Health Optimizing Physical

Education (H.O.P.E. 1)
Quarter 1 – Module 4:
Skill Related Fitness
Health Optimizing Physical Education 1 (H.).P.E. 1)
Alternative Delivery Mode
Quarter 1 – Module 4: Skill Related Fitness
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writer: Emil I. Loteyro
Editors: Aleli C. Nitoral / Roderick C. Tobias
Reviewers: Lorelyn P. Arellano / Raine P. Ramos / John Lester F. Guerrero /
Celeste A. Cortez / Pacita Q. Lungcay
Illustrator: Roderick B. Blando
Layout Artist: Katherine O. Cordora
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Eugenio S. Adrao, EPS in Charge of LRMS
Elaine T. Balaogan, Regional ADM
Coordinator Fe M. Ong-ongowan, Regional
Librarian Rosemarie C. Blando, CID Chief
August M. Jamora, Division EPS in Charge of
LRMS Meliton Berin Jr., Division ADM Coordinator

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Health Optimizing Physical
Education (H.O.P.E 1)
Quarter 1 – Module 4:
Skill Related Fitness
Introductory Message
For the Facilitator:

Welcome to the Health Optimizing Physical Education 1 Grade 11 Alternative

Delivery Mode (ADM) Module on Skill Related Fitness

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 Health Optimizing Physical Education 1 Alternative Delivery

Mode (ADM) Module on Skill Related Fitness.

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action, and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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:

This will give you an idea

What of the
I Need skills or competencies you are expected to learn in the
to Know
module.
This part includes an activity that aims to check what you already know about the
lesson to take. IfWhat
you get all the answers correct (100%), you may decide to skip this
I Know
module.
This is a brief drill or review to help you link the current lesson with the previous one.
In this portion, the new lesson will be introduced to you in various ways such as a story,
a song, a poem, aWhat’s
problemIn opener, an activity or a situation.

This section provides a brief discussion of the lesson. This aims to help you discover and
understand new What’s
conceptsNew
and skills.
This comprises What is Itfor independent practice to solidify your understanding and
activities
skills of the topic. You may
What’s More check the answers to the exercises using the Answer Key at
the end of the module.
This includes questions or blank sentence/paragraph to be filled in to process what you
learned from the lesson.
Whatan
This section provides I Have Learned
activity which will help you transfer your new knowledge or skill
into real life situations
What IorCan
concerns.
Do
This is a task which aims to evaluate your level of mastery in achieving the learning
Assessment
competency.
In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned. This also Activities
Additional tends retention of learned concepts.
This contains answers to all activities in the module.

Answer Key
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!
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master skill related fitness. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is namely:

 Lesson 1 – Physical Fitness: Skill Related Activity

After going through this module, you are expected to:

1. identify the components of skill-related fitness;
2. perform the six components of skill-related fitness activity; and
3. appreciate the importance of skill related fitness through your well- being

1
 Lesson

1 Skill Related Fitness

Skill-related physical fitness consists of those components of fitness that
have a relationship with enhanced performance in athletic activities. Skill-related
fitness increases one’s ability to perform in various activities and only have an
indirect connection with health.

The skill-related components of fitness are considered to be agility, balance,

coordination, power, speed, and reaction time though some people feel that other
abilities such as spatial awareness should be included. It is assumed that children
who possess high skill-related fitness will be more likely to participate in a variety
of activities and for this reason will also exemplify a high standard of health-related
fitness.

Skill-related fitness components are assessed with several different tests.

Such components as reaction time and speed are considered by some to be more
related to heredity than healthy lifestyles, especially in young people.

What’s In

Let us review your lesson about Fitness Plan

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. What is the most important rule in setting goal in making a fitness plan?
A. establish a frequency of 2 to 3 times per week to exercise
B. establish a vigorous intensity work out to see the result right away
C. establish goals that can be achieved in a very short time
D. establish realistic ones

2. What is the purpose of the cooling down exercise?

A. allow the body to gradual transition in a near-resting state
B. elevate blood pressure and increase blood flow
C. increase heart rate and breathing rate
D. prepare the muscle for intense activity

3. What principle do you used when doing a physical activity and you’re not
able to say more than a few words without pausing for a breath?
A. overload principle
B. progression principle
C. vigorous intensity
D. warm-up exercise
 4. What kind of exercises are weight lifting, push-ups and crunches, working
your muscles by using dumbbell or your own body weight?
A. Aerobic exercise
B. Circuit training
C. Resistance training
D. Stretching exercise

5. Which of the following refers to stretching with movement? It is when the

body transitions gradually into a position and this movement is repeated
as you increase your reach and range of motion.
A. Active Stretching
B. Dynamic Stretching
C. Passive Stretching
D. Static Stretching

her
ous lesson will ensure that the learner are ready for the next lesson or activity.
he next activity remind the learner that they need to practice precautionary measures to avoid accident or injury while performing the
 What’s New

Directions: Classify the following activities according to skill related fitness. Choose
your answer from the text box. Write your answer in a separate sheet.

A. Agility C. Balance E. Coordination

B. Speed D. Power F. Reaction Time

1. Walking in the hanging bridge 6. Shooting the ball

2. Ironing the clothes 6. Sweeping the floor
3. Throwing the ball 7. Catching a falling fruit
4. Running 8. Chasing the dog
5. Avoid fast approaching car 10. Kicking your opponent

What is It

Fitness is a condition in which an individual has sufficient energy to

avoid fatigue and enjoy life.

Skill- or performance-related fitness involves skills that will enhance one’s

performance in athletic or sports events.

There are six skill-related fitness components: agility, balance, coordination,

speed, power, and reaction time. Skilled athletes typically excel in all six
areas.

1. Agility is the ability to change and control the direction and

position of the body while maintaining a constant, rapid motion.
For example: changing directions to hit a tennis ball

2. Balance is the ability to control or stabilize the body when a

person is standing still or moving.
For example: skateboarding

3. Coordination is the ability to use the senses together with body

parts during movement.
For example: dribbling a basketball
Using hands and eyes together is called hand-eye coordination.

4. Speed is the ability to move your body or parts of your body swiftly.
In sports, players rely on speed to gain advantage over your
opponents.
For example: a basketball player making a fast break to perform a lay- up, a
tennis player moving forward to get to a drop shot, a football player out
running the defense to receive a pass

5. Power is the ability to move the body parts swiftly while applying
the maximum force of the muscles.
Power is a combination of both speed and muscular strength.
For example: punching in boxing and kicking for taekwondo

6. Reaction Time is the ability to reach or respond quickly to what

you hear, see, or feel.
For example, an athlete quickly runs when he hears the starting gun, or
stealing a base in baseball

What’s More

Perform the Six Components of Skill-Related Fitness Activity

The purpose of this activity is to help you gain understanding of what

happens to your heart rate when you perform activities to develop the six
components of skill- related fitness. Perform each activity as fast and as many
times as you can for 30 seconds. Use your heart rate monitor and record your heart
rate before and immediately after the activity.
Also, take note if you were breathless or panting at the end of an activity.
Between each exercise, walk slowly and allow your heart rate to go below 125 if
possible.
In case your heart rate is over 125 at the end of an exercise, record how long
it takes to get below 125.

Time
to
Component Heart Get
Heart
of Skill- Rate Breathing Heart
Rate
Related Before Notes Rate
Activity Time After
Fitness Below
120
BPM
Obstacle Drill 30
(Run through seconds
tires plastic
bottles or chairs)
 Time
to Get
Component Heart
Heart Heart
of Skill- Rate Breathing
Rate Rate
Time Related Before Notes
Activity After Below
(seconds) Fitness
120
BPM
1.Weave
Through Chairs 30
Run as fast as seconds
you can weave
through chairs.
2. Balance at
Three Levels
Use blocks or
stairs. 30
Balance with seconds
one leg
Move to a low
level and
balance (10
seconds). Move
to a medium
level and
balance (10
seconds). Move
to a high level
and balance (10
seconds).
3. Pick Me Up
Place an object
in front with 12 30
inches apart seconds
from your feet
then stand in
one leg and pick
up the object.
4. Catch the
Ball
Throw a ball 30
against the wall seconds
and move to
catch the ball. If
possible, use
specially made
ball that causes
irregular
bounce.
5. Tap Me
Please 30
Place any kind seconds
of ball on the
ground in front
of you.
Tap right toe,
then left toe on
top of the ball.
Do alternate
taps and go as
fast as you can.
6. Sprints like
Bolt
Perform short 30
sprints (about seconds
10 meters). As
soon as you
finish one
sprint, sprint
back to the
starting line.
Repeat for the
time period.
7. Running to
the Side 30
Perform shuttle seconds
run between two
lines with the
distance of 6
meters.
8. Skip with
High Knee 30
Perform seconds
skipping motion
with high knee
lifts.
9. Jump Up to
the Top
Perform jumps 30
to an elevated seconds
surface or stair
(Approximately
1–2 feet). Step
down and jump
again. Repeat for
time period.
Catch Me I’m
Falling
Hold a ball in 30
one hand and seconds
drop. Attempt to
catch the ball
with the same
hand just before
it hits the
ground.
 Grab Me First
Work with a
partner. Both in
push-up 30
position seconds
facing each
other with a cap
placed between
the two of you.
See who can
grab the cap the
fastest.

What I Have Learned

1. In what activity or activities did your heart rate reach above 180? Why do
you think it occurred?

2. In what activity or activities did your heart rate reach from 150 to 180? Why
do you think that occurred?

3. In which activity or activities did you feel winded or out of breath? Why do
you think it happened?

4. In what activity or activities did your heart rate remain below 125? Why do
you think it occurred?
 What I Can Do

1. Why do athletes or athletic individuals need skill-related fitness?

2. Can others, besides athletes, benefit from skill-related fitness? Why?

3. Do you think that skill-related fitness could also be a health-related fitness

component? Explain

4. How will you benefit from having a strong or healthy skill-related fitness?
Explain

5. How might developing a strong or healthy skill-related fitness, affect the way you
perform household chores and other physical activities? Explain
 Additional Activities

My Skill Related Fitness Plan

Direction: Using the chart below, list down activities that you can do every day to
improve your skill related fitness.

Days Physical Activity or Exercise Skill Related Fitness developed

Monday 1.
2.
3.
4.
Tuesday 1.
2.
3.
4.
Wednesday 1.
2.
3.
4.
Thursday 1.
2.
3.
4.
Friday 1.
2.
3.
4.
Saturday 1.
2.
3.
4.
Sunday 1.
2.
3.
4.
References

 Department of Education (DEPED). K to 12 Curriculum Guide:PE and

Health Education, Pasig City Philippines, 2012
 (n.d.). module. Retrieved from
http://www.glencoe.com/sites/common_assets/health_fitness/gln_he
alth_fitness_zone/pdf/heart_rate_monitor_activities/health_skill_relat
ed_itness/health_skill_related_fitness_activity_4.pdf
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Boni
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4
Email Address: *

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