PE and Health Reviewer 1
PE and Health Reviewer 1
PE and Health Reviewer 1
A person who is free from illnesses and can do physical or sports activities
and still has an extra energy to do more activities is considered to be physically fit.
Physical fitness is a combination of health fitness and body fitness. Health fitness
refers to your body’s ability to fight off diseases. Body fitness, on the other hand,
refers to the ability to do strenuous physical or sports activities without getting
tired easily. It is not enough for someone to only look good and feel good in order to
be called physically fit. An individual should consider the kind of lifestyle he/she
has including the food he/she takes every day for these can lead him/her to better
health.
1. Body Composition – The combination of all the tissues that make up the body
such as bones, muscles, organs and body fat.
2. Cardiovascular Endurance – The ability of the heart, lungs, blood vessels, and
blood to work efficiently and to supply the body with oxygen.
3. Flexibility – The ability to use joints fully through a wide range of motion.
4. Muscular Endurance – The ability to use muscles for a long period of time
without tiring.
5. Muscular Strength – The ability of the muscles to lift a heavy weight or exert a lot
of force one time
Skills Related Fitness Components
1. Agility – The ability to change body positions quickly and keep the body
under control when moving.
2. Balance – The ability to keep the body in a steady position while standing and
moving.
3. Coordination – The ability of the body parts to work together when performing
an activity.
4. Power – The ability to combine strength with speed while moving.
5. Reaction Time – The ability to move quickly once a signal to start moving is
received.
6. Speed – The ability to move all or a part of the body quickly.
1 CO_Q1-2_HOPE1 SHS
Module 1
Specific Components of Physical Fitness
Activities done by the skeletal muscles that utilize energy are called Physical
Activities. Activities you are doing at home or in school are considered to be
physical activity. It is classified into 4 domains: occupational, domestic,
transportation, and leisure time.
1. Occupational – These are the activities you do at your workplace (i.e. lifting
computers and books, going your friend’s desk, or preparing lunch at the
pantry).
2. Domestic – These are the activities you do at home (i.e. washing clothes and
dishes, gardening, carpentry, baking, or cleaning the house).
3. Transportation – These are the activities that involve travelling (i.e. riding a
jeepney, tricycle, motorcycle, or bikes).
4. Leisure Time – These are the activities you do during recreational activities (i.e.
playing, swimming, hiking, or craft making).
Aerobic
Aerobic activities, also called endurance activities, are physical activities in
which people move their large muscles in a rhythmic manner for a sustained
period.
Muscle-Strengthening Activity
This kind of activity, which includes resistance training and lifting weights,
causes the body’s muscles to work or hold against an applied force or weight.
Bone-Strengthening Activity
This kind of activity, sometimes called weight-bearing or weight-loading
2 CO_Q1-2_HOPE1 SHS
Module 1
activity, produces a force on the bones that promotes bone growth and strength.
3 CO_Q1-2_HOPE1 SHS
Module 1
Barriers to Physical Activities
Eating Habits
The term eating habits (or food habits) refers to why and how people eat, which
foods they eat, and with whom they eat, as well as the ways people obtain, store,
use, and discard food. Individual, social, cultural, religious, economic,
environmental, and political factors all influence people's eating habits.
Individual Preferences
Every individual has unique likes and dislikes concerning foods. These
preferences develop over time and are influenced by personal experiences such as
encouragement to eat, exposure to a food, family customs and rituals, advertising,
and personal values.
Cultural Influences
A cultural group provides guidelines regarding acceptable foods, food
combinations, eating patterns, and eating behaviors. Compliance with these
guidelines creates a sense of identity and belonging for the individual.
Social Influences
Members of a social group depend on each other, share a common culture,
and influence each other's behaviors and values. A person's membership in
particular peer, work, or community groups impacts food behaviors.
Religious Influences
Religious proscriptions range from a few to many, from relaxed to highly
restrictive. This will affect a follower's food choices and behaviors.
Economic Influences
Money, values, and consumer skills affect what a person buys. The price of a
food, however, is not an indicator of its nutritional value. Cost is a complex
combination of a food's availability, status, and demand.
4 CO_Q1-2_HOPE1 SHS
Module 1
Environmental Influences
The influence of the environment on food habits derives from a composite
of ecological and social factors. Foods that are commonly and easily grown within a
specific region frequently become a part of the local cuisine.
Political Influences
Political factors also influence food availability and trends. Food laws and
trade agreements affect food availability and prices within and across countries.
Food labeling laws determine The consumers’ knowledge on the food they
purchase.
Eating habits are the results of both external and internal factors such as
politics and values, respectively. These habits are formed, and may change, over a
person's lifetime.
When it comes to eating, we have strong habits. Some are good (I always eat
breakfast.), and some are not so good (I always clean my plate.). Although many of
our eating habits were established during childhood, it does not mean it is too late
to change them.
Making sudden, radical changes to eating habits such as eating nothing but
cabbage soup, can lead to short term weight loss. However, such radical changes
are neither healthy nor a good idea and will not be successful in the long run.
Permanently improving your eating habits requires a thoughtful approach in which
you reflect, replace, and reinforce.
REFLECT on all of your specific eating habits, both bad and good, and your
common triggers for unhealthy eating.
REPLACE your unhealthy eating habits with healthier ones.
REINFORCE your new, healthier eating habits.
5 CO_Q1-2_HOPE1 SHS
Module 1
What’s More
You are done now with the discussion portion. At this point, you will experience the
physical fitness test designed by the Department of Education.
Classification
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – Above Obese
Equipment
Weighing or bathroom scale calibrated properly.
Procedure:
For the Tester:
a. Wear light clothing before weighing
b. On bare feet, stand erect and still with weight
evenly distributed on the center of the scale.
For the Partner:
a. Before the start of weighing, adjust the scale to zero
b. Record the score in kilogram
Scoring – record the body mass to the nearest 0.5 kilogram
6 CO_Q1-2_HOPE1 SHS
Module 1
2. Height is the distance between the feet on the floor to the top of the head
in a standing position.
Equipment:
a. Tape measure laid flat to a concrete wall where zero point starts
on the floor
b. L-square
c. An even and firm floor and flat wall
Procedure
For the Tester:
a. Stand erect on bare feet with heels, buttocks and shoulders
pressed against the wall where a tape measure is attached.
For the Partner:
a. Place the L-square against the wall with the base at the top of
the head of the person being tested. Make sure that the L-square
when placed on the head of the student, is straight and parallel
to the floor.
b. Record the score in meters.
Flexibility – is the ability of the joints and muscles to move through its full range of
motion.
Zipper Test
Equipment
a. Ruler
Procedure
For the Tester
a. Stand erect.
b. Raise your right arm, bend your elbow, and reach 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/across 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 the procedures a and b with the left
hand over the shoulder.
7 CO_Q1-2_HOPE1 SHS
Module 1
Scoring record zipper test to the nearest 0.1 centimeter
Cardiovascular Endurance is the ability of the heart, lungs and blood vessels to
deliver oxygen to working muscles and tissues, as well as the ability of those muscles
and tissues to utilize the oxygen. Endurance may also refer to the ability of the
muscles to do repeated work without fatigue.
8 CO_Q1-2_HOPE1 SHS
Module 1
Strength is the ability of the muscles to generate force against physical objects.
Push Ups
9 CO_Q1-2_HOPE1 SHS
Module 1
Task 2: Skills-Related Fitness
Speed is the ability to perform a movement in one direction in the shortest period of
time.
10 CO_Q1-2_HOPE1 SHS
Module 1
Power is the ability of the muscle to transfer energy and release maximum force at
a fast rate.
Standing Long Jump
Purpose – to measure the explosive strength and power of the leg muscles.
Equipment
a. Tape measure/meter stick / any measuring device
Procedure
For the Tester
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 and the take-off line.
b. After the jump, spot the mark where the back of the heel or either feet
of the tester has landed nearest to the take line.
c. Record the distance of the two trials.
11 CO_Q1-2_HOPE1 SHS
Module 1
d. Repeat the test counterclockwise.
For the Partner
a. Start the time at the signal go and stop once the performer reaches 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.
12 CO_Q1-2_HOPE1 SHS
Module 1
Scoring – Record the middle of the three scores (for example: if the scores are
21, 18 and 19, the middle score is 19). In cases where two (2) scores are the
same (for example 18, 18, 25), the repeated scores shall be recorded.
Coordination is the ability to use the senses with the body parts to perform motor
tasks smoothly and accurately.
Juggling
13 CO_Q1-2_HOPE1 SHS
Module 1
Procedure
For the Tester
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 hell 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 hell 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 time taken on both feet in nearest seconds and divide
the score to two (2) to get the average percentage score.
14 CO_Q1-2_HOPE1 SHS
Module 1
PHYSICAL FITNESS TEST SCORECARD
Name: Sex: Age:
C. Strength
1. Push up 2. Basic Plank
Number of Push ups Time
D. Flexibility
1. Zipper Test 2. Sit and Reach
Overlap/Gap (centimeters) Score
Right Left First Try Second Try Third Try
15 CO_Q1-2_HOPE1 SHS
Module 1