SHS

Physical Education and

Health 3
Module 1
Physical Education and Health 3
Module 1
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: Unibelle C. Bersamina, MT-I

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Delia P. Hufalar, Ph.D, EPS in Charge of MAPEH

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II
Physical Education and
Health 3
Module 1
 Target

Physical fitness means being in good physical shape or condition. A

physically fit person is able to do physical activities efficiently and effectively. He
has strong muscles, a lean body composition, flexible movements, and can able to
endure prolonged activities. A person can also be considered physically fit if he has
a strong stamina, can resist diseases, enjoy leisure time, and meet emergency
situations effectively. A person can meet the usual and unusual demands of daily
life well without being overly fatigued, and still has the energy left for other physical
activities.

This module will provide you learning experience the different physical
fitness tests, as well as designing a fitness plan prior to dancing.

After going through this module, you are expected to:

1. self-assess health-related fitness (HRF) status, barriers to physical activity

assessment participation and diet (PEH12FH-Ig-i-6); and
2. engage in moderate to vigorous physical activities (MVPAs) for at least 60
minutes most days of the week in a variety of settings in- and out-of-school
(PEH12FH-Ia-t-8).

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Lesson Self-Assessment Activities
1 for a Healthier Me

Jumpstart

Activity 1: Fitness Crossword Puzzle

Directions: This puzzle is composed of words that will challenge your

vocabulary and test your skills. See if you can use the clues and answers to
find the health-related fitness components. Use the activity sheet provided.

Across:

2. The maximum amount of

force a muscle can exert in
a single effort
4. The ability of the muscle to
continue to perform
without fatigue

Down:
1. The percentages of fat,
bone, water, and muscle in
a human body
3. The ability to bend and
move the joints through
the full range of motion
5. The ability of the heart,
lungs, and blood vessels to
supply oxygen to your body
tissues during sustained
physical activity

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Activity 2: PAR-Q and You

Directions: Prior to any activity, you need to assess your general health
through the PAR–Q & YOU questionnaire. Fill up the PAR-Q as pre-requisite
to check readiness for physical activity. Please fill-up and answer the
questions honestly.

Physical Fitness Testing

Physical fitness is the ability to carry out daily tasks and have enough
energy to respond to unexpected demands. Assessing one’s health status will help
the person know about one’s strengths and weaknesses. Awareness of individuals’
health-related fitness and its relevant interpretations will aid the person to
efficiently create an action plan in observing a healthy lifestyle and selecting
appropriate activities for areas that need improvement.

The result of the assessment will help the person determine and understand
the level of fitness, and come up with a fitness plan to have better results as he
engages in physical activities such as dancing.

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Activity 3: My HRF Self-Assessment

Directions: Perform the self-assessment activities for health-related fitness. Wear

proper attire, prepare needed materials and get ready to perform the following
activities.
I. Body Composition
Procedure:
1. Height. Stand with trunk straight. Measure the distance from the floor to
the top of the forehead. Record the score in centimeters (cm).
2. Weight. Stand on a weighing scale free from any object for weight
accuracy. Record in kilograms (kg).
3. Computation

weight (kg)
weight (kg) or BMI =
BMI = height (m) x height (m)
height (m)2
Mass Index (BMI)

II. Cardiovascular Endurance

3-Minute Step Test
a. Stand close to the 12-inch bench box, or on your stairs at home,
while partner will set the metronome in 96 beats per minute (bpm).
b. 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 get your pulse rate within 1 minute.
c. Record the Exercise Heart Rate.

3-minute step test

III. Flexibility
A. Zipper Test

For the performer (you): Raise your right arm, bend your elbow, and
reach down across your back as far as possible, to test the right
shoulder; 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. Do the same with the left
hand over the left shoulder.

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 For the partner (any member of your family): Observe whether the fingers
touched or overlapped each other, if not, measure the gap between
the middle fingers of both hands. Record the distance in
centimeter.

Zipper test

B. Sit-and-Reach
For the performer (you):
a. Sit on the floor with back, head and
shoulders flat on the wall. Feet
should be 12 inches apart.
b. Interlock thumbs and position the
tip of fingers on the floor without
Positioning the zero point of
bending the elbows. the tape measure at the tip of
c. After the partner has positioned the middle finger
the zero point of the tape measure
(at the tip of the middle finger), you
start the test by sliding the hands
slowly forward without jerking,
trying to reach the farthest point
possible without bending the knees.
Do it twice.
For the partner (any member of your
family): Performer slides the farthest
distance that he could
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.

IV. Muscular Strength and Endurance

A. Basic Plank

For the performer (you):

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.

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 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 (any member of your family):
a. Ensure the availability of 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. Give two (2)
warnings.
d. Stop the time when the
performer can no longer hold
the required position, or, when
the performer has held the
position. Maximum is 90 seconds. Basic plank

Push up for the girls Push up for the boys

B. Push Up
For the performer (you):
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 a 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.
For the partner (any member of your family):
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. The partner should stand in front of the
student and his/her eyes should be close to elbow level to
accurately judge the 90-degrees bend.
b. Make sure that the performer executes the push-ups in the correct
form.
c. The test is terminated when the performer can no longer execute
the push-ups in the correct form, is in pain, voluntary stops, or
cadence is broken. Maximum: For Boys – 50 push-ups
For Girls – 25 push-ups

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 Discover

Health-related fitness components

1. Cardiovascular endurance is considered as the most important component of

health-related fitness because it helps the body combat various diseases like
coronary heart disease, high blood pressure, stroke, obesity, and stress.

Some of the activities that effectively develop cardiovascular endurance are

jogging, walking, cycling, aerobic dance, and sports. Cardiovascular endurance
is determined by the maximal oxygen uptake (VO2max); the maximum amount of
oxygen the human body can utilize per minute of physical activity.
2. Muscular Strength is the ability of the muscle to generate force. It is often
measured by how much weight a person can lift. Stronger muscles allow the
person to do more work, protect the joints from possible injuries and makes
bones stronger.

3. Muscular Endurance is the ability of the muscle to generate force repeatedly.

Improved endurance allows an individual to perform physical activities in a
greater number of repetitions and in a longer period. Building muscle endurance
helps prevent muscle damage and fatigue.

Muscular strength and muscular endurance are interrelated with each other,
with a basic difference. Muscular strength is the maximum amount of force a
muscle can exert in a single effort, while muscular endurance is the ability of the
muscle to continue to perform without fatigue. Muscular strength and muscular
endurance are vital in the total physical development of a person. These are
needed in accomplishing daily physical activities such as lifting, sitting, running,
doing household chores, and playing sports.

4. Flexibility is the ability to bend and move the joints through the full range of
motion. It helps the individual prevent injuries during physical activity.

A person must not overstretch when doing physical activities. Too much
flexibility can lead to injuries, loose and unstable joints.

5. Body Composition is the ratio of lean tissue to fat tissue in the body. The
components are the percentages of fat, bone, water, and muscle in a human
body.

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 Body composition covers the fat and the non-fat component of the body.
Obesity is the common health problem associated with several health concerns.
The most commonly used technique to determine the health status of a person is
the Body Mass Index (BMI).

Explore

Activity 4: My HRF Self-Assessment Card

Directions: Measuring your fitness level is one way to find out your level of physical
fitness. Below are references for interpretation. On your activity sheet, fill up
necessary information needed. Interpretations will be based on the charts.

BMI Categories Push – ups Basic

Classification
Underweight: <18.5 Male Female Plank
Normal Weight: 18.5 – 24.9 High Performance 29 and 17 and 30 sec
Overweight: 25 – 29.9 Zone up up and above
Obesity: 30 and > Good Fitness Zone 20–28 12–16 20–29 sec
Marginal Zone 16–19 8–11 10–19 sec
15 and 7 and 9 sec and
Low Zone
below below below

Classification Zipper Test Sit-and-Reach

Extremely Flexible 6 cm & above
Highly Flexible 4–5.9 cm 61cm & above
Flexible 2–3.9 cm 46-60.9 cm
Moderately Flexible 1–1.9 cm 31-45.9 cm
Slightly Flexible Just touched the fingers 16-30.9 cm
Needs Improvement Gap of 0.1 cm or wider 0-15.9 cm

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 Deepen

Barriers to Physical Activity: Dancing

Understanding barriers to dancing as a physical activity and making ways to

overcome them may help you consider dancing as part of your fitness goals.

Activity 5: Get Moving to Overcome Barriers

Directions: Go over with your previous activity on PAR-Q and You and answer the
following. Use the activity sheet provided.

1. Have you encountered any physical activity barrier? Are there any personal
or environmental barriers? If yes, list them down.
2. Cite some ways to overcome situations that hinders you to engage in
physical activity.
Activity 6: What Keeps Me from Being More Active?

Directions: The following are examples of physical barriers. Read each statement
and choose the rating on how likely you are to say each of the following statements.
Use the activity sheet provided.

Very Somewhat Somewhat Very

How likely are you to say?
Likely Likely Unlikely Unlikely
1. My day is so busy now, I just don’t
think I can make the time to include 3 2 1 0
dancing in my regular schedule.
2. None of my family members or
friends like to do anything active, so 3 2 1 0
I don’t have a chance to dance.
3. I’m just too tired after work to
3 2 1 0
dance.
4. I’ve been thinking about dancing but
3 2 1 0
I just can’t seem to get started.
5. Dancing can be risky for me. 3 2 1 0
6. I don’t dance because I have never
3 2 1 0
learned the skills for dancing.
7. Dancing takes too much time away
from other commitments—time, 3 2 1 0
work, family, etc.
8. I’m embarrassed about how I will
3 2 1 0
look when I dance with others.
9. I don’t get enough sleep as it is. I
just couldn’t get up early or stay up 3 2 1 0
late to get some time to dance.

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10. It’s easier for me to find excuses
not to dance than to go out to do 3 2 1 0
something.
11. I know of too many people who
have hurt themselves by overdoing 3 2 1 0
it with dancing.
12. I really can’t see learning a new
3 2 1 0
dance steps.
13. My free times during the day are
3 2 1 0
too short to include dancing.
14. My usual social activities with
family or friends to not include 3 2 1 0
dancing as a physical activity.
15. I’m too tired during the week and I
need the weekend to catch up on 3 2 1 0
my rest.
16. I want to dance, but I just can’t
seem to make myself stick to 3 2 1 0
anything.
17. I’m afraid I might injure myself or
3 2 1 0
have a heart attack.
18. I’m not good enough at dancing to
3 2 1 0
make it fun.
Follow these instructions to score yourself:
• Enter the circled number on the spaces provided, putting together the number for
statement 1 on line 1, statement 2 on line 2, and so on.
• Add the scores on each line. Your barriers to physical activity fall into one or more
of the categories: lack of time, social influences, lack of energy, lack of willpower,
fear of injury, and lack of skill. A score of 5 or above in any category shows that
this is a barrier for you to overcome.
( 1 ) ___ + ( 7 ) ___ + (13) ___ = _____ (Lack of time)
( 2 ) ___ + ( 8 ) ___ + (14) ___ = _____ (Social influence)
( 3 ) ___ + ( 9 ) ___ + (15) ___ = _____ (Lack of energy)
( 4 ) ___ + (10) ___ + (16) ___ = _____ (Lack of will power)
( 5 ) ___ + (11) ___ + (17) ___ = _____ (Fear of injury)
( 6 ) ___ + (12) ___ + (18) ___ = _____ (Lack of skill)

Activity 7: I Will Be More Active Now

After getting the scores, identify and list down the categories with a score of
5 or above. Then cite 2 ways on how to overcome these barriers. Write your answer
on the activity sheet.

Diet and Nutrition

The first step toward a better diet is finding out where you're already making
good choices and where you need to make a change.

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Activity 8: Diet and Nutrition Assessment
Direction: Kindly put a check ( ) on the item you believe best applies to you.

Always
Rarely

Some-
Never

Often
times
1. I eat the correct amount of food to maintain (or achieve)
a healthy body weight.
2. I eat at least five servings of fruits and vegetables every
day.
3. I include high-fiber foods such as whole grains in my
diet on a daily basis.
4. I eat a variety of foods to ensure adequate vitamins and
minerals.
5. I avoid eating foods that are high in saturated fat or
trans-fatty acids (whole milk, fatty meats, snack foods).
6. I drink eight glasses of water a day.
7. I limit my intake of salt and sugar.
8. I drink no more than one (women) or two (men)
alcoholic drink(s) a day.
9. I avoid eating to relieve stress, unhappiness, or other
emotions.
10. I try to resist the temptation of slickly packaged
processed foods, opting instead to look for whole, fresh
ingredients.
Good Nutrition

Good nutrition is all about eating food that are good for you. It concerns that
will nourish your body and mind and give you total health

Essential Nutrients

A. Macronutrients – nutrients that provide calories or energy and are required in

large amounts to maintain body functions
1. Carbohydrate – composed of one or more simple sugars that give our body
energy. These include sugars, starches, and fibers. Sugars are found in
foods like fruits, honey, table sugar, and desserts, while starches are present
in rice, pasta, bread, cereals and root crops.
2. Protein – used for building, maintaining and repairing tissues and cells. It
helps the body break down and use other nutrients for energy. Proteins are
found in meat, poultry, milk, cheese, beans, eggs, whole grains, vegetables,
nuts and seeds.
3. Fats – help the body store vitamins A, D, E and K (also called fat soluble
vitamins).

B. Micronutrients – essential elements needed by life in small quantities

1. Vitamins – organic compounds found in small amounts in food
Fat Soluble Vitamins (can be stored in the body)
Vitamin A – for vision, bone health, immune system and skin

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 Vitamin D – strengthen bones, calcium absorption, immune system
Vitamin E – immune system; helps in flushing toxins
Vitamin K – for blood clotting and bone health
Water Soluble Vitamins (carried to the body tissues but not stored)
B Vitamins (biotin, folate, B1, B2, B3, B5, B6, B12) – play a vital role in
maintaining good health and well-being; have a direct impact
on your energy levels, brain function and cell metabolism.
Vitamin C – also known as ascorbic acid, it is necessary for the growth,
development and repair of all body tissues. It is involved in
many body functions such as the formation of collagen,
absorption of iron, the immune system, wound healing, and the
maintenance of cartilage, bones and teeth
2. Minerals – elements on earth and in foods that our body needs to develop
and function normally
Calcium – important for healthy bones and teeth, nerve functioning, blood
pressure regulation, immune system health (sources: milk, canned
fish with bones, tofu, green vegetables, legumes)
Iodine – found in thyroid, hormone, which helps regulate growth,
development and metabolism (sources: seafood, iodized salt, dairy
products)
Iron – part of hemoglobin found in red blood cells that carries oxygen into
the body (sources: organ meats, red meat, fish, poultry, egg yolk, dark
leafy greens)
Magnesium – found in bones; needed for making protein muscle contraction,
nerve transmission, immune system health (sources: nuts and seeds,
legumes, leafy green vegetables, seafood, chocolate)
Phosphorus – important for healthy bones and teeth; found in every cell; part
of the system that maintains acid-base balance
Potassium – a type of electrolyte; helps your heartbeat stay regular; nerve
transmission and muscle contraction (sources: meat, milk, fresh
fruits and vegetables)
Sodium – needed for proper fluid balance, nerve transmission and muscle
contraction (sources: table salt, processed food)
Zinc – part of many enzymes, needed for making protein and genetic material,
has a function in taste perception, wound healing, normal fetal
development (sources: meat, fish, leavened whole grains, vegetables)

Activity 9: I Will Make a Change on My Diet

From your responses, your teacher will record it and will send you the
assessment results reflecting your diet and nutrition. From the result, write the
items that needs improvement and set 2 goals for each item.
You can also answer this assessment on the net. Open the site using the
link: https://www.takingcharge.csh.umn.edu/diet-nutrition-assessment

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 You can download the results there. Write the items that needs improvement
and set 2 goals for each item.

Activity 10: My Meal Plan

Direction: Fill out the table with the appropriate answers, and check the column
that describes the food you have listed.

Monday Tuesday Wednesday Thursday Friday

Breakfast
Snack
Lunch
Dinner

Gauge

Summative Assessment
I. Identification. Identify the following.
1. It is the ability to carry out daily tasks and have enough energy to respond to
unexpected demands.
2. It is the ability of the muscle to continue to perform without fatigue.
3. It is the ability of the heart, lungs, and blood vessels to supply oxygen to your
body tissues during sustained physical activity.
4. It is the percentage of fat, bone, water, and muscle in a human body.
5. It refers to the maximum amount of force a muscle can exert in a single effort.
6. It refers to the ability to bend and move the joints through the full range of
motion.
7. This nutrient is composed of one or more simple sugars that give our body
energy.
8. These are elements on earth and in foods that our body needs to develop and
function normally.
9. It is also known as ascorbic acid.
10. These are nutrients that provide calories or energy and are required in large
amounts to maintain body functions

II. Multiple Choice. Select the best answer.

1. Which of the following is a physical fitness test for flexibility?
A. push up C. sit and reach
B. basic plank D. height and weight

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2. What assessment would you do to test your cardiovascular endurance?
A. push-up C. 3-minute step test
B. curl-up D. hamstring flexibility test
3. What is the purpose of zipper test?
A. to test the flexibility of the lower extremities
B. to measure the strength of upper extremities
C. to measure strength/stability of the core muscles
D. to test the flexibility of the shoulder girdle flexibility
4. Which of the following is NOT a fat-soluble vitamin?
A. Vitamin A B. Vitamin C C. Vitamin D D. Vitamin E
5. Which of the following is used for building, maintaining and repairing tissues
and cells? A. fats B. protein C. calcium D. carbohydrate

III. Enumeration.
1-3. Cite 3 ways on how to overcome barriers and situations that hinders you to
engage in physical activities such as dancing.
4-6. Macronutrients
7-10. Micronutrients

IV. Open-ended Questions

1. What is the purpose of assessing one’s health status?
2. Why is there a need to make a weekly meal plan for dance activities? Explain
your answer in 2-3 sentences.

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References
Books
Alave, J. C. (2016). Physical Education and Health Book 1. Jorge Street, Pasay City:
JFS Publishing Services.
Aquino, F. R. (1952). Fundamental Dance Steps and Music.
Department of Education (2016). Physical Education and Health Learner’s Material.
Department of Education (2016). Physical Education and Health Teacher’s Guide.
Gonzalvo, R. P. (2016). Physical Education and Health for Senior High School.
Recoletos St., Manila: Mindshapers Co., Inc.
Physical Education and Health I (2010). Worktext in P.E. and Health. Bagong Pook,
Lipa City, Batangas: United Eferza Academic Publications, Co.

Online Sources
(2020, June 22). Retrieved from Google:
https://www.takingcharge.csh.umn.edu/diet-nutrition-assessment

(2020, June 28). Lesson II: Introduction to Philippine folkdance. Retrieved from
Google: https://feu.instructure.com/courses/29083/pages/lesson-ii-
introduction-to-philippine-folkdance

Moises, J. U. (2020, July 2). Locomotor and non-locomotor movements. Retrieved

from Google:
https://www.slideshare.net/jenildonatourianzamoises/locomotor-and-
nonlocomotor-movements

(2020, July 4). Health and Physical Education, Sample Learning Activities, Fitness.
New jersey comprehensive health education and physical education curriculum
framework. Retrieved from Google:
https://www.state.nj.us/education/archive/frameworks/chpe/chapter8f.pdf

(2020, July 25). Minerals: Their Functions and Sources.

https://www.uofmhealth.org/health-library/ta3912

(2020, July 25) Rating of perceived exertion: Borg scale.

https://www.sralab.org/sites/default/files/2018-
04/Rating_of_perceived_exertion_-_Borg_scale.pdf

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Answer Key

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