Introduction to Physical Education | Module 1

What is Physical Education?

 According to Webster’s Dictionary

Physical Education is an integral part of education which gives
instructions in the development and care of the body ranging from simple
callisthenic exercise to a course of study providing training in hygiene,
gymnastics and the performance and management of athletic games.

 According to Columbia Encyclopedia

Physical Education and training, is an organized instruction in motor
activities that contribute to the physical growth, health and body image of the
individual.

 According to Central Advisory Board of Physical Education and Recreation

Defines Physical Education as an education through physical activities
for the total development of the personality of the child to its fullness and
perfection in body, mind and spirit.

 According to Charles A. Bucher

Physical Education is an integral part of total education process, is a field
of endeavor which has its aim the development of physically, mentally,
emotionally and socially fit citizens through the medium of physical activities
which have been selected with the view of realizing these outcomes.

Legal Bases of Physical Education

Article 14, Section 19 of the 1987 Constitution of the Republic of the Philippines
mandates:

“The State [to] promote Physical Education and encourage sports

program league competitions, and amateur sports including training
for international competition to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert citizenry. All
educational institutions shall undertake regular sports activities
throughout the country and in cooperation with athletic club and
other sectors.”

Furthermore, Republic Act No. 5708, known as The Schools Physical Education and
Sports Development Act of 1969 provided for:

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 “An integrated physical education and sports development program in all
schools in the Philippines (Section 2) … the goal is to instill in young
citizens a proper appreciation of the importance of physical
development hand in with the mental development in individual and
social activities (1) and the provision for “a well-rounded physical
education program must be saddressed to physical growth, social
training, and personal discipline for all pupils and students as well as
superior athletic achievement for those who are psychologically
inclined and physically gifted (2)

Article 2 Section 3 of the Commission on Higher Education Memorandum Order No.

39
Series of 2021, subject to Policies, Standards and Guidelines on the Implementation
of Tertiary Physical Education: Physical Activity Towards Health and Fitness (PATHFit)
Courses states that:

“One of the goals of general education as articulated by the

Commission on Higher Education is “to help improve the Filipino quality
of life”. This succinctly expresses the aspiration of the Tertiary Physical
Education Program. PE, more than any other subject in the curriculum,
is much more direct. It is a subject that is directly applicable and
relevant to a learner’s life in school, out of school and even beyond
school. Though PE, the learner can be more disciplined because the
activities and tasks demand physical effort.”

In addendum, Section 6.1 Program Scope and Guidelines of the Memorandum

Order No. 39, Series of 2021 of the Commission on Higher Education provides the
following Subjects in Physical Education as part of the Tertiary Education Curriculum:

“The Tertiary Physical Education Program shall consist of the following

Physical Education courses with a total of 8 units. PE 1 (PATHFit 1) and
PE 2 (PATHFit 2) are the core of foundation courses for PE 3 and 4
(PATHFit 3 and 4).
1. PE 1 – Physical Activities Toward Health and Fitness 1 (PATHFit 1):
Movement Competency Training
2. PE 2 – Physical Activities Toward Health and Fitness 2 (PATHFit 2):
Exercise-based Fitness Activities
3. PE 3 – Physical Activities Toward Health and Fitness 3 (PATHFit 3):
Any of the following:
• Dance (Menu of Courses)
• Sports (Menu of Courses)
• Martial Arts (Menu of Courses)
• Group Exercise (e.g. Aerobics, yoga, running for fitness, etc.)
• Outdoor and Adventure Activities
4. PE 4 – Physical Activities Toward Health and Fitness 4 (PATHFit 4):

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 Any of the following:
• Dance (Menu of Courses)
• Sports (Menu of Courses)
• Martial Arts (Menu of Courses)
• Group Exercise (e.g. Aerobics, yoga, running for fitness, etc.)
Outdoor and Adventure Activities.”

Scope of Physical Education

1) Games and Sports:

Various team games like hockey, football, cricket, basketball, and volleyball, etc.,
and individual events like athletics, wrestling, boxing, judo, and archery are included in
the programs of physical education. Swimming, diving, canoeing, etc.

2) Corrective Exercises:

Corrective exercises help to remove the deformities in the body of a child. Sometimes
these defects are there because of defects in muscle development and for that, we use
light corrective exercises.

3) Self Defense Activities:

Arnis, Judo, karate, and self-defense activities are included in the programs of
physical education.

4) Rhythmic Activities:

Gymnastics, Dance, mass physical training, and Dumbbell, etc. are rhythmical
activities necessary for rhythm and balance. Rhythmical activities are also included in
the programs of physical education.

5) Yogic activities:

Yogic activities such as Asana, Pranayama, Kriyas, etc. are included in Physical
education.

6) Recreational Activities:

Recreational activities like minor games, chess, carom, horse riding, education
campus, hunting, folk dance, fishing, etc are included in the programs of physical
education.

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Objectives of Physical Education
The following objectives of Physical Education are viewed and stated in terms of
their contributions to the outcomes of education and in the curriculum.

Physical Development
Through cautiously selected physical education activities, an individual who
participates energetically will develop and maintain good health and a high level of
physical fitness. The attainment of physical skills can motivate an individual who
participates furthering physical activities; hence, his growth and development will be
improved.

Social Development
Involvement in Physical Education activities provide opportunities for the
development of enviable social traits needed for adjustment to the social life in general.
Some worthwhile traits are:
1. Friendliness
2. Cooperation
3. Respect for the rights of others
4. Good sportsmanship
5. Good leadership and followership
6. Honesty in group competition

Emotional Development
The informal nature of physical education activities offers opportunities for self-
expression and emotional mastery. Examples of worthwhile emotional traits are:
1. Self-confidence
2. Self-control
3. Self-reliance
4. Courage
5. Determination

Mental Development
Through participation in physical education activities, the individual develops his
mental capacities as he learns the mechanical principles of underlying movements,
as he obtains knowledge and understanding of the rules and strategies of the games
and sports, and as he discovers ways of improving his movement in gymnastics and
dance. Likewise, it enhances critical thinking how activities are done according to
rules, regulations and strategies.

Objectives of Physical Education

1. Knowledge-it enhances critical thinking how activities are done according to
rules, regulations and strategies.

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 2. Physical fitness-improves and maintains the workload of the individual without
staggering and undue fatigue after which have time or energy to meet some
more emergencies in life.

3. Social-to understand oneself; to get along with others for effective living.

4. Motor skills -it is the learning of the fundamental skills and games.

5. Aesthetic-relating or responsive to or appreciative of what is pleasurable to the

senses.

6. Nationalism- preservation of cultural heritage through revival of indigenous

games, dances and sports.

7. Conservation of natural environment such as protection of forest and aquatic

resources.

New Directions for Physical Education

"All our educational efforts must be directed towards the development of our
national goals as a developing county." This focus, contained in the Presidential
Decree No.6-A, is entitled "Educational Development Decree of 1972," the goals
ofwhich are:
1. To achieve and maintain an accelerating rate of economic development
and social progress;
2. To assure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and
3. To strengthen national consciousness and promote desirable cultural values
in the changing world.
The foregoing development goals must itself offer direction to the teaching of
physical education. How will Physical Education lend significant to these goals?
What can the Physical Education teacher do to contribute to the attainment of the
goals? The answers to these questions will come to the fore when the purposes of
physical education have been well understood.

Purposes of Physical Education

The Physical Education specialists in our country have identified the following
purposes of Physical Education:
1. To develop optimum physical fitness and health of the individual so that he
is capable of living the “good life” and contributing his maximum capacity
to the attainment of the goals of the “New Society";
2. To produce individuals who can contribute to the economic well-being
through:
a. the improvement of proper work habits and work attitudes such
as punctuality, cooperation, reliability precision and accuracy,
and open-mindedness; and

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 b. proper emphasis on problem-solving skills such that an individual
can identify a problem correctly and master the skills necessary
or useful in the business world;
3. To train good leaders with moral integrity of the highest order, and
develop other desirable traits necessary for effective group participation
or group living essential to the New Society through;
a. an n adequate system of values by equipping the 0 individual to
be able to make moral choices or decisions needed in daily living;
and
b. offering group participation in such experiences as intramural,
extramural, play days or sports fests;
4. To develop creativity and innovativeness inspired by an abiding faith in
God and love of country and fellowmen; and
5. To install a love of and pride for their preservation, and develop an
understanding of the culture of other for a feeling of international
brotherhood and unity.

Concept of Physical Fitness

Physical activities and exercises are proven to have a huge impact to physical fitness
and health. The benefits that we can get in doing physical activities are undeniably
necessary to our daily existence.

What is Physical Fitness?

Physical fitness is the ability of your body to carry out task without undue fatigue. With
physically fit body, one can perform aspects in sports, occupations and daily activities.
Physical fitness is generally achieved through proper nutrition, moderate to vigorous
physical exercises and sufficient rest.

Other Definition of Physical Fitness

“A set of attributes that people have or achieve that relate to their ability to perform
physical activity” (Howley and Franks).

“A set of attributes, primarily respiratory and cardiovascular, relating to the ability to

perform tasks requiring expenditure of energy” (Stedman’s Concise Medical Dictionary
for the Health Professions).

“The ability to perform moderate to vigorous levels of physical activity without undue
fatigue and the capability of maintaining such ability throughout life” (American College
of Sports Medicine).
Physical fitness involves the integrated and efficient performance of all the major
systems of the body, including the heart and lungs, the skeleton, the muscles, and the brain.

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The brain is an essential element, as it learns to control the muscles that move the bones,
as well as controlling the heart and lungs to provide energy for the working muscles. Fitness
also influences our psychological well-being, including mental alertness and emotional
stability, because what we do with our bodies also affects our minds.

Physical fitness is an individual condition that varies from person to person. It is

influenced by factors such as age, gender, heredity, personal health habits, amount and
level of exercise, and eating practices. Making physical fitness a priority is important for a
long and healthy life.

What is Physical Activity?

Physical activity is defined as any movement carried out by skeletal muscle that
requires enough energy and is focused on building health. Physical activity are activities
you’ve done since you woke up and step out of your bed. All of those that requires energy
even in minimal effort are considered physical activities but are not sufficient in developing
or improving your health.

What is Physical Exercise?

Physical Exercise is a physical activity that is planned, structured and has repetitive
movements intended to improve fitness. It significantly improves general health, good heart
health, increased in muscle size and improve flexibility.

What are the components of physical fitness?

Physical fitness is more easily understood by examining its components, or parts. As
students have learned in earlier grades, there are two categories of physical fitness
components: health-related fitness components and skill-related fitness components:

Health-related fitness components consist of:

 cardiorespiratory endurance
 muscular strength
 muscular endurance
 flexibility
 body composition

Skill-related fitness components include:

 agility
 balance
 coordination
 speed

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  power
 reaction time

Health-Related Fitness Components

Definition
“The state of physical and physiological characteristics that define the risk levels for
the premature development of diseases or morbid conditions presenting a relationship
with a sedentary mode of life” (Bouchard and Shephard).

Health-related fitness components not only help the body to perform more efficiently,
but also help prevent disease and improve overall health and well-being. The five
health-related physical fitness components are cardiorespiratory endurance, muscular
strength, muscular endurance, flexibility, and body composition.

• Cardiorespiratory endurance (CRE) is the ability of the cardiovascular system

(heart, blood, blood vessels) and respiratory system (lungs, air passages) to deliver
oxygen and other nutrients to the working muscles and to remove wastes. Tests
that involve running (e.g., 20 m shuttle run test), cycling, and swimming can be
used to measure this fitness component. Aerobic power (maximal oxygen
consumption) and aerobic capacity are terms used to describe CRE fitness.

Activities vary in intensity level:

 Light activities are physical activities that involve large muscle
groups. While engaging in light activities, people begin to notice
their breathing, but they can still talk fairly easily.
 Moderate activities are physical activities that cause breathing
and heart rate to increase. People engaging in moderate
activities can hear themselves breathe, but they can still talk.
 Vigorous activities are physical activities that cause breathing and
heart rate to increase to a higher level, making it difficult to talk.

• Muscular strength is the ability of a muscle, or a group of muscles, to exert force

for a brief period of time. Strength of different muscles can be measured by
having a person perform weightlifting exercises and determining the maximum
amount of weight the person can lift. A person’s strength can be expressed as
absolute strength (the actual weight lifted) or as relative strength (the weight
lifted, divided by the person’s body weight).

• Muscular endurance is the ability of a muscle, or a group of muscles, to sustain

repeated contractions or to continue applying force against a fixed object.

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 Pushups and curl-ups are often used to test muscular endurance. The person’s
endurance is expressed as the number of repetitions completed without stopping
for a set period of time (often one minute).

• Flexibility is the ability to move joints through their full range of motion. The sit and-
reach test is a good measure of flexibility of the lower back and the backs of the
upper legs (hamstrings). A person’s flexibility is usually expressed in how far a joint
can be moved or the degrees through which a joint can be moved.

• Body composition refers to the makeup of the body in terms of lean mass (muscle,
bone, vital tissue, and organs) and fat mass. Good body composition has strong
bones, adequate skeletal muscle size, a strong heart, and a low amount of fat
mass. Regular physical activity and exercise will help decrease body fat and
increase or maintain muscle mass, increase bone mass, and improve heart
function. Although body composition entails muscle, bone, and fat, it is often
expressed only as percentage of body fat.

The table 1 highlights Corbin and Lindsey’s definition of skill related components of physical
fitness.

Table 1. Skill Related Components of Physical Fitness

Skill Related Components of Physical Fitness
Agility It relates to the ability to rapidly change the position of the entire
body in space with speed and accuracy.
Balance It is the maintenance of equilibrium while stationary or moving.
Coordination The ability to use the senses, such as sight and hearing, together
with body parts in performing motor task smoothly and accurately.

Power The ability of to the rate at which one can perform work. It is a
combination of speed and strength.
Speed It relates to the ability to perform movement within a short period
of time.
Reaction Time This relates to the elapsed between stimulation and the beginning
of the reaction to it.

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Physical Fitness Principles

The keys to selecting the right kinds of exercises for developing and maintaining
each of the basic components of fitness are found in the principles of specificity,
overload, reversibility, progression, diminishing returns, and individual differences.

Specificity
The type of training in which individuals engage should be directed specifically at
improving their abilities in life. Therefore, choose the right kind of activities to improve each
physical fitness component, and the right combination of physical fitness components to
help in activities of daily living. Strength training results in increases in strength for the muscles
being exercised but does little to improve cardiorespiratory endurance. Also, train
specifically for the specific activity of interest. For example, optimal running performance is
best achieved when the muscles involved in running are trained for the movements
required. It does not necessarily follow that a good swimmer is a good runner. Specificity
also requires that one consider the speed of motion, the number of limbs moving, the
direction in which they are moving, and the range over which the occurs.

Overload
If a person works often (frequency) enough, hard (intensity) enough, and long
(duration) enough to load the body above its resting level, physical fitness will improve. If
this is done regularly over a period of time, the body will gradually adapt to the increase in
demands. The term overload does not refer to the idea that one needs to overexert or exert
at high intensities to obtain gains in fitness; it simply means that one needs to load the body
more than it is usually accustomed to.

Reversibility
Physical fitness or the effects of a physical activity program or an exercise program
cannot be stored. If a person stops training for a period of time (three to five days, in some
cases) a process of detraining will begin. The gains in fitness that were made begin to
reverse themselves. If no exercise is done for a long enough period, fitness levels can revert
to the original starting point. At least three balanced workouts a week (three hours
minimum) are necessary to maintain a good level of fitness.

Progression
Increasing the frequency, intensity, and/or duration of an activity over periods of time
is necessary for continued improvement in physical fitness. Improvements in physical fitness
are realized fairly rapidly at the onset of an exercise or training program. The rate of
improvement will gradually slow down and level off (adaptation) if an overload is present
(meaning that the load is increasing and that there is progress). At high levels of physical
fitness, it may even be necessary to change the type(s) of exercise(s) being performed.

Diminishing returns
The fitter a person becomes, the more difficult it is to continue to become fitter at the
same rate. Individuals who begin jogging can, over a relatively short time, improve the

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speed and duration of their runs. However, experienced distance runners may have to
spend an entire training season to decrease their run time by just a few seconds.

Individual differences
Every person has a unique physical and psychological makeup that requires a
unique training program. Factors that may play a role are current fitness level, gender, age,
heredity, susceptibility to injury, rest and recovery needs, and diet. Two people working out
with the same program could experience completely different results.

Some activities can be used to fulfill more than one of a person’s basic exercise
requirements. For example, in addition to increasing cardiorespiratory endurance, running
builds muscular endurance in the legs, and swimming develops the arm, shoulder, and
chest muscles. If the proper physical activities are selected, it is possible to fit parts of a
muscular endurance workout into a cardiorespiratory endurance workout and save time.

Principles of Adaptation to Stress

The human body adapt well when exposed to stress. The term stress, within the context of
exercise, is defined as an exertion above the normal, everyday functioning. The specific
activities that result in stress vary each individual and depend on a person’s level of fitness.
For example, an avid runner resistance training may expose the runner’s muscles to
muscular contractions that the athlete is not accustomed to feeling.

Rest, Recovery and Periodization

Is also called Principle of Recuperation. It suggests that rest and recovery from the
stress of exercise must take place in proportionate amounts to avoid too much stress.
Periodization suggest that training plans incorporate phase of stress followed by phases of
rest. It can be organized on a daily, weekly, monthly and even in multi annual cycles.

The FITT Principle

A well-designed personal physical activity plan will outline how often (frequency),
how long (time), and how hard (intensity) a person exercises, and what kinds of exercises
(type) are selected. The exercise frequency, intensity, time, and type (FITT principle) are key
components of any fitness plan or routine.
An individual’s goals, present fitness level, age, health, skills, interest, and availability
of time are among the factors to consider in developing a personal physical activity plan.
In particular, every plan should have a schedule that progresses over time. Progression can
take the form of changes in any of the FITT components, but not all at once. For example,
an athlete training for high-level competition would follow a different program than would
a person whose goals are to develop good health from a sedentary start. Regardless of the
specific goals, both programs would be based upon the elements of the FITT principle.
Initially, a personal physical activity plan does not need to include all the health-
related fitness components. The choice of which components to focus on initially should be

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based upon the likelihood of adopting the new behavior and a consideration of whether
the goals are SMART (specific, measurable, attainable, realistic, and time framed. Over the
course of weeks or months, other components would be added. A common progression is
to adopt a CRE program (three times a week, 20 minutes per session, moderate intensity)
without specific muscular strength or muscular endurance elements. After each CRE session
the cool down would simply entail a few stretches for flexibility. After a few weeks of
successful completion of the program, a new element could be added.

Activity No. 1 Physical Activity Assessment

Use the Physical Activity Calculator link below and fill out with full honesty the necessary
information about your physical activities.
https://www.google.com/url?q=https://livelighter.com.au/physicalactivity/calculator&sa=U&ved=2ahUKE
wiQxauGj ev5AhUbplYBHbJKARYQFnoECAkQAg&usg=AOvVaw2lKV0XaEkLTksm3Sh5Tz8I

After you filled out appropriate data in the website, reflect the final result that you’ve
rendered by completing the table:

Table 1. Your Livelighter Physical Activity Result

Guidelines Remarks Photo Documentation

1. Move
2. Move More
3. Move Harder
4. Move Stronger
5. Move Up
6. Move Often

Example for Table 1

Guidelines Remarks Photo Documentation

1. Move Do at least some *SCREENSHOT THE RESULT THEN
physical activity each CROP ONLY THE PART FOR
week. You’re meeting GUIDELINE NUMBER 1.
the guidelines- well
done!

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Table 2. Your Livelighter Physical Activity Result
Remarks and Photo
Guidelines Scores
Suggestions Documentation
Guideline 1 and 2 Total Days
Active per
Week: ______
days
Guideline 3 Total Cardio per
Week: _________
min.
_________
min.

Result: __________

Guideline 4 Total Strength per

Week: _________
min.

Result: _________
Guideline 5 and 6 Total Sitting Time
each day
Workday/School
day: ________ hrs.

Non work/school
day: ________ hrs.
How often you get
up each
day:__________

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Example for Table 2
Remarks and
Guidelines Scores Photo Documentation
Suggestion
Guideline 1 and 2 Total Days You’re doing some *SCREENSHOT THE RESULT
Active per physical activity, THEN CROP ONLY THE PART
Week: 3 days but you should aim FOR GUIDELINE NUMBER 1.
to be active on
more days each
week.
• Catch public
transport to
work or school
• Always take
the stairs
instead of
elevator
• Go for walk
twice a week
with a friend

Physical Fitness Test

PHYSICAL FITNESS TEST OBJECTIVES:

1. To determine the level of fitness of students.
2. To identify strength and weaknesses for development
and improvement.
3. To provide baseline data for selection of physical
activities for enhancement of health and skill
performance.
4. To gather data for the development of norms and
standards. 5. To motivate, guide and counsel students in

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 selecting sports for recreation, competition and lifetime
participation.

TEST PROTOCOL
• Prepare the following testing paraphernalia:
1. First Aid Kit
2. Drinking Water (and a small towel or bimpo to wipe their perspiration)
3. Individual score cards.
4. During testing:
a. Body Composition – tape measure, bathroom scale, L- square
b. Flexibility – ruler, tape measure
c. Cardiovascular Endurance – stop watch, step box/stairs, drum
d. Muscular Strength – exercise mat
e. Speed – stop watch
f. Power – meter stick/tape measure, basketball ball
g. Agility – tape measure, masking tape/chalk, stop watch
h. Reaction Time – plastic ruler (24 inches), table or arm chair
i. Coordination – sipa (washer with straw)/20pcs bundled rubber
bands/any similar local materials j. Balance – stop watch
• Observe the following prior to actual day of testing:
a. The testing stations should be safe and free from obstructions.
b. The same equipment and testing stations should be used in the start-of-the-
year testing and subsequent quarterly testing.
c. With the guidance of the teacher, allow students to go through the various
tests with minimal effort exerted to familiarize themselves with testing
procedures. d. The tests requiring cardio-vascular endurance and those
other tests which involve the same muscle groups should not be taken in
succession.
Students should wear appropriate clothing: t-shirt, jogging pants and rubber
shoes, or any suitable sports attire. However, when taking the BMI test, it is
recommended that the students wear shorts. Wearing different clothing in all the
testing sessions for BMI could affect the results.
• Conduct warm-up and stretching exercises before the tests except for the 3-Minute
Step
Test.
• Administer the tests in a challenging, encouraging and fun-filled environment.

Activity No. 2 HEALTH-RELATED FITNESS TEST

• Body Mass Index BMI

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 FORMULA: BODY MASS INDEX (BMI)
BMI = Weight (in Kilograms)
Height (in Meters)²

Example: 30 kg. = 30 = 20. 83 (Normal)

1.20M² 1.44

Classification:
Below 18.4 - Underweight
18.5 – 24.9 - Normal
25.0 – 29.9 - Overweight
30.0 – above – Obese

• Zipper Test
Purpose – to test the flexibility of the shoulder girdle.
• Equipment: Ruler
• Procedure
For the Performer: a. Stand erect.
b. Raise your right arm, bend your elbow,
and reach down across your back as far as
possible, extend your left arm down and
behind your back, bend your elbow up
across your back, and try to reach/cross your fingers over those of your right
hand as if to pull a zipper or scratch between the shoulder blades.
c. To test the left shoulder, repeat procedures a and b with the left hand
over the left shoulder.

• For the Partner:

a. Observe whether the fingers touched or overlapped each other, if not,
measure the gap between the middle fingers of both hands.
b. Record the distance in centimeter. Record the distance in centimeter.
• Scoring – record zipper test to the nearest 0.1 centimeter.

Points Standard
0 Did not touch fingertips
1 Just touched fingertips
2 Fingers overlapped by 1 - 2 cm.
3 Fingers overlapped by 3 - 4 cm.

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 4 Fingers overlapped by 5 - 7 cm.
5 Fingers overlapped by 8 cm. and more

• Sit and Reach

Purpose – to test the flexibility of the lower back and extremities.

• Equipment: Tape measure or meter stick, card board or paper

Procedure
• For the Performer:
a. Sit on the floor with back,
head and shoulders flat on the wall.
Feet are 12 inches apart.
b. Interlock thumbs and position
the tip of the fingers on the floor without bending the elbows. Reach
up.
c. Place hands on top of the card board or paper where the tips
of the middle fingers are at the top edge of the card board or paper.
Start the test by pushing the card board or paper slowly and try to
reach the farthest distance possible without bending the knees. Hold
for 2 seconds. d. Bouncing or jerking movement is not allowed.
e. Do it three times.
• For the Partner:
a. As the performer assumes the (b) procedure, position the zero point of
the tape measure at the tip of the middle fingers of the performer.
b. See to it that the knees are not bent as the performer slides the farthest
distance that he could.
c. Record farthest distance reached in centimeters.
• Scoring – record the distance to the nearest 0.1 centimeters.

• 3 – Minute Step Test

• Purpose – to measure cardiovascular endurance.

• Equipment: Stopwatch, drum or clapper
Procedure
• For the Performer:
a. Position at least one foot away from the step or bench.
b. At the signal “Go”, step up and down the step/bench for 3 minutes
at a rate of 24 steps per minute. One step consists of 4 beats – that is,

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 up with the left foot (ct. 1), up with the right foot (ct.2), down with
the left foot (ct. 3), down with the right foot (ct. 4).
c. Immediately after the exercise, locate your pulse and wait for the
signal to start the counting. (Give 5 sec. to locate the pulse) d. don’t
talk while taking the pulse beat.
e. Count the pulse beat for 10 sec. multiply it by 6.
• For the Partner:
a. As the student assumes the position in front of step, signal, “Ready”
and “Go”, start the stopwatch for 3-minute step test.
b. After the test, allow performer to locate his/her pulse in within 5
seconds.
c. Give the signal to count the pulse beat.
d. Let the performer count his/her pulse beat for 10 seconds and multiply
it by six (6).
• Scoring – record the 60-second heart rate after the activity.

• Push-Up
Purpose – to measure strength of upper extremities.
Equipment: exercise mats or any clean mat.
Procedure
• For the Performer:
a. Lie down on the mat; face down in standard push up position;
palms on the mat about shoulder width, fingers pointing forward,
and legs straight, parallel, and slightly apart, with the toes
supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees
straight, then lower the arms until there is 90-degree angle at the
elbows (upper arms are parallel to the floor.) FOR GIRLS: With
knees in contact with the floor, straightens the arms, keeping the
back straight, then lowers the arms until there is a 90-degree
angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence
of 20 push-ups per minute. (2 seconds going down and 1 sec.
going up). Note:
60 beats/min.
• For the Partner:
a. As the performer assumes the position of push-up, start counting
as the performer lowers his/her body until he/she reaches 90-
degree angle at the elbow.
b. Make sure that the performer executes the push ups in the
correct form.

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 c. The test is terminated when the performer can no longer execute
the push-ups in the correct form, if in pain, voluntarily stops, or
cadence is broken.
• Scoring – record the number of push-ups made.

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

Activity No. 3 SKILL-RELATED FITNESS TEST

• 40-Meter Sprint
Purpose – to measure running speed.
Equipment: Stopwatch, running area (40 meter)
Procedure
* For the Performer:
a. At the signal “Ready”, stand behind the take-offline, the tips of the
shoes should not go beyond the line and assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up)
with both hands on the starting line.
c. At the signal “GO”, run to the finish line as fast as you can.

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 • For the Partner:
a. Set the stopwatch to zero (0) point.
b. At the signal “GO” start the watch and stop it as the performer crossed
the finish line.
c. Record time in the nearest 0.00.01 seconds.
• Scoring – record time in nearest minutes and seconds.

• Standing Long Jump

Purpose - To measure the explosive strength and power of the leg muscles.
Equipment: Tape measure/meter stick
Procedure
• For the Performer:
a. Stand behind the take-off line with the feet parallel to each other, the
tips of the shoes should not go beyond the line.
b. Bend the knees and swing arms backward once, then swing arms
forward as you jump landing on both feet. Try to jump as far as you
can.
c. Do not control the momentum of the jump (continuously move
forward).
d. Perform the test twice in succession.
• For the Partner:
a. Place zero (0) point of the tape measure at the take-off line.
b. After the jump, spot the mark where the back of the heel of either feet
of the performer has landed nearest to the take-off line.
c. Record the best distance in meters to the nearest 0.1 centimeters.
• Scoring – record the best distance in meters to the nearest 0.1
centimeters.

• Hexagon Agility Test

Purpose – to measure the ability of the body to move in different directions
quickly.
Equipment: Tape measure, stopwatch, chalk or masking tape (1 inch width)
Hexagon Size: length – 24 inches (60.5 cm) each angle – 120 degrees
Procedure
• For the Performer:
a. Stand with both feet together inside the hexagon facing the
marked starting inside. (facing 1 direction)
b. At the signal “Go” using the ball of the feet with arms bent in front,
jump clockwise over the line, then back over the same line inside the
hexagon.
Continue the patter with all the sides of the
hexagon. c. Rest for one (1) minute.
d. Repeat the test counter clockwise.

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 • For the Partner:
a. Start the time at the signal go and stop once the performer reached
the side before the side where he/she started.
b. Record the time of each revolution.
c. Restart the test if the performer jumps on the wrong side or steps on
the line.
• Scoring – add the time of the two revolutions and divide by 2 to get
the average. Record the time in the nearest minutes and seconds.

• Stick Drop Test

Purpose – to measure the time to respond to a stimulus.
Equipment: 24-inch ruler or stick; arm chair or table and chair.
Procedure
• For the Performer:
a. Sit on an armchair or chair next to the table so that the elbow and
lower arm rest on the desk or table comfortably.
b. Place the heel of the hand on the desk/table so that only the
fingers and thumb extend beyond.
c. Catch the ruler/stick with the thumb and index finger without
lifting the elbow from the desk/ table as the partner drops the stick. Hold
the stick while the partner reads the measurement d. Do this thrice (3x).
• For the Partner–
a. Hold the ruler or stick at the top, allowing it to dangle between the
thumb and fingers of the performer.
b. Hold the ruler/stick so that the 24-inch mark index finger. No part
of the hand of the performer should touch the ruler/stick.
c. Drop the ruler/stick without warning and let the performer catch
it with his/her thumb and index finger.
• Scoring – record the middle of the three (3) scores (for example: if the
scores are 21, 18, and 19, the middle score is 19)

• Juggling
Purpose – to measure the coordination of the eye and hand.
Equipment – Sipa (washer w/ straw)/20 pcs. Bundled rubber bands/any similar
local materials (4-5 grams)
Procedure
• For the Performer:
a. Hit the sipa/rubber band material alternately with the right and left
palm upward. The height of the material being tossed should be at
least above the head. Two trials only.
• For the Partner:

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 a. Count how many times the performer has hit the material with the right
and left hand.
b. Stop the test if the material drops. Record the number of hits/trial.
• Scoring – record the number of hits the performer has done.

• Stork Balance Stand Test

Purpose – to assess one’s ability to maintain equilibrium.
Equipment: flat, non-slip surface, stopwatch
Procedure
• For the Performer
a. Remove the shoes and place hands on hips.
b. Position the right foot against the inside knee of the left foot.
c. Raise the left heel to balance on the ball of the foot.
d. Do the same procedure with the opposite foot.
• For the Partner
a. Start the time as the heel of the performer is raised off the floor.
b. Stop the time if any of the following occurs:
• The hand(s) come off the hips
• The supporting foot swivels or moves (hops) in any direction
• The non-supporting foot loses contact with the knee.
• The heel of the supporting foot touches the floor.
• Scoring – record the time taken on both feet in the nearest
seconds.

References

CHED Memorandum Order No. 39 series of 2021.CHED. (2022,February 2).Retrieved August 27,
2022, from https://ched.gov.ph/cmo-no-39-series-of-2021/
Corbin & Lindsey, (1994), Concepts of Fitness and Wellness with Laboratories. Brown and
Benchmark Publishers.
Jonathan Howard, (2018), “Healthy Behaviors and Wellness”. Galileo, University System of Georgia.
Galileo Open Learning Materials.
Manitoba Education, Citizenship and Youth. Guidelines for Fitness Assessment in
ManitobaSchools: A Resource for Physical Education/Health Education. Winnipeg, MB:
Manitoba Education, Citizenship and Youth, 2004. 9. Available online at
www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html
Merriam-Webster. (n.d.). Physical Education Definition & Meaning. Merriam-Webster. Retrieved
August 27, 2022, from https://www.merriam-webster.com/dictionary/physical%20education
Physical activity calculator.Livelighter.(n.d.). Retrieved August 27,2022, from
https://livelighter.com.au/physicalactivity/calculator

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Scott Flynn, (2018), “Fitness Principles”. Galileo, University System of Georgia. Galileo Open
Learning Materials.
Topend sports latest. (n.d.). Retrieved August 27,2022 from https://topendsports.cpm/home.htm

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