The document provides information about physical fitness tests and exercises. It defines physical fitness and discusses its components such as cardiovascular fitness, body composition, flexibility, and muscular strength. It then describes how to perform and measure various physical fitness tests and exercises, including the standing long jump, pushups, partial curl-ups, and the stork stand balance test. The tests are designed to evaluate components of physical fitness like explosive power, upper body strength and endurance, core strength and endurance, and stability.

1. P h y s i c a l
F i t n e s s 1

2. M i s s i o n /V i s i
o n O f T U P“The University shall provide higher and advanced
vocational, technical, industrial, technological and
professional education and training in industries and
technology, and in practical arts leading to
certificates, diplomas and degrees. It shall provide
progressive leadership in applied
research, developmental studies in
technical, industrial, and technological fields and
production using indigenous materials; effect
technology transfer in the countryside; and assist in
the development of small-and-medium scale
industries in identified growth centers.”

3. I n t r o d u c t i o
nPhysical Education is a review of the
components of physical fitness, their activities
and values. It also offers a study of the
fundamentals of dance, elements of movement and
choreography enabling students to be creative
composers of body movements.
P.E. 1 will enhance the student’s interests
regarding dance history and culture, and widen
their experience in sports, camaraderie, and
competitions. It provides a venue for sports such
as volleyball and basketball and basketball. The
students will learn to organize games, manage
class teams, and give instructions to other teams
who may just be starting on their choice of
sports.

4. P h y s i c a l
E d u c a t i o n
D e p a r t me n t

5. M i s s
i o nPhysical Education is based upon the acquisition of knowledge
and skills that are the foundation for engaging in physical
activity. However, the mere acquisition of knowledge and
skills is not enough. The mission of Physical Education is to
empower all students to sustain regular, lifelong physical
activity as a foundation for a healthy, productive and fulfilling
life.
Physical Education is a sequential educational program. It
is based on physical activities undertaken in an active, caring,
supportive and nonthreatening atmosphere in which every
student is challenged and successful. Students with disabilities
are provided with a learning environment that is modified,
when necessary, to allow for maximum participation.

6. O b j e c t i v e s
It is the aim of the Physical Education program to enhance the
physical, motor, mental and social development of all students. It is the
purpose of the Physical Education department to offer programs which
are designed to meet the varying skill and ability levels of the student
population.
Specific objectives of the Physical Education program are:
• To develop basic motor skills through a wide variety of activities.
• To promote physical fitness through activities which condition the
organic systems of the body.
• To understand the rules, techniques and strategies involved in physical
activities and games.
• To encourage social efficiency and good human relations through
physical activities.
• To acquire an appreciation of and respect for good health and well being
which is promoted through participation in lifetime physical activities.

7. G r a d i n g
S y s t e m

8. P o l i c i
e s
of
D e p a r t
me n t

9. N o n C r e d i t
E n r o l l me n t
Non Credit enrollment is only possible
if there is space in the class on the first
day of the term and *only* for those
who have not already enrolled for credit.
Students may not ‘switch’ from credit to
non-credit enrollment in PE classes. If
you want a PE class non-credit you must
wait until the first day of classes and take
the chance that there is space available.
Instructor permission is not required for
classes that are not full.

10. A t t e n d a n c
eIf a student is legally absent from their scheduled Physical
Education class, he/she has an opportunity to make up the
class. Students can schedule a make-up class by going to
the MAKE-UP tab above and signing up during one of their
free periods. If a student’s weekly class schedule does not
coincide with an available class taught be their
teacher, then they need to sign-up by specifiying their free
periods. They will be contacted for an available class. Legal
absences include an excused absence from school or a
school field trip. Under no circumstances can an illegal
absence be made up for credit. Students have 10 days from
the date of absence to make up a class

11. U n i f o r m
When attending Physical Education
classes, it is important that students are dressed
appropriately for safe participation in class
activities. Appropriate attire includes wind
pants, sweatpants, or athletic shorts and sneakers.
Denim shorts and pants are not appropriate for
physical activity. Unprepared students cannot
participate in class activities, and therefore their
participation grade will be affected. These students
may choose to participate in a make-up class in
order to restore lost participation points.

12. F a c i l i t i e s /E q u
i p me n t
The provision of adequate physical resources
including facilities, equipment and maintenance can
help in influencing attitudes and facilitating program
success. The Physical Education and Sports Program's
learning environment suggests that facilities should
be available to children engaged in large-muscle
activity involving
climbing, jumping, skipping, kicking, throwing, leapin
g and catching, and those also engaged in
fundamental motor-skills activities and others in low
organization games, various cooperative; team
activities and competition.

13. P h y s i c a l
F i t n e s s

14. Wh a t i s
P h y s i c a l
F i t n e s s ?
Physical fitness has been
defined as a set of attributes or
characteristics that people have
or achieve that relates to the
ability to perform physical
activity.

15. Physical fitness is generally
achieved through
correct nutrition, exercise, and
enough rest.One can be considered physically
fit if he can perform his daily work
efficiently and effectively with
alertness and vigor.

16. O b j e c t i v e s o f
P h y s i c a l F i t n e s s
T e s tThe ultimate objective of fitness is longevity with no disease, no
any physical pain, and happiness. It is hard to get this objective of life
but not impossible. The happiness of life can be obtained through
physical fitness. There are many ways people try get physical
fitness, some of them are better lifestyle, better
diet, gym, yoga, aerobics etc.
Here are some main positive symptoms of fitness :
• Zero levels of stress and tension
• Physical strength, stamina and flexibility
• Greater powers of concentration and self control
• Better organ functioning
• Sense of balance and internal harmony
• Healthy & glowing skin
• Strong Immune System etc.

17. P r i n c i p l e s o f
P h y s i c a l F i t n e s s
T e s tSpecificity: Fitness tests must assess an individuals fitness for the
activity or sport in question. For example, there is little point in using
a running endurance test to assess an athletes improvement in
cycling endurance.
Validity: Fitness tests must measure the component of fitness that
they are supposed to. For example, is your sit and reach test
measuring solely the flexibility of the hamstrings or are there other
factors involved?
Objectivity: Sometimes also known as intertester reliability. A test
that is objective will produce the same results for the same
individual, regardless of the tester, or technician administering the
test
Reliability: A reliable test produces the same results if repeated. For
example, an assessor trained in skin-fold measurements will produce
the same result, when the same area is re-tested shortly after.

18. A d mi n i s t r a t i o n
o f P h y s i c a l
F i t n e s sThe Administration of Physical Fitness is designed
to provide advanced studies in physical education, as well
as knowledge and understanding of the basic foundations
and theories of educational administration. The
curriculum objectives promote a blending of theory and
practice to assist students who seek advancement within
their chosen field in education, public service, or the
private sector. Graduates from this program will meet
requirements necessary for teaching physical education
at the community college level, as well as meeting
requirements for various school administrative positions.

19. D e v e l o p
a n d M e e t
y o u r
P h y s i c a l
F i t n e s s
T a r g e t

20. 1.Go to a Physical Check-up
so you can identify your
physical Limitations.
D e t e r mi n e Y o u r
F i t n e s s P r o g r a m
P a r a me t e r s
2. Weigh yourself on a scale. The numbers on the
scale aren't as important as your overall health
and numbers like your cholesterol level and
blood pressure, but they can give you a good
indication of where your weight should fall.
Check out an accurate height and weight chart
to determine your healthy weight range and
take your body frame and build into
consideration as well.

21. 3. Determine your body
composition by
calculating your BMI
BMI stands for Body
Mass Index and it can
provide you with an
overall assessment of
your fitness and
health level.

22. 4. Find your target heart rate. Your
target heart rate is the heart rate you
need to maintain while exercising.
Determine your resting heart rate by
finding your pulse on either your neck
or wrist and counting it for 15
seconds. Use a calculator to multiply
your result by 4. This is your resting
heart rate. Calculate 220 minus your
current age and the result is your
Maximum Heart Rate. Multiply your
Maximum Heart Rate by 60 percent
and 85 percent and those numbers
equal your target heart rate range to
aim for each time you exercise.

23. 4. Test your aerobic
fitness by doing a
simple one-mile walk.
Track your time and
your heart rate at two
different points during
the walk: the middle
and the end. Record
your results.

24. 5. Determine your muscular
fitness by doing as many
repetitions of push-ups as you
can. Do push-ups so that you can
take your current muscular
fitness level into consideration.
Record this number in your
notebook.

25. 6. Determine your
fitness goals. Having
specific goals will also
dictate what types of
exercise you should build
into your plan, the
amount of time you will
need to exercise, and
whether your fitness
plan will need to include
significant dietary
changes.

26. D e t e r mi n i n g
y o u r P h y s i c a l
F i t n e s s T a r g e t
L e v e l1. Choose your favorite options for cardio routines.
2. Develop a repertoire of strength-building routines.
3. Design a weekly combination of cardio and strength
routines.

27. R u l e s i n
M o n i t o r i n g
T a r g e t L e v e l1. Design a weekly exercise
chart. Record the time and
the types of activities you
have done.
2. Keep a record of your
progress. Keeping a fitness
journal will allow you to
identify trends in your
workout habits or fitness
accomplishments.

28. T i p s
• Always do your best and just
enjoy all the exercises.
•Always stretch before and after
each workout to reduce the
likelihood of injury and soreness.

29. P u l s e R a t e a s a
B a s i c N e e d i n
F i t n e s s T r a i n i n g
You can approximate your own training heart-rate zones
by :
First, calculate your maximum heart rate:
220 - Your Age = Maximum Heart Rate
For example, a 30-year-old would have a maximum heart
rate of 190. If exercising to gain aerobic fitness, the
ideal heart rate for that person would be 70 to 80
percent of the maximum heart rate, or 133 to 152
beats per minute.

30. C o mp o n e n t
s of
P h y s i c a l
F i t n e s s ?

31. What are the
C o mp o n e n t s of
P h y s i c a l
F i t n e s s ?• C a r d i o v a s c u l a r F i t n e s s :
T h e a b i l i t y o f t h e
c i r c u l a t o r y s y s t e m (h e a r t
a n d b l o o d v e s s e l s ) t o
s u p p l y o x y g e n t o w o r k i n g
m u s c l e s d u r i n g e x e r c i s e .
• B o d y C o mp o s i t i o n : T h e
r e l a t i v e p e r c e n t a g e o f
b o d y f a t c o m p a r e d t o l e a n
b o d y m a s s (m u s c l e , b o n e ,
w a t e r ,e t c )
• F l e x i b i l i t y : T h e r a n g e o f
m o v e m e n t p o s s i b l e a t
v a r i o u s j o i n t s .
• M u s c u l a r s t r e n g t h : T h e

32. P H Y S I C A L
F I T N E S S
E X E R C I S E S

33. S T A N D I N G
L O N G J U M PI t me a s u r e t h e
e x p l o s i v e
p o w e r o f t h e
l e g s

34. H o w t o P e r f o r m
S t a n d i n g L o n g -
J u mp ?Procedures :
1. The athlete stands behind a line
marked on the ground with feet
slightly apart.
2. A two foot take-off and landing is
used, with swinging of the arms
and bending of the knees to
provide forward drive.
3. The subject attempts to jump as
far as possible, landing on both
feet without falling backwards.
Three attempts are allowed.

35. The push-up fitness test
(also called the press up
test) measures upper
body strength and
endurance. There are
many variations of the
test, such as different
placement of the
hands, how far to
dip, the length of the
test and the method of
counting.
P U S H
U P

36. H o w t o p e r f o r m
t h e P u s h -u p ?Procedure:
1. A standard push up begins with the hands and toes
touching the floor, the body and legs in a straight
line, feet slightly apart, the arms at shoulder width
apart, extended and at a right angles to the body.
2. Keeping the back and knees straight, the subject
lowers the body to a predetermined point, to touch
some other object, or until there is a 90-degree angle at
the elbows, then returns back to the starting position
with the arms extended.
3. This action is repeated, and test continues until
exhaustion, or until they can do no more in rhythm or
have reached the target number of push-ups.

37. P A R T I A L
C U R L -U P SThe curl-up test measures abdominal
strength and endurance, which is
important in back support and core
stability.

38. H o w t o P e r f o r m
P a r t i a l C u r l -U p s ?
Procedures:
1. The starting position is lying on the back with the knees flexed
and feet 12 inches from the buttocks. The feet cannot be held
or rest against an object. The arms are extended and are rested
on the thighs. The head is in a neutral position.
2. The subject curls up with a slow controlled movement, until
the student's shoulders come off the mat two inches, then
back down again. One complete curl-up is completed every
three seconds (1.5 seconds up and 1.5 seconds down, with no
hesitation), and are continued until exhaustion (e.g. the
subject cannot maintain the rhythm).
3. There is no pause in the up or down position, the curl-ups
should be continuous with the abdominal muscles engaged
throughout.

39. B a l a n c i n g
(S t o r k
S t a n d )To improve
stability. They
stimulate the
vestibular
system, which
includes
muscles, joints, s
ensory
organs, the inner
ear, and the
brain.

40. H o w t o p e r f o r m
S t o r k S t a n d ?
Procedure:
1. Stand on one foot. Make
sure to have the right
posture.
2.Hold the position for a
minimum of 30 seconds. This
kind of balance exercise will
have you wobbling at first

41. S t e p -
u p
T e s tTo measure the heart rate
in the recovery period
following three minutes of
stepping. The step test is
used only as a screening
device and not as a
measure of cardio-
respiratory fitness.

42. H o w t o p e r f o r m
S t e p -u p T e s t ?
Procedure:
1. The step test will be administered as a Level II Screening before
sit-ups, push-ups and the 1.5 mile run (See Program Packet)
2. LEMU Member will step up and down at 24 cycles (up-up-down-
down) a minute (metronome setting of 96) for 3 minutes
3. Immediately after the 3 minutes of stepping, the Member will sit
down. A 60 second heart rate will be taken starting 5 seconds
after the completion of stepping.
4. If the Member does not complete the test, they will be given the
option to obtain clearance from a County Physician or from their
own Primary Healthcare Provider
5. The Members Score is total 60 second pulse rate following 3
minutes of stepping.

43. S t e p -u p
T e s t

44. V e r t i c a l
J u mp
To increase
the power of
your jump as
well as
improving
your jumping
form .

45. H o w t o p e r f o r m
V e r t i c a l J u mp ?
Procedure:
1.Jump as you can.
2. As you jump, using a
chalk, marked the wall
that you reach.
3. Then measure it using a
meter stick.

46. To develop their
movement
capabilities; body
and spatial
awareness on the
playground, swingi
ng, balance
M o n k e
y B a r s

47. H o w t o p e r f o r m
M o n k e y B a r s ?
Procedures:
1. Start by firmly grasping the two poles on
either side of the ladder at the base of the
monkey bars for support.
2. Grasp the first bar that you will use to move
from one end of the monkey bars to the
other. The more momentum you have the
easier it will be to swing from rung to rung.

48. M e t e r
S p r i n t
The aim of
this test is to
determine
acceleration
and speed.

49. H o w t o p e r f o r m
M e t e r s p r i n t ?
Procedures:
1. The test involves running a single maximum sprint over any numerical
meters (like 10, 20, 30, 40, etc), with the time recorded. A thorough
warm up should be given, including some practice starts and
accelerations.
2. Start from a stationary position, with one foot in front of the other. The
front foot must be on the starting line. This runner should be stationary
prior to starting.
3. The person timing should stand at the finish line with one arm held
high, and call ‘ready’ followed by a sweep down their arm quickly to
start the subject.
4. As the arm sweeps down, the tester should start the stopwatch which
is held in the downward sweeping arm, and finish the stopwatch as
their chest passes through the finish line.

50. Squat J u mp
To test the
power of
your jump
and your
flexibility

51. H o w t o p e r f o r m
t h e S q u a t
J u mp ?Procedures:
1. Just form the position
Squat, Bending knees and shoulder
stretch.
2. Jump and do how many you can
do.

52. S I T A N D
R E A C H
To test the flexibility
and specifically
measures the
flexibility of the
lower back and
hamstring muscles.

53. H o w t o p e r f o r m
S i t a n d R e a c h ?Procedures:
1. This test involves sitting on the floor with legs stretched out
straight ahead. Shoes should be removed. The soles of the feet
are placed flat against the box.
2. Both knees should be locked and pressed flat to the floor - the
tester may assist by holding them down. With the palms facing
downwards, and the hands on top of each other or side by
side, the subject reaches forward along the measuring line as far
as possible. Ensure that the hands remain at the same level, not
one reaching further forward than the other.
3. After some practice reaches, the subject reaches out and holds
that position for at one-two seconds while the distance is
recorded. Make sure there are no jerky movements.

54. T H E E N D :>
S u b mi t t
e d B y :
L a n d r i t
o , C h r i s
t o p h e r
L o u i e O .
E C E T 1-C