PHYSICAL FITNESS

COMPONENTS
HEALTH-RELATED FITNESS COMPONENTS
SKILLS-RELATED FITNESS COMPONENTS
And PHYSICAL FITNESS TEST ACTIVITIES
What is your favorite sports or genre of dances and who is
your inspiration (oral recitation).
VIDEO
CLIP
 PAR-Q & YOU
In this activity, you will undergo a series of physical fitness
tests to determine your level of fitness and identify your
strengths and weaknesses for you to develop your exercise
program.
Why is it important to be physically fit?
• A person who is physically fit is able to
maintain his most optimum weight and is away
from sickness. He has a relaxed state of mind
is, physically strong and mentally active in
facing challenges in everyday life.
What is Fitness?
• Fitness, aside from being physically fit, it also refers
to a person’s mental state as well. If a person is
physically fit, but mentally unwell or troubled, he or
she will not be able to function optimally. Mental
fitness can only be achieved if your body is
functioning well. You can help relax your own mind and
eliminate stresses by exercising regularly and eating
Why is it important to be physically fit?
A person who is physically fit is able to maintain
his most optimum weight and is also not prone to cardiac
arrest and other health problems. In order to maintain a
relaxed state of mind, a person should be physically
active. A person who is fit both physically and mentally
is strong enough to face the ups and downs of life and is
not affected by drastic changes that take place.
 How can you become more physically fit?
To become physically fit, it requires a change in
lifestyle. You will have to incorporate a regular exercise
routine in your life and also eat healthier. By avoiding
junk foods, fizzy drinks, bad habits like smoking and
alcohol and by getting adequate amount of rest, you will
be able to become physically and mentally fit.
PHYSICAL
FITNESS
COMPONEN
 HEALTH-RELATED
FITNESS COMPONENTS
• Fitness components that are prescribed to
improve individual’s health
BODY COMPOSITION CARDIOVASCULAR ENDURANCE
MUSCULAR ENDURANCE
MUSCULAR STRENGHT
FLEXIBILITY
BODY COMPOSITION
• refers to proportion of lean
body mass to fat body mass.
It includes fat, protein,
minerals and body water.
Example: BMI
BODY MASS INDEX
Procedure:

1. Height. Stand with trunk straight. Measure the distance from the floor to the top of the forehead. Record the score in
centimeter (cm).

2. Weight. Stand on a weighing scale free from any other object for weight accuracy. Record in kilograms (kg).

3. Computation for Body Mass Index (BMI)

Measures of body mass based on height and weight that aid in determining weight categories.

BMI = Weight in kg (Height in m) x (Height in m)

BMI CLASSIFICATION:
Example:
Less than 18.5 Underweight

Weight: 50 kg 18.5-24.9 Normal Weight

Height: 153 cm converted to meters = 1.53 m
25-29.9 Overweight
BMI = 50kg = 50 kg = 2.34m(NORMAL
30 or greater Obesity
(1.53m) X (1.53m)
CARDIOVASCULAR ENDURANCE

• ability of the lungs, heart, and blood vessels to deliver

adequate amount of oxygen throughout the body.
• Example: 3 MINUTE-STEP TEST
CARDIOVASCULAR ENDURANCE
Heart Rate per Minute
Before the activity After the Activity

Purpose: To test for Cardiovascular Endurance level based on how quickly your heart rate will come back
down after a physical activity

Equipment: stopwatch, 12-inch bench box/stairs, a metronome downloaded at Google play store or use
the USB flash drive at the Barangay Hall
You may go to the Barangay Hall and ask the Barangay officials Regarding the downloadable music of
Metronome. Just present a USB flash drive for your copy.

Goal: In a constant pace, step on and off the bench for 3 minutes straight.
CARDIOVASCULAR ENDURANCE VIDEO

Procedure:

1. Get your Pulse rate before doing the activity and record it.
2. Stand close to the 12-inch bench box while your partner sets the metronome
in 96 beats per minute (bpm)
3. When ready to begin, start the stopwatch, step one foot at a time to the beat
(up, up, down, down). When 3 minutes is up, stop immediately and get your
pulse rate in 1 minute.
4. Record the Exercise Heart Rate: _ bpm
MUSCULAR ENDURANCE
• defined as the maximum pull or push
that can be exerted one time by a
muscle group.
• Example: PUSH-UPS,
Purpose: to measure strength of the upper extremities
Materials: exercise mat or any clean mat

How to do it in this test, you will perform as many push-ups as you can without resting.
Procedure:

For the test takers

a. Lie face down on the mat in standard push-up position: palms on the mat under the
shoulder, fingers pointing forward, and legs straight, parallel, and slightly apart, with the toes
supporting the feet.

For the Boys: Straighten the arms, keeping the back and knees straight. Lower the arms until
there is a 90-degree angle at the elbows (upper arms are parallel to the floor)
For Girls: With knees touching the mat, straighten the arms, keeping the back straight. Lower the
arms until there is a 90-degree angle at the elbows. (Upper arm should be parallel to the floor).
b.Perform as many repetitions as possible, maintaining a cadence of 20 push up per minute (2
seconds going down and 1second going up.

BOYS GIRLS
Sc Standard Interpretati Scor Standard Interpretation
ore on e
5 33 and above Excellent 5 33 and Excellent
4 25-32 Very good above
4 25-32 Very good
3 17-24 Good
3 17-24 Good
2 9-6 Fair
2 9-6 Fair
1 1-8 Needs
1 1-8 Needs
improveme
improvement
nt
MUSCULAR STRENGHT
• ability of the muscle to exert
maximal effect effort in a brief
duration.
• Example: BASIC PLANK
Strength: Basic Plank
Purpose: to measure strength/ stability of the core muscles Equipment: exercise mats or any
clean mat, stopwatch Procedure:

For the Tester:

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 stomach drop 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 “go” and start pressing the time piece.
c. Make sure 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 considered
unnecessary.
Scoring- record the time in the nearest seconds/ minute. Maximum of 90 seconds for boys and girls.

Score Standard Interpretation

5 51 seconds and above Excellent
4 46- 50 seconds Very good
3 31-45 seconds Good
2 16-30 seconds Fair
1 1-15 seconds Needs improvement
 FLEXIBILITY
• ability of the muscle and joints to
go through a full range of motion.
Example: SIT-AND-REACH, ZIPPER TEST
Flexibility: Sit and Reach

Is a test of flexibility for the lower extremities particularly the hamstring. Purpose: to
reach forward as far as possible without bending the hamstring Equipment: tape
measure.

Procedure:
For the test takers:

a. Sit on the floor back flat on the wall and feet approximately 12 inches apart.
b. Without bending your back, knees and elbows place hand on top of the other and
position the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start the test slowly
reaching the farthest point without bending the knees.
For the partner:
d. As the student assumes position (b) in the procedure, position the zero point of the tap
measure at the tip of the finger farthest from the body.
e. Make sure that the knees are not bent as the student reaches the farthest that he/she
could.
f. Measure the farthest distance reached
SKILLS-RELATED FITNESS COMPONENTS

• aspect of fitness which form the basis for

successful sport or activity participation. It
refers to body performance.
 SPEED
• ability to cover a distance in
a short period of time.
• Example: 50 Mtrs. SPRINT
Purpose: to measure running speed
Equipment: Stopwatch
Running area with known measurement (40 meters)

Procedure:
For the tester:
a. At the signal “ready”, stand behind the take-off line, the tips of the shoes should not go beyond
the line and assume a crotch position.
b. At the signal “get Set”, assume an un crouched position (buttocks up) with both hands in the
starting line.
c. At the signal go run to the finish line as fast as you can.
For the partner:
a. Place zero (0) point of the tape at the take-off line.
b. After the jump, spot the mark where the back of the heel of either feet of the tester has landed
nearest to the take-offline.
c. Record the distance of the 2 trial.
 Scoring: Record the time in nearest minutes and seconds

Boys Girls
Age 9-12 13-14 15-16 17 and 9-12 13-14 15-16 17 and
above above

Excellent ˂6.0 ˂5.0 ˂4.0 ˂4.0 ˂7.0 ˂6.5 ˂5.5 ˂4.5

Very good 6.1-7.7 5.1-6.9 4.6-5.4 4.1-5.4 7.1-8.4 6.6-7.6 5.6-6.1 4.6-5.9
Good 7.8-8.5 7.0-8.0 5.5-7.0 5.5-6.5 8.5-9.5 7.7-8.8 6.2-7.2 6.0-7.0
Fair 9.5-8.6 8.1-9.1 7.1-8.1 6.6-7.5 9.6-10.5 8.9-9.5 7.3-8.5 7.1-8.1
Needs ˃9.6 ˃9.2 ˃8.2 ˃7.6 ˃10.6 ˃9.6 ˃8.6 ˃8.2
Improvement
 AGILITY
• ability of the body to
change position and
direction quickly.
• Example: 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 Option: (16 inches – Elem. / 20 inches – Sec.)
Procedure For the tester:
2. Stand with both feet together inside the hexagon facing the marked starting
inside. (Facing 1 direction)
3. 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.
4. Rest for one (1) minute.
5. Repeat the test counterclockwise.
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.

Clockwise Time Counter Clockwise Time Average

(00:00) (00:00)
 BALANCE
• ability to maintain an upright
posture or equilibrium while still or
moving.
• Example: Stork Balance Test
Purpose: To assess whole body balance ability
Equipment: flat, non-slip surfaceand stopwatch
Goal: To stand on one leg for as long as possible

PROCEDURE:

1. Remove the shoes and place the hands on the hips, then position the non- supporting
foot against the inside knee of the supporting leg.
2. The student is given one minute to practice the balance.
3. The student raises the heel to balance on the ball of the foot. The stopwatch is started
as the heel is raised from the floor. The stopwatch is stopped if any of the follow occur:
IMPORTANT THINGS TO REMEMBER
• the hand(s) come off the hip
• 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.

For the Partner:

A. As the student assumes the position to balance. Signal” ready” and “go”
and start the timer.
Scoring: The total time in seconds is recorded. The score is the best of three
attempts. The table lists general ratings for this test.
 COORDINATION
• ability to use the senses VIDEO

together.
• Example: 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 Tester:

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:

1. Count how many times the performer has hit the material with the right and
left hand.
2. Stop the test if the material drops. Record the number of hits/trials. Scoring:
record the number of hits the performer has done.
 REACTION TIME
VIDEO
• amount of time it take to get moving.
• Example: STICK/ RULE/ DROP TEST
Purpose: to measure the time to respond to a stimulus
Equipment:
1. 2-inch ruler or stick
2. Armchair or table and chair
Procedure:

For the tester:

a. Sit on an armchair or chair next to the table so that the elbow and the lower arm rest on the desk/
table comfortably.
b. Place heel of the hand on the desk/table so that only the fingers and thumb extend beyond. Fingers
and thumb should at least be one (1) inch apart.
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 trice.
For the partner:
a. Hold the ruler or the stick at the top allowing it to dangle between the thumb
and fingers of the performer.
b. Hold the ruler/stick so that the 1-inch mark is even between the thumb and the
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 tester catch it with his/her
thumb and index finger.
d. Record the score on the upper part of the thumb.

Scoring- Record the highest number of hits the performer has done.
Score Standard Interpretation
5 41 and above Excellent
4 31-40 Very good
3 21-30 Good
2 11-20 Fair
1 1-10 Needs improvement
 POWER
• the product of strength and
speed.
• Example: STANDING LONG
•
Purpose: to measure the explosive strength and power of leg muscles.
Equipment:
1. Tape measure/meter stick/ any measuring device
Procedure:
For the tester:
a. Stand behind the behind the take- off line with feet parallel to each other, the tips
of the shoes should not go beyond the line.
b. Bend 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. Must land on both feet.
For the partner:
a. Place zero (0) point of the tape measure at the take off line.
b. After the jump, spot mark, where the back of the heel of either
feet of the tester has landed nearest to the take-off line.
c. Record the distance of the two trials.
Score Standard Interpretation
5 201cm and above Excellent
4 151 cm- 200 cm Very good
3 126 cm-150 cm Good
2 101 cm-125 cm Fair
1 55 cm-100 c. Needs improvement
ACTIVITY
Answer the activities that will give them a deeper understanding of the importance of exercise
in building total fitness and family wellness.

1. In your own words, define fitness.

.____________________________________________________________________________________
____________________________________________________________________________________
2. Describe the difference between health-related and skill related components.
_____________________________________________________________________________________
______
 ACTIVITY
Identify the characteristics of a physically fit and unfit person.
Write FIT, if the statement relates to the characteristics and indicators of physically fit individual and UNFIT, if the
statements is not.
1. Has tones muscles
2. Easily get tired
3. Hates to play sports
4. Love to eat vegetables
5. Has normal weight
6. Sleeps 8 hours a day
7. Help do household chores
8. Does not want to sweat
9.Runs fast
10. Love drinking Soda
ACTIVITY
You will reflect on you daily activities and write them on the table
below. You focus their attention on activities that will help improve you
Health-Related Fitness and maximize your body potential.
Daily Routine Health-related fitness components
ACTIVITY
Let’s Connect!

There is no easy way to do Physical Activity and benefits from it. This is contrary to the
hype from some fitness commercials and products whose benefits associated with
regular activity that requires real effort maintained over time. Advertisements from
some of fitness devices claim that 5 minutes on their product is as good as 30 minutes
on another product. The benefits of any activity depend on the relevance and duration
and not on the equipment and some products promise to enhance the metabolism in
the same way does.

1. Do you agree or disagree on the statement? Support your answer.

• Fill the missing letters in the box to come up with the complete
word/phrase.
1. It is the capacity to perform one’s daily task without undue fatigue.
P L - I S
2. Ability to move quickly from one point to another in a straight line.
D
3. The ability of the muscle to exert maximal effort in a brief duration

U R - S R N
4.Refers to proportion of lean body mass to fat body mass.
B C N
5. Defined as the maximum pull or push that can be exerted one time by a
muscle group.
M U U E
6. Ability to maintain an upright posture or equilibrium while still or
moving.
B A E
7. Ability of the lungs, heart, and blood vessels to deliver adequate amount of
oxygen throughout the body.
C R OV E E
8. Ability to use the senses together.

C R D N
9. Amount of time it take to get moving.

E C E
10. Ability of the muscle and joints to go through a full range of motion.

F X Y