Physical Fitness Test Objectives

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INTRODUCTION

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

1. To determine the level of fitness of students.

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.

4. To gather data for the development of norms and standards.

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.

Day 1 Day 2 Day 3


BMI Basic Plank Hexagon Agility
Test
3 minute step
test 40 meter sprint Juggling

Push up Standing long


Jump

Stick Drop Test Stork Balance

Sit and Reach Zipper Test

Suggested Sequence of 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).

f. The students shall be grouped together and in pairs (buddy system).

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.

j. Administer the tests in a challenging, encouraging, and fun-filled environment.


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PHYSICAL FITNESS TESTS

Part I : HEALTH-RELATED FITNESS

Body Composition – is the body’s relative amount of fat to fat-free mass.

Body Mass Index (BMI)

FORMULA FOR COMPUTING BODY MASS INDEX

WEIGHT (in Kilograms)


HEIGHT ( in Meters)

Example: 30 = 30 = 20.83 ( NORMAL )


(1.20) 1.44
CLASSIFICATION
BELOW 18.5 Wasted
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – 39.9 Obese
40 and above Extremely Obese

1.Weight – the heaviness or lightness of a person.

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.

Scoring – record body mass to the nearest 0.5 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.

b. Measure the height from the base of the L-square.

c. Record the score in meters.

Scoring - record standing height to the nearest 0.1 centimeter


*** 1 meter = 100 centimeter
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 curve of your hips.Place a tape measure around your bare stomach just above the
upper hipbone.Record in centimeters (cm)
4. Hip line.Place tape measures in the widest part of hip in line with pubis.
Computation:
WHR= Waist Circumference (cm)
Hip Circumference (cm)

Flexibility – is the ability of the joints and muscles to move through its full range
of motion.

ZIPPER TEST

Purpose- to test the flexibility of the shoulder girdle flexibility.

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.

For the Partner:


a. Observe whether the fingers touched or overlapped each other, if not, measure the gap
between the middle fingers of both hands.
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b. Record the score in centimetre.
SCORING - Record zipper test to the nearest 0.1 centimeter.

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.

For the Partner:

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.

3-Minute Step Test

Purpose – to measure cardiovascular endurance

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.

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


Strength – is the ability of the muscle to generate force against physical
objects
Push-up

Purpose – to measure strength of upper extremities


Equipment – exercise mats or any clean mat

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).

For the Partner


a. As the performer assumes the position of push-up, start counting as the performer
lowers his/her body
until he/she reaches 90-degree angle at the elbow. The partner should stand in front of
the student and
his/her eyes should be close to elbow level to accurately judge the 90-degrees bend.
b. Make sure that the performer executes the push-ups in the correct form.
c. The test is terminated when the performer can no longer execute the push-ups in the
correct form,
is in pain, voluntarily stops, or cadence is broken.

Scoring – record the number of push-ups made.


(Maximum push-ups for boys is 50, for girls is 25)

Basic Plank

Purpose – to measure strength/stability of the core muscles.

Equipment - exercise mats or any clean mat, stop watch/time piece.

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.

For the Partner


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

Scoring – record the time in the nearest seconds/minute.

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

Part II. Skills-Related Fitness

Speed – is the ability to perform a movement in one direction in the shortest period of time

40 – Meter Sprint

Purpose – to measure running speed


Equipment
1. Stopwatch
2. Running area with known measurement (40 meters).

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.

For the Partner


a. Set the stopwatch to zero (0) point.
b. At the signal “GO” start the watch and stop it as performer crossed the finish line
c. Record time in the nearest 0:00:01 seconds.

Scoring – Record the time in nearest minutes and seconds.

Power – is the ability of the muscle to transfer energy and release maximum force
at a fast rate.

Standing Long Jump

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.

For the Partner


a. Place zero (0) point on the tape measure at the take-off line.
b. After the jump, spot the mark where the back of the heel of either feet of the performer
has landed
nearest to the take-off line.
c. Record the distance of the two trials.

Scoring – Record the best distance in meters to the nearest 0.1 centimeters. (Meter)

Agility- is the ability to move in different directions quickly using a combination


of balance,coordination, speed, strength , and endurance.
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Hexagon Agility Test

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

For the Performer

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.

For the Partner:

a. Start the time at the signal


b. Record the time of each revolution
c. Restart the test of the two revolution and divide by 2 to get the average,
Record the time in the nearest minutes and seconds.

Reacrtion Time- The amount of time it takes to respond to a stimulus

Purpose-to measure the time it takes to respond to a stimulus

Equipment

1. 24-inch ruler o stick

2. Arm chair or table and chair

Stick Drop Test


Procedure
For the Performer:
10 a. Sit on a chair with arm rest or a chair next to the table so that the elbow and the
lower arm rest on the desk/table comfortably.
b. Place the heel of the hand on the desk/table so that only the fingers and thumb
extend beyond. Fingers and thumb should at least be one inch apart.
c. Catch the ruler/stick with the thumb and index finger without lifting the elbow
from the desk/table as the partner drop the stick. Hold the sticks while the partner
reads the measurement.
d. Do this thrice.

For the Partner:


a. Hold the ruler or stick at the top, allowing it to dangle between the thumbs and
fingers of the performer.
b. Hold the ruler/sticks so that 24-inch mark is even between the thumb and the index
finger. No part of the hand of the performer should touch the ruler/stick.
c. Drop the ruler/stick without warning and let the performer catch it with his/her
thumb and index finger.
d. Record the score on the upper part of the thumb.
Scoring- Record the middle of the three scores (for example: if scores are 21, 18, and
19, the middle score is 19). In the case where the two scores are the same (for example
18, 18, 25), the repeated score shall be recorded.

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

Purpose- to measure the coordination of the eye and hand


Equipment

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

For the Partner:

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.

Balance-is the maintenance of equilibrium while stationary or while moving


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Stork balance Stand Test


Purpose- to assess ones ability to maintain equilibrium

Equipment:

1. Flat, non-slip surface


2. Stopwatch

Procedure

For the Performer:

a. Remove the shoes and place hands on the hips.


b. Position the right foot on the side of the knee of the left foot.
c. Raise the left heel to balance on the ball of the foot.
d. Do the same procedure with the opposite foot.

For the Partner:

a. Start the time as the 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.

Scoring- Record the time taken on both feet in nearest seconds.

Republic of the Philippines


Department of Education
Region XI
Division of Davao del Sur
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PHYSICAL
FITNESS TEST

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