Senior High School

Physical
Education and
Health
Quarter 1 – Module 2:
Health – Related Fitness Self
Assessment
(Body Mass Index & Cardiovascular Endurance)
Physical Education and Health – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 2: Health-Related Fitness Self-Assessment
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do
not represent nor claim ownership over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Bethany Anne U. Mendez
Editor: Melville Dela Peña
Reviewers: Candida Purgatorio (Moderator)
Clavel D. Salinas
Illustrator and Layout Artist: Bethany Anne U. Mendez
Management Team
Schools Division Superintendent:
Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
Chief, CID: Dr. Mary Ann P. Flores
EPS in LRMS: Mr. Isaiash T. Wagas
EPS in SHS: Dr. Clavel D. Salinas

Printed in the Philippines by:

Department of Education, Region VII. Division of Cebu Province
Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255 – 6405
E-mail Address: [Link]@[Link]

1
 12

Physical
Education and
Health
Quarter 1 – Module 2:
Health – Related Fitness Self
Assessment
(Flexibility, Muscular Strength and Endurance)

2
Introductory Message
For the facilitator:

Welcome to the Physical Education and Health 12 Module on Health-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.

For the learner:

Welcome to the Physical Education and Health 11 Module.

This will help you understand fitness and exercise in optimizing one’s
health as a habit.

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.

3
This module has the following parts and corresponding icons:

This will give the learners an

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

This part includes an activity

that aims to check what you
What I Know already know about the lesson
to take. If you get all the
answers correct (100%), you
may decide to skip this module.
This is a brief drill or review to
help you link the current lesson
What’s In with the previous one.

In this portion, the new lesson

will be introduced to you in
What’s New various ways such as a story, a
song, a poem, a problem opener,
an activity, or a situation.
This section provides a brief
discussion of the lesson. This
What is It aims to help you discover and
understand new concepts and
skills.

This comprises activities for

independent practice to solidify
What’s More 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.
This includes questions or
What I Have blank sentence/paragraph to be
Learned filled into process what you
learned from the lesson.

4
 This section provides an activity
which will help you transfer
What I Can Do your new knowledge or skill into
real life situations or concerns.

This is a task which aims to

evaluate your level of mastery in
Assessment achieving the learning
competency.

In this portion, another activity

Additional will be given to you to enrich
Activities your knowledge or skill of the
lesson learned. This also 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. Do not 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!

5
 What I Need to Know

This module was designed and written with you in mind. It is here to
help you understand fitness testing and basic exercise programming. 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.

This module is focused on this competency:

A. Self-assesses health-related fitness (HRF) status, barriers to physical
activity assessment participation and one’s diet (PEH12FH-Ig-i-6)

After going through this module, you are expected to:

1. Identify the health-related fitness components and its proper testing;
2. Develop self-discipline through assessing and monitoring Health-
Related Fitness; and
3. Self-assess health-related fitness (HRF) status by filling out Health
Related Components Score Card.

6
 What I Know

This part aims to check what you already know about the lesson to take. If you
get all your answers correct (100%), you may decide to skip this module. But if
you only get 50% - 90% correct answers you must proceed with the module.

PRE-ASSESSMENT

Directions: Read each item carefully. Write the letter of the correct answer.
1. The PE teacher at your school regularly conducts Physical Fitness Test.
Which of the following describes muscular strength?
A. The body’s relative amount of fat and fat-free mass.
B. The ability of the muscle to do repeated work without fatigue.
C. The ability of the muscle to generate force against physical object.
D. The ability of joints and muscles to move to its full range of motions.
2. Why do we need to monitor one’s physical fitness?
A. To monitor improvement.
B. To cope with the requirements of daily living.
C. To test Health-Related and Skill-Related Fitness.
D. To comply the Physical Education requirements.
3. What physical activity or exercise measures muscular strength?
A. Boxing B. Swimming C. Dancing D. Weightlifting
4. Planking is one of the physical activities that measure muscular
endurance. What is its purpose?
A. Measure strength of upper extremities.
B. Tests the flexibility of the shoulder girdle.
C. Measure strength or stability of the core muscles.
D. Determines whether a person is health or unhealthy.
5. You arrived at a gym. Four people were present at the place. One person
is doing push-ups, a second who is on the weighing scale, a third running
on a tread mill and fourth doing the sit and reach exercise. Which person
demonstrates muscular strength?
A. The one who is doing push-ups
B. The one who is on the weighing scale.
C. The one who is running on a tread mill
D. The one who is doing the sit and reach exercise
6. How will you properly measure the distance of the farthest reach in
performing zipper test?
A. Record the distance in centimeter.
B. Record the distance to the nearest 0.1 centimeters.
C. Record the time in the nearest number of seconds or minutes
D. Record the number of repetitions.

7
7. Your teacher would like to determine your level of fitness in flexibility.
What physical fitness test should you perform?
A. Curl-ups C. Hexagon Test
B. Sit and Reach D. 3 – minute step test
8. The whole class of Grade 12 is administering Physical Fitness Test. Which
of the following describes flexibility?
A. The body’s relative amount of fat and fat-free mass.
B. The ability of the muscle to do repeated work without fatigue.
C. The ability of the muscle to generate force against physical object.
D. The ability of joints and muscles to move to its full range of motions.
9. In recording the zipper test, which of the following measurements should
get four (4) points?
A. Fingers overlapped by 1 – 2 cm
B. Fingers overlapped by 3 – 4 cm
C. Fingers overlapped by 5 – 7 cm
D. Fingers overlapped by 8 – 10 cm
10. Which of the following procedures that state the proper push-up exercise
for boys?
A. Interlock thumbs and position the tip of the fingers on the floor without
bending the elbows. Reach up.
B. Support weight on forearms and toes; make sure that your back is flat.
Head, neck, and spine are in a straight line.
C. 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).
D. With knees in contact with the floor, straighten the arms, keeping the
back straight, then lower the arms until there is 90-degrees angle at
the elbows (upper arms are parallel to the floor).
11. Physical Fitness Test is administered in sequence. Which of the following
should be conducted in Day 2?
I. Push Up
II. Basic Plank
III. Zipper Test
IV. Sit and Reach
V. Body Mass Index
VI. 3 – minute step test
A. I and IV C. I and II
B. II and III D. III and IV
12. “I don’t engage in physical activities in school, especially gymnastics. I
cannot even reach back with my hands.” said Alexa. What physical
barrier is Alexa experiencing?
A. Lack of Energy C. Lack of Motivation
B. Lack of Skill D. Lack of Resources

8
13. If Tony works out because he wants to be fit. Tom in other hand do not
because he likes to play Rules of Survival with friends. What barrier to
physical fitness is he facing?
A. Travel C. Weather Condition
B. Social Influence D. Family Obligations
14. Select the sentence/s that follows the Physical Fitness test protocol.
I. Stations to be used is safe and free from obstructions.
II. Warm-up and stretching exercises before the tests including the
3-Minute Step test shall be conducted.
III. Different equipment and testing stations should be used in the
start of the year and subsequent quarterly testing.
IV. Appropriate clothing: T-shirt jogging pants, and rubber shoes, or
any suitable sports attire is required.
V. Learners should be allowed to go through the various tests with
maximum effort exerted to familiarize themselves with testing
procedure.
A. I and II B. III and IV C. I and IV D. II and III
15. Testing paraphernalia are important to determine the proper testing of
Physical Fitness. Which of the following is not needed for sit and reach
exercise?
A. Stopwatch C. Tape measure
B. Exercise Mat D. Individual Score Card

9
 What’s In

Directions: Identify what Health-related component is shown in the picture

below. Determine if it is Flexibility, Muscular Strength or Muscular
Endurance.

1. 3.

[Link] [Link]

Answer: _____________________ Answer: _____________________

2. 4.

[Link] [Link]

Answer: _____________________ Answer: _____________________

5.

[Link]

Answer: _____________________

10
 What’s New

Before we go further, let us first unlock some words. Read the description of
the following health-related components.

Task: Check Me Up!

Directions: Identify what equipment is used in proper testing by placing a

check mark (√) in the box.
Please refer to the illustration above.

FITNESS TAPE EXERCISE

RULER
COMPONENTS MEASURE MAT
Flexibility
Muscular Strength
Muscular Endurance

11
 What is It

The Physical Fitness Test is a set of measures designed to determine

a student’s level of physical fitness. It is intended to test two categories of
physical fitness commonly referred to as: Health-Related and Skill-Related.
Health-related component refer to those physical attributes which
enable a person to cope with the requirements of daily living such as
cardiovascular endurance or stamina, muscular strength and endurance,
flexibility, and the appropriate body mass index (BMI).

The Physical Fitness Test usually administered at the beginning of the

School Year and on quarterly basis, thereafter, to monitor improvement.
TESTING PARAPHERNALIA
1. First Aid Kit
2. Drinking Water and Towel
3. Individual Score Card
4. During Testing:
a. Flexibility – ruler, tape measure
b. Muscular Strength – Exercise mat
c. Muscular Endurance - Exercise mat
TEST PROTOCOL
1. The testing stations should be safe and free from obstructions.
2. The same equipment and testing stations should be used in the start
of the year and subsequent quarterly testing.
3. Learners should be allowed to go through the various tests with
minimal effort exerted to familiarize themselves with testing procedure.
4. The test requiring cardio-vascular endurance and those other tests
which involve the same muscle groups should not be take in
succession.
5. Appropriate clothing: T-shirt jogging pants, and rubber shoes, or any
suitable sports attire is required.
6. Warm-up and stretching exercises before the tests except for 3-Minute
Step test shall be conducted.

12
Suggested sequence of administering the tests:
DAY 1 DAY 2 DAY 3

Body Mass Index Basic Plank Zipper Test

3-minute step test Push Up Sit and Reach

HEALTH-RELATED FITNESS

• FLEXIBILITY:
a. ZIPPER TEST
i. Purpose: Tests the flexibility of the shoulder girdle.
▪ Equipment: Ruler
▪ Procedure
FOR THE PERFORMER
a. Stand erect.
b. Raise your right arm, bend 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 or 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
SCORING
Record zipper test to the nearest 0.1 centimeters.
POINTS STANDARDS
0 Did not touch fingers
1 Just touched fingertips
2 Fingers overlapped by 1 – 2 cm
3 Fingers overlapped by 3 – 4 cm
4 Fingers overlapped by 5 – 7 cm
Fingers overlapped by 8 cm and
5
more

13
 b. SIT AND REACH
▪ Equipment: Tape measure or meter stick, cardboard and
paper.
▪ Procedure
FOR THE PERFORMER:
a. Sit on the floor with the 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 cardboard or paper
where the tips of the middle fingers are at the
top edge of the cardboard or paper. Start the
test by pushing the cardboard or paper slowly
and try to reach the farthest distance possible
without bending the knees. Hold for 2 seconds.
d. Do it three times.
FOR THE PARTNERS:
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/she could.
c. Record the farthest distance reached in
centimeters.
SCORING:
a. Record the distance to the nearest 0.1
centimeters.

• MUSCULAR STRENGTH AND ENDURANCE

1. PUSH-UP
▪ Purpose: 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
pus-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.

14
 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,
straighten the arms, keeping the back straight,
then lower the arms until there is 90-degrees
angle at the elbows (upper arms are parallel to
the floor).
c. Perform as many repetitions as possible,
maintain a cadence of 20 push-ups per minute.
(2 seconds down and 1 second going up.

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 the performer executes the pushups
in the correct form.
c. The test is terminated when the performer can
no longer execute the push-ups in the correct
form, if in pain, voluntary stops, or cadence is
broken.

SCORING:

Record the number of push-ups made.

2. BASIC PLANK
▪ Purpose: Measure strength or 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 shoulder.
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 or contracted; do not
let stomach drop or allow hips to rise.

15
FOR THE PARTNER

a. Ensure the availability of a mat or smooth

flooring or anything that can protect the
forearms.
b. Give the signal “Start or Go” and start or 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 longer
hold the required position, or when the
performer has held the position beyond 90
seconds is considered unnecessary (90 seconds
– maximum time).

SCORING:
Record the time in the nearest seconds or minutes.

16
 What’s More

Activity 1

Directions: Identify the Health-Related Components situated and highlighted

in the text. Whether Flexibility, Muscular Strength or Muscular Endurance.

Just then Johnny who looked after the dance hall came along to see
if the recruits are all right. When he spotted a group of boy dancers, his
eyes widen in surprise. “You already know how to handstand!”, he said.
He let the dancer do the handstand while he is observing. Melvin the
What I Have Learned
dancer walked using his hands 300 meters from the corner of the dance
hall to the next.
When
Directions: the choreographer
Identify came,Components
the Health-Related he was carrying 10 stacked
situated of mats
and highlighted
needed for the dancer’s safety. Sir Mark said, “These will be used for
in the text. Write your answers on the space provided after each question. your
protection especially when doing tumbling and lifting”.
Quickly, the twin sisters Jona and Jana who are resident in Artsy
Dance Force played split using the mat. Whoever has the shortest reach of
the wall while splitting will have to arrange the mats after being used by
other dancers. Jona reached 2.57 meters while Jana reached 2.45 meters.

“Stop playing, train the other girl dancers the new routine so we can
end early” said Iyad the dance master. The dance master trains and create
new routines from 4:00 am in the morning until 7:00 am before the
opening the dance hall.

1. What Health-Related Component is manifested by Melvin in the first

paragraph?
2. The choreographer is carrying 10 stacked of mats. What Health-Related
Component is exhibited?
3. Playing with a twin sister is amusing. What Health-Related Component
is performed by the twins.
4. Practicing dance routines early in the morning is Iyad’s everyday work
in the Artsy Dance Force as a dance master. What Health-Related
Component is exerted?

17
 What I Have Learned

Directions: Answer the following questions.

1. What benefits can we get from Physical Fitness Test? Give at least three
and explain further.
2. When can a person be considered physically fit or healthy? Cite instances.
3. Have you performed physical activity a day? If yes, what inspired you to
do so? If no, what is/are the barrier/s you encounter?

RUBRICS
Criteria 5 points 3 points 1 point
Respond to Respond to all Respond to 2 of Respond to 1 of
questions questions the 3 questions the 3 questions
No mistakes in Few mistakes in Multiple mistakes
Grammar and
grammar and grammar and in grammar and
Spelling
spelling spelling spelling
Response to the
questions are
insightful, shows Response to the Response to the
Quality of thought and questions show questions are
Response effort, shows thought, effort logical, clear, and
original thought and are relevant readable.
and shows
critical thinking

18
 What I Can Do

Directions: Test yourself by using different fitness parameters and protocols.

Use the format below.

Name: Address:

Sex: Age: Contact No.: Grade/Section:

MY HEALTH-RELATED COMPONENTS SCORE CARD

Health – Related Components

Zipper Test:

Right _______ Sit and Reach:

Left _______

Basic Plank: Push – Up:

Performer’s Signature Partner’s Name and Signature

19
 Assessment

Directions: Read each item carefully. Write the letter of the correct answer.

1. The Physical Fitness Test usually administered at the beginning of the

School Year and on quarterly basis. Why should it be performed?
A. To monitor improvement.
B. To cope with the requirements of daily living.
C. To comply the Physical Education requirements.
D. To test Health-Related and Skill-Related Fitness.
2. Testing paraphernalia are important to determine the proper testing of
Physical Fitness. Which of the following is not needed for sit and reach
exercise?
A. Stopwatch C. Tape measure
B. Exercise Mat D. Individual Score Card
3. Select the sentence/s that follows the Physical Fitness test protocol.
I. Stations to be used is safe and free from obstructions.
II. Warm-up and stretching exercises before the tests including the 3-
Minute Step test shall be conducted.
III. Different equipment and testing stations should be used in the start
of the year and subsequent quarterly testing.
IV. Appropriate clothing: T-shirt jogging pants, and rubber shoes, or
any suitable sports attire is required.
V. Learners should be allowed to go through the various tests with
maximum effort exerted to familiarize themselves with testing
procedure.
A. I and II C. I and IV
B. III and IV D. II and III
4. The whole class of Grade 12 is administering Physical Fitness Test. Which
of the following describes flexibility?
A. The body’s relative amount of fat and fat-free mass.
B. The ability of the muscle to do repeated work without fatigue.
C. The ability of the muscle to generate force against physical object.
D. The ability of joints and muscles to move to its full range of motions.
5. How will you properly measure the distance of the farthest reach in
performing zipper test?
A. Record the distance in centimeter.
B. Record the number of repetitions.
C. Record the distance to the nearest 0.1 centimeters.
D. Record the time in the nearest number of seconds or minutes

20
6. Your teacher would like to determine your level of fitness in flexibility. What
physical fitness test should you perform?
A. Curl-ups C. Hexagon Test
B. Sit and Reach D. 3 – minute step test
7. In recording the zipper test, which of the following measurements should
get four (4) points?
A. Fingers overlapped by 1 – 2 cm
B. Fingers overlapped by 3 – 4 cm
C. Fingers overlapped by 5 – 7 cm
D. Fingers overlapped by 8 – 10 cm
8. The PE teacher at your school regularly conducts Physical Fitness Test.
Which of the following describes muscular strength?
A. The body’s relative amount of fat and fat-free mass.
B. The ability of the muscle to do repeated work without fatigue.
C. The ability of the muscle to generate force against physical object.
D. The ability of joints and muscles to move to its full range of motions.
9. What physical activity or exercise measures muscular strength?
A. Boxing B. Swimming C. Dancing D. Weightlifting
10. You arrived at a gym. Four people were present at the place. One person
is doing push-ups, a second who is on the weighing scale, a third running
on a tread mill and fourth doing the sit and reach exercise. Which person
demonstrates muscular strength?
A. The one who is doing push-ups
B. The one who is on the weighing scale.
C. The one who is running on a tread mill
D. The one who is doing the sit and reach exercise
11. Which of the following procedures that state the proper push-up exercise
for girls?
A. Interlock thumbs and position the tip of the fingers on the floor without
bending the elbows. Reach up.
B. Support weight on forearms and toes; make sure that your back is flat.
Head, neck, and spine are in a straight line.
C. 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).
D. With knees in contact with the floor, straighten the arms, keeping the
back straight, then lower the arms until there is 90-degrees angle at
the elbows (upper arms are parallel to the floor).
12. The PE teacher at your school regularly conducts Physical Fitness Test.
Which of the following describes muscular strength?
A. The body’s relative amount of fat and fat-free mass.
B. The ability of the muscle to do repeated work without fatigue.
C. The ability of the muscle to generate force against physical object.
D. The ability of joints and muscles to move to its full range of motions.

21
13. Planking is one of the physical activities that measure muscular
endurance. What is its purpose?
A. Measure strength of upper extremities.
B. Tests the flexibility of the shoulder girdle.
C. Measure strength or stability of the core muscles.
D. Determines whether a person is health or unhealthy.
14. Physical Fitness Test is administered in sequence. Which of the following
should be conducted in Day 2?
I. Push Up
II. Basic Plank
III. Zipper Test
IV. Sit and Reach
V. Body Mass Index
VI. 3 – minute step test
A. I and IV C. I and II
B. II and III D. III and IV
15. Fighting the COVID-19 as ONE is indeed can only be done in a
“Bayanihan” manner. People should be actively participating in this fight
even if they are in the state of quarantine and practicing social
distancing. Accordingly, the role of the doctors and nurses is extremely
demanded that they work 8 hours with no rest, walking the isle of the
hospital checking the patients and running to-and-fro during
emergencies even there is no assurance that their life and their family
would be safe. What health-related fitness is exhibited by the doctors
and nurses during this pandemic?
A. Flexibility
B. Muscular strength
C. Muscular endurance
D. Cardiovascular endurance

22
 Additional Activities

Directions: Conduct a Physical Fitness Test (Flexibility, Muscular Strength

and Muscular Endurance) with the three (3) members of your family using
different fitness parameters and protocols. Use the format below for each
family member.

Name: Address:

Sex: Age: Contact No.: Grade/Section:

MY HEALTH-RELATED COMPONENTS SCORE CARD

Health – Related Components

Zipper Test:
Sit and Reach:
Right _______ Left _______

Basic Plank: Push – Up:

Signature of Family Member Partner’s Name and Signature

Follow-up questions:

1. Do your family members follow the testing protocols?

2. Are the results of the Physical Fitness test pleasing? Why or Why not?
3. Do your family members perform physical fitness activities or exercises
regularly? Why or Why not?

23
 24
ASSESSMENT
1. A 6. B 11. D
2. A 7. C 12. C
3. C 8. C 13. C
4. D 9. D 14. C
5. A 10. A 15. C
WHAT’S MORE
1. Muscular Endurance
2. Muscular Strength
3. Flexibility
4. Muscular Strength
WHAT’S IN WHAT I KNOW
FITNESS TAPE EXERCISE 1. C
RULER
COMPONENTS MEASURE MAT 2. A
Flexibility
3. D
√ √
4. C
Muscular Strength √ 5. A
Muscular Endurance
6. A
√
7. B
8. D
9. C
WHAT’S IN 10. C
1. Muscular Strength 11. A
2. Flexibility 12. B
3. Flexibility 13. B
4. Muscular Endurance 14. C
5. Muscular Strength 15. A
Answer Key
References
• K to 12 Most Essential Learning Competencies Physical Education
and Health 11
• Curriculum Guide
• Callo L. & Dajime P. (2016). Physical Education and Health (Volume
1). 4-40.
• [Link]/wp-content/uploads/2012/10/Physical-
[Link]

25
For inquiries and feedback, please write or call:
Department of Education, Region VII, Cebu Province
Office Address: IPHO Bldg. Sudlon Lahug, Cebu City 6000 Cebu
Telefax: (032) 255-6405
Email Address: [Link]@[Link]

26