This is Module 4 of Health Optimizing Physical Education 1 (HOPE 1) for Senior High School, covering Quarters 1 and 2. It is a self-learning module on skill-related fitness, developed by DepEd Region IV-A CALABARZON (First Edition, 2021). After working through it, learners can name the six components of skill-related fitness, do activities that build each one, and explain why these skills matter for their well-being.
On this page 7 sections
What learners will learn
The module has one lesson, Lesson 1 – Physical Fitness: Skill Related Activity. By the end, learners are expected to:
- Identify the components of skill-related fitness.
- Perform the six components of skill-related fitness activity.
- Appreciate the importance of skill-related fitness to their well-being.
What skill-related fitness is
The module defines fitness as a condition in which a person has enough energy to avoid fatigue and enjoy life. Skill-related (or performance-related) fitness covers the abilities that improve performance in athletic activities and sports. It has only an indirect link to health. The module notes that children with high skill-related fitness tend to join many kinds of activities, so they are also likely to have good health-related fitness.
The module also says some people think other abilities, such as spatial awareness, should be added to the list. It adds that some consider reaction time and speed to depend more on heredity than on lifestyle, especially in young people.
The six components
| Component | What it means | Examples from the module |
|---|---|---|
| Agility | Changing and controlling the direction and position of the body while keeping a constant, rapid motion | Changing direction to hit a tennis ball; a crossover move in basketball |
| Balance | Controlling or steadying the body while standing still or moving | Skateboarding; most gymnastics events, such as the rings |
| Coordination | Using the senses together with body parts during movement | Dribbling a basketball (hand-eye coordination); performing anyo in Arnis |
| Speed | Moving the body or its parts swiftly in one direction | A basketball fast break for a lay-up; a tennis player rushing to a drop shot; a football player outrunning the defense |
| Power | Moving body parts swiftly while applying the maximum force of the muscles; a mix of speed and strength | Punching in boxing; kicking in taekwondo; rowing |
| Reaction time | Responding quickly to what you hear, see, or feel | Running at the starting gun; stealing a base in baseball; blocking a punch or kick |
In Arnis, anyo is a form that applies all the styles learned in training, performed with a specific weapon such as a cane, dagger, or bare hands.
Activities in the module
The module follows the usual self-learning module parts:
- What I Know: a 15-item multiple-choice pretest on the six components.
- What’s In: a 5-item review of the earlier lesson on fitness plans, such as goal setting, cooling down, resistance training, and dynamic stretching.
- What’s New: classify everyday actions, such as walking on a hanging bridge, catching a falling fruit, or avoiding a fast-approaching car, by the component they use.
- What’s More: six 30-second home activities. Learners record their heart rate before and after each one and note their breathing (slow, normal, fast, deep, or difficult). The activities are:
- Obstacle Drill: run through tires, plastic bottles, chairs, or family members in single file.
- Balance at Three Levels: balance on one leg on a low, medium, and high block or step, 10 seconds each.
- Pass It to Me: catch a ball or other object thrown in many directions by someone at home.
- Tap Me Please: sprint to a partner, then sprint back to the starting line, again and again.
- Jump Over Me: jump toward someone or something, at a height that suits your ability.
- Grab Me First: face a partner in push-up position and race to grab a cap placed between you.
- What I Have Learned: reflection questions about which activities raised your heart rate the most and which left you out of breath. A second set asks why athletes and non-athletes both benefit from skill-related fitness.
- Assessment: a 15-item multiple-choice post-test with real-life situations, such as a badminton smash, Lydia de Vega’s sprinting, and the Stork balance test.
- Additional Activities: My Skill Related Fitness Plan, a weekly chart (Monday to Sunday) where learners list four daily activities and the component each one develops.
How to use this module
- Learners: Start with the pretest. Then go through each part in order. Write all answers on a separate sheet, not on the module. Between the What’s More activities, walk slowly and let your heart rate drop below 125 if you can. If it stays above 125, record how long it takes to go down. Check your work with the answer key honestly, then take the assessment.
- Parents: Several activities need a partner or simple household items, such as a ball, a cap, chairs, bottles, or stairs. Your help as a partner and a watchful eye make them safer and easier to do at home.
- Teachers: The answer key covers the pretest, review, What’s New, assessment, and sample answers for the reflection and weekly plan. Use the sample weekly plan as a model when you check learners’ own plans.
Frequently asked questions
What grade and quarter is HOPE 1 Module 4 for?
It is a Senior High School module for Health Optimizing Physical Education 1, covering Quarters 1 and 2.
What are the six components of skill-related fitness?
Agility, balance, coordination, speed, power, and reaction time.
Does the module have an answer key?
Yes. It has answers for the pretest, the review, What’s New, and the assessment. It also gives sample answers for the heart rate activity, the reflection questions, and the weekly fitness plan.
What is the difference between speed and power?
Speed is moving the body or its parts swiftly in one direction. Power is moving swiftly while applying maximum muscle force, so it combines speed and strength.
What equipment do the activities need?
Household items such as tires, plastic bottles, chairs, blocks or stairs, a ball, and a cap, plus a partner and a way to check heart rate.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Health Optimizing Physical Education 1 Quarters 1 and 2 – Module 4: Skill Related Fitness
Senior High School
[illustration: learners reading and studying under a tree, a teacher with a learner at a desk, and students with a globe and a lamp]
ALTERNATIVE DELIVERY MODE
NOT FOR SALE
GOVERNMENT PROPERTY
CO_Q1-2_HOPE1 SHS Module4
Health Optimizing Physical Education 1 (HOPE 1) Alternative Delivery Mode Quarters 1 and 2 – Module 4: Skill Related Fitness First Edition, 2021
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 module 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.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Emil I. Loteyro Editors: Aleli C. Nitoral, Roderick C. Tobias Reviewers: Lorelyn P. Arellano, Raine P. Ramos, John Lester F. Guerrero, Celeste A. Cortez, Tyson S. Ramos, John Dale C. Asuncion Illustrator: Roderick B. Blando Layout Artist: Katherine O. Cordora, Florendo S. Galang Management Team: Francis Cesar B. Bringas, Job S. Zape, Jr., Ramonito Elumbaring, Reicon C. Condes, Elaine T. Balaogan, Fe M. Ong-ongowan, Cherrylou D. Repia, Babylyn M. Pambid, Gloria C. Roque, Rosemarie C. Blando, Mil F. Ponciano, Meliton Berin Jr.
Printed in the Philippines by ________________________
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal Telefax: 02-8682-5773/8684-4914/8647-7487 E-mail Address: lrmd.calabarzon@deped.gov.ph
Health Optimizing Physical Education Quarters 1 and 2 – Module 4: Skill Related Fitness
Senior High School
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
[illustration: hand pressing a button icon]
This module was designed and written with you in mind. It is here to help you master skill related fitness. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
The module is namely:
- Lesson 1 – Physical Fitness: Skill Related Activity
After going through this module, you are expected to:
- identify the components of skill-related fitness.
- perform the six components of Skill-related fitness activity: and
- appreciate the importance of skill related fitness through your well- being
What I Know
[illustration: hand holding a pencil icon]
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
What is the skill related fitness used to knock out opponent with a strong punch in boxing?
- A. Agility
- B. Balance
- C. Coordination
- D. Power
What is the skill related fitness manifested when you run 100-meter dash?
- A. Coordination
- B. Power
- C. Speed
- D. Reaction Time
Which type of person most likely possesses high skill-related fitness?
- A. Businessman
- B. Chess player
- C. Engineer
- D. Gymnast
What is the skill related fitness that manifests when a gymnast executes tumbling without falling to the mat?
- A. Agility
- B. Balance
- C. Coordination
- D. Reaction time
Which is the best example of executing reaction time?
- A. Blocking a punch
- B. Lifting a chair
- C. Pick a piece of paper
- D. Running
What is the ability to change and control the direction and position of the body while maintaining a constant, rapid motion?
- A. Agility
- B. Balance
- C. Coordination
- D. Power
What is the ability to reach or respond quickly to what you hear, see, or feel?
- A. Coordination
- B. Power
- C. Speed
- D. Reaction time
What is the ability to move the body parts swiftly while applying the maximum force of the muscles?
- A. Coordination
- B. Power
- C. Speed
- D. Reaction time
What is the ability to control or stabilize the body when a person is standing still or moving?
- A. Agility
- B. Balance
- C. Coordination
- D. Reaction time
What is the ability to use the senses together with body parts during movement?
- A. Agility
- B. Balance
- C. Coordination
- D. Reaction time
What is the ability to move your body or parts of your body swiftly in one direction?
- A. Agility
- B. Balance
- C. Coordination
- D. Speed
What is the best activity that measure speed?
- A. 100 meters dash
- B. 200 meters dash
- C. 400 meters dash
- D. 800 meters dash
What is the best activity that measure power and can easily be measured?
- A. Boxing
- B. Shot put
- C. Swimming
- D. Taekwondo
What is the best example of coordination?
- A. Archery
- B. Chess
- C. Eating
- D. Reading books
What is the best physical activity that can develop balance?
- A. Cooking
- B. Fetching water
- C. Serving the food
- D. Walking while a book is on top of the head
Lesson 1 Skill Related Fitness
Skill-related physical fitness consists of those components of fitness that have a relationship with enhanced performance in athletic activities. Skill-related fitness increases one’s ability to perform in various activities and only have an indirect connection with health.
The skill-related components of fitness are agility, balance, coordination, power, speed, and reaction time though some people feel that other abilities such as spatial awareness should be included. It is assumed that children who possess high skill-related fitness will be more likely to participate in a variety of activities and for this reason will also exemplify a high standard of health-related fitness.
Skill-related fitness components are assessed with several different tests. Such components as reaction time and speed are considered by some to be more related to heredity than healthy lifestyles, especially in young people.
What’s In
[illustration: hand holding a puzzle piece icon]
Let us review your lesson about Fitness Plan
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
What is the most important role in setting goal in making a fitness plan?
- A. establish a frequency of 2 to 3 times per week to exercise
- B. establish a vigorous intensity work out to see the result right away
- C. establish goals that can be achieved in a very short time
- D. establish realistic ones
What is the purpose of the cooling down exercise?
- A. allow the body to gradual transition in a near-resting state
- B. elevate blood pressure and increase blood flow
- C. increase heart rate and breathing rate
- D. prepare the muscle for intense activity
[transcriber’s note: this page continues an assessment that begins on earlier pages]
- What principle do you used when doing a physical activity and you’re not able to say more than a few words without pausing for a breath?
- A. overload principle
- B. progression principle
- C. vigorous intensity
- D. warm-up exercise
- What kind of exercises is the following weight lifting, push-ups and crunches, working your muscles by using dumbbell or your own body weight?
- A. Aerobic exercise
- B. Circuit training
- C. Resistance training
- D. Stretching exercise
- Which of the following refers to stretching with movement? It is when the body transitions gradually into a position and this movement is repeated as you increase your reach and range of motion.
- A. Active Stretching
- B. Dynamic Stretching
- C. Passive Stretching
- D. Static Stretching
What’s New
Directions: Classify the following activities according to skill related fitness. Choose your answer from the text box. Write your answer in a separate sheet.
| A. Agility | C. Balance | E. Coordination |
|---|---|---|
| B. Speed | D. Power | F. Reaction Time |
1. Walking in the hanging bridge 2. Ironing the clothes 3. Throwing the ball 4. Running 5. Avoid fast approaching car 6. Shooting the ball 1. Carrying basket on head 2. Catching a falling fruit 3. Chasing a cross court shot 10. Knock outing your opponent
What is It
Fitness is a condition in which an individual has sufficient energy to avoid fatigue and enjoy life.
Skill- or performance-related fitness involves skills that will enhance one’s performance in athletic or sports events.
There are six skill-related fitness components: agility, balance, coordination, speed, power, and reaction time. Skilled athletes typically excel in all six areas.
[illustration: a person in a black sleeveless top moving sideways, with a tennis ball]
- 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 or making a cross over move in basketball.
[illustration: a person balancing with arms outstretched]
- Balance is the ability to control or stabilize the body when a person is standing still or moving. For example: skateboarding or most of the event in gymnastic like the ring.
[illustration: a person in a fencing or martial arts stance holding a long stick]
- 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 or performing anyo (Arnis)- is the application of all styles learned throughout one’s training, and is performed with a specific weapon (i.e., cane, dagger, hands) to show the flow of that form.
[illustration: runners racing in a track event]
- Speed is the ability to move your body or parts of your body swiftly in one direction. In sports, players rely on speed to gain advantage over your opponents. For example: a basketball player making a fast break to perform a lay- up, a tennis player moving forward to get to a drop shot, a football player out running the defense to receive a pass
[illustration: a person in a rowing boat holding an oar]
- 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. For example: punching in boxing, kicking for taekwondo or rowing.
[illustration: two people in a kicking exchange]
- Reaction Time is the ability to reach or respond quickly to what you hear, see, or feel. For example, an athlete quickly runs when he hears the starting gun, stealing a base in baseball or blocking a punch or a kick.
What’s More
Perform the Six Components of Skill-Related Fitness Activity
The purpose of this activity is to help you gain understanding of what happens to your heart rate when you perform activities to develop the six components of skill-related fitness. Perform each activity as fast and as many times as you can for 30 seconds. Use your heart rate monitor and record your heart rate before and immediately after the activity.
Also, take note if you were breathless or panting at the end of an activity. Between each exercise, walk slowly and allow your heart rate to go below 125 if possible.
In case your heart rate is over 125 at the end of an exercise, record how long it takes to get below 125.
[illustration: a hand stacking blocks]
| Activity | Time | Component of Skill-Related Fitness | Heart Rate Before | Heart Rate After | Breathing Notes | Time to Get Heart Rate Below 120 BPM |
|---|---|---|---|---|---|---|
| 1. Obstacle Drill (Run through tires plastic bottles, chairs or family members in single file) | 30 seconds | |||||
| 2. Balance at Three Levels Use blocks or stairs. Balance with one leg Move to a low level and balance (10 seconds). Move to a medium level and balance (10 seconds). Move to a high level and balance (10 seconds). | 30 seconds | |||||
| 3. Pass it to Me Work with someone at home, ask to throw the ball or anything to be thrown in multiple directions and catch it. | 30 seconds |
[transcriber’s note: table continued from the previous page]
| Activity | Time | Component of Skill-Related Fitness | Heart Rate Before | Heart Rate After | Breathing Notes | Time to Get Heart Rate Below 120 BPM |
|---|---|---|---|---|---|---|
| 4. Tap Me Please Perform short sprints towards your partner, as soon as you finish one sprint, sprint back to the starting line. Repeat for allotted period. | 30 seconds | |||||
| 5. Jump Over Me Perform jumps toward someone or something (You may vary the height depends on your ability). Repeat for allotted period. | 30 seconds | |||||
| 6. Grab Me First Work with a partner. Both in push-up position facing each other with a cap placed between the two of you. See who can grab the cap the fastest. | 30 seconds |
Breathing notes: slow, normal, fast, deep or difficulty breathing
What I Have Learned
[illustration: a light bulb above an open hand]
- In what activities did your heart rate reach above 180? Why do you think it occurred?
- In what activities did your heart rate reach from 150 to 180? Why do you think that occurred?
- In which activities did you feel winded or out of breath? Why do you think it happened?
- In what activities did your heart rate remain below 125? Why do you think it occurred?
- Why do athletes or athletic individuals need skill-related fitness?
- Can others, besides athletes, benefit from skill-related fitness? Why?
- Do you think that skill-related fitness could also be a health-related fitness component? Explain
- How will you benefit from having a strong or healthy skill-related fitness? Explain
- How might developing a strong or healthy skill-related fitness, affect the way you perform household chores and other physical activities? Explain
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
- What is the skill related fitness manifested in chasing the escaping dog.
- A. Agility
- B. Balance
- C. Coordination
- D. Speed
- Hitting the bull’s eye in playing dart game, is a great example of what skill-related fitness?
- A. Coordination
- B. Power
- C. Speed
- D. Reaction time
- What is the skill related fitness that helps you to jump over the hurdles?
- A. Coordination
- B. Power
- C. Speed
- D. Reaction time
- Which of the following is the best example of reaction time?
- A. Blocking a fast and strong kick
- B. Crossing the streets
- C. Hitting the target
- D. Walking in the balance beam
- In which sporting event is agility often manifested?
- A. Archery
- B. Badminton
- C. Chess
- D. Rowing
- In the critical part of a basketball game, John skillfully dribbles the ball with one hand and protects it from opponents trying to steal it with his other hand. At the same time, he eyes the ring as he prepares to shoot. What ability does John manifest?
- A. Agility
- B. Balance
- C. Coordination
- D. Power
- Memvie was walking with is boyfriend when someone threw a stone at them. She quickly pushed her boyfriend to prevent the stone from hitting him. What skill related fitness did she exhibit?
- A. Balance
- B. Coordination
- C. Speed
- D. Reaction time
- Shekinah wants to be an Olympic gold medalist in gymnastics. What skill related fitness should she master to perform difficult stunts while keeping in the state of equilibrium?
- A. Agility
- B. Balance
- C. Coordination
- D. Reaction time
- Emil makes a strong smash in badminton that no one can easily return his shots. What skill related fitness is dominant in his shot?
- A. Coordination
- B. Power
- C. Speed
- D. Reaction time
- What is the secret of Lydia De Vega in sprinting to win the 100 m dash and call as the fastest Asia’s women in 1980?
- A. Coordination
- B. Power
- C. Speed
- D. Reaction time
- Mamiit hit a forehand cross-court shot. What will be the key factor to consider in returning the ball successfully to his court?
- A. Agility
- B. Balance
- C. Coordination
- D. Power
- What skilled related fitness Glenn measured by Stork balance test?
- A. Agility
- B. Balance
- C. Coordination
- D. Reaction time
- Which simple exercise develops your upper body muscular power?
- A. Jog in place
- B. Jumping jack
- C. Push up
- D. Stretching
- Which skill related fitness you developed when shooting a basketball?
- A. Agility
- B. Balance
- C. Coordination
- D. Reaction time
- Which daily activity can improve your balance?
- A. Cleaning the house
- B. Playing basketball with friends
- C. Throwing garbage in the trash can
- D. Walking in uneven or slippery surface
Additional Activities
My Skill Related Fitness Plan
Direction: Using the chart below, list down activities that you can do every day to improve your skill related fitness.
| Days | Physical Activity or Exercise | Skill Related Fitness developed |
|---|---|---|
| Monday | 1. 2. 3. 4. | |
| Tuesday | 1. 2. 3. 4. | |
| Wednesday | 1. 2. 3. 4. | |
| Thursday | 1. 2. 3. 4. | |
| Friday | 1. 2. 3. 4. | |
| Saturday | 1. 2. 3. 4. | |
| Sunday | 1. 2. 3. 4. |
Answer Key
What I Know
- D
- C
- D
- B
- A
- A
- D
- B
- B
- C
- D
- C
- B
- A
- D
What’s In
- D
- A
- C
- C
- B
What’s New
- C
- E
- D
- B
- F
- E
- C
- F
- A
- D
What’s More
[transcriber’s note: the table has no printed column headers; the first column holds the item numbers and the last column holds the numbers printed at the far right]
| 1. | Agility | 100 | 130 | Breathless | 15 |
| 2. | Balance | 110 | 125 | Breathless | 10 |
| 3. | Balance | 90 | 127 | Breathless | 8 |
| 4. | Reaction time | 105 | 132 | Painting | 17 |
| 5. | Coordination | 112 | 135 | Painting | 20 |
| 6. | Speed | 115 | 160 | Painting | 23 |
| 7. | Agility | 117 | 140 | Painting | 25 |
| 8. | Power | 120 | 165 | Breathless | 27 |
| 9. | Power | 118 | 170 | Breathless | 21 |
What I have Learned
- Almost all because I have sedentary lifestyle.
- 6, 8 and 9 I considered as top three hardest activities
- All because I am not physically ready.
- 6 because running is the hardest activity.
What Can I Do?
- All is need by an athlete to win.
- Yes because it is making you healthy and strong.
- Yes because health related fitness serves as fuel to skill related fitness.
- I can easily to my task at home or school.
- It eliminate stress and boost my body and mind.
Assessment
- D
- A
- B
- A
- B
- C
- D
- B
- B
- C
- A
- B
- C
- C
- D
Additional Activities
| Days | Physical Activities Or Exercise | Skill Related Fitness |
|---|---|---|
| Monday | 1. Shooting the ball 2. Squatting 3. Push up drill 4. Side to side drill | 1. Coordination 2. Leg power 3. Arm power 4. Agility |
| Tuesday | 1. One leg knee bending 2. Bouncing the ball and catching by the other hand 3. Chasing the dog 4. Running 5 meters (5 times) | 1. Balance 2. Reaction time 3. Speed 4. Speed |
| Wednesday | 1. Walking the stair 2. Playing jengga 3. Fetching water 4. Sweeping the floor | 1. Balance 2. Coordination 3. Power 4. Agility |
| Thursday | 1. Running through an obstacle 2. Reaching the floor with one leg 3. Drop and catch 4. Standing balance with ball tosses | 1. Agility 2. Balance 3. Reaction time 4. Eye and hand coordination |
| Friday | 1. Burpee 2. Jumping jack 3. Shadow boxing 4. Imaginary blocking | 1. Speed 2. Speed 3. Power 4. Reaction time |
| Saturday | 1. Plunking 2. Contralateral and ipsilateral marching 3. Arm Sequence with Lifted Heels 4. Crossing the street | 1. Power 2. Hand and foot coordination 3. Balance 4. Reaction time |
| Sunday | 1. Tightrope walk 2. Reaction Side Squats 3. Side to side knee raise 4. Speed ladder | 1. Balance 2. Reaction time 3. Agility 4. Speed |
References
- Department of Education (DEPED). K to 12 Curriculum Guide: PE and Health Education, Pasig City Philippines, 2012
- (n.d.). module. Retrieved from http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_zone/pdf/heart_rate_monitor_activities/health_skill_related_itness/health_skill_related_fitness_activity_4.pdf
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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