OVERVIEW

Welcome to Path-Fit 1! How are you today? Are you excited to learn the physical
activities that lead to health and fitness?
You might be asking yourself these questions “Bakit may PE pa sa College, eh nag
PE na kami simula elementarya hanggang Senior high?”, “PE na naman?”, and “Ano naman
kaya ang PE sa college?”. Don’t worry because we will try our best to make sure that these
questions will be answered in this module.
In this module, you will learn about your fitness status through different fitness
assessments, and you’ll know various exercises that will help you improve your fitness
status or keep it as it is.
You will be introduced to Fitness test protocols so that you will be able to perform it
correctly. Misconceptions about Physical Education and fitness will be avoided through
studying the lessons in this module.
There will be various learning activities that will help you understand the lessons in a
unique way. We hope that you will give your best in studying the lessons and do the
activities well.
Enjoy learning!

LEARNING OUTCOMES
At the end of this unit, you are expected to;
1. discuss the legal basis of physical education through:
a. Talk show; e. Game show
b. Vlogging; f. Macro-teaching
c. Reporting; g. Hot seat
d. Debate; h. thinking caps

2. analyze the differences between components of Physical Education;

3. interpret fitness test protocols; and
4. assess fitness levels and interpret the result relative to standards.

LET US EXPLORE
Activity 1.1 : PAR-Q (Physical Activity Readiness Questionnaire)
Let’s assess if you are ready to participate in physical activity by taking the Physical Activity
Readiness Questionnaire (PAR-Q).

Direction: Answer the PAR-Q Form below. Read the questions carefully, and answer it
honestly. Put a check “  “ to your corresponding answer. Finally, answer the Activity 1.2.
right after your answer PAR-Q.

PATHFIT 1: Movement Enhancement Page 1

 Figure 1: PAR-Q form

PAR - Q Form
Name: ___________________________________________

Course/Year Level/Block: ____________________________

Questions Yes No
 Has your doctor ever said that you have a heart condition and that you
should only do physical activity recommended by a doctor?

 Do you feel pain in your chest when you do physical activity?

 In the past month, have you had chest pain when you were not doing
physical activity?
 Do you lose your balance because of dizziness or have you ever lost
consciousness?
 Do you have a bone or joint problem (back, knee, hip) that could be made
worse by a change in your physical activity?
 Is your doctor currently prescribing drugs for your heart condition?
 Do you know of any other reason why you should not do physical activity?

Source: Canadian Society for Exercise Physiology. (2002). Physical Activity Readiness
Questionnaire – PAR-Q. Retrieved from: www.csep.ca/forms

Activity 1.2
Let’s see what the questionnaire revealed about your fitness:

 If you answered YES to any questions, talk with your doctor before you start
engaging in physical activity (PA). Tell your doctor about the PAR-Q and which
questions you answered yes.
 If you answered NO to all PAR-Q questions, you can start participating in physical
activities.

1. What is the result of your PAR-Q?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. If you are not ready, what do you think makes you not ready? How are you going
to prepare to be ready?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 Why is Physical Education still included in college? A lot of you might have asked this
question. So let us study below the legal bases of physical education, and learn why it is
important to be included in the tertiary education system.

1.1. The Legal Bases of Physical Education

Here’s the history why Physical Education is still included in the tertiray education
legally.
In 1978, the UNESCO described sport and physical education as a fundamental
right for all: “all forms of physical activity that contribute to physical fitness, mental wellness
and social interaction, such as play, recreation, organized or competitive sport, and
indigenous sports and games.” Furthermore, learning to move and enjoying the freedom of
movement is a human right (UNESCO, 1999).
In April 2011, the United Nations through the Special Adviser on Sport for
Development and Peace officially called upon UN Member States, UN entities, sports
organizations, international and civil society organizations, the academia, the private sector
and media to work in close partnership in recognizing and harnessing the transformative
power of sport and physical education.
Article 14, Section 19 of the 1987 Philippine Constitution mandates that “The State [to]
promote physical education and encourage sports programs, league competitions, and
amateur sports, including training for international competitions to foster self- discipline,
teamwork, and excellence for the development of a healthy and alert citizenry. All
educational institutions shall undertake regular sports activities throughout the countries in
cooperation with athletic clubs and other sectors.”
Furthermore, Republic Act No. 5708, known as The Schools Physical Education
and Sports Development Act of 1969 provided for “An integrated physical education and
sports development program in all schools in the Philippines (Section 2)…the goal is to
instill in young citizens a proper appreciation of the importance of physical development
hand in hand with the mental development in individual and social activities (1) and the
provision for “a well-rounded physical education program must be addressed to physical
growth, social training, and personal discipline for all pupils and students as well as
superior athletic achievement for those who are psychologically inclined and physically
gifted (2).”

The Purpose of Tertiary Physical Education

Physical Education, more than any other subject in the curriculum, is much
more direct. It is a subject that is directly applicable and relevant to a learner’s life in
school, out of school and even beyond school. Through PE, the learner can be
more disciplined because the activities and tasks demand physical effort. When the
learner independently engages in physical activities because he understands the
benefits of caring for and nurturing one’s health, he gains self-mastery. This self-
mastery which is accompanied by self-confidence enables the learner to become
more socially involved. This is not to say that individuals who are incapable of
exercise or physical activities are deprived of living a full life, rather, those who are
physically fit and healthy are more disposed to living a life of service for others.

The Goals and Context of Tertiary Physical Education

PE plays a unique role as the only subject in the curriculum that requires
actual participation in physical activities. Since modern society has effectively
engineered moderate-to-vigorous physical activities out of most workplaces, our
homes, community and even in our recreational pursuits, the school ought to be the
last institution to resist this.
The Tertiary PE Program also aims to form constructive behaviors for
managing the stress of academic demands; provide the necessary ‘break’ from
sedentary activities in the classroom; cultivate school loyalty and patriotism through

PATHFIT 1: Movement Enhancement Page 3

 the sporting culture. Finally, the Tertiary PE Program thus provides for appreciation
for a variety of expression and engagement of physical activities and to ascertain
that opportunities are inclusive of all contexts and learners.

The Tertiary PE Program Outcomes

1. Active and healthy living.
2. Advocacy and Promotion

Today that the whole World is still fighting against Covid-19, we can see the
importance of being fit and healthy to overcome the virus, and other diseases. Whereas,
developing both fitness and health is the main focus of teaching Physical Education. We can
note that Physical Education today has been considered as one of the contributing factor to
enhance positive lifestyle changes which lead to a better quality of life. This means that
through physical education, an individual can acquire sufficient knowledge and
understanding, basic skills, and desirable attitudes that will contribute to his well-being. In
the process, one can achieve total fitness which will enable him to avoid common illnesses,
use free-time wisely, practice self-defense, and overcome life’s stresses. Above all, physical
education can contribute towards long and happy life.

1.2. Physical Fitness

Physical Fitness is the body’s ability to function efficiently and effectively. It is
a state of being that consists of at least five health-related and six skill-related
physical fitness components, each of it contributes to total quality of life. It is related
to, but different from, health and wellness. Although the development of physical
fitness is the result of many things, optimal physical fitness is not possible without
regular physical activity. That’s why fitness testing is very crucial and very important
in assessing your fitness status.
Fitness testing is a way of gaining information about the health-related and skill
related components of a person’s fitness. Testing can take place in a number of
environments, with laboratory testing being the most accurate.

Reasons for Fitness Testing

1. To highlight the strengths and weakness of an athlete enabling a training
program to be devised which addresses the findings;
2. To evaluate a training program, to see if it is helping the athlete in
achieving set goal;

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 3. To measure fitness levels following injury, illness or following the off season
4. To assist in setting goals
5. To determine health status (in the non-sporting population)
6. Talent identification
7. To aid motivation
Source: (TeachPE.com. n.d.)

Principles of Fitness Testing

In order for fitness testing to be accurate and worthwhile, a number of
principles must be followed:

1. Specificity: Fitness tests must assess an individuals fitness for the

activity or sport in question. For example, there is little point in using a
running endurance test to assess an athletes improvement in cycling
endurance.
2. Validity: Fitness tests must measure the component of fitness that they
are supposed to. For example, is your sit and reach test measuring solely
the flexibility of the hamstrings or are there other factors involved.
3. Objectivity: Sometimes also known as inter-tester reliability. A test that is
objective will produce the same results for the same individual, regardless of
the tester, or technician administering the test.
4. Reliability: A reliable test produces the same results if repeated. For
example, an assessor trained in skin-fold measurements will produce the
same result, when the same area is re-tested shortly after.
Source: (TeachPE.com. n.d.)

1.3. Components of Physical Education

There are two components of Physical Education, the (1) health-related component,
and (2) skill-related component.

A. Health Related Fitness

The components of Health related fitness are basis from which to measure our
general well being.
1. Cardiovascular Endurance - Cardiovascular endurance is also referred to
as aerobic fitness, and is a measure of the athlete’s ability to continue with
exercise which places demands on the circulatory and respiratory system

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 over a prolonged period of time. This occurs in activities such as running,
walking, cycling and swimming.
2. Muscular Strength - Muscular strength is the maximal force that can be
applied against a resistance. It could be measured by the largest weight a
person could lift. or the largest body they could push or pull.
3. Muscular Endurance - Muscular endurance differs from muscular strength
in that it is a measure of a person’s ability to repeatedly apply maximal force,
for example in a series of press ups, over a period of time.
4. Flexibility - Flexibility is the measure of free movement in a person’s joints.
This is especially important in gymnastics.
5. Body Composition - Body composition is usually measured by the
percentage body fat a person carries.

B. Performance Related Components

The components of skill-related physical fitness are agility, balance, coordination,
power, reaction time, and speed. They are called skill-related because people who
possess them find it easy to achieve high levels of performance in motor skills, such
as those required in sports and in specific types of jobs.
1. Agility - is the ability to change and control the direction and position of the
body while maintaining a constant, rapid motion. For example, changing
directions to hit a tennis ball.
2. Balance - is the ability to control or stabilize the body when a person is
standing still or moving. For example, in-line skating.
3. Coordination - is the ability to use the senses together with body parts
during movement. For example, dribbling a basketball. Using hands and eyes
together is called hand-eye coordination.
4. Reaction Time - the time elapsed between stimulation and the beginning
or reaction to that stimulation. Driving a racing car and starting a sprint race
require good reaction time.
5. Speed - is the ability to move your body or parts of your body swiftly. Many
sports rely on speed to gain advantage over your opponents.
Example: A basketball player making a fast break to perform a layup,
a tennis player moving forward to get to a drop shot, a football player
out running the defense to receive a pass.
6. Power - is the ability to move the body parts swiftly while applying the
maximum force of the muscles. Power is a combination of both speed and
muscular strength.
Example: Fullbacks in football muscling their way through other
players and speeding to advance the ball and volleyball players
getting up to the net and lifting their bodies high into the air.

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1.4. Fitness Test Protocols
Fitness Test Protocol is a set of standards test that are performed for fitness
testing. Test protocols vary depending on the physical demands of a person, for
example, an athlete who will be competing for a specific sports. It can be modified to
suit the individual needs of a person.
There are also specific tests for those with special needs, such as the young, elderly,
and obese. The same goes for testing the general population. Depending on what
the purpose of the testing, the current fitness levels, the social group or vocational
group, there will be different tests that you may want to conduct.

Personal Maximum Heart Rate

You will be introduced with several warm-up exercises which you will be
performing before conducting any other physical activity, but before proceeding to the
physical activities, you should know first your PMHR (Personal Maximal Heart Rate)
and THR (Target Heart Rate).

A. To get for your Personal Maximal Heart Rate:

Here’s how it is: 220 - age = ______________ PMHR

B. To get your Target Moderate Heart Rate (40 - 55%)

Here’s how it is: MHR x 0.4 = _____________bpm
MHR x 0.55 = ______________bpm

C. To get your Target Vigorous Heart Rate (60 - 85%)

Here’s how it is: MHR x 0.6 = _____________bpm
MHR x 0.85 = ______________bpm

Since one of the most efficient ways to assess your fitness is through
your heart rate, you should always have a record of your heart rate before
and after a physical activity to keep track of your fitness level.

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 Activity 1.6: Warm-up Exercises
Direction: Below are the static and dynamic exercises that you can do to warm your
body before conducting the Fitness test.

Static Stretching Dynamic Stretching

1. Neck Stretches 1. Jogging
2. Shoulder Curl 2. High knees
3. Arm stretches 3. Butt kicks
4. Trunk stretches 4. Jumping Jacks
5. Toe touch
6. Lunges

Instructions:
 Read the fitness testing protocols (Table 2), before proceeding to the fitness
assessment.
 Accomplish the Fitness test form (Table 12). Identify the components being
measured in the second column of the Fitness test form, and write the respective
scores generated by actually performing the indicated tests in the third column.
 After finishing the Fitness assessment, answer the guide questions.

Table 1.2: Fitness Test Protocols

Fitness Test Equipment Directions Scoring
1. 3-minutes  A 16.25 Starting position: *compute your
step test inches - Performer stands comfortably in front of VO₂ max
(41.25 cm) the box.
high box.
Action:
 A strong 1. Step right foot on the box followed FOR MAN: VO₂
wooden box by left foot. max= 111.33 –
4-6 inches 2. Bring the right foot back to the
(0.42 X HR recovery)
high, an original position followed by the left
inverted soft foot.
drink box 3. Do the entire movement for 3
may be minutes.
used.
The four-step cadence is at a rate of 24
FOR WOMAN:
per minute for men, and 22 per minute for
VO₂ max= 65.81 –
women. Set the metronome beat at 96
(0.1847 X HR
beats per minute for men, and 88 beats
recovery)
per minute for women. After three
minutes, stop and palpate your pulse
while standing within the first six seconds.

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2. Sit up A mat, turf or Starting position: *Rules:
floor - Performer lies on his back with knees 1. Only one trial is
flexed at 90 degrees, feet flat on the floor. allowed.
Cross arms close to chest, fingertips close 2. No resting
to shoulder. between sit-ups.
3. Knees must
Action: remain flexed at
1. Performer raises trunk with right angle for the
crossed arms touching the knees. duration of the
This is one sit up. exercise.
2. Without pausing, performer returns 4. Sit up shall be
to original position and immediately counted only if the
sits up again. performer keeps
3. Repeat as many time as possible. the arms crossed
close to chest,
and when he/she
didn’t let his/her
upper back touch
the floor.

Record only the

number of sit ups
which were done
completely
correctly.

3. Push up A mat, turf or Starting position: Record only the

floor -The hands and toes touch the floor, the number of sit ups
body and legs in a straight line, feet which were done
slightly apart, the arms at shoulder width completely
apart, extended and at a right angle to the correctly.
body.

Actions:
1. Keeping the back and knees
straight, the performer lowers his
body to a predetermined point,
maintaining at least two inches off
the ground, the elbows should be in a
90 degrees position.
2. Return back to starting position,
elbows extended.
3. Repeat the action as much as
possible, but without pause or rest.

4. Sit and - Any flat surface Staring position: The farthest

reach like the floor with - Performer sits on the floor with his back distance in
a wall on one and head against the wall, legs straight centimeters is
side; a meter- flat on the floor, 30 cm wide, thumbs recorded.
stick or a flat interlaced and middle fingers overlapped.
wooden stick - Tester slides meter-stick between the
with a tape performer’s legs, the end of which
measure touches the fingertips.
fastened to it. Action:
1. Performer slowly reaches as far as
possible forward with arms fully
extended and the fingertips touching
the floor.
2. He/She returns to the starting
position, arms and shoulders relaxed

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 (no jerky movements allowed).
3. He/She repeats the action. On the
third time, performer holds the
position for at least 2 seconds as the
score on the tape is read.
5. Zipper test Tape measure *An assistant is needed to check the Record the best
alignment of the fingers, and measure the score to the
distance between the tips of the middle nearest centimeter
finger. or 1/2 inch. The
Starting position: higher the score
-Standing position, hands on side, feet the better the
together. result.
Action:
1. Raise your right arm straight up
over your head.
2. Flex your right elbow. Let your
right palm rest on the back of your
neck with your fingers pointing down
toward your feet.
3. Using your left hand, reach down
behind your back and rest the back
of your hand on your spine (your
palm should be facing away from
your body).
4. Without straining, slide your right
hand down your neck and your left
hand up your spine (your hands
should be moving toward each
other). Once you have reached as far
as you can, let your assistant
measure the distance between your
fingers.
5. Do the same action, start with your
left arm. (Stop the test if you
experience pain).
6. Hexagon Masking tape, Starting Position: The circuit must
meter stick. - The performer is at the center of the be completed to
hexagon, facing the side F. record the time.
-Using masking Action:
tape, make a 1. Stand at the center of the hexagon
hexagonal shape facing side F.
on a level, firm 2. Jump with both feet over side A.
floor with each of 3. Jump back to the centre and then
the six sides jump over to side B and so on round
measuring 65 the hexagon, returning to the centre
centimeters. to face side F between each jump.
4. Record the length of time it takes
you to complete three circuits of the
hexagon.
5. Rest for 2 minutes.
6. Repeat the circuit in a reverse
direction starting to jump on the side
7. Stork Stand Stop watch Starting Position:
-The performer stands comfortably on
both feet with his hands on his hips.
Actions:
1. The performer lifts his right leg and
places the sole of the right foot
against the side of the left kneecap.
2. As the stopwatch starts, the

PATHFIT 1: Movement Enhancement Page 10

 performer raises the heel of the left
foot to stand on his toes.
3. The performer is to hold this
position for as long as possible. The
time stops when the performer’s left
heel touches the ground, or the right
foot moves away from the left knee.
(record the time) Rest for two
minutes.
4. Repeat the action, starting on the
left leg.
8. Trunk lift Meter stick Starting position: The highest
- The performer lies in a prone position, measure in
his hands are under his abdomen, legs centimeters is
flat together on the floor. recorded.
Action:
1. Lift your upper body off the floor
using the muscles on the back. The
movement should be performed in a
slow and controlled manner.
2. Hold your position for at least 3
seconds for the measurement.
3. Return to your starting position.
4. Do the same action three times.

1.1. Fitness Test Standards

Students must be taught to test themselves, interpret the test results, set personal
fitness goals, plan an individualized program and monitor themselves over time. For those
who fail to meet the criterion-referenced standards for health, they can be helped to plan a
program for improvement. Others who have reached the fitness standards can be taught
how to maintain that level of fitness.

The following are standard for each Fitness Test:

Table 1.3: Fitness Index for Men and Women (Step Test)
CARDIORESPIRATORY FITNESS ACCORDING TO MAXIMAL OXYGEN UPTAKE (VO₂ MAX)
VO₂ MAX VALUES
Sex Age Very Poor Poor Fair Good Excellent Superior
Female 13-19 <25 25-30.9 31-34.9 35-38.9 39-41.9 >41.9
20-29 <23.6 23.6-28.9 29-32.9 33-36.9 37-41 >41
Male 13-19 <35 35-38.3 38.4-45.1 45.2-50.9 51-55.9 >55.9
20-29 <33 33-36.4 36.5-42.4 42.5-46.4 46.5-52.4 >52.4

Table 1.4: Hexagon Test

GENDER Excellent Above Average Average Below Poor
Average
MALE <11.2 secs 11.2 - 13.3 13.4 - 15.5 15.6 - 17.7 >17.8 secs
secs secs secs
FEMALE <12.2 secs 12.3 - 15.3 15.4 - 18.5 18.6 - 21.7 >21.8 secs
secs secs secs

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 Table 1.5: Shuttle Run
SHUTTLE RUN FOR MEN SHUTTLE RUN FOR WOMEN
16 secs. & above Very Poor 18 secs & Above Very Poor
14-15 secs. Poor 16-17 secs. Poor
12-13 secs. Average 14-15 secs. Average
10-11 secs. Good 12-13 secs. Good
8-9 secs. Very Good 10-11 secs Very Good
7 secs. Excellent 8-9 secs. Excellent
6 secs and below Superior 7 secs & below Superior

Table 1.6: Zipper Test

LEFT ARM SCORE RIGHT ARM SCORE RATING

0 Did not touch the 0 Did not touch the finger 0 VERY POOR
finger
1 Just touch the finger 1 Just touch the finger 1 POOR
2 Finger overlapped by 2 Finger overlapped by 2 AVERAGE
1-2 cm. 1-2 cm.
3 Finger overlapped by 3 Finger overlapped by 3 GOOD
3-4 cm. 3-4 cm.
4 Finger overlapped by 4 Finger overlapped by 4 VERY GOOD
5-7 cm. 5-7 cm.
5 Finger overlapped by 5 Finger overlapped by 8 5 EXCELLENT
8 cm or more cm or more

Table 1.7: Sit and Reach (Men & Women)

Sit and Reach (Men & Women)
19 inches Poor
20-24 inches Average
25-29 inches Very Good
30-35 inches & above Excellent

Table 1.8: Trunk lift

Trunk lift (Men and Women)
12 inches and above Excellent
10-11 inches Very Good
8-9 inches Good
6-7 inches Average
4-5 inches Fair
2-3 inches Poor
0-1 inches Very Poor

Table 1.9: Sit up

MEN WOMEN
0-15 Poor 0-10 Poor
16-20 Average 11-15 Average
21-25 Very Good 16-20 Very Good
26 + Excellent 21 & above Excellent

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 Table 1.10: Push up
MEN WOMEN
0-10 Poor 0-8 Poor
11-18 Average 9-15 Average
19-24 Very Good 16-19 Very Good
25 + Excellent 20 + Excellent

Table 1.11: Stork Stand

MEN WOMEN
25 secs. & below Poor 15 secs. & Below Poor
26-40 secs. Average 16-30 secs. Average
41-59 secs. Very Good 31-44 secs. Very Good
1 min. Excellent 45 secs. Excellent

Use the Fitness test form below to conduct your fitness assessment, and refer to the fitness
standard for your score. Answer the guide questions after.

Table 1. 12: Fitness Test Form

Name:________________________ RHR (Resting Heart Rate): ___________
Age: _________ Sex: __________ Exercise Heart Rate: __________
Lower Abdominal (cm): _________ Height (m): __________
Hip girth (cm): ____________ Weight (kg): _________

Test Item Components Score Remarks

Measured (Refer to fitness
(Write the standard)
components being
measured by the
test)
3-minute step test
Sit up
Push up
Sit-and-reach (inch)
Zipper test (cm)
Hexagon (Clockwise
and counter-
clockwise)

Stork stand (left and

right)

Trunk lift (inch)

Guide Questions:

1. What did the result of the Fitness Test reveal about your present fitness level?
______________________________________________________________
______________________________________________________________
______________________________________________________________

PATHFIT 1: Movement Enhancement Page 13

 2. Which tests did you score satisfactorily? Poorly? What should you do about it?
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Which of the two levels of activity intensity did your heart rate fall during the
conduct of the Fitness Test? (Moderate or Vigorous)
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. How important is taking your THR when participating in a certain physical activity?
______________________________________________________________
______________________________________________________________
______________________________________________________________

LET US WRAP UP

Share everything that you learned from this module through answering the questions
below:

1. What did you learn about your fitness status from this module?
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Using the fitness standards that we discussed in this module, describe a

person who is physically fit.
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What do you think is the importance of assessing your fitness level and how
do you think it affects you in this trying times?
______________________________________________________________
______________________________________________________________
______________________________________________________________

PATHFIT 1: Movement Enhancement Page 14

LET US ASSESS
Part I: Multiple Choice
Instructions: Read the following questions carefully and choose the best answer. Encircle
the letter of the correct answer.

1. What type of skill-related component of fitness is described as the ability to move the body
or parts of the body swiftly?
a. Agility c. Power
b. Balance d. Speed

2. What type of health-related component of fitness measures the person’s ability to

repeatedly apply maximal force?
a. Cardiovascular Endurance c. Muscular Endurance
b. Flexibility d. Muscular Strength

3. What component of physical education is the basis from which to measure our general
well being?
a. Heart-related c. Skill-related
b. Fitness related d. Health-related

4. Which of the following is a state of health and well-being and more specifically, the ability
to perform aspects of sports, occupation and daily activities?
a. Physical Education c. Physical Fitness
b. Physical Activity d. Physical Health

5. Which of the following is not a reason for Fitness testing?

a. To highlight the strengths and weakness of an athlete.
b. To evaluate a training program.
c. To determine health status
d. To substitute for recreational activities.

6. Which of the following is described as a set of standards test that are performed for fitness
testing?
a. Fitness standard c. Fitness Protocols
b. Fitness Test Protocols d. Fitness Assessment

7. What is Ana’s personal maximal heart rate if she is already 26 years old?
a. 192 c. 194
b. 193 d. 195

8. What will be Ana’s heart rate if she wants to achieve 80% of her maximal heart rate while
doing vigorous activities?
a. 154 c. 156
b. 155 d. 157

9. Which of the following fitness tests measures the cardiovascular endurance of a person?
a. Step-test c. a only
b. Hexagon d. a and b

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10. Which of the following fitness tests measures the flexibility of a person?
a. Sit and reach c. a only
b. Trunk lift d. a and b

Part II: Setting Your Own Fitness Goals

Direction: Based on the result of your Fitness Test, set your fitness goals for each
components of Physical Education (Heath and Performance Related Component). You can
create your own matrix or format. A SMART rubric will used in assessing your fitness goal.

Write your fitness goals here following the standard:

PATHFIT 1: Movement Enhancement Page 16

 SMART Rubric
Meets Needs
Developing (15)
Expectations (20) Improvement (10)
The goal is either
The goal is clearly not started clearly
The goal is stated, but
stated and includes or is too general.
lacks descriptive language
specific fitness The goal does not
Specific which does not helped the
terminologies that include descriptive
evaluator of what is going
fully describe the language or proper
to be accomplished.
goal. fitness
terminologies.
The goal can be assessed
The goal can be assessed The goal lacks structure
and evaluated by the
and evaluated by the for assessment and
student, but with a lesser
student through the period evaluation. Progress or
degree of clarity. The
Measurable stated. Progress and achievement of this goal
student has difficulty
achievement can be cannot be measured by
measuring the progress or
measured and described the student or the
achievement of the goal
by the students. teacher.
because it is too general.
The goal is
appropriate for the
The goal is somewhat The goal is not
individual student and
appropriate for the appropriate for the
his needs but
individual student but individual student
provides enough
provides enough challenge and his needs. The
challenge for
for personal and artistic goal does not
personal and artistic
Attainable growth. Regardless of challenge the
growth. Regardless
whether or not the student student or is too
of whether or not the
meets their anticipated challenging to
student meets their
goal, it is realistically complete within
anticipated goal, it is
achievable during the one week of
realistically
Marking period. practice.
achievable during the
Marking Period.
The goal is realistic
and directly The goal is realistic but
correlates to the may lack clarity in its The goal is not
content that is being relation to class content. realistic and does
Realistic learned in class. The More description is needed not relate well to
goal may also for how this goal what is taught in
include the personal specifically relates to class.
interests of an Physical Education
individual student
The goal can be
The period stated to
done within a
achieve the goal is The goal is impossible to
specific period, and
Time bound somehow within the achieve within the period
does not need any
expectation of the teacher stated by the student.
extension to
to achieve the goal.
achieve the goal.
Adapted from https://www.rcampus.com/rubricshowc.cfm?code=AAC553&sp=yes&

PATHFIT 1: Movement Enhancement Page 17

REFERENCES

Corbin, C., Welk, G., Corbin W., Welk, K.,(2009). Concepts of Fitness and Wellness: A
Comprehensive Lifestyle Approach.

Bushman, B. (2011). ACSM’s Complete guide to fitness and health. Champaign, Illinois:
Human Kinetics.

Boyle, M. (2010). Advances in functional training, Santa Cruz, California: On target

publications.

PATHFIT 1: Movement Enhancement Page 18