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Lesson 4 For 1 Hour Day 4 Week 4 Quarter 1: Physical Fitness Test

The document outlines the skill-related component of a physical fitness test, including instructions for circuit tests that measure power, coordination, balance, and reaction time through activities like the basketball pass, standing long jump, paper juggling, and stork balance stand test, providing procedures for administering each test and standards for scoring performance.

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Elmar Mariñas
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94 views32 pages

Lesson 4 For 1 Hour Day 4 Week 4 Quarter 1: Physical Fitness Test

The document outlines the skill-related component of a physical fitness test, including instructions for circuit tests that measure power, coordination, balance, and reaction time through activities like the basketball pass, standing long jump, paper juggling, and stork balance stand test, providing procedures for administering each test and standards for scoring performance.

Uploaded by

Elmar Mariñas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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PHYSICAL FITNESS TEST

Part II: Skill Related Component

Lesson 4 for 1 hour


Day 4
Week 4
Quarter 1
Part II: Skill Related Component
Circuit Testing
• Power
• Coordination
• Balance
• Reaction Time
Warm-up first before the test

Goals of the Warm-up


 Prepare body
 Improve performance
 Reduce injuries
8 counts on both side

8 counts on both side


8 counts
counter/clo
ckwise

10 counts on both side


Stick Drop Test

0
int
Po

Record this mark in Cm.


• Purpose – to measure the reaction time
as to how fast a person can respond to a
stimulus, the higher your score, the faster
your reaction time
• Equipment
1. Ruler or stick of 24 inches long
2. Arm chair or table and chair
• Scoring - Record the middle of your three
scores (for example: if you scores are
21, 18, and 19, your middle score is 19)
Procedure For the Student:
• a. Sit in an armchair or chair next to
the table so that your elbow and the
lower arm rest on the desk/table
comfortably.
• b. The heel of your hand should rest
on the desk/table so that only the
fingers and thumb extend beyond the
edge of the desk/table.
• c. As the tester drop the stick, catch it
with thumb and index finger as fast as
possible without lifting elbow from the
desk. It is important that you react only
to the dropping of the stick.
• d. Your score is the number of inches
read on the ruler/stick just above the
thumb and index finger after you catch
the yardstick.
For the Tester:
• a. Hold the ruler or stick at the top,
allowing it to dangle between thumb
and fingers of the student.
• b. The ruler/stick should be held so
that the 24-inch mark is even with your
thumb and index finger. No part of the
hand of the student should touch the
ruler/stick.
• c. Without warning, drop the stick, and let
the student catch it with his thumb and
index finger.
• d. Give the test three times. Be careful not
to drop the stick at predictable time
intervals, so that the student cannot guess
when it will be dropped.
Scoring - Record the middle of your three
scores (for example: if you scores are 21, 18,
and 19, your middle score is 19)
Stork Balance Stand Test
Purpose: To assess the ability to balance on the ball of the
foot.
Equipment:
1. flat, non-slip surface
2. stopwatch
Procedure
For the Student:
a. Remove the shoes and place the hands on the hips
b. Position the non-supporting foot against the inside knee
of the supporting leg.
c. Raise the heel to balance on the ball of the foot.
For the Tester:
a. The student is given one minute to practice the
balance.
b. The stopwatch is started as the heel is raised from
the floor.
c. The stopwatch is stopped if any of the following
occur: (see diagram on the next slide)
Scoring – Record the time in nearest seconds.
(Go with the timing in seconds with your scoring,
stop if violation occurs.)
Stork Balance Stand Test

Hands on hips

Foot on the knee

Heel Raised
Record your score and rate yourself following the
table below;
USING YOUR ACTIVITY SHEET

EXCELLENT AVERAGE
RATING GOOD FAIR POOR

MALES 50 Seconds > 41-49 31-40 20-30 < 19

FEMALES 30 Seconds > 25-29 16-24 10-15 <9


Power – The ability to transfer energy
into force at a fast rate.
• Basketball Pass Purpose – to measure the
explosive strength and power of the upper
body muscles.
• Equipment
1. Basketball (preferably size 7)
2. Throwing area
3. Measuring Tape
Procedure

• For the Student:


a. Sit on the floor on buttocks with head and
back resting against the wall while the legs are
stretched in front of the body.
b. Using the chest pass, push the ball with two
hands as far as possible. Make sure that your
head, shoulders, and buttocks remain attached
to the wall.
Procedure
• For the Tester:
a. See that the position of the student is in the right
form.
b. Set the point zero (0) of the measurement at the
edge of the wall.
c. After the throw, spot the mark where the base of the
ball has first make contact on the floor on the first
bounce closest to the take-off line.
d. Record score in the nearest 0.5 meter..
Scoring –record the distance to the nearest 0.5 meters
Rating Standard
Standing Long Jump
• Purpose – to measure the explosive strength
and power of the leg muscles.
• Equipment
a. tape measure accurate to 0.1 centimeters at
least three (3) meters long and placed firmly on
the floor;
b. meter stick.
Standing Long Jump
Procedure
For the Student:
a. Stand behind the take-off line, the tips of
your shoes should not go beyond the line.
b. b. As you prepare to jump, bend your knees
and swing your arms backward and jump as
far as you can.
Standing Long Jump
• For the Tester:
a. Lay the tape measure (in centimeters) on the floor.
b. Set a take-off line in the point zero (0) of the tape
measure.
c. After the jump, spot the mark where the back of the
heels of the student has landed closest to the take-off line.
d. Record score in the nearest 0.1 cm..

Scoring - Record the score in meters to the nearest 0.1


centimeters.
SLJ Rating Standard
  males females

rating (cm) (feet, inches) (cm) (feet, inches)

excellent > 250 > 8' 2.5" > 200 > 6' 6.5'
very good 241-250 7' 11" — 8' 2.5" 191-200 6' 3" — 6' 6.5'

above average 231-240 7' 7" — 7' 10.5" 181-190 5' 11.5" — 6' 2.5"

average 221-230 7' 3" — 7' 6.5" 171-180 5' 7.5" — 5' 11"

below average 211-220 6' 11" — 7' 2.5" 161-170 5' 3.5" — 5' 7"

poor 191-210 6' 3" — 6' 10.5" 141-160 4' 7.5" — 5' 2.5"

very poor < 191 6' 3" < 141 < 4' 7.5"
Coordination – The ability to use the
senses with the body parts to perform
motor tasks smoothly and accurately.
• Paper Juggling - is a physical human skill
involving the movement of an objects, usually
through the air.
• Purpose – to measure the coordination of the
individual in the performance of motor tasks
• Equipment
1. A piece of crumpled coupon bond/home
made sipa
• Procedure
For the Student:
a. Stand comfortably on an area with no
obstruction.
b. b. Hit the crumpled paper six times alternately
with right and left palm in upward motion
For the Tester:
c. See to it that the student hit the crumpled paper
six times alternately with his right and left palm.
d. b. Count up to how many times the student has
hit the crumpled paper.
Scoring – Record the times the student has hit the
crumpled paper.
• “Hand-eye coordination is the
coordinated control of eye movement
with hand movement, and the
processing of visual input to guide
reaching and grasping along with the
use of proprioception of the hands to
guide the eyes.”
√
Coordination Score Standard
Age High Above Ave. Below Low
Score Ave. Ave. Score
15-16 > 35 30-35 25-29 20-24 < 20
Years

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