Physical Education

2. Learning Outcomes:
At the end of this chapter, the students are expected to:
 Determine the appropriate tests to assess the
different fitness components
Demonstrate proper testing
protocols
 Collect baseline information (pre-test score)
for reference in creating exercise plans; and
 Recognize personal strength and accept
weaknesses as a result of the tests.

3. A great strategy to monitor and evaluate
student’s capabilities is through fitness
testing. Students may discover how healthy
they are and learn how to create goals to
increase their fitness level. Health-related
fitness and skill related fitness are the two
categories of fitness.

4. Components of health-related fitness;
 Cardiorespiratory fitness
 body composition
 muscular strength and endurance
 flexibility
Components of skill-related fitness that are typically required in sports-related
activities and sporting events:
 Reaction time
 Agility
 Balance
 Speed
 Coordination
 Power

5. Some Tips in Fitness Testing
The fitness test results should not be used to grade both student
and instructors.
At least one week prior to the fitness test, students and parents
should be notified about the activities
A meeting must be assigned to discuss the testing protocol and
two other meetings must be reserved for the self- testing activities.
Competition must not be encouraged while conducting fitness test.
Student cooperation must be recognized after the pre-test and
post-test.

6. C. Self-Testing Activities for Health-Related Physical
Fitness
1. Component: Body Composition
Test: Body Mass Index ( BMI )
The body mass index (BMI) is calculated by dividing a
person’s weight (in kilograms) by the square of their height
(measured in meters). Body mass index is calculated as
follows:
Bodyweight(kg)
Height (m)²
BMI=

7. The following steps can be used with this formula
(Adams and Adams, 2009)
1.Weight in pounds divided by 2.2 = Weight in kilogram
(kg)
2. Height in inches X 0.0254 = Height in Meters (m)
3. Height in meters X height in meters = height in meters
squared (m)²
4. Step 1 divided by step 3 = BMI

8. BMI Disease Risk Classification
< 18.5 Increased Underweight
18.5-21.99 Low Acceptable
22.0-24.99 Very Low Acceptable
25.0-29.99 Increased Overweight
30.0-34.99 High Obesity 1
35.0-39.99 Very High Obesity 2
<40 Extremely Obesity 3
Body Composition Rating Scale

9. Anthropometric Measurement
To determine the composition of the body, a
number of quantitative measures of the body’s
skeletal muscle, fat, and muscle are taken. The key
parts of anthropometry are the subject’s weight,
height, body mass index (BMI), body circumferences
(waist, hip, and limbs), and skinfold thickness.
Measurements are essential since they can both
indicate a possible weight issue (either underweight
or overweight) and serve as a point of the basis for
developing a program that will increase physical
fitness levels

10. 2. Component: Flexibility
2.1 Test: Modified Sit-and-Reach
Purpose: To measure the flexibility of hamstrings
Equipment: Sit-and-reach flexibility tester, or a yardstick placed on the top marked at 9 inches on a
box approximately 12 inches high
Modified Sit And Reach
Zipper Test
Body Trunk Rotation

11. Procedure:
 Take off your shoes, then sit on the ground. Place the extended leg’s
foot sole flat against a box or bench. Put the head, back, and hips
against the wall at a 90-degree angle, bending the opposing knee.
 Lay one hand on top of the other, and gently extend your arms
forward as far as you can. Keep your back and head pressed against
the wall.
 Reach forward as far as you can three times with the measuring stick
set in the position, retaining the position on the third reach for at least
two seconds as the partner measures the distance on the ruler.
Maintain the extended leg’s knee straight (see illustration).
 Conduct a second test, and get the average score for both trials.

12. 2.2 Test: Zipper Test
Purpose: To measure shoulder flexibility
Equipment: Ruler, Measuring Tape
Procedure:
 Raise right arm over your head, bend the elbow of the opposite arm, and stretch as far as
you can behind your back.
 At the same time, stretch your left arm behind your back and flex your right elbow so that it
is across your back. Make an effort to cross your fingers over the fingers on your right hand,
as seen on the image above.
 Take your measurements down to the nearest half inch. If your fingers overlap each other,
you get a positive score. If they are unable to touch, the score is negative. If your fingertips
only touch each other, you get a score of zero.
 Perform the movement again, this time, cross your arms the other way (left arm up). The
majority of people will discover that they can easily do one side compared to the other.

13. 2.3. Test: Trunk Rotation (Optional)
Purpose: To measure trunk flexibility
Equipment: Ruler, Measuring Tape
Procedure:
 Attach two yardsticks, one with the right side up and the other
at shoulder height, to the wall.
 Place your left shoulder (first closed) at arm’s length from the
wall as you stand. Toes should be on the line parallel to the wall
and parallel to the yardstick’s 15-inch mark.
 Lower your left arm and lift your right arm to your side, fist
closed, with palm facing down.
 Reach along the yardstick and spin the trunk as far as you can
to the right without shifting your feet, holding the position for
two seconds. Keep your feet still and your trunk straight. Your
knees should slightly flex.

14. 2.3. Test: Trunk Rotation (Optional)
Purpose: To measure trunk flexibility
Equipment: Ruler, Measuring Tape
 The distance will be read at the closest half-inch by a partner. Keep
a scoring log. Repeat, then get the average score from the two
trials.
 Next, conduct the test while facing the other way. This time make a
left turn. You will use the second yardstick (upside-down) for this
exam, and the more rotation you get, the higher your score will be.
If you just have one yardstick, try it once with it upright and once
with it upside down.

15. Flexibility Rating Scale
Fitness Category Men Women Men Women Men Women
Right
up
Left
up
Right
up
Left up
High performance
zone
16+ 17+ 5+ 4+ 6+ 5+ 20+ 20.5+
Good fitness zone 13-
15
14-16 1-4 1-3 2-5 2-4 16-19.5 17-20
Marginal Zone 10-
12
11-13 0 0 1 1 13.5-
15.5
14.5-
16.5
Low Fitness zone <9 <10 <0 <0 <1 <1 <13.5 <14.5
Modified Sit and
Reach
Zipper Test Trunk Rotation

16. 3. Component: Cardiorespiratory Fitness
Purpose: to measure the cardiorespiratory fitness
Test: Three- Minute Step Test
Equipment: 12-16 piece of ¼- inch step or bench, stopwatch, metronome or cadence tape
Procedure:
 Allow the students to practice stepping to the metronome cadence,
which should be set at 96 beats per minute for males and 88 beats
per minute for females
 For 3 minutes the student will step on and off the platform following
the prescribed rate (96 beats/minute-males and 88 beats/minute-
female)
 Upon completion of the exam, the student will stop and will stay in
a standing position .

17. Fitness Classification
Based on V02ma in mL/kg/min
Male
Age Excelle
nt
Good Averag
e
Fair Poor
<29 >53 44-52.9 34-43.9 25-33.9 <24.9
30-39 >50 42-49.9 31-41.9 23-30.9 <22.9
40-49 >45 39-44.9 27-38.9 20-26.9 <19.9
50-59 >43 38-42.9 25-37.9 18-24.9 <17.9
60-69 >41 36-40.9 23-35.9 16-22.9 <15.9
≥70 ≥38 33-37.9 21-32.9 13-20.9 <12.9

18. Fitness Classification
Based on V02ma in mL/kg/min
Women
Age Excelle
nt
Good Averag
e
Fair Poor
<29 >49 39-48.9 31-38.9 24-30.9 <23.9
30-39 >45 37-449 28-36.9 20-27.9 <19.9
40-49 >42 35-41.9 25-34.9 17-24.9 <16.9
50-59 >40 34-39.9 22-33.9 15-21.9 <14.9
60-69 >37 33-36.9 21-32.9 13-20.9 <12.9
≥70 ≥35 31-34.9 20-30.9 12-19.9 ≤11.9

19. 4. COMPONENT: Muscular Strength And Endurance
Muscular strength is the capacity of the muscle to produce
maximum force against resistance, whereas, muscular endurance is the
capacity of a muscle to consistently exert submaximal force over time.
4.1 Test: Flexed Arm Support (Static)
Purpose: To measure muscular strength and endurance of arms
Equipment: Mat or carpet
Male Female

20. Procedure:
Female: The knees should be used to support the body when performing
a push-up. Straight legs and back, with hand outside the shoulders. The body
should be lowered until the elbow is bent on a 90-degree angle, or the upper
arm is parallel to the floor.
Male: Follow the same steps for women, except that you your push-up
posture should be supported by your toes rather than your knees ( in the same
spot as a push0 up at 90-degree angle). At least 35 seconds should be spent
maintaining the 90-degree posture.

21. Static Endurance Rating Scale
( Flexed Arm Support)
Rating Score In Seconds
High Performance Zone 30+
Good Fitness Zone 20-29
Marginal Zone 10-19
Low Fitness Zone <10

22. 4.2 Test: Curl Up (Dynamic)
Purpose: to measure the muscular strength and endurance of
abdominal muscle
Equipment: Mat or carpet

23. Procedure:
 Place your feet flat on the ground by sitting on a mat or carpet with
your legs bent above, in between 180-270 degrees angle.
 Place a 4½- inch strip of paper so that the tips of your fingers hit one
tape mark, or place two tape marking 4½ inches apart.
 Curl your shoulders and head forward so that your fingers reach the
other side of the 4½- inch strip or marker while keeping your heels in
place.
 Pull back slowly and return to the starting position. Every three
seconds, perform one curl up. Continue every three seconds.
 Pairing students together will be beneficial. If one partner stands on
the cardboard strip ( to stop movement ), the second partner ensures
that after each repeat, the head returns to the ground. It can be done
by placing the palms on the floor in a supine position for head
support.

24. Dynamic Muscular Endurance Rating Scale
Rating Men Wome
n
Men Wome
n
High Performance
Zone
35+ 25+ 34+ 24+
Good Fitness Zone 24-34 18-24 23-33 17-23
Marginal Zone 15-23 10-17 14-22 9-16
Low Fitness Zone <15 <10 <14 <9

25. D. Self- Testing Activities for Skill- Related Physical Fitness
The development of sports talents and skill-
related physical fitness are within the psychomotor
domain. Agility, coordination, balance, power,
response time, and speed are among the physical
components connected to skills.
This components are fundamental in building
skills for specific sports.

26. 1. Component: Reaction Time
A. Test: Coin Snatch
Purpose: To measure the arm response time by asking participants to catch a coin that falls
from the elbow.
Equipment: Coin
Procedure:
1. Position the coin on the elbow
2. The coin must be grabbed in one snatch ( ideally). The grabbing must
occur on a downward stroke by the same arm, with the coin being
caught palm facing down.
3. You must be able to grab the coin while it is in midair. If the coin gets
away from you and files across the room before you can grasp it, the
movement of your arm must be too fast
4. You can practice multiple times, but once you are prepared, there
will only be one opportunity, either on the right or the left elbow
5. No adhesives of any kind can be used.

27. Scoring: The test is scored as pass or fail. If the student is able to
snatch the coin by the same arm where the coin was placed, the
score is recorded as pass.
Score Attempts Rating
1st Attempt Excellent
Passed 2nd Attempt Good
3rd Attempt Average
4th Attempt Fair
Failed 5th – 6th Attempt Needs
Improvement

28. B. Test: Stick Drop Test
Purpose: To measure reaction time
Equipment: Yardstick, a table, a chair
Instructions:
 Working with a partner, place your forearm comfortably on the table while seated
the chair next to it. Your hand should be placed on the table and have your thumb
and fingers extend over the edge.
 Your partner will hold a yardstick dangling above and in between your fingers and
thumb
 Partner student must hold the yardstick firmly, ensuring that the 24-inch mark is
parallel to your index finger and thumb. Your entire hand should not be in contact
with the yardstick
 As your partner suddenly drops the stick, you must reach out and grab it with your
index finger thumb.

29. B. Test: Stick Drop Test
Purpose: To measure reaction time
Equipment: Yardstick, a table, a chair
 After you catch the yardstick, you will be scored based on the distance
measured inches right above your thumb and index finger.
 Run through the activity three times. In order for you to be unable to
predict when the stick will be dropped, your partner must try to avoid
dropping it at regular intervals. You should only respond when the stick
is actually dropped.
 Your official score shall be the one in between the highest and the
lowest after the three trials ( if you scored 23 , 16, and 19, your middle
score is 19). Your response time will be quicker the highly score.

30. Reaction Time Rating Scale
Rating Score
Excellent More that 21”
Good 19”-21”
Average 16”-18 ¾”
Fair 13”-15 ¾”
Needs Improvement Below 13”

31. 2. Component: Balance
Test: Stock Balance Test ( static)
Purpose: To assess the ability to balance through the ball of the foot
Equipment required: flat, non-slip surface, stopwatch, paper and pencil
Procedure:
• A student must stand on his or her dominant leg. Footwear must be
taken off.
• Place the hands on the hips, then rest the non-supporting foot on the
inner knee of the supporting leg.
• The student has one minute to practice maintaining balance while on
that position.
• The student, then, elevates his or her heel in order to stay on the ball
of the foot

32. 2. Component: Balance
Test: Stock Balance Test ( static)
Purpose: To assess the ability to balance through the ball of the foot
Equipment required: flat, non-slip surface, stopwatch, paper and pencil
• The student, then, elevates his or her heel in order to stay on the ball of the
foot
• The timer is started when the heel is lifted off the floor.
• If any of the following happens, the timer is stopped
-The hands move away from the hips
-The supporting foot rotates or travels (hops) in either direction; the non
supporting foot loses connection with the knee.
-The heel of the foot supporting the body touches the ground.

33. Scoring: the total time in seconds will be recorded. The score to be considered
shall be the best (longest) one out of the three attempts. The adjacent table
list general ratings for this test
 Variations: The stork balancing test is sometimes administered with eyes closed, making it more
challenging
Static Balance Rating Scale
Rating Score (seconds)
Excellent >50
Good 40-50
Average 25-39
Fair 10-24
Needs Improvement <10

34. Test: Bass Test
Purpose: To measure Dynamic Balance
Equipment: Eleven circles (9½ inches in diameter) are drawn on the floor as
shown in the illustration.
Procedure:
Inside the circle marked with X, stand on your right foot. Leap
forward to circle 1, then to circles 2 through 10 while
alternating feet with each leap
The feet must leave the ground before each jump, and the heels
must not touch the floor. The floor may only be touched by the
ball of the foot and toes. Stay in each circle for 5 seconds prior
to moving onto the next circle ( you will be given a count of
five.)

35. Test: Bass Test
Purpose: To measure Dynamic Balance
Equipment: Eleven circles (9½ inches in diameter) are drawn on the floor as
shown in the illustration.
The base score is 50, plus the number of seconds required to
complete the examination, minus the number of faults
Subtract 3 points for every infraction. Errors include contacting
the heel, touching outside a circles, moving the supporting foot,
and touching the floor using any body part of the body except the
supporting foot.

36. Dynamic Balance Test Scale
Rating Score (seconds)
Excellent 90-100
Good 80-90
Average 60-79
Fair 30-59
Needs Improvement 0-23

37. 3.1 Component: Agility
Test: SEMO Test
Purpose: A test to measure agility
Source: Kirby’s “ A Simple Test of Agility,” Coach and Athlete (1971)
Equipment: flat non-slip surface, cones or any marker, stopwatch and measuring tape
Procedure:
The free- throw area of a basketball court or any other smooth area
that measures 12 by 19 feet with adequate running space around it
can be used for this test.
Place four plastic cones or similar objects on each corner of the free
–throw line, as shown on the illustration.
Start from the outside of the free-throw line at point A, with your
back to the free-throwline.

38. 3.1 Component: Agility
Test: SEMO Test
Purpose: A test to measure agility
Source: Kirby’s “ A Simple Test of Agility,” Coach and Athlete (1971)
Equipment: flat non-slip surface, cones or any marker, stopwatch and measuring tape
 Once given the “go” command, do sidesteps from A to B ( do not make crossover steps),
backpedal from B to D, sprint forward D to A, again backpedal from A to C, sprint forward
from C to B, and sidesteps from B to the finish line at A.
 During the test, always go outside of each corner cone. A stopwatch is started at the “go”
command and stopped when you cross the finish line.
 Practice following the steps, and then use the best of two trials as the final test score
record the time to the nearest tenth of a second.

39. SEMO Test
Male Female
Rating Score
Excellent ≤ 10.7 ≤ 12.19
Good 10.71-11.49 12.20-12.99
Average 11.50-13.0.2 13.00-13.90
Fair 13.03-13.79 13.91-14.90
Needs Improvement ≥ 13.8 ≥ 14.50

40. 4. Component: Speed
Test: AAHPERD 50 –Yard Dash
sprint or speed tests can be performed over varying distance, depending on the factors
being tested, and the relevance to the sport.
Purpose: To determine speed, agility and quickness
Equipment: measuring tape, stopwatch, cone markers, open field
Procedure:
 For fun and excitement, two runners can run simultaneously. All runners
should be fold to keep running until they reach the finish line.
 The test is performing one 50-yard maximal sprint while timing yourself.
 A complete warm-up should be performed, along with some practice
accelerations and starts.
 The front foot should be at the starting line or behind it.
 The fastest time will be recorded after two trials.

41. Percentile Age
16 17+ 16 17+
95 (Excellent) 6.0 5.9 7.0 6.8
75 (Good) 6.5 6.3 7.5 7.4
50 (Average) 6.7 6.6 7.9 7.9
25 (Fair) 7.0 7.0 8.3 8.4
5 (Needs Improvement) 7.7 7.9 9.9 9.5
AAHPERD 50-yard Dash
Male Female

42. 5. Component: Coordination
A. Test: Alternate Hand-wall Toss Test
Purpose: To measure hand-eye
Equipment: tennis ball or baseball, smooth and solid wall, marking tape, stopwatch
(optional)
Procedure:
 A mark is set at a specific distance away from the wall (e.g 2 meters, 3 feet).
 The student faces the wall while standing behind the line. The ball is tossed against the
wall using an underarm motion from one hand, while the other hand attempts to catch
it.
 The ball is then tossed back against the wall and collected by the original hand. The
exam may continue for a certain number of tries or for a predetermined period of time
(e.g30 seconds). By imposing a time limit, students are introduced to the element of
operating under pressure.

43. 5. Component: Coordination
A. Test: Alternate Hand-wall Toss Test
Purpose: To measure hand-eye
Equipment: tennis ball or baseball, smooth and solid wall, marking tape, stopwatch
(optional)
Ample time will be given for the students to practice the test as
prescribed the facilitator.
Every time the ball falls down, or not successfully caught
alternately, the score will be back to zero, but the students can
continue doing the exercise while there is still remaining time
The table below provides general scores for the wall toss test
according to the number of consecutive catches made in 30
seconds .
Record the best score from the two trials as the final test score .

44. Rating Score (in 30 seconds)
Excellent >35
Good 30-35
Average 20-29
Fair 15-19
Needs Improvement <15
Coordination Rating Scale
Variations/ modifications: depending on the intended
results, a variety of adjustments can be made in the test’s
protocols, including changing the objects size, weight, and
form, as well as its distance from the wall, the number of
tries, or the time limit. The method should be documented
together with the findings and consistently must be
maintained for the subsequent testing with the same
participants.

45. B. Test: Stick Test
Purpose: To measure hand-eye coordination
Equipment: The sticks are used to perform one-half and full flip as shown in
the illustrations.
Instruction:
1. Half-Flip. Hold two 21-inch (1/2 – inch diameter) dowel rods in each of your hands.
Place the third rod of equal length between the two. Toss (clockwise/counterclockwise)
the supporting rod into the air so that it rotates halfway around. Catch the toasted rod
with two grasped rods in the air. Perform the movement alternately in clockwise and
counterclockwise directions.
2. Full-flip. Perform the prior task while allowing the supporting rod to complete a full
rotation.

46. The examination is conducted as follows:
1.Before taking the test, practice the half – turn several times.
2.Once you are prepared, make five half-flips attempts, either clockwise or
counterclockwise turn. One point is awarded for each successful
attempt.
3.When prepared, attempt the full flip five times, scoring two points on
every successful attempt.
4.Another option to level up the test, is to perform it by tossing the stick
alternately , clockwise and counter clockwise.

47. Coordination Rating Scale
Rating male female
Excellent 14-15 13-15
Good 11-13 10-12
Average 5-10 4-9
Fair 3-4 2-3
Needs Improvement 0-2 0-1

48. 6. Component: Power
Test: Vertical Jump
Purpose: To measure the leg power
Instruction:
 Hold the chalk so that its end is parallel to your fingertips
 Stand with both feet on the ground, with your side facing the wall. Fully extend
your dominant arm upward and draw a mark on the wall
 Jump as high as you can with both feet together. Swing your arms up with both
feet and draw a chalk line on a 5-x-1-inch wall chart with half-inch horizontal
lines, 6 feet off the ground
 Determine the distance between the reaching and jumping heights.
 Your score is the average of your three attempts.

49. Power Rating Scale
Rating male female
Excellent 25½” or more 23½”or more
Good 21”-25 19”-23”
Average 16½ “ - 20½” 14½ “- 18½”
Fair 12½”-16” 10½”-14”
Needs Improvement 12” or less 10”or less

50. Traditional/ Metric Measurement Conversions
Metrics to Traditional Traditional to Metrics
Legnth 1 centimeter= 0.39 inch (in) 1 Inch = 2.54 Centimeters
1 Meter =3.28 Feet (ft) (cm)
1 Meter = 1.09 Yard (yd) 1 foot= 0.3048
1 Kilometer = 0.62 Mile (mi) 1 Yard = 0.9144 Meter (m)
1 Mile = 1.60 Kilometers (km)
Weight (mass) 1 Gram=0.0352 Ounce (oz)
1 Kilogram= 2.2 Pounds (lb.)

51. Recap
 Fitness assessment is one of the important topics in physical
education. Thus, proper implementation of the activities must be
guaranteed.
 Physical fitness testing has a big role in providing baseline data that
will be helpful in developing personal fitness programs. Therefore,
understanding and following the protocols for doing the tests are
needed in order to come up with the most reliable results
 Always be reminded that prior to engagement in the assessment. It is
highly advised to consider safety guidelines in facilitating self-testing
activities
 The results of the fitness tests are not graded by instructors , but can
be used as baseline data for future fitness improvement

52. Thank You and God Bless!