in the form
of Physical Education.
Learning about Physical Education gives you the opportunity to better take
care of your body and help you become aware of your own capabilities. Physical
Education helps you develop sets of attributes that would give you the chance to
perform physically demanding tasks daily.
3
What’s In
ARE YOU READY TO BE PHYSICALLY FIT?

PRIOR TO THE FITNESS TESTS, YOU ARE REQUIRED TO:
● Accomplish the PAR Q sheet and submit it to your teacher prior to
testing.
PAR-Q and YOU
Physical Activity Readiness Questionnaire
Instruction: In this activity you will undergo a series of Physical Fitness Tests daily in order
to determine your level of fitness and identify your strengths and weaknesses for you to
develop your exercise program. But before moving to the testing, answer first the PAR Q
questionnaire.
Please read the questions carefully and answer each one honestly. Please check YES or
NO.
YES NO
1. Has your doctor ever said that you have a heart condition and that
you should only do physical activity recommended by a doctor?
2. Do you feel pain in your chest when you do physical activity?
3. In the past 12 months, have you had chest pain when you were not
doing physical activity?
4. Do you lose your balance because of dizziness or do you ever lose
consciousness in the past 12 months? Please answer NO if your
dizziness was associated with over-breathing (including during vigorous
exercises).
5. Do you currently have (or have had within the past 12 months) a
bone or joint problem that could be made worse by becoming more
physically active? Please answer NO if you had problems in the past, but
it does not limit your current ability to be physically active.
PLEASE LIST CONDITION(S) HERE :
6. Is your doctor currently prescribing drugs (for example, water pills)

for your blood pressure or heart condition?
PLEASE LIST CONDITION(S) AND MEDICATIONS HERE :
7. Do you have diabetes or a thyroid condition?
8. Do you know of any other reason why you should not do physical
activity?
4
If You Answered Yes
If you answered yes to one or more questions, consult a physician before taking the fitness
test or substantially increasing your physical activity. You should ask for a medical
clearance along with information about specific exercise limitations you may have. In most
cases, you will still be able to do any type of activity you want as long as you adhere to
some guidelines.
If You Answered No
If you answered no to all the PAR-Q questions, you can be reasonably sure that you can
exercise safely and have a low risk of having any medical complications from exercise.
"I have read, understood and completed this questionnaire. Any questions I had
were answered to my full satisfaction."
NAME OF STUDENT ____________________________ SIGNATURE ______________ DATE_________
PARENT or GUARDIAN __________________ SIGNATURE ___________ DATE___________
SOURCE : http://eparmedx.com/wp-content/uploads/2013/03/PARQPlus2019ImageVersion2.pdf
What’s New
PRIOR TO THE FITNESS TESTS, YOU ARE ALSO REQUIRED TO:
● Choose and check testing stations that are safe and free from
obstructions
● With the guidance of the teacher online and with the presence of parent
or adult, go through the various tests with minimal effort exerted to
familiarize first with the different testing procedures per day
TEST PROTOCOLS
● Explain the purpose and benefits that can be derived from the physical
fitness tests.
● Administer the tests at the beginning of the school year and at the start
of the next semester, to monitor improvement/progress.
● Prepare the following testing paraphernalia:
a) First Aid Kit
b) Drinking Water
c) Towel
5
d) During Testing:
1. Body Composition – Tape measure, weighing or bathroom
scale (seek the assistance of Barangay Health Centers)
2. Flexibility – Tape Measure
3. Cardiovascular Endurance – StopWatch, Step Box or Stairs
4. Muscular Strength – Mat
5. Speed – Stopwatch
6. Power – Meter Stick / Tape Measure
7. Agility – Tape measure, Masking tape/Chalk
8. Reaction Time – Plastic Ruler (12 inches)
9. Coordination – Sipa (Washer weighing 4 grams with straw )
10. Balance – Stopwatch
● Record the scores in the Fitness Test Score Sheet
● Students should wear appropriate clothing: MAPEH T-shirt (White T-
shirt), Jogging pants, rubber shoes, or any suitable fitness attire.
● Do warm-up exercises and dynamic stretching exercises before the tests
except for the 3-Minute Step Test.
● Administer the tests in challenging, encouraging, and fun-filled
environment
● Strictly follow the testing schedule.
SCHEDULE OF TESTING
Day 1 Day 2 Day 3 Day 4
BMI Basic Plank Stork Balance Juggling
Zipper Test Stick Drop Test Test Hexagon Agility
3 Minute Standing Long Sit and Reach Test
Step Test Jump Push Up *40 Meter Sprint
Notes to the Teacher

Schedule of fitness testing can be modified. Materials may
also be modified due to availability of resources.
Congratulations! You’ve done the preliminary activities

successfully on your own. I think you are more than ready for
the next stage!
6
What is It
Physical Fitness Tests are activities you can use to determine your current
level of fitness.
Since fitness can be developed, it is then further subdivided into two (2)
components. Knowing which specific components you need to develop with your
body, puts you at the right map for reaching physical fitness successfully. These
two (2) components of fitness are known as:
a) Health-related fitness components

b) Skill-related fitness components
Health-Related Fitness Components
The Health-related Fitness Components are components of fitness that are

essential to maintaining your health and in preventing you from obtaining different
diseases.
These fitness components also dwell in the capacity of your organ systems
to work efficiently and how they coordinate to perform the tasks you need to do on
a daily basis or, when you are exerting effort in particular activities.
The different health-related fitness components are:
1. Cardiovascular (CV) Endurance

Cardiovascular Endurance is also known as Cardiorespiratory
Endurance. This health-related fitness component refers to the ability
of the lungs, heart, and blood vessels to deliver adequate amounts of
oxygen to the cells to meet the demands of prolonged physical activity.
Organ systems: heart, lungs, & blood vessels
To better understand what cardiovascular endurance is all about,

try performing the activity below:
Deep Breathing Exercise
1. Sit-up straight on your chair.

2. Hold your abdomen/belly then close your eyes.
7
3. Exhale Breathe in deeply through your nose with your mouth
closed. As you do this, try to expand your belly as much as you
can.
4. Hold your breath for 5 seconds.
5. Through your mouth while simultaneously allowing your belly to
collapse and relax.
6. Do these sequences for 3 consecutive times.
How did you feel?

Was it hard for you to breathe long?
Did you find it challenging to hold your breath for 5 seconds?
Was your exhale short and you even tried catching your breath?
Your heart and your lungs were clearly at work during this simple
activity.
2. Muscular Endurance
Muscular Endurance is the ability of a muscle or a muscle
group to exert force repeatedly over an extended period of time.
Organ System: Musculoskeletal System (bones, muscles,

joints, tendons, & ligaments)
To better understand what muscular endurance is all about, try

performing the activity below:
Chair Squats
1. Stand up from your chair and place both your arms extended
forward in front of your body.
2. Then slowly sit back on your chair with your hands still extended.
3. Repeat #1 and #2 instructions. Just stand, then sit, and repeat.
4. Do this for 15 repetitions.
Did you feel the muscles of your legs and buttocks?

Did you have a hard time standing after sitting down or were you off-
balanced when going back to your seat?
What number of repetitions did you feel tired already?
The Chair Squat is the simplest variation of the regular squats and
is most appropriate for a beginner like you. Its main purpose is to
target large muscle groups of your lower body.
8
5. Muscular Strength
This component refers to the amount of force a muscle can
produce with a single maximum effort.
Organ System: Musculoskeletal System (bones, muscles,

joints, tendons, & ligaments)
To better understand what muscular strength is all about, try

performing the activity below:
Are You Strong Enough?
1. Find a heavy object wherever you are. It may be a backpack or

a box, a chair, or even a small table. Try to check and see with
precautions if you can lift it with much effort.
2. Lift the object with both of your hands. As you do this, try to
get the effort from the back of your legs and buttocks. Don’t
use your back when you lift something heavy.
3. Now, drop the weight gently back to its original place.
Were you able to carry the heavy object?

Did you have a hard time?
Or was it very easy for you?
Were you able to put it back in its original place?
6. Flexibility
This refers to the full range of motion available in a joint or
joints. This means that when you are flexible your limbs are
able to bend, twist, and move without the risk of getting
injured.
Organ System: Musculoskeletal System (joints, tendons, &

ligaments)
To better understand what flexibility is all about, try performing

the activity below:
Are You Flexible Enough?
1. Put your right arm up.

2. Bend your right elbow towards your back.
3. Take your left arm to your back by bending your elbow then reach
your right hand.
4. Do this on the other side as well. Put your left arm up.
5. Bend your left elbow towards your back.
9
6. Take your right arm to your back by also bending your elbow then
reach your left hand.
Were you able to make your hands meet at the middle part of your
back?
Did you reach with both hands when you raised your right arm?
How about when you raised your left arm?
Or were you not even able to reach your hands for both sides at
all?
That was a simple test of your shoulder joint’s flexibility. If you were
able to reach on both sides then you have no problem with your
shoulder joints’ flexibility at the moment. But, if you failed in reaching
your hands on either side then, maybe it’s time to consider improving
your flexibility.
7. Body Composition
This component refers to the proportion of the fat mass and
lean body mass found within your structure.
Organ System: All organ systems of the body
Why do you need to improve on your body composition?
You need to improve on your body composition so that you will be
able to prevent yourself from having health-related diseases.
Excess body fat, especially in the abdominal area is at risk for:
heart disease, high or low levels of insulin, high blood pressure,
stroke, joint problems, diabetes, blood vessel inflammation,
gallbladder disease, cancer, and back pain.
How do you improve on this component?
Simply by maintaining a sensible diet and engaging in regular
exercise solves your problem of excess body fat.
Skill-related Fitness Components
Unlike health-related fitness components that focus on the body’s general
health and condition, the skill-related fitness components are assessment tests
used to determine a person’s current capacity in performing several sport-related
movements.
The different skill-related fitness components are:
1. Agility
Agility refers to your ability to change the position of your body from
one point to another quickly and accurately. This component of fitness
focuses on rapid and sudden changes in the body’s velocity when you
are responding to a particular stimulus or to multiple stimuli.
10
2. Balance
Balance refers to the ability to maintain equilibrium while moving or

stationary. Balance is further subdivided into two types and these are:
static and dynamic balance. Static balance refers to your ability to
retain your center of mass above your base of support in a stationary
position while dynamic balance refers to your ability to maintain your
balance while performing different bodily movements.
3. Coordination
It is a component of fitness that refers to your ability to perform

motor tasks accurately and smoothly, using your body movements
together with your sensory organs (i.e. eyes, ears, nose, skin,
tongue).
4. Power
This refers to the ability to perform one maximum effort in the shortest
possible time. It is the product of strength and speed. It is a
component of fitness that usually involves movements that are
explosive in nature.
5. Reaction Time
This refers to your ability to respond and react quickly to certain

stimuli/stimuli. This skill-related fitness component is very critical in
sports because it gives you the capacity to think and act quickly about
a given stimulus at a given period. Reaction time is actually closely
related to coordination. Simply because, movement is impossible if
your sense organs have not detected information from the outside
environment.
6. Speed
Speed refers to your ability to perform movements in the shortest time

possible.
PHYSICAL FITNESS TEST
HEALTH RELATED FITNESS

ACTIVITIES PURPOSE COMPONENT
Body Mass Index Classifying body weight Body Composition
(BMI)
Sit & Reach Flexibility of the hamstring Flexibility
Zipper Test Flexibility of the shoulders Flexibility
11
Push-Ups Measures the strength and Strength and
endurance of the arms and Endurance
upper body muscles.
Basic Planking Measures the strength and Strength and
stability of the core muscles. Stability of the core
3-Minute Step Test Measures the fitness of the Cardiovascular
heart and lungs. Endurance
SKILL RELATED FITNESS

ACTIVITIES PURPOSE COMPONENT
Standing Long Measures the explosive power Power
Jump of the leg muscles.
40-Meter Sprint Measures the running speed Speed
of a person.
Hexagon Agility Measures the quickness to Agility
Test any direction.
Stick Drop Test Measures one’s reaction time Reaction Time
Juggling Test Measures one’s body Coordination
coordination.
Stork Balance Measures the stability of Balance
Stand Test one’s body.
Processing Questions. Answer the following questions:

1. What is the purpose of performing these fitness tests?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________________________
2. How does Health-Related Fitness (HRF) differ from Skill-Related Fitness (SRF)?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________________________
3. Why is fitness testing necessary to be performed before any exercise or physical

activity?
_______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________
In the next phase, you will be given more activities to enhance

and deepen your understanding of the lesson.
12
What’s More
Activity: PHYSICAL FITNESS TEST CHALLENGE
Instruction: Please follow all the test protocols accurately for you to avoid injuries.
Write the results of your test on the daily monitoring sheet. Don’t worry, your
teacher will guide you in the course of the Fitness Testing.
FITNESS CHALLENGE
DAY 1
FORMULA FORFITNESS
COMPUTING BODY MASS INDEX
CHALLENGE
TEST #1 : BODY MASS INDEX
DAY 1
(BMI)
WEIGHT [in Kilograms)
HEIGHT [in Meters] ² (squared)
Example: 30 = 30__ = 20.83 (NORMAL)

(1.20) ² 1.44
CLASSIFICATION:
BELOW 18.5 Underweight
18.5- 24.9 Normal
25.0- 29.9 Overweight
30.0- ABOVE Obese
A.1 Weight– the heaviness or lightness of a person.
Equipment
Bathroom scale
Procedure:
a. Wear light clothing before weighing.
b. On bare feet, stand erect and still with weight evenly distributed
on the center of the scale.
c. Before the start of weighing, adjust the scale to zero point.
d. 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
13
1) Tape measure or meter stick laid flat to a concrete wall. The
zero point starts at the bottom of the floor.
2) L-square, spirit level or ruler; and
3) An even and firm floor and flat wall.
Procedure:
a. Stand erect on bare feet with heels, buttocks and shoulders
pressed against the wall with tape measure.
b. Place the L-square /Spirit level or ruler against the wall with the
base at the top of the head of the person being tested.
a. Record the score in meters.
Scoring – record standing height to the nearest 0.1 centimeter
*** 1 meter = 100 centimeter
TEST #2 : ZIPPER TEST (BMI)

Zipper Test – a test of upper arm and shoulder girdle flexibility intended to
parallel the strength/endurance assessment of that region.
Purpose – To be able to touch the fingertips together behind the back by
reaching over the shoulder and under the elbow
Equipment
Ruler
Procedure
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.
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 procedure (a-d) with the left
hand over the left shoulder.
For the Tester/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.
Scoring – record zipper test to the nearest 0.1 centimeter
14
ZIPPER TEST STANDARDS
Score Standard Interpretation
0 Did not touch fingertips/ Poor
with gap
1 Just touched fingertips Needs
Improvement
2 Fingers overlapped by 1-2 Fair
cm.
3 Fingers overlapped by 3-4 Good
cm.
4 Fingers overlapped by 5-7 Very Good
cm.
5 Fingers overlapped by 8cm Excellent
and more.
TEST #3 : 3-MINUTE STEP TEST
Purpose – To measure cardiovascular endurance

Equipment
1. Step box – if it’s not available you can just look for a 12-
inch bench or an available staircase.
2. Stop watch – if you do not have this you can just use a
regular watch or in your cellphone to check for the time of
the test.
Optional: Find a partner to help you out. Make this person watch over the
time while you are performing the test, if you can’t seem to do it on your own.
Procedure
a. Before taking this test, count the pulse for 10 seconds and
multiply it by 6. Record the 60-second heart rate in the Before
the Activity Score. Do not use your thumb in getting your
heart rate. The thumb has its own beating pulse which will
definitely make your heart rate results inaccurate.
b. Position in front of the step.
c. 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.”
d. Immediately after the exercise, stand and relax. Don’t talk.
15
e. Right after the activity, locate your pulse. (The first beat is
zero.)
f. Count the pulse for 10 seconds. Multiply it by 6.
Scoring – record the 60-second heart rate after the activity
HEART RATE BEFORE ACTIVITY
Below Normal Zone - where your heart rate is < 60 bpm

Normal Zone - where your heart rate is between 60-100 bpm
High Zone - where your heart rate is >100+++
HEART RATE AFTER ACTIVITY
CARDIOVASCULAR ENDURANCE STANDARDS
RATING MALE FEMALE
Excellent 76- Below 78- Below
Good 77-87 79-84
Above 88-93 85-93
Average
Average 94-100 94-100
Below 101-107 101-110
Average
Poor 108-119 111-123
Very Poor 120 and 124 and
up up
Now, try to look at the ratings for women based on this example:
1. The Heart Rate After Activity of Agnes after performing the 3-minute step
test is at 75 bpm.
⮚ Looking at the FEMALE column from the women’s ratings, what
is Agnes’ current fitness zone?
⮚ If you answered that she is currently in the Excellent Range, this
would mean that she has recovered quickly from the short bout of
exercise. Agnes’ heart and lungs are coordinating properly to
return her body quickly into its normal state.
2. The Heart Rate After Activity of John after performing the 3-minute step
test is at 82 bpm.
⮚ Looking at the MALE column, what do you think is his current
fitness zone?
⮚ If you answered that John belongs in the Good Range, this simply
means that his CV Endurance is properly at work. Further, this
16
simply means that his heart recovered quickly from the bout of
continuous activity that he has just performed.
How about you? How did you do in this CV Endurance Test? Which zone does
your heart rate after exercise fall into?
DAY 1 ACCOMPLISMENT
MONITORING SCORE CARD
NAME: ____________________________ GRADE & SECTION ______________

DATE _____________
BODY COMPOSITION: Body Mass Index (BMI)

Height Weight (Kilograms) BMI Classification
(Meters)
Write the score below: Example Gap of 3 cm. Or Overlap of 1 cm.
Right INTERPRETATION Left INTERPRETATION
FLEXIBILITY: Zipper Test
CARDIOVASCULAR ENDURANCE: 3-Minute Step

Heart Rate per minute
Before the After the INTERPRETATION
Activity Activity
Choose 1 test result that you would like to improve.

Answer:
17
GOAL SETTING
In the Post-Test, I want to be able to ________________________________
________________________________________________________________________
_________________________________________________________________.
What 3 specific physical activities, sports, household chores or

anything that I can do every day to help me reach this goal?
Activity 1: _____________________________________
Activity 2: _____________________________________
Activity 3: _____________________________________
Congratulations!
You Completed Day 1 Challenge
FITNESS CHALLENGE
DAY 2
TEST #1 : BASIC PLANK

FITNESS CHALLENGE
Purpose – to measure strength/stability of the core muscles
DAYmat,
Equipment - Exercise mats or any clean 1 stop watch, mobile
phone timer
Procedure:
a) Assume a push-up position. Rest body on forearms with
palms and fingers flat on the floor. Elbows are aligned with
the shoulders.
b) Legs are straight with ankles, knees and thighs 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 the
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 timepiece.
18
c) Make sure that the back of the head, neck, spine and
ankles are in a straight line.
d) Give two (2) warnings.
e) 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 unnecessary.
Scoring – record the time in the nearest seconds/minute. Maximum of 90
seconds for Boys and Girls.
BASIC PLANK STANDARDS
Score Standard Interpretation
5 51 seconds and Excellent
above
4 46-50 seconds Very Good
3 31-45 seconds Good
2 16-30 seconds Fair
1 1-15 seconds Needs
Improvement
0 0 second Poor
TEST #2 : STICK DROP TEST

Purpose – to measure the reaction time as to how fast a person can respond
to a stimulus, the higher your score, the faster your reaction time
Equipment
1. Ruler or stick of 24 inches long (If not available 12-inch
clear plastic ruler may be used)
2. Arm chair or table and chair
Procedure :
a. Sit in an armchair or chair next to the table so that your
elbow and the lower arm rest on the desk/table comfortably.
b. The heel of your hand should rest on the desk/table so that
only the fingers and thumb extend beyond the edge of the
desk/table.
c. As the tester drops the stick, catch it with the thumb and
index finger as fast as possible without lifting the elbow from
the desk. It is important that you react only to the dropping
of the stick.
d. Your score is the number of inches read on the ruler/stick
just above the thumb and index finger after you catch the
yardstick.
For the Partner:
a. Hold the ruler or stick at the top, allowing it to dangle
between the thumb and fingers of the student.
19
b. The ruler/stick should be held so that the 24-inch mark/12-
inch mark is even with your thumb and index finger. No part
of the hand of the student should touch the ruler/stick.
c. Without warning, drop the stick, and let the student catch it
with his thumb and index finger.
d. Give the test three times. Be careful not to drop the stick at
predictable time intervals, so that the student cannot guess
when it will be dropped.
Scoring - Record the middle of your three scores (for example: if your scores
are 21, 18, and 19, your middle score is 19 or if 2, 2, 5, your middle score is
2).
STICK DROP TEST STANDARDS
SCOR 24-Inch 12-Inch Interpretation
E Ruler Ruler
5 0-2 0-1 Excellent
4 3-8 2-4 Very Good
3 9-14 5-7 Good
2 15-20 8-10 Fair
1 21-24 11-12 Needs
Improvement
0 Did not catch Did not catch Poor
TEST #3 : STANDING LONG JUMP

Purpose – to measure the explosive strength and power of the leg muscles.
Equipment
a. Tape measure accurate to 0.1 centimeters at least three (3)
meters long and placed firmly on the floor;
b. Meter stick.
Procedure
a. Stand behind the take-off line, the tips of your shoes should
not go beyond the line.
b. As you prepare to jump, bend your knees and swing your
arms backward and jump as far as you can.
For the Partner :
a. Lay the tape measure (in centimeters) on the floor.
b. Set a take-off line in the point zero (0) of the tape measure.
c. After the jump, spot the mark where the back of the heels
of the student has landed closest to the take-off line.
d. Record score in the nearest 0.1 cm.
Scoring - Record the score in meters to the nearest 0.1 centimeters.
20
STICK DROP TEST STANDARDS
SCOR Standard Interpretation
E
5 201 cm. and Excellent
above
4 151cm. -200 Very Good
cm.
3 126 cm. – 150 Good
cm.
2 101 cm. – 125 Fair
cm.
1 55 cm. 100 cm. Needs Improvement
0 54 cm. below Poor
DAY 2 ACCOMPLISMENT
NAME: ____________________________ GRADE & SECTION

________________ DATE _____________
STRENGTH : Basic Plank
Time (00:00) INTERPRETATION
REACTION TIME: Stick Drop Test (Inches)

1st Trial 2nd Trial 3rd Trial Middle INTERPRETATION
Score OF THE MIDDLE
SCORE
POWER: Standing Long Jump

Distance (Centimeters)
First Trial Second INTERPRETATION
Trial
21
Answer:
GOAL SETTING
________________________________________________________________________
_________________________________________________________________.
What are 3 specific physical activities, sports, household chores or

Activity 1: _____________________________________
Activity 2: _____________________________________
Activity 3: _____________________________________
Congratulations!
FITNESS CHALLENGE
DAY 3
TEST #1 : STORK BALANCE TEST CHALLENGE

FITNESS
DAYon
Purpose: To assess the ability to balance 1 the ball of the foot.
Equipment:
1. flat, non-slip surface
2. stopwatch
22
Procedure:
a. Remove the shoes and place the hands on the hips
b. Position the non-supporting foot against the inside knee of the
supporting leg.
c. Raise the heel to balance on the ball of the foot.
For the Partner:
a. The student is given one minute to practice the balance.
b. The stopwatch is started as the heel is raised from the floor.
c. The stopwatch is stopped if any of the follow occur:
● 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 in nearest seconds.
STORK BALANCE TEST STANDARDS
TEST #2 : SIT AND REACH
Sit-and-Reach – a test of flexibility for the lower extremities particularly the

hamstring.
Purpose – To be able to reach as far as possible without bending the
hamstring
Equipment : Tape measure or meter stick, ruler, small cardboard for the
slide
Procedure:
a. Sit on the floor with your back flat on the wall. Feet are
approximately 12 inches apart
b. Without bending the back, knees and elbows, place one hand
on top of the other and position the hands on the floor.
c. After the partner has positioned the zero point of the tape
measure, start the test by reaching the farthest point possible
without bending the knees.
For the Partner:
a. As the student assumes the (b) procedure, position the zero
point of the tape measure at the tip of the finger farthest from
the body.
23
d. See to it that the knees are not bent as the student reaches
the farthest that he could.
e. Measure the distance of the farthest reached.
f. Record the score in centimeters.
Scoring – record sit and reach to the nearest 0.1 centimeter
SIT & REACH STANDARDS
Male Female
Classification
(cm) (cm)
High
Performance 16+ 17+
Good Fitness
Zone 13-15 14-16
Marginal Zone 10-12 11-13
Low Zone <9 <10
Here’s an example for you to better understand the test:

⮚ John performed the Sit and Reach Test and he scored the
following numbers in three (3) consecutive attempts:
14cm (1st trial), 17 cm (2nd trial), and 15 cm (3rd trial).
⮚ Based on this data, what score must John record in his
Fitness Tests-Result Sheet? What range in the flexibility
zone does his record fit in?
⮚ If you try to analyze the data, John’s highest score among
the three trials was 17 cm. Comparing his results from
the table, John’s score falls in the 16+ cm range. This
then puts John in the High Performance Zone in
flexibility.
How well did you fair in this flexibility test? Do you feel like you need to
improve in this component of fitness?
TEST #3 : 90-Degree PUSH UP

Purpose – To measure strength of upper extremities
Equipment - exercise mats or any clean mat
Procedure
a. Lie down on the mat; face down in standard push-up position:
palms on the mat under shoulders, fingers pointing forward, and
legs straight, parallel, and slightly apart, with the toes supporting
the feet.
b. FOR BOYS: Straightens the arms, keeping the back and knees
straight, then lowers the arms until there is a 90-degree angle at
the elbows (upper arms are parallel to the floor).
24
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)
For the Partner:
a. As the student assumes the position of push-up, start counting as
the student lowers his body on the ground until he reaches a 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 cadence is broken.
Scoring – record the number of push-ups made.
90-DEGREES PUSH UP STANDARDS
RATING MALE FEMALE
Excellent 56 and Above 35 and Above
Good 47-55 27-34
Above Average 35-46 21-26
Average 19-34 11-20
Below Average 11-18 6-10
Poor 4-10 2-5
Very Poor Below 4 Below 2
Let’s look at this very simple examples for you to better understand how
you can record your result:
1. John was able to perform 18 repetitions of 90-degrees push-
ups for this muscular strength test.
⮚ Based on the Push-up Standards, John falls between 11-
18 repetitions.
⮚ Therefore, at present, John’s level of fitness for his upper
body strength is in the Average zone.
2. Andrea was able to perform 28 repetitions of knee push-ups
for this muscular strength test.
⮚ Based on the Push-up Standards, Andrea falls under
which age group? After the test, which zone does her
result fit in?
If you answered that her result is in between the 27-34 repetitions, then
you are correct. At present, Andrea’s level of fitness for her upper body is
in the Good zone. This simply means that she currently has no problems
with her upper body strength. But she still has room for further
improvements until she reaches the excellent zone of this fitness test’s
standards.
25
DAY 3 ACCOMPLISMENT
NAME: ____________________________ GRADE & SECTION

________________ DATE _____________
BALANCE: Stork Balance Stand Test
Right Foot: Time INTERPRETATION Left Foot: Time INTERPRETATION
(00:00) (00:00)
FLEXIBILITY : Sit and Reach

Score (Centimeters)
INTERPRETATION
First Try Second Try Best Score
STRENGTH :90-Degree Push Up
NUMBER OF PUSH UP INTERPRETATION

Answer:
GOAL SETTING
________________________________________________________________________
_________________________________________________________________.
Activity 1: _____________________________________
Activity 2: _____________________________________
Activity 3: _____________________________________
Congratulations!
26
FITNESS CHALLENGE
DAY 4
FITNESS CHALLENGE
TEST #1 : JUGGLING DAY 1
Juggling - is a physical human skill involving the movement of an object,
usually through the air.
Purpose – to measure the coordination of the eye and hand
Equipment : Sipa (Washer weighing 4 grams with 5 inches straw) or
Crumpled bond paper with one piece of 5-peso coin
Procedure :
a. Stand comfortably in an area with no obstruction.
b. Hit the sipa with the right hand and left hand upward. The
height of the material being tossed should be at least above
the head.
For the Partner:
a. See to it that the student hit the material alternately with his
right and left palm and above the head.
b. Count up to how many times the student has hit the material.
c. Stop the test if the material drops or after two minutes.
d. There shall be three trials.
Scoring – Record the highest number of hits the performer has done.
JUGGLING TEST STANDARDS
INTERPRETATIO SCORE STANDAR
N D
Excellent 5 41 and
Above
Good 4 31-40
Above Average 3 21-30
Average 2 11-20
Below Average 1 1-10
TEST #2 : HEXAGON AGILITY TEST

Purpose – to measure the ability of the body to move in different
directions quickly.
Equipment:
1. Tape measure, stopwatch, chalk or masking tape (1 inch
width)
2. Hexagon Size: length – 24 inches (60.5 cm) each angle – 120
degrees
27
Procedure:
a) Without bending the back, knees and elbows, place one hand
on top of the other and position the hands on the floor.
b) After the partner has positioned the zero point of the tape
measure, start the test by reaching the farthest point possible
without bending the knees.
c) Stand with both feet together inside the hexagon facing the
marked starting inside. (facing 1 direction)
d) 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 pattern with all the sides
of the hexagon.
e) Rest for one (1) minute.
f) Repeat the test counterclockwise.
For the Partner:
a) Start the time at the signal GO and stop once the performer
reaches 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.
HEXAGON AGILITY TEST STANDARDS

INTERPRETATIO SCOR STANDARD
N E
Excellent 5 5 seconds and
below
Good 4 6-10
Above Average 3 11-15
Average 2 16-20
Below Average 1 21-25
Poor 0 Over 25 seconds
TEST #3 : 40-METER SPRINT

Purpose – to measure running speed
Equipment
1. Stopwatch.
2. Running area with known measurement (40 meters)
28
Procedure
For the Student:
b. Stand behind the take-off line, the tips of your shoes
should not go beyond the line.
c. At the signal “GO”, run to the finish line as fast as you can.
For the Partner:
a. Set the running area with the measurement of forty (40)
meters.
b. Set the stopwatch to zero (0) point.
c. As you signal “GO” start the watch and stop it as the
student crosses the finish line.
d. Record score in the nearest 0:00:01 seconds
Scoring – Record the time in nearest minutes and seconds.
STANDARD NORMS IN SECONDS
BOYS GIRLS
SCOR 17 and 17 and
AGE 9-12 13-14 15-16 9-12 13-14 15-16
E above above
5 Excellent Below Below Below Below Below Below Below Below
6 5 4.5 4 7 6.5 5.5 4.5
4 Very Good 6.1- 5.1- 4.6 – 4.1- 7.1 - 6.6 – 5.6 – 4.6 –
7.7 6.9 5.4 5.4 8.4 7.6 6.1 5.9
3 Good 7.8- 7-8 5.5 – 5.5- 8.5- 7.7- 6.2- 6-7
8.5 7.0 6.5 9.5 8.8 7.2
2 Fair 8.6- 8.1- 7.1 – 6.6- 9.6- 8.9- 7.3- 7.1-
9.5 9.1 8.1 7.5 10.5 9.5 8.5 8.1
1 Needs 9.6 9.2 8.2 7.6 10.6 9.6 8.6 8.2
Improvement and and and and and and and and
above above above above above above above above
DAY 4 ACCOMPLISMENT
NAME: ______________________ GRADE & SECTION ________________

DATE _____________
COORDINATION: Juggling
SCORE INTERPRETATION
AGILITY: Hexagon Agility Test

Clockwise: Time Counterclockwise: Time Average Time INTERPRETATION
(00:00) (00:00) OF THE AVERAGE
TIME
29
SPEED: 40-Meter Sprint
Time (00:00) INTERPRETATION

Answer:
GOAL SETTING
________________________________________________________________________
_________________________________________________________________.
Activity 1: _____________________________________
Activity 2: _____________________________________
Activity 3: _____________________________________
Congratulations!
You Completed All Challenges
You're nearly accomplished with this module!
Now, based totally from the lesson you've learned I need you
to review and evaluate the idea because it will help you loads
in engaging in the subsequent activities.
What I Have Learned

1. Why is it important to be physically fit?
________________________________________________________________
________________________________________________________________
__________________________________________________________________
30
Rate yourself from 1-10 (10 being the highest), based on the fitness
testing alone, are you a physically fit individual? Explain your answer.
________________________________________________________________
__________________________________________________________________
__________________________________________________________ _______
2. Reflect on the importance of fitness assessments and why they are

important.
__________________________________________________________________
_________________________________________________________________
__________________________________________________________________
In the next phase, you will be challenged to apply things you

learned about the lesson into another context. Your
understanding of the lesson will be measured by your ability
to provide evidence of your learning.
What I Can Do
ACTIVITY: MY HEART AND MY FITNESS GOAL
Now that you know your physical fitness level, it’s time to ask yourself: What do
my scores tell me? How can I improve? How else can I become more physically fit?
What can I do?
It is time to make an action plan. Let us start with your heart and fitness goals!
Direction: Follow the instructions given.
1. Color the heart based on your assessed fitness level.
⮚ Red: Healthy Fitness Zone
⮚ Pink : Need Improvement
⮚ Blue: Needs Improvement (Risk Zone)
31
2. Make a list of five (5) physical activities on how to stay fit while we are still in
the state of lockdown due to covid19 while observing physical distances and other
health protocols. Be creative in answering this activity. You can write, draw, or
paste pictures inside the shapes below.
Stay Healthy! Stay
1 2 3
4 5
32
Assessment
POST-TEST
Read and understand the questions carefully and choose the best answer. Write
the letter of the answer on a separate sheet of paper.
A.MULTIPLE CHOICE: Choose the correct answer from the given choices.
Encircle the letter with the correct answer.
1. It is the ability of a person to cover a distance in a short period of time.

A. Agility B. Balance C. Strength D. Speed
2. It is the ability to quickly go to any direction in a short time.

A. Speed B. Agility C. Power D. Balance
3. It is the ability to keep an upright posture while either standing still or

moving.
A. Strength B. Balance C. Agility D. Speed
4. The ability of your muscles to exert force.

A. Power B. Speed C. Strength D. Endurance
5. This refers to the ability to perform one maximum effort in the shortest
possible time.
A. Power B. Agility C. Balance D. Strength
B. MATCHING TYPE: Match the activities in column A with the components

measured in column B. Write your answer on the space provided before the
number.
Column A Column B
______ 1. Juggling Test a. Reaction Time

______ 2. Standing Long Jump b. Balance
______ 3. 40-Meter Sprint c. Coordination
______ 4. Stork Balance Stand Test d. Power
______ 5. Stick Drop Test e. Speed
33
B. MODIFIED TRUE OR FALSE : Write T if the statement is correct, if it is
wrong change the underlined words/phrases to make it true.
____________ 1. The 40-Meter Sprint is under the category of Health-

Related Test.
____________ 2. Hexagon Agility Test is an activity that measures the
running speed of a person.
____________ 3. The 3-Minute Step Test is included in the Health-Related
Test.
____________ 4. Standing Long Jump is an activity that measures the power
of the leg muscles.
____________ 5. Sit & Reach is an activity that measures the flexibility of
the shoulders.
Additional Activities
GOAL SETTING
Instruction: Based on the result of your Physical Fitness Tests Challenge,

Choose 3 Fitness Tests that you consider as your weakness. Complete the
table below by filling in all the necessary information needed.
COMPONENT GOAL ACTIVITIES TO

ACHIEVE YOUR
GOALS
Example: ● To increase my ● Jogging
Cardiovascular cardiovascular ● Step Ups
Endurance endurance ● Jumping Jacks
● High Intensity
Aerobics
1.
2.
3.
34
Answer Key
HAMSTRING
LEXIBILITY OF THE
3-MINUTE STEP TEST F
BMI T
STICK DROP TEST T
ZIPPER TEST 0-METER SPRINT
SIT & REACH 4
B. WORD POOL KILL RELATED TEST
S
C
MUSCULAR STRENGTH
SPEED
BALANCE A
BODY COMPOSITION B
STRENGTH E
MUSCULAR D
FLEXIBILITY C
REACTION TIME B
HEART RATE A
COORDINATION C
PHYSICAL FITNESS B
A
A. GUESS THE WORD D
A
What I Know POST TEST
References
Book
1. Revised Philippine Physical Fitness Test

https://www.deped.gov.ph/2019/12/09/december-9-2019-do-034-s-2019-revised-
physical-fitness-test-manual/
2. Bryant, C.X., Ph.D., FACSM, & Green, D.J. (2010). ACE personal trainer manual:
The ultimate resource for fitness professionals (4th ed.). San Diego, CA: American
Council on Exercise.
3. Corbin, C.B., Lindsey, R., Welk, G.J., Corbin, W.R. (2002). Concepts of fitness and
wellness: A comprehensive lifestyle approach (4th ed.). New York: McGraw-Hill
Companies, Inc.
4. Fahey, T.D., Insel, P.M., & Roth, W.T. (2007). Fit & well: Core concepts and labs in
physical fitness and wellness (7th ed.). New York: McGraw-Hill Companies, Inc.
5. Fahey, T.D., Insel, P.M., Roth, W.T. (2011). Fit & well: Core concepts and labs in
physical fitness and wellness (9th ed.). New York: McGraw-Hill Companies, Inc.
6. Hoeger, W.W.K., & Hoeger, S. (2000). Lifetime physical fitness & wellness.
Englewood, Colorado: Morton Publishing Company
35
Development Team of the Module
Writer: Arvin Lark P. Santiago (MSHS)

Editors:
Antonio G. Andres (JDPNHS)
Emily G. Santos (PSDS)
Hadji Tejada
Reviewers: Jovita Consorcia F. Mani (EPS-MAPEH)

Rowena H. Gonzales
Illustrator: John Orville Munar (FHS)
Layout Artist: Kyrah-Andrea S. Perez (JDPNHS)
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent
Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division Superintendent
Jovita Consorcia F. Mani

EPS-MAPEH
Ivy Coney A. Gamatero

EPS – LRMS
For inquiries or feedback, please write or call:
Schools Division Office- Marikina City
191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines
Telefax: (02) 682-2472 / 682-3989
Email Address: sdo.marikina@deped.gov.ph
36

Pe Grade9 QTR1 Module1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Pe Grade9 QTR1 Module1

Uploaded by

Copyright:

Available Formats

Department of Education

9 National Capital Region

Music, Art, Physical Education, and Health

Writer: Arvin Lark P. Santiago

DISCIPLINE • GOOD TASTE • EXCELLENCE

1. It is the capacity to perform one’s daily tasks without undue fatigue.

2. Refers to the component of fitness that refers to your ability to perform

4. This refers to your ability to respond and react quickly to certain

5. This refers to the full range of motion available in a joint or joints.

6. This refers to is the ability of a muscle or a muscle group to exert force

7. Refers to proportion of lean body mass to fat body mass.

8. This refers to the ability to maintain a state of equilibrium while moving or

B. WORD POOL : Identify what is asked by the following statements. Choose

BMI SIT & REACH 3-MINUTE STEP

________ 1. It is a test which measures the flexibility of the hamstring muscles.

Can you go up and down the stairs without feeling fatigued?

ARE YOU READY TO BE PHYSICALLY FIT?

6. Is your doctor currently prescribing drugs (for example, water pills)

NAME OF STUDENT ____________________________ SIGNATURE ______________ DATE_________

PARENT or GUARDIAN __________________ SIGNATURE ___________ DATE___________

PRIOR TO THE FITNESS TESTS, YOU ARE ALSO REQUIRED TO:

Notes to the Teacher

Congratulations! You’ve done the preliminary activities

a) Health-related fitness components

Health-Related Fitness Components

The Health-related Fitness Components are components of fitness that are

The different health-related fitness components are:

1. Cardiovascular (CV) Endurance

Organ systems: heart, lungs, & blood vessels

To better understand what cardiovascular endurance is all about,

Deep Breathing Exercise

1. Sit-up straight on your chair.

How did you feel?

Organ System: Musculoskeletal System (bones, muscles,

To better understand what muscular endurance is all about, try

Did you feel the muscles of your legs and buttocks?

Organ System: Musculoskeletal System (bones, muscles,

To better understand what muscular strength is all about, try

Are You Strong Enough?

1. Find a heavy object wherever you are. It may be a backpack or

Were you able to carry the heavy object?

Organ System: Musculoskeletal System (joints, tendons, &

To better understand what flexibility is all about, try performing

Are You Flexible Enough?

1. Put your right arm up.

Balance refers to the ability to maintain equilibrium while moving or

It is a component of fitness that refers to your ability to perform

This refers to your ability to respond and react quickly to certain

Speed refers to your ability to perform movements in the shortest time

PHYSICAL FITNESS TEST

HEALTH RELATED FITNESS

SKILL RELATED FITNESS

Processing Questions. Answer the following questions:

3. Why is fitness testing necessary to be performed before any exercise or physical

In the next phase, you will be given more activities to enhance

Activity: PHYSICAL FITNESS TEST CHALLENGE

Example: 30 = 30__ = 20.83 (NORMAL)

TEST #2 : ZIPPER TEST (BMI)

TEST #3 : 3-MINUTE STEP TEST

Purpose – To measure cardiovascular endurance

HEART RATE BEFORE ACTIVITY

Below Normal Zone - where your heart rate is < 60 bpm

NAME: ____________________________ GRADE & SECTION ______________

NAME OF STUDENT __________________ SIGNATURE DATE_

PARENT or GUARDIAN ____________ SIGNATURE _ DATE_______

NAME: ______________ GRADE & SECTION

NAME: ______ GRADE & SECTION