Physical Education and

Health 12
Quarter 1 – Module 1:
Self-assesses health-related
fitness
Physical Education and Health – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Self-assesses health-related fitness
First Edition, 2020

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Physical Education and
Health 12
Quarter 1 – Module 1:
Self-assesses Health-related
Fitness
Introductory Message
For the facilitator:

Welcome to the Physical Education – Grade 12 Alternative Delivery Mode

(ADM) Module on Self-assess Health-related Fitness. It focuses on physical activity
participation and fitness development, as well as on healthy eating, personal
development, and healthy relationships that support an active healthy lifestyle.

In this module students learn to analyse their own situations and make
decisions about how to become more physically active or how to maintain their
current level of physical activity participation in order to realize improvements in
personal health and fitness. As part of the physical activity practicum, students
develop their own physical activity plan, based on their interests. They are
encouraged to seek out ways to become more active by engaging in a greater variety
of activities that may include daily living activities, recreation, or sports. They also
develop a deeper understanding of the importance and process of risk management
related to safe and appropriate participation in physical activity.

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 we believe in the value of and lead an active healthy lifestyle

recognize its importance to overall health and well-being and make decisions that
support and enhance this way of living. For our students, may lead an active
healthy lifestyle making purposeful choices every day about participating in physical
activities, eating nutritious foods, and practising health-enhancing behaviours.
Engaging in an active healthy lifestyle promotes physical, mental, and emotional
development, which in turn, contributes to healthy relationships with others.
For the learner:

Welcome to the Physical Education – Grade 12 Alternative Delivery Mode

(ADM) Module on Self-assess Health-related Fitness

The hand is one of the most symbolized parts 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:

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

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

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

the current lesson with the previous one.

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

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

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
 What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

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

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

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

Answer Key This contains answers to all activities in the

module.

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

Activity # 1 Am I what I eat?

The learner will create a food journal, the learner will write what they have eat in a week. What do
they have for breakfast, lunch and dinner they may also include their snacks.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Example:

Breakfast:

1 cup rice

1 whole egg

1 glass milk

Snack:

1Slice Bread

1Glass Juice

Lunch:

1 cup rice

1 fried fish

1glasswater
Snack:

1small plate
spaghetti

1glass
water

Dinner:

1 cup rice

1buttered
vegetable

1glasswater

Snack:

1slice bread

1glasswater
 What I Know

Activity # 2 Am I Eating Right?

The Filipino Pyramid Activity Guide

The learner will create a meal plan for a week thru the use of the Filipino Pyramid
Guide. That will help the body to maintain its Physical Activity.
 Meal for a Day Daily Routine

Example: Monday: 1 cup rice, 1 fried Swiping the floor, Mopping, washing
fish, vegetable, 1 banana, 1 glass water dishes, gardening.

Tuesday: ( Meal for the day )

Wednesday: ( Meal for a day )

Thursday: ( Meal for a day )

Friday: ( Meal for a day )

Saturday: ( Meal for a day )

Sunday: ( Meal for a day )

The Filipino Pyramid Activity Guide was developed by the Philippine

Association for the Study of Obesity and Overweight (2000) to encourage Filipinos to
become more active. The Physical Activity Pyramid provides a graphic representation
of how physical fitness can be achieved. Daily activities at the base of the pyramid
are low in intensity, and should be performed as often as possible for at least 30
minutes.

The activities on the second and third levels are activities that are moderate
to high in intensity, respectively, which should be performed for at least 30 minutes
as well. The difference between the activities is that those on the second level should
be performed 3 to 5 times a week while those in the third level should be performed
2 to 3 times a week. The tip of the pyramid consists of activities that should be
performed occasionally. An individual can achieve physical fitness by following the
recommendations of the Physical Activity Pyramid.
Lesson
Self-assess health-related-
1 fitness

Background Information

Physical Fitness is a condition that allows the body to effectively cope with
the demands of daily activities and still has the energy to enjoy other active leisure
activities. While Exercise is a planned program of physical activities usually
designed to improve physical fitness with the purpose of increasing physical fitness
level. The purpose of the physical activity is to assist students in “taking greater
ownership for their own physical fitness, promote the discovery of activities suited to
their own individual interests, and encourage active lifestyles that persist into their
futures”

What’s In

Activity # 3 Check My Brain Fitness

Let’s play a brain teasing fun game called “Word Scramble.” Find words from
the jumbled letters that refer to components associated with Health-related Fitness.
The words are interconnected and placed either vertically, horizontally, or
diagonally. Write these words in your activity notebook and try to define each.

E N D U R A N C E Q W

S T R E N G H T R T Y

P O W E R R O I A H J

M U S C L E A M T Z A

B A L A N C E E O P W

A G I L I T Y W N X B
 F K M C N M L D E I U

F L E X I B I L I T Y

Components of Health-related Fitness

Fitness -is defined as a condition in which an individual has enough energy
to avoid fatigue and enjoy life. Look back and reflect on your day’s activities. Do you
have lots of energy or do you get tired easily?
Physical fitness is divided into four health- and six skill-related components.
Health-related fitness is the ability to become and stay physically healthy. Skill-
related fitness enhances one’s performance in athletic or sports events.

Health Components Skill Components

Cardiovascular fitness Agility
Muscular strength and Balance
endurance
Flexibility Power
Body composition Speed
Coordination
Reaction time

Health-related components focus on factors that promote optimum health

and prevent the onset of disease and problems associated with an activity. The four
components are described as follows:
1. Cardiovascular fitness is the ability of the heart (cardio) and circulatory system
(vascular) to supply oxygen to muscles for an extended period of time.
Cardiovascular is also called cardiorespiratory (lungs) fitness. Usually the 1 km run
or some other type of continuous fitness activity (12-minute run, cycling, step-test,
etc.) is used to assess cardiovascular fitness.

2. Muscular strength and endurance is the muscle‟s ability to produce effort or

perform work. Muscular strength refers to the maximum amount of force a muscle
can exert against an opposing force. Fitness testing usually consists of a one-time
maximum lift using weights (bench press, leg press, etc.). Muscular endurance
refers to the ability of the muscle to work over an extended period of time without
fatigue. Performing push-ups and sit-ups or crunches for one minute is commonly
used in fitness testing of muscular endurance.

3. Flexibility is the ability to move a body part through a full range of motion (ROM)
at a joint. The sit-and-reach is commonly used to determine flexibility.

4. Body composition is the ratio of body fat to lean body mass (including water,
bones, muscles, and connective tissues). Having too many fat tissues is a risk factor
for cardiovascular diseases, diabetes, cancer, and arthritis.
In addition to improving quality of life, health-related fitness also
• increases muscle tone and strength;
• decreases susceptibility to illness;
• improves bone mineral density;
• reduces risk of osteoporosis;
• improves gait and posture;
• increases efficiency of the respiratory and circulatory systems;
• decreases risk of cardiovascular disease and stroke;
• improves blood circulation;
• decreases risk of diabetes and cancers;
• improves self-esteem and self-confidence;
• decreases body fat deposition and improves metabolism
• increases energy level
 Notes to the Teacher
In this module it will help the students to prepare for physical
activities.

What’s New

Activity#4
“Know the problem”
Michelle Obama isn’t the only person alarmed by the epidemic of childhood
obesity. So is weight-control specialist Dr. Howard Shapiro. “Kids at the age of 12
are getting adult-on set diabetes,” says Shapiro. “One-third of everybody born in
2005 will have some form of diabetes. “Shapiro’s new book, Eat & Beat Diabetes
with Picture Perfect Weight Loss: The Visual Program to Prevent and Control
Diabetes, written with chef Franklin Becker, is an action plan for both adults and
children. TIME senior reporter Andrea Sachs met Dr. Shapiro over a healthy, veggie
laden lunch in Manhattan, where he has practiced medicine for 30 years.

Question: Is the steep increasing of diabetes in children solely a matter of obesity or

does it has to do with a lack of exercise as well? How important is Active lifestyle?
 What is It

Activity# 5 Am I fit?

Reflect on your daily activities and create a table. Focus your attention on
activities that will help improve your HRF and maximize your body potential.

My Daily Task Health Related Fitness

1.

2.

3.

Physical Fitness- is a condition that allows the body to effectively cope with
the demands of daily activities and still has the energy to enjoy other active leisure
activities.

Importance of an Active Lifestyle

Regular, moderate to high intensity of physical activity, and exercise was proven to
improve overall health and fitness. As such, it:
 improves bone, joint, and muscle strength;
 develops motor control and coordination;
 helps maintain a healthy body composition;
 improves the psychological functioning of an individual;
 increases the efficiency of the lungs and the heart;
 increases muscle strength and endurance;
 protects from musculoskeletal problems such as "low" back pain;
 possibly delays the aging process;
 reduces the risk of cardiovascular diseases such as coronary artery disease
and stroke;
 promotes healthy cholesterol level;
 helps regulate blood pressure;
 decreases risk of Type 2 diabetes;
 reduces the risk of breast and colon cancer;
 improves control over anxiety and depression; and
  builds self-esteem and social interaction.

What’s More

Activity#6 Changing Bad Habit

The Learner will list down barriers to their active lifestyle and the learner will create
possible solution to the barriers that they encounter.

Barrier Solution

Example: 1.I have no time Prioritize activities and cut back some
time from the non- essential activities to
be able to exercise

2.

3.

4.

5.

6.

Stages of Changing an Old Habit That a Person Undergoes

Reflection:

Why is it hard to change unhealthy habits?

What I Have Learned

Activity#7 Check Your Family Fitness

Identify the usual physical activities of your family members in terms of health-
related fitness components. List the important information regarding the family
members in the following table provided. These will be useful in designing your
family HRF activity plan.

Note: Indicate only family member within your household

Family Age Job Job Description HRF Household HRF

Member Component Chores/ involved
Involved Daily
Routine

Example: 32 Safety • Checking Balance Feeding

Officer Vital Signs the
Father • Securing Muscle chicken
the safety of Strength
the workers

Mother 35

Sister

Brother

Younger

Brother

Younger
Sister

What I Can Do

These activities will give you a deeper understanding of the importance of exercise in
building total fitness and family wellness. The activities will allow you to better
understand HRF.

Activity#8

Physical Fitness Tests

1. Do the following to prepare for the tests.

 Review the procedures in conducting the Physical Fitness Tests.

 Wear the appropriate attire.
  Re-orient yourself on the proper execution of the tests and recording of test
results.
 Go through the test without exerting maximum effort.
 Observe safety.
2. Record your test results.

A.1 Weight – the heaviness or lightness of a person

Equipment: weighing scale
Procedure:
a. Wear light clothing.
b. On bare feet, stand erect and still while evenly distributing your weight on the
center of the scale.
Scoring – record body mass to the nearest 0.5 kilograms

A.2 Height – the distance between the floor to the top of the head when a person is
in standing position.
Equipment:
 an even and firm floor and flat wall
 L – square
 tape measure laid flat on a concrete wall with the zero point starting at the
floor

Procedure:
a. Stand erect on bare feet with heels, buttocks, and shoulders pressed against the
wall with the tape measure.
Scoring – record standing height
* 1 meter = 100 centimeters

B. Waist Circumference
Waist circumference is a good predictor of visceral fat which contributes more risk
of cardiovascular disease and diabetes than fat located in other areas of the body.
Equipment: tape measure.
Procedure:
a. Wear light clothing before having your waist circumference taken.
b. On bare waist, stand erect and wrap the tape measure around your waist.

Standard: Women
Men
Risk Centimeter Inches Centimeter Inches
Very High >120 >47 >110 >43.5
High 100 – 120 39.5 – 47 90 – 109 35.5 – 43
Normal 102 40 88 34.6
Low 80 – 99 31.5 – 39 70 – 89 28.3 – 35
Very Low <80 <31.5 <70 <28.5

Strength refers to the muscle‟s ability to generate force against physical

objects. In the fitness world, this typically refers to how much weight you can lift
for different strength training exercises.
C. Ninety (90) Degree Push-up

Purpose: to measure strength of upper extremities

Equipment: exercise mat or any clean mat
Procedure:
 .Lie face down on the mat in standard push-up position: palms on the
mat under the shoulders, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
For 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 arms are
parallel to the floor).
Scoring – record the number of push-ups made

Activity#9
Family Fitness History
Family Age Body Medical Daily HRF HRF
Composition History Routine Weakness Strength
BMI
Father
Mother
Brother
Sister
Younger
Bro./
Sis
 Assessment

Target Heart Rate Worksheet

Students Name __________________________________________ Age: ____________

Students Resting Heart Rate (RHR): __________

Karvonen formula:
(220‐age)‐RHR X .60 + RHR = Lower end of THR zone
( _______) ‐ _________ X . 60 + __________ = _____________ LOWER END
(220‐age)‐RHR X .80 + RHR = Higher end of THR zone
( _______) ‐ _________ X . 80 + __________ = _____________ HIGHER END

My target heart rate zone is between __________________ and _____________________.

Heart Rate Recordings

Circle the recorded heart rates that were not in your target heart rate zone and provide a brief
comment of why you feel you were not exercising in the zone at that time.

Station HR#1 HR#2 HR#3 HR#4 Comments

Box Step ups

Jog/ Walk

Jumprope/Flexibility

Zumba Dance

1
 Additional Activities

Health and Fitness Update

Read an article regarding different Physical activities that could help an

individual to be Physically Fit and could help to lessen stress and make a
reaction paper. Your thoughts and opinion about this article will help you
reflect on your understanding of fitness exercise. Write your reaction paper on
your worksheet.

2
 3
Activity# 1: Students answer may vary
Rubric
4 OUTSTANDING
Knows the major forms of meal plan, carefully observes and accurately create a meal plan.
3 EFFECTIVES
Knows the major forms meal plan and create a meal plan.
2 ADEQUATE
Knows several forms of meal plan.
1 INEFFECTIVE
Cannot create a meal plan.
Activity#2
Rubric
The student will identify the concept with its various components.
1. Exemplary
 Formulate (through writing or illustration) a clear description of the concept in meal
planning that relates to physical activity.
2. Accomplished
 Describe (or sketch out) its components in meal planning that relates in meal planning
and physical activity.
3. Developing
 List or recognize a variety of components in meal planning and physical activity.
4. Beginning
 Recognize that there is a need in meal planning to sustain physical activity
Answer Key
Activity#3

E N D U R A N C E Q W

S T R E N G H T R T Y

P O W E R R O I A H J

M U S C L E A M T Z A

B A L A N C E E O P W

A G I L I T Y W N X B

F K M C N M L D E I U

F L E X I B I L I T Y

Activity#4
The students answer may vary
Rubric

TRAITS 4 3 2 1
Focus & Main ideas are Main ideas are Main ideas are The topic and
Details clear and clear but are somewhat main ideas are
well supported not well clear. not clear.
by detailed supported by
and accurate detailed
information. information.
Organization The The The There is no
introduction is introduction introduction clear
inviting, states states the states the introduction,
the main topic, main topic and main topic. and structure
and provides provides an
An overview of overview of the
the idea of the paper.
learner.
Information is
relevant and
presented in a
logical order.
Word Choice The learner The learner The learner The learner
uses vivid uses vivid uses words uses a limited
words and words and that vocabulary.
phrases. The phrases. The communicate
choice and choice and clearly, but the

4
 placement of placement of writing lacks
words seems words is variety.
accurate, and inaccurate at
natural. times.

Activity#5 Student answer may vary

Activity#6 Student answer may vary
Activity#7 Student answer may vary
Activity#8 Student answer may vary
Activity#9 Student answer may vary
Rubric

Moving/Doing Understanding/Applying Responsibility

 P1 - Participates  U1 - Poses and  D1 -
in a variety of solves movement Demonstrates
activities challenges cooperative and
 A1 - Applies body  U2 - Applies game socially responsive
mechanics in and movement behaviors
movements concepts  D2 -
 E1 - Engages in  U3 - Applies group Demonstrates
movement, motor dynamics and fair leadership and
and athletic skill play group dynamic skills
development activities  U4 - Aware of the  D3 -
 E2 - Engages in impact of a Demonstrates
personal fitness life-long active healthy and applies an
activities lifestyle active and healthy
lifestyle
 D4 -
Demonstrates
and applies an
active and healthy
lifestyle
Level 1 Level 2 Level 3 Level 4 Level 5
Very Limited/ Limited/ Accomplished/ Strong/Usually Outstanding/
Seldom or Occasionally Frequently Consistently
Never

5
References:

[Link]
eating-rubric

[Link]
pendix_c-samples_of_assessment_tools.

Manitoba Education, Citizenship and Youth. Guidelines for Fitness Assessment in

Manitoba Schools: A Resource for Physical Education/Health Education.
Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2004.

Sallis, J.F, & McKenzie T.L. (1991) Physical education’s role in public health.
Research Quarterly for Exercise and Sport, 62: 12124-12137.

Active Living Research. (2009). Active Education: Physical Education, Physical

Activity and Academic Performance. Retrieved October 9, 2009 from
[Link]

Board of Studies NSW 2000, Content Endorsed Course: Stage 6 Syllabus.

Sport, Lifestyle and Recreation, Board of Studies NSW.

Bradford, M 2007, Queensland Health and Physical Education Yrs 8–10,

2nd edn, Melbourne, Macmillan.

REX book, Physical Education and Health Volume 1, 2016 Edition

Lualhati F. Callo, Peter Fermin Dajime

6
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@[Link]