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P.E and Health
First Quarter – Week 1
Health-Related Fitness Components
P.E and Health – Grade 11
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 1: Health-Related Fitness Components
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 exemplar 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.
Development and Quality Assurance Teams
Writers: ENGELIE L. SALCEDO
Illustrator: ___________________________
Layout Artist: _________________________
Language Editor: NIEL JOHN B. GALARION
Content Evaluator: EDWARD II M. CALISING
Layout Evaluator: ______________________
Management Team: PSDS/DIC
___________________
Rationale
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Project PPE (Portfolio Predicate on Exemplar) is a backup contingency response of the Schools
Division of Surigao del Sur for learning delivery and learning resource which parallel to the on-
going endeavors of the higher offices in the Department. It is the utilization of a lesson exemplar
that is streamlined in a teacher-and-learner-friendly format to cater to the new classroom setup in
light of the COVID-19 health crisis. These exemplars will be paired with a self-contained and
self-instructional portfolio.
The portfolio is a deliberate collection of works that highlight a learner’s effort that would enable
the him/her to see his/her growth and achievement, ability to reflect on his/her own work and
ability to establish goals for future learning.
Introductory Message
For the teacher:
Welcome to the (P.E and Health- Grade 11 – Quarter 1) Exemplar on (Health-Related Fitness
Components)!
This exemplar was collaboratively designed, developed and reviewed by educators from different
schools in the Division to assist you in helping the learners meet the standards anchored on Most
Essential Learning Competencies (MELC) set by the Department while overcoming the
constraints in schooling brought by the COVID-19 pandemic.
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.
As a teacher, you are expected to orient the learners on how to use this exemplar in the most fit
modality. You also need to keep track of the learners' progress while allowing them to manage
their own learning through portfolio assessments.
For the learner:
Welcome to the (P.E and Health- Grade 11 – Quarter 1) Exemplar on (Health-Related Fitness
Components)!
This exemplar 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, either at home or in school. To help you with
this, this exemplar comes with a Weekly Portfolio Assessment. Your teacher will provide you
with a template and you will be given a privilege to organize the portfolio in your own creative
way.
This exemplar has the following parts and corresponding icons:
This will give you an idea of the competencies you are
What I Need to Know
expected to learn in the module and the objectives you
are expected to realize.
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This part includes an activity that aims to check what
What I Know
you already know about the lesson to take.
This section provides a brief discussion of the lesson.
What is It
This aims to help you discover and understand new
concepts and skills.
This section provides an activities which will help you
What I Can Do (1,2 & 3)
transfer your new knowledge or skill into real life
situations or concerns.
This task aims to evaluate your level of mastery in
What I Have Learned
achieving the learning objectives.
Answer Key This contains answers to all activities in the module.
This contain instructions about recording your positive,
Portfolio Goal Setting
realistic goals before going through this exemplar.
This contain instructions about completing the
Portfolio Completion -Your
Growth Clue! components of the portfolio. This also includes a rubric
to guide you of how your portfolio will be assessed.
At the end of this module you will also find:
References This is a list of all sources used in developing this
exemplar.
What I Need to Know
Most Essential Learning Competency:
Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment
participation and one’s diet. (PE11FH-lg-i-6)
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Sub-competency: (result of unpacking)
Objectives
After going through this exemplar, you are expected to:
A. Knowledge: distinguish the difference between physical and environmental
health barriers and ways on preventing it;
B. Skill: perform self-testing activities to assess health-related fitness status and
barriers;
C. Attitude: realize the importance of identifying one’s strengths and weaknesses
in attaining physical fitness.
Portfolio Goal Setting
Using the Portfolio Assessment Template provided by your teacher along with this
exemplar, accomplish now your weekly goal setting. Refer to the objectives above. Think of
positive and realistic goals that you can considerably achieve with this exemplar. List them as
your plans. Remember: Do not proceed with this exemplar unless you have accomplished
your goal setting.
What I Know
Multiple Choice. Choose only the letter of the correct answer.
1. It is the ability to bend and move the joints through the full range of motion.
a. Cardiovascular endurance c. Muscular endurance
b. Muscular strength d. Flexibility
2. The percentage of fat, bone, water, and muscle in a human body; it is often the ratio
lean tissue to fat tissue in the body.
a. Muscular strength c. Body Composition
c. Flexibility d. Muscular endurance
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3. It is a test for cardiovascular Endurance level based on how quickly your heart rate
will come back down after a physical activity.
a. 3-Minute Step Test c. Push -up
b. Zipper Test d. Curl Up
4. What do you call a test for the shoulder flexibility?
a. 3-Minute Step Test c. Push -up
b. Zipper Test d. Curl Up
5. It is the ability of the muscle to continue to perform without fatigue.
a. Muscular strength c. Body Composition
b. Flexibility d. Muscular endurance
Pre-activity: Getting ready for Physical Activity
Directions: Fill-up the PAR-Q and answer the questions honestly. Do it in a separate sheet.
What is It
Physical Fitness Testing
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.
Health-related fitness components:
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Cardiovascular endurance is the ability of the heart, lungs, and blood vessels to supply
oxygen to your body tissues during sustained physical activity. This allows the body to
endure physical movement for a period of time. Also, efficient delivery of oxygen to its
tissues will take place giving the person a lower breathing rate and the ability to perform the
task longer.
Muscular Strength is the maximum amount of force a muscle can exert in a single effort.
Achievement of muscular strength depends on factors like gender, age, and inherited physical
attributes. Having strong muscles is beneficial to everyday living. The muscles support the
skeleton enabling movement to occur and the strength to support the body while standing up.
Muscular Endurance is the ability of the muscle to continue to perform without fatigue.
Flexibility is the ability to bend and move the joints through the full range of motion.
Body Composition is the percentages of fat, bone, water, and muscle in a human body; it is
often the ratio of lean tissue to fat tissue in the body.
Barriers to Physical Activity
Getting involved in physical activities can be attributed to personal and environmental
factors. A person may experience a variety of challenges along the way. This hinders the
person to be physically active, hence, referred to as barriers.
Personal barriers
With the current trends in technology and development, people’s lives have become
convenient and easier as well as less active. They may also have reasons or own justifications
of their inactivity that forms their attitude towards physical movement, letting them live a
sedentary life.
Some common explanations (barriers) that people cite for resistance to exercise are:
insufficient time to exercise
inconvenience of exercise
lack of self-motivation
non-enjoyment, boredom of exercise
lack of confidence in their ability to be physically active (low self-efficacy)
fear of being injured or having been injured recently
lack of self-management skills, such as the ability to set personal goals, monitor progress,
or reward progress toward such goals
lack of encouragement, support, or companionship from family and friends
non-availability of parks, sidewalks, bicycle trails, or safe and pleasant walking paths close
to home or the workplace
Environmental barriers
Some may not notice but the space and the setting where people live greatly influence
a person’s participation to physical activity. The constant exposure and the daily interaction
with the people and things around has a great impact on a person’s preference towards bodily
execution and movement.
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The environment in which we live has a great influence on our level of physical
activity. Many factors in our environment affect us. Obvious factors include the accessibility
of walking paths, cycling trails, and recreation facilities. Factors such as traffic, availability
of public transportation, crime, and pollution may also have an effect. Other environmental
factors include our social environment, such as support from family and friends, and
community spirit. It is possible to make changes in our environment through campaigns to
support active transportation, legislation for safer communities, and the creation of new
recreation.
What I Can Do 1
Activity 1: “Lead me to where I am!”
Directions:
Listed below are examples of physical activity barriers. Draw a line connecting its
type whether it’s a personal or an environmental barrier.
Lack of motivation
Accessibility of walking pathways
Support from family and friends
Personal Environmental
Barrier Unavailability of parks/grounds
Barrier
for activities
Fear of injury
Health considerations
Gadgets providing leisure
Use of elevators and vehicles
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Guide Questions:
1. During the pre-activity on Par-Q & You, have you encountered any physical activity
barrier? Is there any personal or environmental barrier? If yes, please list it down.
2. Cite some ways to overcome situations that hinder you to engage in physical activity.
What I Can Do 2
Activity: “Strength Test Time!”
Directions:
Get ready to perform the following activities. Wear proper attire, prepare needed
materials, and ask assistance with your siblings or parents. Follow the procedures and write
your records in the separate sheets. Take pictures during your activity as a proof of
participation and print it in a separate sheet.
Activity 1: Self-testing Activities for Health-related fitness
I. Anthropometric Measurements
Purpose: To measure body composition
Equipment: weighing scale, tape measure
Goal: Take body measurements
Preliminary: Prepare needed materials
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. Waistline. Locate your upper hipbone. Find the proper spot by placing your hands around
your waist, squeezing slightly, and then moving your fingers downward until you feel the top
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curve of your hips. Place a tape measure around your bare stomach just above the upper
hipbone. Record in centimeters (cm).
4. Hipline. Place tape measure in the widest part of hip in line with the pubis.
5. Computation/s
a. Body Mass Index (BMI) - measure of body mass based on height and weight that aid in
determining weight categories.
BMI = Weight in kg
(Height in m) x (Height in m)
b. Waist to Hip Ratio (WHP) - measure stored body fats percentage by the relative
measurement of waist and hip
WHR = Waist Circumference (cm)
Hip Circumference (cm)
II. 3-Minute Step Test
Purpose: Test for Cardiovascular Endurance level based on how quickly your heart rate will
come back down after a physical activity
Equipment: stopwatch, 12-inch bench box, a metronome
Goal: In a constant pace, step on and off the bench for 3 minutes straight
Procedure:
1. Stand close to the 12-inch bench box while your
partner sets the metronome in 96 beats per minute (bpm).
2. 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 and get your pulse rate.
3. Record the Exercise Heart Rate: _______ bpm
www.fitness andfreebies.com
III- Zipper Test
Purpose: Test for the shoulder flexibility
Equipment: tape measure
Goal: Raise one arm across your back with bent elbow and fingers reaching down
Preliminary: Prepare needed materials
Procedure:
1. In a standing position, raise one arm across
your back, bend the elbow and reach down as far as
possible. Simultaneously, bring the other arm down
behind the back trying to cross fingers over those
with the other hand.
https://slideplayer.com/6943480/24/images/36/ZIPPER+TEST.j
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2. Measure the distance of overlapped fingers in cm. If they fail to meet, score it as a minus
or <0. Write zero if the fingertips just touched with no overlap.
3. Repeat the procedure with the other hand. Record the score.
IV- Curl-up (Dynamic)
Purpose: Test abdominal muscles strength and endurance
Equipment: mat, adhesive tape
Goal: Perform curl-up with proper pacing (3 seconds per curl)
Preliminary: Prepare the mat. Place two tape marks 4 ½ inches apart on the floor.
Procedure:
1. Sit on a mat in a long sitting position. Bend your legs more
than 90 degrees with feet remaining flat on the floor.
2. Lay down with arms extended at the sides, palm facing
down with fingers extended touching the 1st tape mark.
3. From that position, curl your trunk up with heels in contact
with the floor until your fingers reach the http://www.mansionathletics.com/us-games-curl-
up-mat-1388274-exercise-fitness-coaching-
2nd marker. assessment.htm
4. Upon reaching the second marker, lower back to the
starting position. Repeat one-curl up every 3 seconds.
5. Continue the curl-ups and stop when you are unable to
keep the pace.
Record the number of repetitions.
VI. 90-degree Push-up (Dynamic)
Purpose: Test for the strength and endurance of the
upper arm muscles
Equipment: mat
Goal: To perform a proper push-up
Preliminary: Prepare needed material
Procedure:
1. From prone lying position, place the hands just
outside the shoulders with elbows bent. https://fitnesswithjlee.files.wordpress.com/2014/01/download.jpg
2. Males: Support the body in a push-up
position from the toes with back, hip and legs align.
Females: Support the body in a push-up position from
the knees instead of toes, with
back, hip, and legs aligned.
3. Lower the body until the upper arm is parallel to the
floor or a 90 degrees angle of https://i.pinimg.com/originals/88/45/f1/8845f1c5fedb25a2feb16e6fe9122
687.jpg
the bent elbow.
4. Repeat as many times as possible.
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Measuring your fitness level is one way to find out your level of physical fitness. Below are
references for interpretation.
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What I Can Do 3
“Now I know what to do!”
Directions:
Based on the results in your activity 2, identify your strengths and weaknesses and
write your plans to improve it and describe its importance to one’s health and fitness.
Health-related Fitness Components
Strengths How do you feel about it?
1.
2.
3.
Weaknesses What are you going to do to improve it?
1.
2.
3.
What I Have Learned
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. The ability of the heart lungs, and blood vessels to supply oxygen to your body tissues
during sustained physical activity.
a. Cardiovascular endurance c. Muscular endurance
b. Muscular strength d. Flexibility
2. Running, swimming, and using an elliptical machine are all ways to improve your;
a. Cardiovascular endurance c. Muscular endurance
b. Muscular strength d. Flexibility
3. The ability to do activities for more than a few minutes is
a. Flexibility c. Agility
b. Endurance d. Body Compositions
4. The best fitness foods include all except ______________.
a. Vegetables c. Soft dinks
b. Fruits d. Plenty of water
5. Muscular endurance is the
a. Muscles’ ability to work for a long time without tiring
b. Same as cardiorespiratory fitness
c. Amount of force a muscle can exert
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d. Same as body strength
6. Which 2 are components of health related fitness?
a. Breathing and running
b. Flexibility and muscular strength
c. Muscular endurance and push ups
d. Jogging and Swimming
7. Abdominal strength and endurance is measured in which part of Physical Fitness
Test?
a. Push-up Test c. Sit-and-Reach
b. Pacer Test d. Curl-up Test
8. Stretching can improve your _________________.
a. Strength c. Flexibility
b. Stamina d. Endurance
9. To make your muscles strong, you must ______________ every day.
a. Sleep c. Talk
b. Exercise d. Laugh
10. The traits you inherit from your parents, i.e.: diabetes that influences your wellness is
known as?
a. Environmental c. Social
b. Hereditary d. Cultural
11. Which among the following is not an example of personal barriers?
a. Insufficient time to exercise
b. Lack of self-motivation
c. Inconvenience exercise
d. Unavailability of parks/grounds for activities
12. The ability to lift or resist weights is called
a. Body Composition c. Muscular Strengths
b. Flexibility d. Muscular Endurance
13. Flexibility is best described as the:
a. Ability to exert force
b. Ability to work the muscle over a period of time
c. Range movement possible at various joints
d. The ability to bend and touch the toes
14. Which among the following is not an example of environmental barriers?
a. Unavailability of parks/grounds for activities
b. Insufficient time to exercise
c. Use of elevators and vehicles
d. Support from family and friends
15. The values, practices and beliefs shared by a group of people with common
background that may influence wellness are known as the ______________
influences.
a. Cultural c. Social
b. Emotional d. Hereditary
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Answer Key
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What I Know What I Can Do 1 What I Have Learned
1. D 1. 1. A
2. C 2. 2. A
3. A 3. 3. A
4. B 4. 4. C
5. D 5. 5. A
6. 6. B
7. 7. D
8. 8. C
9. 9. B
10. 10. B
11. D
12. C
13. C
14. B
15. A
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Portfolio Completion – Your Growth Clue!
You now go back to your portfolio and work on the other components that follow
your Goal Setting. Remember that your portfolio is a deliberate collection of your works
with the help of the exemplar. Highlighting your efforts here enables you to see and reflect on
your growth and achievement and your ability to establish goals just to learn. Upon
completion of your portfolio, please be guided of the rubric below.
Rubric for Portfolio Assessment
LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9-10) Score
1. Goal Setting Sets sloppy goals, Sets some goals Sets general goals Sets clearly defined
not realistic for and processes that and processes that goals that are
ability nor level of are positive and are positive and attainable and growth-
development. realistic. realistic oriented
2. Test Self Shows little Shows adequate Shows good Shows very good and
Evaluation evidence of evidence of evidence of clear evidence of
reflection and self- reflection and self- reflection and self- reflection and self-
assessment. assessment. assessment. assessment with
documentation.
3. How Fit I Am Provides little Provides adequate Provides good Provides clear
evidence of growth evidences of performance or evidence of
and achievement. growth and general performance or
achievement. improvement in continued
achievement. improvement in
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100
5. Procedure Under Links most of the Links a number of Links analysis to the Links analysis to the
Monitoring analysis to the analysis to the lessons properly. lessons completely.
lessons lessons slightly.
inadequately.
6. “A…Ganu’n Pala Explains the Explains the Explains the Explains the
‘yon” misconception and misconception and misconception and misconception and
the concept the concept the concept the concept aptly.
inadequately. somewhat. adequately.
7. Connection Indicates little Indicates adequate Indicates clear Indicates distinct
(optional) evidence of evidence of evidence of evidence of
creativity/analytical creativity/analytical creativity/analytical creativity/analytical
work. work. work. work.
[1-2] [3] [4] [5]
8. Overall Submits some of Submits most of Presents all items in Presents thorough,
Presentation the items in a the items. Portfolio a chronological clear and complete
disorganized form. is well presented. form. Portfolio is items. Portfolio is neat
Portfolio looks well organized. and elegant.
slapdash.
9. Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time.
Submission. days). days). days).
Total
References
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https://www.fiurman.edu/sites/LiveWell/GetMoving/Documents/PAR-Q2.jpg
https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.fitnessandfreebies.com
%2Fblog%2Ftag%2Fexercise
%2F&psig=AOvVaw3ZeJo5r1F1zRgv5gKRmAoM&ust=1596018495013000&source
=images&cd=vfe&ved=0CAIQjRxqFwoTCKie0r3e7-oCFQAAAAAdAAAAABAD
https://slideplayer.com/6943480/24/images/36/ZIPPER+TEST.jpg
https://fitnesswithjlee.files.wordpress.com/2014/01/download.jpg
https://www.helpteaching.com/questions/Fitness?pageNum=3
P.E and Health Teacher’s Guide
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For inquiries or feedback, please write or call:
DepEd Surigao del Sur Division – Schools District of Tago 1
Address: Purisima, Tago, Surigao del Sur
Contact Number:
Email Address: [email protected]
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