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Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
Final dep ed physical fitness test
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Final dep ed physical fitness test

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  • 1. DepED PHYSICAL FITNESS TEST
  • 2. Introduction The birth of the DepED Physical Fitness Test Manual came about after the review and revision workshop of the existing physical fitness tests introduced by Dr. Aparicio H. Mequi, former Chair, Philippine Sports Commission (PSC) and Director, Bureau of Physical Education and School Sports (BPESS). The workshop was inspired by the desire of the Task Force on School Sports (TFSS) to bring in the new trends and latest researches in the field of physical fitness while we respond to the issues on test qualities and administration. Test administration shall be treated as an essential component of the Physical Education and School Sports program. Both elementary ( Grades 4,5 and 6) and secondary pupils/students must to undergo the test during the beginning and ending of the school year. Using a score card, each pupil/student shall be responsible to record and keep the result of his/her own performance or the school may include these score cards in the school’s MIS. The physical fitness test is a set of measures designed to determine one’s level of physical fitness. It has two components namely: Health-Related and Skill-Related Fitness. Each component comprises several tests and specific testing protocols. There are one thousand and one tests used worldwide but the choice of tests considered time efficiency in the administration, availability of equipment, simplicity of the procedures, and practicality of the tests. Physical Fitness Test Goal 1. To determine the level of fitness. 2. To identify strengths and areas for development/improvement 3. To identify bases for physical activities. 4. To gather and analyze data for norms and standards setting. 5. To motivate and guide students in choosing sports activities they would like to participate in.
  • 3. Test Protocol  The following testing paraphernalia are necessary: 1. First Aid Kit 2. Drinking Water (instruct students to bring their drinking jugs) 3. Individual score cards, properly filled up for distribution to students 4. In testing, a. Body Composition- tape measure, bathroom scale, L-square b. Flexibility- tape measure c. Cardiovascular Endurance- stop watch, step box d. Muscular Strength- mat e. Speed- stop watch f. Power- meter stick/tape measure g. Agility- cone h. Reaction Time- plastic ruler (24 inches) i. Coordination- coupon bond j. Balance- stop watch  Prior to actual day of testing, “familiarity” testing sessions should be held advising students “to go through” without exerting maximum effort.  Explain the purpose and benefits that can be derived from physical fitness test.  Make sure that the test score cards are filled up and ready for distribution to students (name, age, gender, etc.) prior to testing.  Set up stations (in form of circuit training) ready for use one hour before actual testing begins to ensure smooth “flow of traffic”.  Divide the students into groups, by pairs (buddy system) and assign them into different stations.  Students should wear appropriate clothing: t-shirt, jogging pants, and rubber shoes.  Conduct warm-up and stretching exercises before the test.  Conduct testing in a joyful, challenging, encouraging, and fun-filled environment.
  • 4. Physical Fitness Test Part I: Health-Related Fitness Body Composition - is the body’s relative amount of fat to fat-free mass. A. Body Mass Index (BMI) FORMULA FOR COMPUTING BODY MASS INDEX WEIGHT [in Kilograms]____ HEIGHT [in Meters] ² (squared) Example: 30 = 30__ = 20.83 (NORMAL) (1.20) ² 1.44 CLASSIFICATION: BELOW 18.5 Underweight 18.5- 24.9 Normal 25.0- 29.9 Overweight 30.0- ABOVE Obese A.1 Weight– the heaviness or lightness of a person. Equipment Bathroom scale Procedure For the test taker: a. Wear light clothing before weighing. b. On bare feet, 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 A.2. Height – it is the distance between the floor to the top of the head in standing position. Equipment
  • 5. 1) Tape measure laid flat to a concrete wall. The zero point starts at the bottom of the floor. 2) L-square; and 3) An even and firm floor and flat wall. Procedure For the test taker: a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall with tape measure. 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. b. Record the score in meters. Scoring – record standing height to the nearest 0.1 centimeter *** 1 meter = 100 centimeter B. Waist Circumference Purpose – waist circumference is a good predictor of visceral fat which contributes more risk of cardiovascular disease and diabetes than fat located in other areas. Equipment Tape measure Procedure For the test taker: a. Wear light clothing before taking waist circumference. b. On bare waist, stand erect and wrap tape measure around waist. For the partner: a. Record the score in centimeters. Scoring – record body mass to the nearest 0.1 centimeters Standard Men Women Risk centimeter inches centimeter Inches Very High >120 >47 >110 >43.5 High 100-120 39.5-47 90-109 35.5-43 Normal 102 40 88 34.6 Low 80-99 31.5-39 70-89 28.5-35 Very Low <80 <31.5 <70 <28.5
  • 6. Flexibility - refers to the ability of the joints to move through a full range of motion. 1. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to parallel the strength/endurance assessment of that region. Purpose – To be able to touch the fingertips together behind the back by reaching over the shoulder and under the elbow Equipment Ruler Procedure For the Student: a. Stand erect. b. To test the right shoulder, raise your right arm, bend your elbow, and reach down across your back as far as possible. c. At the same time, extend your left arm down and behind your back, bend your elbow up across your back, and try to cross your fingers over those of your right hand. d. Reach with the right hand over the right shoulder and down the back as if to pull a zipper or scratch between the shoulder blades. e. To test the left shoulder, repeat procedure (a-d) with the left hand over the left shoulder. For the Tester: a. Observe whether the fingers touched or overlapped each other. b. Measure the distance in which the fingers overlapped c. Record the score in centimeter. Scoring – record zipper test to the nearest 0.1 centimeter Standard 0 1 2 3 4 5 -did not touch fingertips -just touched fingertips -fingers overlapped by 1-2 cm. -fingers overlapped by 3-4 cm. -fingers overlapped by 5-7 cm. -fingers overlapped by 8cm and more.
  • 7. 2. Sit-and-Reach – a test of flexibility for the lower extremities particularly the hamstring. Purpose – To be able to reach as far as possible without bending the hamstring Equipment Tape measure Procedure For the Student: a. Sit on the floor with back flat on the wall. Feet are approximately 12 inches apart b. Without bending the back, knees and elbows, place one hand on top of the other and position the hands on the floor. c. After the tester has positioned the zero point of the tape measure, start the test by reaching the farthest point possible without bending the knees. For the Tester: a. As the student assume the (b) procedure, position the zero point of the tape measure at the tip of the finger farthest from the body. d. See to it that the knees are not bent as the student reaches the farthest that he could. e. Measure the distance of the farthest reached. f. Record the score in centimeter. Scoring – record sit and reach to the nearest 0.1 centimeter 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 of those muscles and tissues to utilize that 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
  • 8. Procedure For the Student: a. Position in front of the step. b. At the signal “Go,” step up and down on a bench for 3 minutes at a rate of 24 steps per minute. One step consists of 4 beats – that is, “up with the left foot, up with the right foot, down with the left foot, down with the right foot.” c. Immediately after the exercise, stand and relax. Don’t talk. d. Right after the activity, locate your pulse. (The first beat is zero.) e. Count the pulse for 10 seconds. Multiply it by 6. For the Tester: a. As the student assume the position in front of the step, signal, “Ready” and “Go”, start the stopwatch for the 3-minute step test. b. After the test, let the student count his pulse for 10 seconds and multiply it by 6. Scoring – record the 60-second heart rate after the activity Strength - refers to a muscle's ability to generate force against physical objects. In the fitness world, this typically refers to how much weight you can lift for different strength training exercises. 90 degrees push-up Purpose – To measure strength of upper extremities Equipment - exercise mats or any clean mat Procedure For the Student: a. Lie down on the mat; face down in standard push-up position: palms on the mat under shoulders, fingers pointing forward, and legs straight, parallel, and slightly apart, with the toes supporting the feet. b. FOR BOYS: Straightens 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 sec going up) For the Tester: a. As the student assume the position of push-up, start counting as the student lowers his body on the ground until he reaches 90-degree angle at the elbow. b. Make sure that the student performs the push-ups in the correct form. c. The test is terminated when the subject can no longer perform the push-ups in the correct form (three corrections are allowed), is in pain, voluntarily stops, or cadence is broken.
  • 9. Scoring – record the number of push-ups made. Curl-ups Purpose – To measure strength of abdominal muscles Equipment - exercise mats or any clean mat Procedure For the Student: a. Assume a lying position with feet flat on the floor and knees bent at about 90- degree hands palm down at the sides with fingertips touching the first tapeline. b. Complete a slow, controlled curl-up, sliding fingertips along the floor until they touch the second tapeline. c. The curl-up should be performed at a rate of one every 3 seconds or 20 curl ups per minute (2 seconds going up and 1 sec going down) d. There should be no rest at the bottom position and perform as many curl ups as possible without stopping. For the Tester: a. Ensure a mat that has tapelines set 12 cm apart. b. One curl up is counted each time the student’s shoulder blade touches the floor. c. Make sure that the student performs the curl-ups in the correct form. d. The test is terminated when the subject can no longer perform the curl-ups in the correct form (three corrections are allowed), is in pain, voluntarily stops, or cadence is broken. Scoring – record the number of curl-ups made.
  • 10. Physical Fitness Tests Skill-Related Fitness Speed – The ability to perform a movement in a short period of time. 40 Meter Sprint Purpose – to measure running speed Equipment 1. Stopwatch. 2. Running area with known measurement (40 meters) Procedure For the Student: a. Stand behind the take-off line, the tips of your shoes should not go beyond the line. b. At the signal “GO”, run to the finish line as fast as you can. For the Tester: a. Set the running area with the measurement of forty (40) meter. b. Set the stopwatch to zero (0) point. c. As you signal “GO” start the watch and stop it as the student crossed the finish line. d. Record score in the nearest 0:00:01 seconds Scoring – Record the time in nearest minutes and seconds. 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
  • 11. 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. 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 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. Procedure For the Student: a. Stand behind the take-off line, the tips of your shoes should not go beyond the line. b. As you prepare to jump, bend your knees and swing your arms backward and jump as far as you can. 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.
  • 12. Agility - is the ability to change the direction quickly using a combination of balance, coordination, speed, strength, and endurance Hexagon Agility Test - This is a simple agility test to perform, requiring limited equipment and space Purpose – to measure the ability to move quickly while maintaining balance Equipment 1. Tape measure 2. Stopwatch 3. Chalk or tape for marking the ground Procedure For the Student: a. Start with both feet together in the middle of the hexagon facing the front line. b. On the command 'go', jump ahead across the line, then back over the same line into the middle of the hexagon. c. Then, continuing to face forward with feet together, jump over the next side and back into the hexagon. d. Continue this pattern for three full revolutions. e. Perform the test both clockwise and counterclockwise. For the Tester: a. Mark a hexagon (six sided shape) on the floor. The length of each side should be 24 inches (60.5 cm), and each angle should work out to be 120 degrees. b. Record the time taken to complete three full revolutions. The best score from two trials is recorded. c. If the student jumps the wrong line or land on a line then the test is to be restarted. Scoring - Record the time in nearest minutes and seconds. Reaction Time – The time elapsed between stimulation and the beginning of reaction to that stimulation. Stick Drop Test 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
  • 13. 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). 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 Procedure For the Student: a. Stand comfortably on an area with no obstruction. b. Hit the crumpled paper six times alternately with right and left palm in upward motion For the Tester: a. See to it that the student hit the crumpled paper six times alternately with his right and left palm.
  • 14. 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. Balance – is the maintenance of equilibrium while stationary or while moving. 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 follow occur: • the hand(s) come off the hips • the supporting foot swivels or moves (hops) in any direction • the non-supporting foot loses contact with the knee. • the heel of the supporting foot touches the floor. Scoring – Record the time in nearest seconds.

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