STUDENT’s ACTIVITY SHEET (SAS) FOR HEALTH-OPTIMIZING PHYSICAL EDUCATION(HOPE) 4

SAS #1 MELC 1 (MODULAR MODALITY/ONLINE MODALITY)

TITLE/LESSON: RECREATIONAL ACTIVITIES IN HEALTH-RELATEDFITNESS

1.OBJECTIVES:

At the end of the lesson, you are expected to:

a. Identify concepts of recreational activity, health-related fitness, barriers inrecreational

activity participation and diet to improve one’s health as ahabit. b. Perform health-related
fitness test.
c. Realize the essential benefits of recreational activities to one’s health.

A. Content Standard: The learner demonstrates understanding of recreation inoptimizingone’shealth as a

habit; as requisite for physical activity assessment performance, andas acareeropportunity.

B. Performance Standard: The learner leads recreational events with proficiency

andconfidenceresulting in independent pursuit and in influencing others positively.

C. Most Essential Learning Competency: Self-assesses health-related fitness (HRF) status,

barrierstophysical activity assessment participation and one’s diet.

II: LEARNING RESOURCES

A. Materials/IMs Needed: weighing scale, meter stick/tape measure, fitness test scorecard,chalk,
marker.
B. References
C. Additional Materials and Learning Resources

III: TIME FRAME: Weeks 1-2

IV: INTRODUCTION/RATIONALE

Welcome Back! It’s time to get your bodies moving and at the same time enjoyingor
relaxingdifferent recreational activities that interests you. This Student Activity Sheet will
leadyoutoassessthestatus of your health-related fitness, factors that hinders you to participate
activelyinphysicalactivities and the state of your nutrition intake. As you go through the fitness test,
youmayaskassistance from one of your family members to fulfill the test or record the score of your
performance.It is also important to bear in mind to wear appropriate clothing while doing the fitness test.
Overall,activities set for this lesson will determine recreational activities that you may
dotoimproveyourhealth-related fitness and diet.

What I Need to Know

Act. No.1.1 PRE-ASSESSMENT

Directions: Read and analyze the questions and write the letter of the best answer in thespaceprovided.

1. What is derived from the Latin word “recreare” which means “to be refreshed” andanythingthat is
stimulating and rejuvenating to an individual?
A. Free Time B. Recreation C. Organize D. Outdoor 2. Which refers to activities that are
pursued outdoors for leisure activities? A. Physical Activity C. Outdoor Recreation B. Indoor
Recreation D. Exercise
3. What is also known as lifestyle-related activities that consist of activities that raiseyour heartasif
you were exercising?
A. Physical Activity C. Active living exercises B. Active Recreation D. Passive
Recreation
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4. Which of the following activities is an active recreational activity? A. monopoly C. card
games
B. biking D. fishing
5. Which of the following activities is pursued inside a home or building for leisureactivities?A.
Physical Activity C. Outdoor Recreation B. Indoor Recreation D. Exercise
6. Which of the following activities is a passive recreational activity? A. Biking C. trip to Jerusalem B.
futsal D. playing scrabble
7. Juan likes to play basketball. What energy system was used when he made aslamdunk?A. Aerobic
energy system C. A-lactic energy system
B. Lactic energy system D. Oxidative system 8. Which among the following barriers of physical
activity is categorized as an environmental barrier?
A. Lack of skill C. bad weather
B. Lack of will power D. fear of injury
9. Maria is fond of playing Patintero. What skill-related fitness component can bedeveloped?A. Agility
C. speed
B. Power D. Reaction Time 10. What health-related fitness can be developed in playing
Limbo rock? A. Body composition C. endurance
B. Flexibility D. strength
11. Which of the following activities is NOT an indoor recreation? A. Table tennis C.
arcade
B. Ice skating D. fishing
12. Among the different recreational activities, which of these would most likely improvecardio-
vascular health?
A. jumping rope C. camping
B. gardening D. listening to music 13. Which of the following is NOT an outdoor
recreation?
A. hiking C. frisbee activity
B. orienteering D. watching movies
14. Jose wants to develop his muscular strength. What recreational activity can heengagein?A. board
games C. wall climbing B. kite flying D. reading
15. Which of the following is NOT a benefit of recreational activity? A. improves quality of
life
B. encourages social interaction
C. increases emotional instability
D. promotes fitness and well-being

What’s in

Act. No.1.2 PICLOGIC

Directions: Analyze the different pictures shown and identify the word beingdescribed.

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 What’s New
Act. No. 1.3 WORD SEARCH
Directions: Highlight the words that you can find in the puzzle. Create a statement withthewords
found.

____________________________________________
________________________________________________________

What I know

Act. No.1.4 Fitcabulary

Directions: In this activity, you will define, describe or explain the concepts, ideas or
characteristicsof the following words that are related to Fitness.

1. Recreational Activity- _____________________________

2. Health-Related Fitness- ____________________________
3. Balance Diet- _____________________________________
4. Physical Activity Barrier- ____________________________
5. Wellness- __________________________________________

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What is it

RECREATIONAL ACTIVITY
 This refers to leisure activities that people do in their free time. The word recreationcamefroma Latin word
“recreare” which means to be refreshed and to be renewed. TheIndividuals’participation in this activity is
a pursuit endeavor that is refreshing, entertaining or evenrelaxingthatoften leads to fun and enjoyment.
Recreational activities might differ with one’s interest, needs,skill,and belief. Recreational activities can be
categorized as active recreation, passiverecreation,indoor recreation, and outdoor recreation.

Surfing
Active Recreation(an activity that Passive Recreation Snorkeling
requires aenergy and movement) that involves limited
lot of
physical exertion)

Ex. Ex.
Skateboarding Reading
Volleyball Fishing
Basketball Listening to musicPainting
Bicycling
Paintball Photography
Patintero Board games
Soccer Kite-flying

Indoor Recreation Outdoor Recreation

(an activity that caninside a house, (an activity that is carried
out in
buildingenclosed area) be done
space)
the field or outside or

Ex. Ex.
Bowling Camping
Arcades Orienteering
Badminton Hiking
Hockey Watching TVBilliards
Card games Hunting
Running

Benefits and values can be derived by engaging in different recreational

activitiessuchasimprovement of physical health, reduce the feeling of anxiety or depression,
buildoneself-esteem,enhance relationship skills, improve focus, increase cultural diversity,
promotecommunityengagement, and develop holistic potential. Moreover, taking part in different
recreational activities,especially active recreation will consequently lead to attain fitness.
BIKING
Biking is a low-impact activity that can be enjoyed by all ages of people. It is alsoapowerfulcardio
workout that helps raise your heart rate and burn calories when done in an hour. Inaddition,itcan
strengthen your lower extremities like legs, hips, and glutes. Unlike some other sports, thisactivitydoes not
require a high level of physical skills. Biking is an ideal outdoor activity that canalsobedoneindoor while
having a stationary bike at home. Having this activity will not cost muchsinceyouwill

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need a bike fitted with your size and interest. Regular riding of your bicycle can helpprotect
youfromserious diseases such as obesity, heart disease, mental illness, diabetes, and arthritis. This is
oneofthebest ways to reduce your risk of health problems that is often associated with a
sedentarylifestyle.

FIVE BIKING SKILLS

1. Balance- having great balance is very important for you not to fall off fromyour bike.Practicing to
move slowly on a straight line takes a lot of work but it’s a goodwaytoimproveyour balance.
2. Pedaling- learning to push down and pull up on pedals simultaneously. A. smoothpedalingtechnique
can also reduce the chance of injury to joints and muscles. 3. Braking- reducing the speed of the
bicycle or prevents it from moving. It commonlyhasafrontbrake on the left side of the handlebars while
the rear brake is on the right. 4. Shifting- understanding shift gears will avoid losing momentum and to
possibly get off yourbikeon a climb. The low gear is the "easy" gear and is primarily used when
climbingmeanwhilehigh gear is the "hard" gear and is primarily used when descending and sprinting. 5.
Descending- moving or sloping downward your bicycle is a necessary skill todevelopspeciallyto stay safe
when in a crucial state when things get steep. Some riders arenervouswhendescending so taking a
deep breath to calm down the body and relieve any tensionisveryessential. Getting low on your bike
while descending will reduce your frontal profile(thesurface area that meets the wind) which will
improve your aerodynamics enablingyoutoholdspeed throughout the descent.

THE HEALTH BENEFITS OF REGULAR BIKING:

● strengthened cardiovascular fitness

● increased muscle strength

● improved joint mobility

● reduced stress levels

● improved posture and coordination

● strengthened bones

● lessened body fat levels

● reduced anxiety and depression.

To ensure the quality and state of being physically fit and healthy, consideringthehealth
related and skill-related fitness component when participating in any of the recreational
activitieswillpave way to attain a condition of health and well-being and to be able to
performdailyactivities.

Health-Related Fitness Component

 1. Body Composition- the relative amount of fat, bone, muscle, and water in humanbodies.2.
Flexibility- the ability of the joints and muscles to move in a wide range of motion. 3. Cardiovascular
Endurance- the ability of the heart, lungs, and bloodvessels todeliveroxygen to the working muscles
for a long period of time.
4. Muscular Strength- the ability of the muscles to lift and move a maximumamount of force.5.
Muscular Endurance- the ability of the muscle to work over a long periodof timewithoutundue
fatigue.

Skill-Related Fitness Component

1. Speed- the ability of the body to move in one direction in the shortest possibletime. 2. Power- the
ability of the muscles to exert a maximum amount of force in thequickest time.3. Agility- the ability of
the body to move in different directions quickly. 4. Reaction Time- the ability of the body to move or
respond quickly to a stimulus. 5. Coordination- the ability of the body to work together to
performphysical activities. 6. Balance- the ability of the body to maintain or control the body in a
stationaryof movingposition.

A consistent and well-planned recreational activity promotes wellness andhas variousbenefitsfor

physical, social, emotional, and psychological health. According to Devi (2021) peoplewhomake
recreation a priority are more likely to feel satisfied with their lives. Recreational activitieshelp
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create a balance between academic pressures with physical and mental well-being. This
alsohelpspeople to deal with common day to day problems more effectively as it makes
peoplemoreoptimists and with a positive outlook in life.

On the contrary, due to multiple reasons and factors, one may not constantlyengageinrecreational
activities. It is essential to determine necessary barriers to be able toovercomeandcome up with solutions to
eventually experience the advantages of recreational activities. Thesebarriers can be identified as Personal
and Environmental barriers to physical activities.

BARRIERS TO PHYSICAL ACTIVITIES

1. Personal- these are factors that relates to one’s personal life experiences, emotions, andattitudes that
hinders the ability of a person to participate in any recreational activities. ⮚ lack of interest
⮚ fear of injury
⮚ non-enjoyment of active recreational activities
⮚ lack of skills and ability
⮚ lack of motivation

2. Environmental- these pertains to place, space, weather, or noise that preventsanindividual to

perform such activities.
⮚ lack of support or encouragement
⮚ lack of resources
⮚ lack of time
⮚ non-availability of physical activity area
⮚ bad weather

HEALTHY EATING HABITS

This refers to a healthy lifestyle of eating a wide variety of food in its right amount togivenourishment
to our body. It will provide energy you need to perform your tasks andkeepyouactivethroughout the day.
The nutrients are needed for growth and development, helpinganindividual tostay healthy and strong and
help prevent illnesses and diseases.

Why Healthy Eating Matters?

 ⮚ improve good sleep
⮚ improve one’s well being
⮚ help manage healthy weight
⮚ develop strong bones and muscles
⮚ enhance ability to combat diseases
⮚ increase energy level and be active
⮚ boost better physical and mental health
⮚ keep body organs healthy to maintain its body function ⮚ help the ability to
recover from injuries or illnesses.

Philippine Food Pyramid

The Food Pyramid is designed to
use a nutritional guide people to
make healthy eating easier. It
shows the different food groups
and its recommended
consumption for a
healthy diet. Eating the right
amount from each food group is
called eating a "balanced" diet.

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What’s more

Act. No. 1.5 FITNESS ASSESSMENT LOG

Directions: At this point, you will perform the Philippine Physical Fitness StandardTest. Recall andrecord
the scores of your Fitness test during HOPE 3 and perform once more your Health-RelatedandSkill-related
fitness test. Make sure to follow the Test Protocols. As soon as you accomplishthetestcompare and
analyze your previous and present performance.

PHYSICAL FITNESS TEST OBJECTIVES:

1. To determine the level of your fitness.
2. To identify your strengths and weaknesses for development and improvement. 3. To
provide baseline data for selection of physical activities for enhancement of healthandskill
performance.
4. To gather data for the development of norms and standards. 5. To motivate
and guide you in selecting activities for recreation.

PHYSICAL FITNESS TEST

Part l. Health-Related Fitness

1. BMI (Body Mass Index)

Formula:
BMI = W where W is the weight in KILOGRAMS
H2 where H is the height in METERS
Example:
BMI = 30kg = 30 = 20.83 (Normal)
(1.20m)2 1.44
BMI Classification
 Below 18.5 Underweig

18.5 – 24.9
Normal

25.0 –Overweight
29.9

30.0 – Above Obes

1. Weight refers to the heaviness of a person. 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 thecenter ofthescale.
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

2. Height is the distance between the feet on the floor to the top of the headinstandingposition.

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Equipment:
a. Tape measure laid flat to a concrete wall where zero point starts on thefloor b. L-square;
and
c. An even and firm floor and flat wall

Procedure
For the Tester:
a. Stand erect on bare feet with heels, buttocks and shoulders pressedagainst thewall where
tape measure is attached.
For the Partner:
a. Place the L-square against the wall with the base at the top of the headof theperson being
tested. Make sure that the L-square when placed on theheadof thestudent, is straight and
parallel to the floor.
b. Record the score in meters.

Scoring – record the standing height to the nearest 0.1 centimeter

***1 meter = 100 centimeters
 2. Zipper Test – to test the flexibility of the shoulder girdle.
Scoring – record zipper test to the nearest 0.1 centimeter
SCORE STANDARD INTERPRETATIO
N

5 Fingers overlapped by 6cm and above Excellent

4 Fingers overlapped by 4cm to 5.9 cm Very good

3 Fingers overlapped by 2cm to 3.9 cm Good

2 Fingers overlapped by 0.1 cm to 1.9cm Fair

1 Just touched the fingers Needs Improvement

0 Gap of 0.1 or wider Poor

Scoring – record the farthest distance between the two trials to the nearest 0.1 centimeters

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, totestthe
right shoulder; extend your left arm down and behind your back, bendyour elbowup across
your back, and try to reach/across your fingers over those of your right handas 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 handover
theshoulder.

For the Partner

a. Observe whether the finger touched or overlapped each other, if not, measurethe
gap between the middle fingers of both hands.
b. Record distance in centimeters.

3. Sit-and-Reach – to test the flexibility of the lower extremities (particularly the trunk).

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2 16 cm – 40.9 cm F
SCORE STANDARD INTERPRETATION
1 0 – 15.9 cm
5 61 cm and above Excellent

4 46 cm – 60.9 cm
Equipment
3 31 cm – 45.9 cm Good
a. Tape measure or meter stick
Procedure
For the Tester

a. Sit on the floor with back, head and shoulders flat on the wall. Feet
are12inchesapart.
b. Interlock thumbs and position the tip of the fingers on the floor without
bendingtheelbows.
c. After the partner has positioned the zero point of the tape measure/meter/stick, (atthe top
of the middle fingers), the tester starts the test by sliding the hands slowlyforward without
jerking, trying to reach the farthest distance possible without bendingthe knees.
d. Bouncing or jerking movement is not allowed.
e. Do it twice.

For the Partner

a. As the tester assumes the (b) procedure, position the zero point of
thetapemeasureat the tip of the middle fingers of the tester.
b. See to it that the knees are not bents as the performer slides farthest
thedistancethat he could.
c. Record the farthest distance reached in centimeters.

4. Three-Minute Step Test – to measure cardiovascular endurance.

Scoring – record the 60-second heart rate after the activity

Equipment
a. Step. Height of step: 12 inches
b. Stopwatch
c. Drum, clapper, clicker, metronome with speaker or any similar device.

Procedure
For the Tester
a. Stand at least one foot away from the step or bench with trunk erect
andeyeslooking straight ahead.
b. The first step of the sequence should be alternate. At the signal “GO”, stepupanddown
the step/bench for 3 minutes at a rate of 96 beats per minute. Onestepconsistsof 4 beats –
up with the left foot (ct.1), up with the right foot (ct. 2), downwiththeleftfoot (ct. 3), down with
the right foot (ct. 4) for the first sequence. Then upwiththerightfoot. (ct. 1), up with the left
foot (ct. 2), then down with the right foot (ct. 3), downwiththe left foot (ct. 4) for the second
sequence. Observe proper breathing(inhalethroughthe nose, exhale through the mouth).
c. Immediately after the exercise, stand and locate your pulse and in five(5) seconds,or at a
signal, start to get the heart rate.
d. Don’t talk while taking the pulse rate.
e. Count the pulse beat for 10 seconds and multiply it by 6.

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For the Partner
 a. As the student assumes the position in front of the step, signal, “Ready” and“Go”,start the
stopwatch for the 3-minute step test.
b. After the test, allow the performer to locate his/her pulse in 5 seconds. c. Give the
signal to count the pulse beat.
d. Let the performer count his/her pulse beat for 10 seconds and multiply it by6.

5. Push-up – measures the strength of upper extremities.

Scoring – record the number of push-ups made

SCORE STANDARD INTERPRETATION

Equipment
Boys Girls a. Exercise mats or any clean mat

5 33 and above 33 and

Procedure
For the Tester
4

1 8 Needs Improvement

0 Cannot execute Cannot execute

a. Lie down on the mat; face down in standard push-up position: palms
onthematabout shoulder width, fingers pointing forward, and legs straight, parallel,
andslightly
apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight, thenlower thearms
until there is a 90-degree at the elbows (upper arms are parallel tothefloor). FOR GIRLS: With
knees in contact with the floor, straightens the arms, keepingtheback straight, then lowers the
arms until there is a 90- degree angle at theelbows(upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-upsperminute.
(2 seconds going down and 1 sec going up).
d. A maximum of 5o push-ups for boys and 25 push-ups for girls.

For the Partner

a. As the tester assumes the position of push-ups, start counting as thetester lowershis/her
body until he/she reaches 90-degree at the elbow. The partner shouldstandinfront of the
tester and his/her eyes should be close to elbow level to accuratelyjudgethe 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 thepush-upsinthecorrect form, is in
pain, voluntarily stops, or cadence is broken.

6. Basic Plank – to measure strength/stability of the core muscles.

 Scoring – record the time in the nearest seconds/minute. Maximumof 90 seconds for boysandgirls

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Equipment
SCORE STANDARD INTERPRETATION

5 51 seconds and above Excellent

4 46 seconds to 50 seconds

3 31 seconds to 45 seconds Good

2 16 seconds to 30 seconds Fair

1 1 second to 15 seconds Needs Improvement

a. Exercise mats or any clean mat, stopwatch/time device Procedure

For the Tester
a. Assume a push-up position. Rest body on forearms with palms andfingers flat onthefloor.
Elbows are aligned with the shoulders.
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, neckand spine are in a straight
line.
d. Keep abdominals engaged/contracted, do not let stomach or allowhips torise.,

For the Partner

a. Ensure the availability of a mat/smooth flooring or a mat/smooth or anythingthatcan
protect the forearms.
b. Give the signal “Start/Go” and start/press the time device.
c. Make sure that the back of the head, neck, spine, and ankles are in astraight line.d. Give
two (2) warnings.
e. Stop the time when the performer can no longer hold the requiredposition, or whenthe
performer has held the position for at least 90 seconds. Holding theplankpositionbeyond 90
seconds is considered. Holding the plank position beyond90 secondsisconsidered necessary.

Part ll: Skill-Related Fitness

7. 40-Meter Sprint – to measure the running speed.

Scoring – record the time in nearest minutes and seconds

17 y
SCORE STANDARD

Boys Girls 5 <4.0 minutes

17 y/o and
 4 4.1 to 5.4 minutes 2. Running area with known measurement (40

3 5.5 to 6.5 minutes

2 6.6 to 7.5 minutes

1 >7.6 minutes
meters) 11

Equipment
1. Stopwatch

Procedure
For the Tester
a. At the signal “Ready”, stand behind the take-off line, the tips of theshoes shouldnotgo
beyond the line and assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up)
withbothhandson the starting line.
c. At the signal “GO”, run to the finish line as fast as you can. For the Partner
1. Set the stopwatch to zero (0) point.
2. At the signal “GO”, start the watch and stop it as the performer
crossedthefinishline.3. Record time in the nearest 0:00:01 seconds

8. Standing Long Jump – to measure the explosive strength and power of the legmuscles. Scoring –
record the best distance in meters to the nearest 0.1 centimeters.

Equipment
SCORE STANDARD INTERPRETATION

5 201 cm and above Excellent

4 151 cm to 200 cm

3 126 cm to 150 cm

2 101 cm to 125 cm

1 55 cm to 100 am Needs Improvement

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 theshoesshould
not go beyond the line
b. Bend knees and swing arms backward once, then swing arms forwardas
youjumplanding 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

1. Place zero (0) point of the tape measure and the take-off line.
2. After the jump, spot the mark where the back of the heel or either feet of
 thetesterhas landed nearest to the take line.
3. Record the distance of the two trials.

9. Hexagon Agility Test – to measure the ability to move in different directions quickly. Scoring – add
the time of the two revolutions and divide by 2 to get the average. Recordthetime in the nearest
minutes and seconds.

a. Tape measure
b. Stopwatch
c. Chalk or masking tape
SCORE STANDARD

5 5 seconds and below

4 6 seconds to 10 seconds

3 11 seconds to 15 seconds

2 16 seconds to 20 seconds

1 21 second to 55 seconds

0 Over 25 seconds

Equipment 12
Hexagon Size
a. Length of each side is 18 inches
b. Each angle is 120 degrees

Procedure
For the Tester
a. Stand both feet together inside the hexagon facing the marked side. b. At the signal
“GO”, using the ball of the feet with arms bent in front, jumpclockwiseover the line, then back
over the same line inside the hexagon. Continuethepatternwith 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 and stop once the performer
reachedthesidebeforetheside 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 theline.

10. Stick Drop Test – to measure the time to respond to a stimulus. Scoring – record the middle 3
scores (for example: id the scores are 21, 18 and19, themiddlescore is 19). In case there are two
(2) scores are the same (for example18, 18, 25)therepeated score shall be recorded.

SCORE STANDARD INTERPRETATION

5 0 – 2.4 cm Excellent

4 5.08 cm to 10.16 cm Very good

3 12.70 cm to 17.78 cm Good

2 20.32 cm to 25.40 cm Fair

 1 27.94 cm to 30.48 cm Needs Improvement

Equipment
a. 12-inch ruler
b. Arm chair or table and chair

Procedure
For the Tester
a. Sit on the arm chair or chair next to the table so that the elbowandthelower restson the
desk/table comfortably.
b. Place the heel of the hand on the desk/table so that the fingers andthumbextend
beyond. Fingers and thumb should at least be one (1) inch apart.
c. Catch the ruler/stick with the thumb and index finger without liftingtheelbowfrom
the desk/table as the partner drops the stick. Hold the stick while the partner
readsthemeasurement.
d. Do this thrice.

For the Partner

a. Hold the ruler or stick at the top, allowing it to dangle between the thumbandfingersof the
performer.
b. Hold the ruler/stick so that the 12-inch mark is even between the thumbandtheindex
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 thumbandindex finger.
d. Record the score on the upper part of the thumb.

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11. Juggling – to measure the coordination of the eye and hand. Scoring – record the highest
number of hits the performer has done
Equipment

SCORE STANDARD INTERPRETATION

5 41 hits and above Excellent

4 31 hits to 40 hits

3 21 hits to 30 hits Good

2 11 hits to 20 hits Fair

1 1 to 10 hits Needs Improvement

a. Sipa (washer weighing 4gms. with 5-inch straw) or 20 pcs bundled rubber bands/anysimilar
local materials weighing 4 gm.

Procedure
 For the Tester
a. Hit the sipa/rubber bands/similar local material alternately with theright andleftpalm
upward. The height of the material being tossed should be at least abovethehead.

For the Partner

a. Count how many times the performer has hit the material with the right andlefthand.b.
Stop the test if the material drops or after two (2) minutes.
c. There shall be three (3) trials.

12. Stork Balance Stand Test – to assess one’s ability to maintain equilibrium. Scoring – record the
time taken on both feet in nearest seconds and dividethescorestogetthe average percentage
score.

SCORE STANDARD INTERPRETATI

17 y/o and above
ON

5 161 sec to 180 sec Excellent

4 121 sec to 160 sec Very good

3 81 sec to 120 sec Good

2 41 seconds to 80 seconds Fair

1 1 second to 40 seconds Needs Improvement

Equipment
a. Flat, non-slip surface
b. Stopwatch

Procedure
For the Tester
a. Remove the shoes and place hand 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:
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⮚ 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.

PHYSICAL FITNESS TEST SCORECARD

Fitness Test HOPE 3 HOPE 4
 Result Score/Interpretation Result Score/Interpretation

Health-Related
Components

Height (meters)

Weight (kilograms)

Body Mass Index (BMI)

Zipper Test (cm) R: L: R: L:

Sit-and-Reach (cm) 1: 2: BS: 1: 2: BS:

3- Minute Step-Test

Heart Rate BeforeActivity the

Heart Rate After theActivity

Push Up (ct.)

Basic Plank (ct.)

Skill-Related Components

40- Meter Sprint (min.)

Standing Long(cm) Jump1: 2: 1: 2:

Hexagon Agility(sec.) CW: CCW: CW: CCW:

Tes

Stick Drop Test

1: (cm)
2: 3: 1: 2:MS: 3:
MS:

Juggling (ct.)

Stork balance Stand(sec.) R: L: R: L:

Test
 st
trial 2-2ndtrial 3-3rdtrial CW: clockwise CCW: counterclockwise MS: middle scoreBS: best
Legend: R-right L: Left 1-1
Score

Answer the following:

1. Which of the following fitness skill had a bigger improvement? Compare your previous andpresent
performance.
2. What Health-Related Fitness Component and Skill-Related Fitness component
youareconsistently good at?
3. Which of the Physical Fitness Test needs improvement?
4. Owing to the result of the two scores/interpretation, what recreational activity doyouintendto do to
improve the fitness skill?

What I Have Learned

Act. No. 1.6 My Dose of Learning

Directions:Upon reading the lecture, performing the physical fitness test andansweringotheractivities,
narrate and explain what you have learned from this lesson. Drawyour emoji about Lesson1.

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What I can do

Act. No. 1.7 MY RECREATIONAL ACTIVITY DIARY

Directions: Record your Recreational Activity and food and beverage intake for oneweek. Fill
outtheinformation needed.

Note:
⮚ For food Intake. Fill out the type and amount of food you consume. Ex. 1 cupof rice, 12chips,1
slice of pizza, 100 g of pork, ½ cup of adobo, 5 glasses of water, 500ml of soda. ⮚ Assessment:
o > - Intake is greater than the recommended amount
o = - Intake is within the recommended amount
o < - Intake is less than the recommended amount
Recreational Type of Health/Skill Fitness
Activity(ex. Recreation Duration Related Food Assessment
Swimming, (Ex. 5 or Intake
board (Active Component
minutes)
Passive) (Ex.Agility,
game) flexibility)

Sunday AM

PM

Monday AM

PM
 Tuesday AM

PM

Wednesday AM

PM

Thursday AM

PM

Friday AM

PM

Saturday AM

PM

REFLECTION
Directions: Complete the sentence based on your personal insights about the lesson. REFLECTION

NOOK

I realized that________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Answer Key

Reference:

DepEd ORDE R No-OJ 4, s. 2019 REVISED PHYSICAL FITNESS TEST MANUAL

Devi, R (2021). The importance and impact of recreational activities in the educational
curriculum.The Knowledge Review.

Prepared by:

SHENN ANN G. ARRIOLA

Teacher

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