Physical Education

Quarter 1- Module 2:
Gear Up for Fitness
 Lesson Physical Fitness Test:
1 Skill-Related Fitness
Physical fitness assessments are set of procedures intended to measure your
level of fitness. In order to get your desired level of fitness, you will have to consider
reasons why you have to do a particular activity.

What’s In
In the previous module, you learned that physical fitness is your capacity of
doing several tasks. The concepts were attained by studying the different physical
fitness components focusing on the health-related fitness components. Then, you
were introduced to the importance of setting goals in achieving your desired fitness
level and you were able to conduct physical fitness test at your own pace.

This time, let us check if you still remember the concepts in your previous
lesson.

Activity 1. Make a Match

Identify what HRF HRF Component Purpose

Component is
portrayed in the picture
and write its purpose.
 Understanding the significance of physical fitness activities tests is a great
start of developing a life-long commitment to a holistically healthy individual.
What is the relevance of goal-setting in conducting physical activities and
physical fitness assessment?

Setting goals allows an individual to have a sense of focus in order to achieve

the desired results he or she wishes to have. Anchored with your goals and target
are your plans on how to attain that certain level of fitness.
 What’s New

Attaining a physically fit body requires planning and setting of targets. After
setting a goal, your next step is to put it into action.

Activity 1. Put target into action

A B

Illustrated by Mary Joy B. Oliverio and Ruth B. Elma

Figure 4. Stationary vs. Kinesthetic Activity

Questions:

• Which of the two pictures show physical fitness activity?

• Based on the activity, how do physical activities contribute
meaningfully to a person’s desired level of fitness?
 What is It
Physical fitness is the ability of a person to perform his/her daily tasks and still
has reserved energy in case of an emergency and leisure activities. In order for an
individual to reach his/her ideal level of fitness, one must set a goal.

Figures below show physical activities which help you achieve your desired
fitness goals.

Figure 1. Preparation Figure 2. Stretching

Figure 3. Stretching

Illustrated by Mary Joy B. Oliverio and Ruth B. Elman

What is the goal in conducting physical fitness activity/test? It is, in general, to

measure your ability in every component of physical fitness. How are you going to
attain your desired level of fitness?
 Unpacking Skill- Related Fitness Components in PFT

Skill-related fitness (SRF) components are physical abilities that show

potential for good performance in certain skills (usually in sports) like running speed,
agility, reaction time or quickness, balance and coordination.

Skill-Related Fitness Components

1. Agility is the ability to move in different directions quickly using a

combination of balance, coordination, speed, strength, and
endurance.
• Hexagon Agility Test is a simple test of agility.
The test involves quickly jumping in and out of
a hexagon shape.
• Purpose — to measure the ability of the body to move in
different directions quickly.

Materials/ Equipment
1. Tape measure
2. Stopwatch
3. Chalk or masking tape

For the Hexagon Size

a. Length of each side is 18 inches for high school and 12 inches
for elementary
b. Each angle is 120 degrees.

Procedures:
For the Test Taker:

a. Stand with both feet together inside the hexagon facing the marked starting side.
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 pattern with all the sides of the hexagon.
c. Rest for one (1) minute.
d. Repeat the test counterclockwise.
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.

2. Balance is the ability of the body to maintain stability in static or

when moving while resisting the force of gravity.
• Stork Balance Stand Test requires the person to stand
on one leg for as long as possible to assess whole body
balance ability.
• Purpose — to assess one’s ability to maintain equilibrium.

Materials/ Equipment:
1. flat, non-slip surface
2. stopwatch

Procedures:
For the Test Taker:

a. Remove the shoes and place hands on the hips.

b. Position the right foot on the side of the 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.
c. There shall be three (3) trials.

Scoring — Record the times taken on both feet in nearest seconds and divide the score to two
(2) to get the average percentage score.
 3. Coordination is a skill-related component of physical fitness
that relates to one’s ability to use the senses, such as sight or
hearing, together with other body parts in performing motor
tasks smoothly and accurately.
Juggling is a physical skill, performed by a juggler,
involving the manipulation of objects for recreation,
entertainment, art or sport.
• Purpose — to measure the coordination of the eye and
hand

Materials/ Equipment
1. sipa (washer weighing 4 gms. with 5 inches straw) or 20 pcs.
bundled rubber bands/any similar local materials weighing 4 gins.

Procedures:
For the Test Taker:
a. Hit the sipa/rubber band/similar local material alternately with the right and
leit palm upward. The height of the material being tossed should be at
least above the head.
For the Partner:
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 or after two (2) minutes.
c. There shall be three (3) trials.

Scoring — Record the highest number of hits the performer has done.

4. Power is the ability of the muscle to transfer energy and release maximum
force at a fast rate.
• Standing Long Jump is widely applied to
assess lower body strength.
Purpose — to measure the explosive
strength and power of the leg muscles.
Materials/ Equipment
1. tape measure/meter stick/any measuring device

Procedures:
For the Test Taker:

a. Stand 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.
e. 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 tester has landed nearest to the take-off line.
c. Record the distance of the two trials.

Scoring - Record the best distance in meters to the nearest 0. 1 centimeters.

5. Reaction time refers to the ability to react and make decisions quickly.
• Stick Drop Test This test uses the known
properties of gravity to determine how long it
takes a person to respond to the dropping of
an object by measuring how far the object can
falls before being caught.
• Purpose — to measure the time to respond to
a stimulus.

Materials/ Equipment
1. 12-inch ruler or stick
2. Arm chair or table and chair
For the Test Taker:

a. Sit on an armchair or chair next to the table so that the elbow and
the lower arm rests on the desk/table comfortably.
b. Place the 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 ringer 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.

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 12-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
tinger.
d. Record the score on the upper part of the thumb.

Scoring - Record the middle of the three scores (for example: if the scores
are 21, 18, and 19, the middle score is 19). In case where the
two (2) scores are the same (for example 18, 18, 25), the
repeated score shall be recorded.

6. Speed refers to the ability to perform successive movements of the same

pattern in the shortest period of time.
• 40-meter Sprint involves running a
single maximum sprint over a set
distance, with time recorded.
• Purpose — to measure running speed

Illustrated by Mary Joy B. Oliverio

Materials/ Equipment
l. Stopwatch.
2. Running area with known measurement (40 meters)

Procedures:

For the Test Taker:

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 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.

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 the time in nearest minutes and seconds.

 Safety Precautions Before Test

• Wear comfortable clothing and well-padded shoes that can protect the heels
and arches of the feet;

• Always warm up before doing exercise and cool down afterwards to lower the
risk of strains and sprains;

• Take appropriate breaks during the activity;

• Do not exercise with an empty stomach. Eat something light to give you some
stamina. Do not exercise immediately after a full meal because this will affect
digestion;

• Replenish extra fluids before, during and after physical activity, especially for
prolonged exercise like hiking;

• Listen to the body. Do not exercise when unwell. If there is dizziness, shortness
of breath, chest pain, nausea or vomiting, or muscle and joint pain during
exercise, stop the activity and seek medical advice as soon as possible.
Assessment

Read the questions carefully. Choose the letter of the correct answer. Write it
in your activity notebook.

1. Which refers to the ability of your body systems to work together efficiently, to
allow you to be healthy and perform activities of daily living?
A. cardio-vascular endurance C. muscular strength B. muscular
endurance D. physical fitness
2. What do you call the ability to rapidly and accurately change direction of the whole
body in space?
A. agility C. coordination
B. balance D. speed
3. What is the ability to maintain stability while stationary or moving?
A. balance C. reaction time B. BMI D. speed
4. Which refers to the ability to quickly respond to stimulus?
A. fitness C. reaction time B. flexibility D. speed
5. Which is NOT a skill-related fitness component?
A. coordination C. power
B. flexibility D. reaction time
6. What do you call the skill-related component that relates to one’s ability to use the
senses all at a time?
A. agility C. coordination
B. balance D. power
7. What is an example of a physical fitness activity that will measure your speed?
A. juggling C. stork balance stand test
B. stick- drop test D. 40-meter sprint
 8. What is the equipment used in 40-meter sprint that can also be used to other
skill-related components activities?
A. chalk C. ruler
B. masking tape D. stopwatch
9. Which is not a physical fitness test that is used for improving skill-related fitness
components?
A. hexagon agility test C. stick-drop test
B. stork balance stand test D. zipper test
10. Which refers to the physical fitness test that will measure your coordination?
A. juggling C. stork balance stand test B. stick- drop test D. 40-meter
sprint
11. Which skill-related component is used to measure the ability of the body to move
in different directions quickly?
A. Agility C. Coordination
B. Balance D. Reaction Time
12. Which skill-related component is used to assess one’s ability to maintain
equilibrium?
A. Agility C. Coordination
B. Balance D. Reaction Time
13. Which skill-related fitness test is used to measure the explosive strength and
power of the leg muscles?
A. Standing long jump C. Stork balance stand test
B. Stick drop test D. 40-meter sprint
14. Which skill-related fitness component is used to measure the coordination of the
eye and hand?
A. Agility C. Coordination
B. Balance D. Reaction Time
15. What is defined as any bodily movement created by skeletal muscles that require
energy outflow?
A. Physical Activity C. Physical Coordination
B. Physical Fitness D. Physical Condition