Physical Fitness Test Objectives
Physical Fitness Test Objectives
Physical Fitness Test Objectives
A review of the existing physical fitness tests for the purpose of establishing testing protocols considered
to be more current and appropriate for the Special Program in Sports (SPS) and in K to 12 program, conducted
through a workshop initiated by the Task Force on School Sports (TFSS), and subsequently, by the Bureau of
Secondary Education (BSE), gave rise to this Physical Fitness Test Manual, It is intended to be used in the
public and private elementary and high schools which intended to adopt the program.
Passing the prescribed standards is a requirement for admission to SPS. Moreover, under the K to 12
Basic Education Curriculum. Physical Fitness is one of the major goals of the Physical Education program and
shall be incorporated/adopted in the PE curriculum from Grades 4 to 12.
The PFT is a set of measures designed to determine a student’s level of physical fitness. It is intended to
test two categories of physical fitness commonly referred to as “health-related” and “Skill-related”. Health
related components refer to those physical attributes which enable a person to cope with the requirements of
daily living such as cardiovascular endurance or stamina, muscular strength and endurance, flexibility and the
appropriate body mass index (BMI).Skill related components are physical abilities that shoe potential for good
performance in certain skills (Usually in sports) like running speed, agility, reaction time or quickness, balance
and coordination.
In determining the level of health-related and skill-related physical fitness status, several test items are
applied. These tests were specifically selected to suits various condition existing in schools such as a) the time it
takes for a test to be completed, b) availability of equipment and facilities, c) ease and simplicity in
administering the test, d) easy recording of the test results, and d) challenging yet joyful participation among the
students and everyone involved in the program.
The administration and implementation of the testing program shall treated as an essential component of
the Physical Education and school Sports Programs for both in the elementary (Grades 4, 5 and 6) and
Secondary levels (Junior High and Senior High School).
PHYSICAL FITNESS TEST OBJECTIVES
2. To identify physical strength and weaknesses of students for development and improvement.
3. To provide baseline data for selection physical activities for enhancement of health and skill performance.
5. To motivate, guide and counsel students in selecting sports recreation, competition and lifetime participation.
TEST PROTOCOL
Explain the purpose and benefits that can be derived from the physical fitness test.
Administered the test at the beginning of the school year and the start of the semester, to monitor the
progress.
Prepare the following testing paraphernalia
1. First Aid Kit
2. Drinking Water (instruct students to bring their drinking bottles and small towel to wipe their
perspiration.
3. Individual score cards, properly filled up for distribution to students.
4. During testing:
a. Body Composition-tape measure, weighing or bathroom scale(For schools in the rural areas,
seek the assistance of Barangay Health Centers), L-Square
b. Flexibility-tape measures
c. Cardiovascular Endurance-stop watch, step box/stairs.
d. Muscular strength-mat
e. Speed-stop watch
f. Power- meter stick/tape measures 1
g. Agility-tape measures, masking tape/chalk
h. Reaction time-Plastic ruler (12 inches)
i. Coordination-20 pcs bundled rubber bands/any similar local materials weighing
4 grams
j. Balance-stopwatch
Observe the following prior to actual day of testing:
a. The testing stations should be safe and free from obstruction
b. The same equipment and testing stations should be used in the start of the year
testing and subsequent testing
c. With the guidance of the teachers, allow students to go through the various test
with minimal effort exerted to familiarize themselves with testing procedures.
d. The tests requiring cardio-vascular endurance and those other test which
involve the same muscle groups should not be taken in succession. See
suggested sequence of administering the test.
e. Let tester record the scores while the student keeps the result of his own
performance in the score card. The school may include the results of the tests in
the school’s Enhanced Basic Education Information System (EBEIS)/Learner’s
Information System (LIS)/ Education Management Information System
(EMIS).
g. The students should wear appropriate clothing: t-shirt, jogging pants, rubber
shoes, or any suitable sports attire. However, when taking the BMI test, it is
recommended that the students wear shorts. In all testing for the BMI, the same
or similar clothing should be worn by students. Wearing different clothing in all
the testing session for BMI could affect the results
h. The students should take no food or drinks three (3) hours before testing.
i. Conduct warm-up exercises and dynamic stretching exercises before the tests
except for the 3-Minute Step Test.
Equipment
Weighing or Bathroom scale calibrated properly.
Procedure
For the Performer:
a. Wear light clothing before weighing.
b. On bare foot, stand erect and still with weight evenly distributed on the center of the
scale.
For the Partner:
a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
2. Height – the distance between the feet on the floor to the top of the head in standing position.
Equipment
a. Tape measure laid flat to a concrete wall where zero point starts on the floor.
b. L-square, and
c. An even and firm floor and flat wall.
Procedure:
For the Performer: 3
a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall
where the tape measure is attached.
For the partner:
a. Place the L-square against the wall with the base at the top of the head of the person
being tested. Make sure that the L-square when placed on the head of the student is
straight and parallel to the floor.
Flexibility – is the ability of the joints and muscles to move through its full range
of motion.
ZIPPER TEST
Equipment
Ruler
Procedure
For the Performer:
a. Stand erect.
b. Raise your right arm, bend your elbow, and reach down across your back as far as
possible, to test the right shoulder, extend your left arm down and behind your back, bend
your elbow up across your back, and try to reach/ across your fingers over those of your
right hand as if to pull a zipper or scratch between the shoulder blades.
c. To test the left shoulder, repeat procedures a and b the left hand over the left shoulder.
SCORE STANDARD
0 Did not touch the fingertips
1 Just touched the fingertips
2 Fingers overlapped by 1-2 cm.
3 Fingers overlapped by 3-4 cm.
4 Fingers overlapped by 5-7 cm.
5 Fingers overlapped by 8 cm. and more
Sit-and-Reach
Purpose – to test the flexibility of the lower extremities ( particularly the trunk).
Equipment
Tape measure or meter stick
Card board or paper.
Procedure:
For the Performer:
a. Sit on the floor with back, head and shoulders flat on the wall. Feet should be 12 inches
apart.
b. Interlock thumbs and position the tip of the fingers on the floor without bending the
elbows.
c. After the partner has positioned the zero point of the tape measure (at the tip of the
middle finger) the pupil/student starts the test by sliding the hands slowly forward
without jerking, trying to reach the farthest point possible without bending the knees.
d. Bouncing or jerking movement is not allowed.
e. Do it twice.
a. As the performer assumes the (b) procedure, position the zero point of the tape measure
at the tip of the middle fingers of the performer.
b. See to it that the knees are not bent as the performer slides the farthest distance that he
could.
c. Record farthest distance reached in centimetres.
Scoring – record the farthest distance between the two trials to the nearest
centimeters.
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Cardiovascular Endurance – is the ability of the heart, lungs and blood vessels to deliver
oxygen to working muscles and tissues, as well as the ability to those muscles and tissues to
utilize the oxygen. Endurance may also refer to the ability of the muscle to do repeated work
without fatigue.
Equipment
1. Step
Height of step:
Elementary – 8 inches
Secondary – 12 inches
2. Stopwatch
3. Drum, clapper, clicker, metronome with speaker or any similar device
Procedure
For the Performer
a. Stand at least one foot away from the step or bench with trunk erect, and eyes looking
straight ahead.
b. The first step of sequence should be alternate. At the signal “Go” step up and down the
step / bench
for 3 minutes at a rate of 96 beats per minute. One step consists of 4 beats – that is, up
with the left
foot (ct. 1), up with the right foot (ct. 2), down with the left foot (ct. 3), down with the
right foot
(ct. 4) for the first sequence. Then up with the Right foot (ct. 1), up with the Left foot
(ct. 2), down
with the Right foot (ct. 3), down with the Left foot (ct. 4) for the second sequence.
Observe proper
breathing (inhale with the nose, exhale through the mouth).
c. Immediately after the exercise, stand and relax. Locate your pulse and in five (5)
seconds start to get
the heart rate.
d. Don’t talk while taking the pulse rate.
e. Count the pulse beat for ten (10) seconds and multiply it by 6.
f. Get the recovery heart rate after one (1) minute after the end of the test.
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 performer to locate his/her pulse in 5 seconds.
c. Give the signal to count the pulse beat.
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d. Let the performer count his/her pulse beat for 10 seconds and multiply it by 6.
Procedure:
For the Performer
a. Lie down on the mat; face down in standard push up position; palms on the mat about
shoulder width, fingers pointing forward, and leg straight, parallel and slightly apart, with the
toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight, then lowers the
arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).
FOR GIRLS: With knees in contact with the floor, straightens the arms keeping the
back straight, then lowers the arms until there is a 90-degree angle at the elbows (upper arms
are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per
minute. (2 seconds going down and 1 second going up).
Basic Plank
Procedure:
For the Performer
a. Assume a push-up position. Rest body on forearms with palms and fingers flat on the
floor. 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, neck and
spine are in a straight line.
d. Keep abdominals engaged/contracted; do not let stomach drop or allow hips to rise.
Scoring Matrix
0 Cannot Hold
1 1 – 15 seconds
2 16 – 30 seconds
3 31 – 45 seconds
4 46 – 50 seconds
5 51 seconds and above
Speed – is the ability to perform a movement in one direction in the shortest period of time
40 – Meter Sprint
Procedure:
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For the Performer
a. At the signal “Ready”, stand behind the take-off line, the tips of the shoes should not
go beyond
the line and assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both hands
on the starting
line.
c. At the signal “GO”, run to the finish line as fast as you can.
Power – is the ability of the muscle to transfer energy and release maximum force
at a fast rate.
Purpose – to measure the explosive strength and power of the leg muscles.
Equipment
a. Tape measure/meter stick/any measuring device
Procedure
For the Performer
a. Stand behind the take off line with feet parallel to each other, the tips of the shoes
should not go
beyond the line.
b. Bend knees and swing arms backward once, then swing arms forward as you jump
landing on both
feet. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward).
d. Must land on both feet.
e. Perform the test twice in succession.
Scoring – Record the best distance in meters to the nearest 0.1 centimeters. (Meter)
Purpose- to measure the ability of the body to move in different directions quickly.
Equipment
1. Tape measure
2. Stop watch
3. Chalk or masking tape
Hexagon size
a. Length of each side is 18 inches for high school and 12 inches for elementary
b. Each angle is 120 degree.
Procedure
a. Stand with both feet together inside the hexagon facing the marked-
starting side.
b. At the signal ‘GO’ using the ball of the feet with arms bent in front, jump
clockwise over the line, then back over the same line inside the hexagon. Continue
the pattern with all the sides of the hexagon.
c. Rest for one (1) minute.
d. Repeat the test counter clockwise.
Equipment
Coordination- Theability
Coordination-the abilitytotouse
usethe
thesenses
senses with
withthe
the body
body parts
parts to
to perform
perform motor
motortasks
task s
smoothly and accurate.
JUGGLING
1. Sipa (washer weighing 4 gms with 5 inches straw) or 20 pcs. Bundled rubber bands/any similar
local materials weighing 4 gms
Procedure
For the Performer:
a. Hit the sipa/rubber band/similar local materiel alternately with the right and left palm upward.
The height of the tossed material should be at least above the head
a. Count how many times the performer has hit the material with the right and left hand.
b. Stop the test if the material drops or after two (2) minutes.
c. There shall be three (3) trials.
Scoring- Record the highest number of hits the performer has done.
Equipment:
Procedure
a. Start the time as the heel of the performer is raised off the floor.
b. Stop the time if any of the following occurs:
The hand(s) come off the hips.
He supporting foot swivels or moves (hops) in any direction.
The non-supporting foot lose contact with the knee.
The heel of the supporting foot touches the floor.
c. There shall be three (3) trials.
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