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Special Program in Sports (SPS)
And Physical Education
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 the new 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 Test Manual. It is
intended to be used in the public and
private elementary and high schools
which intend to adopt the program.
Passing the prescribe standards is a
requirement for admission into the
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 Grade 4 to 10.
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
cardio-vascular endurance or stamina,
muscular strength and endurance,
flexibility and the appropriate body
mass index (BMI).
 Skill-related components are physical
abilities that show 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 suit various conditions
existing in school 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 test results, and
e. challenging yet joyful participation
among the pupils and everyone involve
in the program.
The administration and
implementation of the testing
program shall be treated as an
essential component of the Physical
Education and School Sports
Programs for both the elementary
(Grade 4, 5 and 6) and secondary
levels.
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 of
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
pupils/students in selecting sports for
recreation, competition and lifetime
participation.
Test Protocol
Explain the purpose and benefits that
can be derived from the physical fitness
tests.
Administer the tests at the beginning
of the school year and at the start of the
next semester, to monitor
improvement/progress.
Prepare the following testing
paraphernalia:
1. First Aid Kit
2. Drinking Water (instruct students
to bring their drinking bottles and
small towel or bimpo 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 measure
c. Cardiovascular Endurance – stop
watch, step box/stairs
d. Muscular Strength – mat
e. Speed – stop watch
f. Power – meter stick/tape measure
g. Agility – tape measure, masking
tape/chalk
h. Reaction Time – plastic ruler (12
inches)
i. Coordination – sipa (washer weighing 4
grams with straw) or 20 pcs. Bundled
rubber bands/any similar local
materials weighing 4 grams.
j. Balance – stop watch
Observe the following prior to
actual day testing:
a. The testing station should be safe and
free from obstructions.
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 tests with minimal effort
exerted to familiarize themselves with
testing procedures.
d. The tests requiring cardio-vascular endurance and
those other tests which involve the same muscle
groups should not be taken in succession. See
suggested sequence of administering the tests.
Day 1 Day 2 Day 3
BMI
3 minute step
test
Basic Plank
40 meter sprint
Push Up
Stick Drop Test
Sit and Reach
Hexagon Agility
Test
Juggling
Standing Long
Jump
Stork Balance
Zipper Test
e. Let tester record the scores while the
students keeps the result of his own
performance in the score card.
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 BMI, the same or
similar clothing should be worn by students.
Wearing different clothing in all testing
sessions for BMI could affect the results.
h. The students should take no food or
drinks three (3) hours before taking the
BMI test.
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.
Part I – Health-Related Fitness
*Body Composition – is the body’s relative
amount of fat to fat-free mass.
Formula For Computing Body Mass Index
Weight (in Kilograms)
Height (in Meters)²
Example: _30__ = _30_ = 20.83 (Normal)
(1.20)² 1.44
1. Weight – the heaviness or lightness of a person.
Equipment:
Weighing or Bathroom Scale Calibrated
properly
Procedure:
For Performer:
a. Wear Light Clothing before weighing.
b. On bare feet, stand erect and still with weight
evenly distributed on the center of the scale.
Scoring – record body mass to the nearest 0.5 kg.
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
For the Performer:
a. Stand erect on bare feet with heels,
buttocks and shoulders pressed
against the wall where the tape
measure is attached.
Scoring – record standing height to the
nearest 0.1 cm
*** 1meter = 100 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.
Procedure:
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/cross 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 procedure a
and b with the left hand over the left
shoulder.
d. Observe whether the fingers touched or
overlapped each other, if not, measure the
gap between the middle fingers of both
hands.
e. Record the distance in centimeter.
Scoring – record zipper test to the nearest
0.1 centimeter
Sit-and-Reach
Purpose – to test the flexibility of the lower
extremities (particularly the trunk).
Equipment:
Tape measure or meter stick
a. Interlock thumbs and position the tip of
the fingers on the floor without bending
the elbows.
b. 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.
a. Interlock thumbs and position the tip of
the fingers on the floor without bending
the elbows.
b. 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.
f. As the performer assumes the (b)
procedure, position the zero point of
the tape measure.
g. See to it that the knees are not bent as
the performer slides the farthest
distance that he could.
Scoring- record the farthest distance
between the two trials to the nearest
centimeters.
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 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
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 the sequence should be
alternate. At the signal “Go”, step up and down
the step or bench for 3 minutes at a rate of 96
beats per minute. One step consist 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, do it in reverse.
c. Used the dominant foot until time are
finished.
d. Observe proper breathing (inhale with the
nose, exhale through the mouth).
d. Immediately after the exercise, stand and
relax. Locate your pulse and in 5 seconds
start to get the heart rate.
e. Don’t talk while taking the pulse beat.
f. Count the pulse beat for ten (10) seconds
and multiply it by 6
g. Get the recovery heart rate one (1) minute
after the end of the test.
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
a. Lie down on the mat; face down in
standard push-up position: palms on
the mat about shoulder width, fingers
pointing forward, and legs straight,
parallel, and slightly apart, with the
toes supporting the feet.
FOR BOYS: Straighten the arms, keeping
the back and knees straight, then lower
the arms until there is a 90-degree
angle at the elbow (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)
d. A maximum of 50 push-ups for boys and 25
push-ups for girls.
e. 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
Basic Plank
Purpose – to measure strength/stability of the
core muscles.
Equipment- exercise mats or any clean mat,
stop watch
Procedure
a. Assume a push-up position. Rest body on
forearms with palms and fingers flat on the
floor. Elbows are aligned with 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.
d. Keep abdominals engaged/contacted;
do not let stomach drop or allow hips
to rise.
e. Give the signal “Start/Go” and
start/press the time piece.
f. Make sure that the back of the head,
neck, spine and ankles are in a straight
line.
g. Give two (2) warnings.
h. Stop the time when the performer can
no longer hold the required position, or
when the performer has held the
position for at least 51 seconds. Holding
the plank position beyond 90 seconds
is considered unnecessary.
Scoring – record the time in the nearest
seconds/minute. Maximum of 51
seconds and above for Boys and girls.
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
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.
d. Set the stopwatch to zero (0) point.
e. At the signal “GO” start the watch and
stop it as the performer crossed the
finish line.
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 leg muscles.
Equipment:
Tape Measure/ Meter Stick
Procedure
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. Place zero point of the tape measure at
the take-off line.
f. 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.
g. Perform the test twice in succession.
h. Record the distance of the two trials.
Scoring – record the best distance in meters
to the nearest 0.1 centimeters.
Agility – is the ability to move in different
directions quickly using a combination of balance,
coordination, speed, strength, and endurance.
Hexagon Agility Test
Purpose – to measure the ability of the body
to move in different directions
quickly.
Equipment : Tape Measure, Stopwatch,
Chalk/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 degrees.
Procedure
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 20 seconds.
d. Repeat the test counter clockwise.
e. Start the time at the signal go and stop
once the performer reached the side
before the side where he/she started.
f. Record the time of each revolution.
g. Restart the test if the performer jumps on
the wrong side or steps on the line.
Scoring – Add the time of the two
revolutions and divide by 2 to get the
average. Record the time in the nearest
minutes and seconds.
Score Standard Interpretation
0 OVER 25 seconds Poor
1 21-25 seconds Needs Improvement
2 16-20 seconds Fair
3 11-15 seconds Good
4 6-10 seconds Very Good
5 5 seconds and BELOW Excellent
Reaction Time – The amount of time it takes to
respond to a stimulus
Stick Drop Test
Purpose – to measure the time to
respond to a stimulus
Equipment
1. 24-inch or 12- inch ruler
2. Arm chair or table and chair
Procedure
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 drops the stick. Hold the stick
while the partner reads the
measurement.
d. Do this thrice.
e. The Partner hold the ruler at the top,
allowing it to dangle between the
thumb and fingers of the performer.
f. The partner hold the ruler so that the
12-inch mark is even between the
thumb.
g. The partner drop the ruler without warning
and let the performer catch it with his/her
thumb and index finger.
h. 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 case where the
two scores are the same (for example 18, 18,
25), the repeated score shall be recorded.
Coordination – The ability to use the senses with
the body parts to perform motor tasks smoothly
and accurately.
Juggling
Purpose – to measure the coordination of the
eye and hand
Equipment
Sipa(washer weighing 4 grams with 5 inches
straw or 20 pieces bundled rubber
bands/any similar local materials weighing
4 grams.
Procedure
a. The performer hit the sipa/rubber band/
similar local material alternately with the
right and left palm upward. The height of
the tossed material should at least above
the head.
b. The Partner count how many times the
performer has hit the material with the
right and left hand.
c. Stop the test if the material drops or after
two minutes.
d. 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.
Stork Balance Stand Test
Purpose – to assess ones ability to
maintain equilibrium.
Equipment: Flat, non-slip surface,
stopwatch
Procedure
a. The performer remove 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.
e. The partner start the time as the heel
of the performer is raised off the floor.
f. Stop the time if any of the following
occurs:
* the hand(s) come off the hips
* the supporting foot loses contact with
the knee
* the non-supporting foot loses contact
with the knee
* the heel of the supporting foot
touches the floor.
g. There shall be three (3) trials.
Scoring – record the time taken on
both feet in nearest seconds.
THANK YOU!!!
MAPEH DEPARTMENT
Tagkawayan NHS

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PHYSICAL-FITNESS-TESTS.pptx

  • 1. Special Program in Sports (SPS) And Physical Education
  • 2. 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 the new K to 12 program, conducted through a workshop initiated by the task Force on School Sports (TFSS),
  • 3. and subsequently, by the Bureau of Secondary Education (BSE), gave rise to this Physical Test Manual. It is intended to be used in the public and private elementary and high schools which intend to adopt the program.
  • 4. Passing the prescribe standards is a requirement for admission into the 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 Grade 4 to 10.
  • 5. 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”.
  • 6.  Health-related components refer to those physical attributes which enable a person to cope with the requirements of daily living such as cardio-vascular endurance or stamina, muscular strength and endurance, flexibility and the appropriate body mass index (BMI).
  • 7.  Skill-related components are physical abilities that show potential for good performance in certain skills (usually in sports) like running speed, agility, reaction time or quickness, balance and coordination.
  • 8. In determining the level of health- related and skill-related physical fitness status, several test items are applied. These tests were specifically selected to suit various conditions existing in school such as:
  • 9. 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 test results, and e. challenging yet joyful participation among the pupils and everyone involve in the program.
  • 10. The administration and implementation of the testing program shall be treated as an essential component of the Physical Education and School Sports Programs for both the elementary (Grade 4, 5 and 6) and secondary levels.
  • 11. 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 of physical activities for enhancement of health and skill performance.
  • 12. 4. To gather data for the development of norms and standards. 5. To motivate, guide and counsel pupils/students in selecting sports for recreation, competition and lifetime participation.
  • 13. Test Protocol Explain the purpose and benefits that can be derived from the physical fitness tests. Administer the tests at the beginning of the school year and at the start of the next semester, to monitor improvement/progress.
  • 14. Prepare the following testing paraphernalia: 1. First Aid Kit 2. Drinking Water (instruct students to bring their drinking bottles and small towel or bimpo to wipe their perspiration)
  • 15. 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 measure
  • 16. c. Cardiovascular Endurance – stop watch, step box/stairs d. Muscular Strength – mat e. Speed – stop watch f. Power – meter stick/tape measure g. Agility – tape measure, masking tape/chalk
  • 17. h. Reaction Time – plastic ruler (12 inches) i. Coordination – sipa (washer weighing 4 grams with straw) or 20 pcs. Bundled rubber bands/any similar local materials weighing 4 grams. j. Balance – stop watch
  • 18. Observe the following prior to actual day testing: a. The testing station should be safe and free from obstructions. b. The same equipment and testing stations should be used in the start- of-the-year testing and subsequent testing.
  • 19. c. With the guidance of the teachers, allow students to go through the various tests with minimal effort exerted to familiarize themselves with testing procedures.
  • 20. d. The tests requiring cardio-vascular endurance and those other tests which involve the same muscle groups should not be taken in succession. See suggested sequence of administering the tests. Day 1 Day 2 Day 3 BMI 3 minute step test Basic Plank 40 meter sprint Push Up Stick Drop Test Sit and Reach Hexagon Agility Test Juggling Standing Long Jump Stork Balance Zipper Test
  • 21. e. Let tester record the scores while the students keeps the result of his own performance in the score card. f. The students shall be grouped together and in pairs (buddy system).
  • 22. 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 BMI, the same or similar clothing should be worn by students. Wearing different clothing in all testing sessions for BMI could affect the results.
  • 23. h. The students should take no food or drinks three (3) hours before taking the BMI test. 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.
  • 24. Part I – Health-Related Fitness *Body Composition – is the body’s relative amount of fat to fat-free mass. Formula For Computing Body Mass Index Weight (in Kilograms) Height (in Meters)² Example: _30__ = _30_ = 20.83 (Normal) (1.20)² 1.44
  • 25.
  • 26. 1. Weight – the heaviness or lightness of a person. Equipment: Weighing or Bathroom Scale Calibrated properly Procedure: For Performer: a. Wear Light Clothing before weighing. b. On bare feet, stand erect and still with weight evenly distributed on the center of the scale. Scoring – record body mass to the nearest 0.5 kg.
  • 27. 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
  • 28. For the Performer: a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall where the tape measure is attached. Scoring – record standing height to the nearest 0.1 cm *** 1meter = 100 cm
  • 29. 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.
  • 30. Procedure: 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/cross your fingers over those of your right hand as if to pull a zipper or scratch between the shoulder blades.
  • 31. c. To test the left shoulder, repeat procedure a and b with the left hand over the left shoulder. d. Observe whether the fingers touched or overlapped each other, if not, measure the gap between the middle fingers of both hands. e. Record the distance in centimeter. Scoring – record zipper test to the nearest 0.1 centimeter
  • 32.
  • 33.
  • 34. Sit-and-Reach Purpose – to test the flexibility of the lower extremities (particularly the trunk). Equipment: Tape measure or meter stick
  • 35. a. Interlock thumbs and position the tip of the fingers on the floor without bending the elbows. b. 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.
  • 36. a. Interlock thumbs and position the tip of the fingers on the floor without bending the elbows. b. 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.
  • 37. d. Bouncing or jerking movement is not allowed. e. Do it twice. f. As the performer assumes the (b) procedure, position the zero point of the tape measure.
  • 38. g. See to it that the knees are not bent as the performer slides the farthest distance that he could. Scoring- record the farthest distance between the two trials to the nearest centimeters.
  • 39.
  • 40.
  • 41. 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 the oxygen. Endurance may also refer to the ability of the muscle to do repeated work without fatigue.
  • 42. 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.
  • 43. Procedure 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 the sequence should be alternate. At the signal “Go”, step up and down the step or bench for 3 minutes at a rate of 96 beats per minute. One step consist 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, do it in reverse.
  • 44. c. Used the dominant foot until time are finished. d. Observe proper breathing (inhale with the nose, exhale through the mouth). d. Immediately after the exercise, stand and relax. Locate your pulse and in 5 seconds start to get the heart rate. e. Don’t talk while taking the pulse beat.
  • 45. f. Count the pulse beat for ten (10) seconds and multiply it by 6 g. Get the recovery heart rate one (1) minute after the end of the test. Scoring – record the 60-second heart rate after the activity.
  • 46. 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
  • 47. Procedure a. Lie down on the mat; face down in standard push-up position: palms on the mat about shoulder width, fingers pointing forward, and legs straight, parallel, and slightly apart, with the toes supporting the feet.
  • 48. FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower the arms until there is a 90-degree angle at the elbow (upper arms are parallel to the floor).
  • 49. 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).
  • 50. 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) d. A maximum of 50 push-ups for boys and 25 push-ups for girls. e. 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
  • 51.
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  • 53.
  • 54. Basic Plank Purpose – to measure strength/stability of the core muscles. Equipment- exercise mats or any clean mat, stop watch Procedure a. Assume a push-up position. Rest body on forearms with palms and fingers flat on the floor. Elbows are aligned with shoulders.
  • 55. 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. d. Keep abdominals engaged/contacted; do not let stomach drop or allow hips to rise.
  • 56. e. Give the signal “Start/Go” and start/press the time piece. f. Make sure that the back of the head, neck, spine and ankles are in a straight line. g. Give two (2) warnings.
  • 57. h. Stop the time when the performer can no longer hold the required position, or when the performer has held the position for at least 51 seconds. Holding the plank position beyond 90 seconds is considered unnecessary. Scoring – record the time in the nearest seconds/minute. Maximum of 51 seconds and above for Boys and girls.
  • 58.
  • 59.
  • 60. 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)
  • 61. Procedure 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.
  • 62. d. Set the stopwatch to zero (0) point. e. At the signal “GO” start the watch and stop it as the performer crossed the finish line. Scoring – Record the time in nearest minutes and seconds.
  • 63.
  • 64.
  • 65. 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 leg muscles. Equipment: Tape Measure/ Meter Stick
  • 66. Procedure 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.
  • 67. c. Do not control the momentum of the jump (continuously move forward). d. Must land on both feet. e. Place zero point of the tape measure at the take-off line.
  • 68. f. 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. g. Perform the test twice in succession. h. Record the distance of the two trials. Scoring – record the best distance in meters to the nearest 0.1 centimeters.
  • 69.
  • 70.
  • 71. Agility – is the ability to move in different directions quickly using a combination of balance, coordination, speed, strength, and endurance. Hexagon Agility Test Purpose – to measure the ability of the body to move in different directions quickly.
  • 72. Equipment : Tape Measure, Stopwatch, Chalk/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 degrees.
  • 73. Procedure 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.
  • 74. c. Rest for 20 seconds. d. Repeat the test counter clockwise. e. Start the time at the signal go and stop once the performer reached the side before the side where he/she started.
  • 75. f. Record the time of each revolution. g. Restart the test if the performer jumps on the wrong side or steps on the line. Scoring – Add the time of the two revolutions and divide by 2 to get the average. Record the time in the nearest minutes and seconds.
  • 76. Score Standard Interpretation 0 OVER 25 seconds Poor 1 21-25 seconds Needs Improvement 2 16-20 seconds Fair 3 11-15 seconds Good 4 6-10 seconds Very Good 5 5 seconds and BELOW Excellent
  • 77.
  • 78. Reaction Time – The amount of time it takes to respond to a stimulus Stick Drop Test Purpose – to measure the time to respond to a stimulus Equipment 1. 24-inch or 12- inch ruler 2. Arm chair or table and chair
  • 79. Procedure 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.
  • 80. c. Catch the ruler/stick with the thumb and index finger without lifting the elbow from the desk/table as the partner drops the stick. Hold the stick while the partner reads the measurement. d. Do this thrice.
  • 81. e. The Partner hold the ruler at the top, allowing it to dangle between the thumb and fingers of the performer. f. The partner hold the ruler so that the 12-inch mark is even between the thumb.
  • 82. g. The partner drop the ruler without warning and let the performer catch it with his/her thumb and index finger. h. 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 case where the two scores are the same (for example 18, 18, 25), the repeated score shall be recorded.
  • 83.
  • 84.
  • 85. Coordination – The ability to use the senses with the body parts to perform motor tasks smoothly and accurately. Juggling Purpose – to measure the coordination of the eye and hand Equipment Sipa(washer weighing 4 grams with 5 inches straw or 20 pieces bundled rubber bands/any similar local materials weighing 4 grams.
  • 86. Procedure a. The performer hit the sipa/rubber band/ similar local material alternately with the right and left palm upward. The height of the tossed material should at least above the head. b. The Partner count how many times the performer has hit the material with the right and left hand.
  • 87. c. Stop the test if the material drops or after two minutes. d. There shall be three (3) trials. Scoring – record the highest number of hits the performer has done.
  • 88.
  • 89.
  • 90. Balance – is the maintenance of equilibrium while stationary or while moving. Stork Balance Stand Test Purpose – to assess ones ability to maintain equilibrium. Equipment: Flat, non-slip surface, stopwatch
  • 91. Procedure a. The performer remove 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.
  • 92. e. The partner start the time as the heel of the performer is raised off the floor. f. Stop the time if any of the following occurs: * the hand(s) come off the hips * the supporting foot loses contact with the knee
  • 93. * the non-supporting foot loses contact with the knee * the heel of the supporting foot touches the floor. g. There shall be three (3) trials. Scoring – record the time taken on both feet in nearest seconds.
  • 94.
  • 95.