The document provides guidelines for administering physical fitness tests to students. It outlines tests to measure various components of physical fitness, including:
1. Health-related components like body mass index, flexibility, cardiovascular endurance, strength, and core stability.
2. Skill-related components like speed, power, agility, reaction time, coordination, and balance.
The tests are designed to be implemented in schools to evaluate students' physical fitness levels, identify strengths and weaknesses, and motivate students to participate in physical activities. Detailed procedures are provided for administering each test.
Biochemical changes during high altitude mountaineeringratkins5
This document discusses various biochemical changes that occur in the body during high altitude mountaineering. It explains that decreased oxygen levels at altitude can cause illnesses like altitude sickness. The body responds through acclimatization over days or weeks, including increases in red blood cells, kidney compensation through water loss, and improved mitochondria in muscles. Genetic adaptations are seen in Tibetan Sherpas, like variants of the EPAS1 gene that regulate oxygen carrying capacity of the blood and reduce risks of illness.
The document summarizes four standard throwing events in track and field: shot put, discus, hammer, and javelin. It describes that each event involves implements of different weights and shapes that are hurled for distance. It provides details on techniques and regulations for the shot put and javelin throw, such as the shot put involving putting a metal ball from a circle using one hand, and javelins requiring a minimum weight and length that are thrown as far as possible using one arm.
Throwing, pitching, catching, hitting, and base running are the basic skills in baseball and softball. The document outlines the proper techniques for each skill. Throwing involves gripping the ball, winding up the arm, delivering the throw, and following through. Pitching starts with a wind-up and weight shift. Catching receives thrown balls. Hitting requires gripping the bat correctly and having the proper stance, stride, and swing. Base running allows players to advance safely between bases with speed and agility.
The document discusses several principles of exercise and strength training, including specificity, overload, progression, and reversibility. It provides examples and studies to illustrate each principle. Specificity refers to the body adapting specifically to the demands placed on it during exercise. The overload principle notes that the body only adapts when under greater stress than usual. Progression means building up training in a step-wise manner. Reversibility means adaptations are lost if training stops or decreases.
Physical Education project presentation of combative sports. General Mariano Alvarez Technical High School
General Mariano Alvarez, Cavite, Philippines
Grade 11 - F. Baltazar (S.Y. 2016 - 2017)
PE 7 | Lesson 2: PHYSICAL FITNESS TEST AND ASSESSMENTAngela Mae Alba
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.
The document provides information about the sport of shot put, including:
1) A definition and brief history noting ancient Greeks and Scots participating in similar activities.
2) Current rules around uniforms, preparation, equipment specifications, and the competition area.
3) Techniques for properly gripping the shot, delivering the throw from the neck and power positions, and gliding into position.
4) Examples of notable Olympic shot put champions from the early modern Games to present day.
This document discusses individual sports and athletics. It defines athletics as a collection of competitive running, jumping, throwing and walking events. It describes athletics facilities like tracks and fields for events. It discusses equipment used in athletics like discus, shotput and javelin. It explains the phases of sprinting as starting, acceleration, constant speed, and deceleration. It defines jogging as running at a slow pace and lists benefits as achieving fitness, weight loss, stress relief, and disease prevention.
Biochemical changes during high altitude mountaineeringratkins5
This document discusses various biochemical changes that occur in the body during high altitude mountaineering. It explains that decreased oxygen levels at altitude can cause illnesses like altitude sickness. The body responds through acclimatization over days or weeks, including increases in red blood cells, kidney compensation through water loss, and improved mitochondria in muscles. Genetic adaptations are seen in Tibetan Sherpas, like variants of the EPAS1 gene that regulate oxygen carrying capacity of the blood and reduce risks of illness.
The document summarizes four standard throwing events in track and field: shot put, discus, hammer, and javelin. It describes that each event involves implements of different weights and shapes that are hurled for distance. It provides details on techniques and regulations for the shot put and javelin throw, such as the shot put involving putting a metal ball from a circle using one hand, and javelins requiring a minimum weight and length that are thrown as far as possible using one arm.
Throwing, pitching, catching, hitting, and base running are the basic skills in baseball and softball. The document outlines the proper techniques for each skill. Throwing involves gripping the ball, winding up the arm, delivering the throw, and following through. Pitching starts with a wind-up and weight shift. Catching receives thrown balls. Hitting requires gripping the bat correctly and having the proper stance, stride, and swing. Base running allows players to advance safely between bases with speed and agility.
The document discusses several principles of exercise and strength training, including specificity, overload, progression, and reversibility. It provides examples and studies to illustrate each principle. Specificity refers to the body adapting specifically to the demands placed on it during exercise. The overload principle notes that the body only adapts when under greater stress than usual. Progression means building up training in a step-wise manner. Reversibility means adaptations are lost if training stops or decreases.
Physical Education project presentation of combative sports. General Mariano Alvarez Technical High School
General Mariano Alvarez, Cavite, Philippines
Grade 11 - F. Baltazar (S.Y. 2016 - 2017)
PE 7 | Lesson 2: PHYSICAL FITNESS TEST AND ASSESSMENTAngela Mae Alba
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.
The document provides information about the sport of shot put, including:
1) A definition and brief history noting ancient Greeks and Scots participating in similar activities.
2) Current rules around uniforms, preparation, equipment specifications, and the competition area.
3) Techniques for properly gripping the shot, delivering the throw from the neck and power positions, and gliding into position.
4) Examples of notable Olympic shot put champions from the early modern Games to present day.
This document discusses individual sports and athletics. It defines athletics as a collection of competitive running, jumping, throwing and walking events. It describes athletics facilities like tracks and fields for events. It discusses equipment used in athletics like discus, shotput and javelin. It explains the phases of sprinting as starting, acceleration, constant speed, and deceleration. It defines jogging as running at a slow pace and lists benefits as achieving fitness, weight loss, stress relief, and disease prevention.
The document discusses the principles of exercise training and their application, including definitions of key terms like training and exercise. It outlines the principles of individuality, specificity, periodization, overload, and reversibility. It provides examples of how to implement progressive overload through increasing frequency, intensity, time, and type of exercise over time. Clinical application of training principles and guidelines from organizations for different populations are also reviewed.
Fitness program: 5 steps to get started
Are you thinking about starting a fitness program? Good for you! You're only five steps away from a healthier lifestyle.
1. Assess your fitness level. You probably have some idea of how to fit you are. But assessing and recording baseline fitness scores can give you benchmarks against which to measure your progress. To assess your aerobic and muscular fitness, flexibility, and body composition.
2. Design your fitness program. It's easy to say that you'll exercise every day. But you'll need a plan.
3. Assemble your equipment. You'll probably start with athletic shoes. Be sure to pick shoes designed for the activity you have in mind. For example, running shoes are lighter in weight than more supportive cross-training shoes.
4. Get started
Start slowly and build up gradually. Give yourself plenty of time to warm up and cool down with easy walking or gentle stretching. Then speed up to a pace you can continue for five to 10 minutes without getting overly tired. As your stamina improves, gradually increase the amount of time you exercise. Work your way up to 30 to 60 minutes of exercise most days of the week.
Break things up if you have to. You don't have to do all your exercise at once so you can weave in activity throughout your day. Shorter but more-frequent sessions have aerobic benefits, too. Exercising in short sessions a few times a day may fit your schedule better than a single 30-minute session. Any amount of activity is better than none at all.
Be creative. Maybe your workout routine includes various activities, such as walking, bicycling, or rowing. But don't stop there. Take a weekend hike with your family or spend an evening ballroom dancing. Find activities you enjoy to add to your fitness routine.
Listen to your body. If you feel pain, shortness of breath, dizziness, or nausea, take a break. You may be pushing yourself too hard.
Be flexible. If you're not feeling good, permit yourself to take a day or two off.
5. Monitor your progress. Retake your fitness assessment six weeks after you start your program and then again every few months. You may notice that you need to increase the amount of time you exercise to continue improving. Or you may be pleasantly surprised to find that you're exercising just the right amount to meet your fitness goals. Starting an exercise program is an important decision. But it doesn't have to be an overwhelming one. By planning carefully and pacing yourself, you can establish a healthy habit that lasts a lifetime. (Mayo Clinic)
This document provides an overview of Modern Arnis including its history, values, equipment, techniques, and principles. It discusses how Arnis originated from Kali in the Philippines before Spanish colonization. It was later renamed Arnis and established as the national sport. The document outlines the 6 stances, 7 basic striking techniques, 3 thrusting techniques, 12 vital striking points, and 5 blocking techniques that are core components of Modern Arnis training. It provides details on the form and application of each technique.
Dlp grade 9 mapeh indoor & outdoor janemilyorallo
The document outlines a daily lesson plan for a MAPEH (Music, Arts, Physical Education, and Health) class in Grade 9. The lesson plan covers indoor and outdoor sports, with a focus on teaching students about badminton. The objectives are to define indoor and outdoor sports, identify examples of each, teach badminton skills, promote an active lifestyle, and explain how sports impact health. Students will learn about badminton equipment and skills like serving, receiving, and smashing. They will play badminton and be evaluated on their skills.
The document provides information on various physical fitness tests that can be used to assess components of physical fitness. It describes tests that measure components like body composition, flexibility, muscular strength and endurance, cardio-respiratory endurance and power. The tests include body mass index, sit and reach, partial curl-ups, trunk lift, push-ups, 1-km run/walk, standing long jump and 40-meter sprint. The document explains the purpose, equipment, procedures and scoring for each of the physical fitness tests.
The document outlines the physical education (PE) uniform requirements, grading system, classroom rules and expectations, and sample PE activities for students. It includes details on the proper PE attire, procedures for medical excuses, and how performances on written works, exams and tasks contribute to grades. Classroom guidelines promote punctuality, uniform compliance, participation and respect. Sample activities cover warm-up games, self-reflections and skill assessments related to health and fitness.
This document discusses the five main components of health-related fitness: body composition, cardiovascular fitness, muscular strength, muscular endurance, and flexibility. It provides definitions and examples for each component, describing how they can be measured and improved through different types of exercises. The document also covers related topics like target heart rate zones, types of muscle contractions, and principles of flexibility and training.
The document discusses the history and classification of sports. It notes that sports have been practiced formally since the first Olympic Games in 776 BC in ancient Greece. Sports are classified as individual, dual, or team based on the number of participants. Individual sports involve one athlete, dual sports two athletes, and team sports three or more athletes competing together. Sports provide both physical and mental health benefits, with physical sports improving cardiovascular health and mental sports enhancing concentration and reducing stress.
This document discusses the 2nd category of physical fitness, which involves components related to enhanced sports performance such as agility, balance, coordination, power, speed, and reaction time. Each component is defined and examples are provided of how it relates to different sports. The components will be assessed using various performance measures and drills.
This document provides information about sports officiating as a module in Physical Education 9. It includes an introduction to sports officiating, pre-assessment activities such as a PAR-Q questionnaire and fitness assessment, instructional activities focused on first aid, and readings on common injuries and their treatment. The goal is to introduce students to the roles and responsibilities of sports officials while also improving their fitness, management skills, and behaviors through both classroom and practical activities related to officiating games.
This document outlines the warm-up, fundamental skills, and cool-down exercises for Arnis training. The warm-up includes jogging, shuffling, kicking exercises. Fundamental Arnis skills taught are proper grip, basic stance, salutation, fighting stance, forward stance, and backward stance. Cool-down involves static stretching of the wrists, fingers, overhead, chest, triceps, elbows, and back. Participants are instructed to practice these warm-up, skills, and cool-down exercises in groups.
The document discusses two sports - futsal and basketball. It describes the origins and introduction of futsal in Uruguay and the Philippines. The basic skills needed for futsal are also outlined, including kicking, dribbling, passing, heading, and tackling. For basketball, the goal is to shoot the ball through the hoop, and key skills include shooting, dribbling, passing, and rebounding. Examples of defensive formations in futsal are also provided.
Physical fitness is defined as the physical condition resulting from different fitness components working together to influence overall physical efficiency. The document outlines various components of physical fitness including endurance, power, speed, and stretch. It provides examples and brief methodologies for each component, describing how endurance involves exercise over long periods of time, power involves exercising against resistance, speed focuses on high velocity over short distances, and stretch aims to improve joint range of movement.
The document discusses creating an effective exercise program by understanding the components of physical fitness and skill-related fitness. It outlines the five components of physical fitness as body composition, cardiovascular endurance, flexibility, muscular endurance, and muscular strength. The six components of skill-related fitness are agility, balance, coordination, power, reaction time, and speed. The document provides examples of how different types of athletes may focus on different components in their training. It also discusses setting goals for an exercise program and the health benefits of regular exercise such as improved heart and lung function, weight management, and reduced disease risk.
This document provides information about street and hip-hop dance styles taught in a 10th grade physical education class. It defines street dance as styles performed outside dance studios, often improvisationally. Hip-hop dance is described as a cultural movement known for its impact on music, specifically hip-hop music. Several street dance styles are then outlined, including b-boying/breakdancing, popping, locking, krumping, tutting, shuffling, and waacking. The origins and characteristics of these styles are described.
Music 7 2nd Quarter Lesson 4 music of the visayasElaine Maspinas
The document provides information about music from the Visayas region of the Philippines. It discusses various vocal and instrumental music styles. For vocal music, it mentions balitaw which is a song-and-dance debate between a man and woman, and lists some examples of Visayan love songs, courting songs, drinking songs, children's songs, and work songs. For instrumental music, it describes rondalla which is a string ensemble from Spain played with a pick or plectrum, and lists common rondalla instruments. It also discusses tultogan which is a bamboo and drum ensemble, and binanog which is a gong, drum and wooden percussion ensemble that accompanies a dance.
- Zumba is a dance fitness program featuring movements inspired by Latin American dances like salsa, merengue, and samba.
- It was created in the 1990s in Colombia by Alberto Perez and has grown into one of the largest dance fitness programs worldwide.
- Zumba classes are high energy workouts that use fast and slow rhythms to tone and sculpt the body, providing both cardiovascular and muscle benefits.
Table tennis, originally called ping pong, is a sport played with paddles and a lightweight ball on a table divided by a net. It was developed in England in the late 1800s as an after-dinner game for British officers stationed in Asia and Africa. Table tennis requires excellent hand-eye coordination and concentration from players as they must position the ball with spin to different areas of the opponent's side of the table. The sport grew in popularity and the first World Championship was held in 1927, with Olympic table tennis debuting in 1988. Key skills include forehand and backhand strokes with topspin or backspin as well as serving.
Principles of fitness assessment studentLeesah Mapa
1. Conduct a thorough medical evaluation and obtain physician clearance due to his high risk status.
2. Begin with a low-intensity walking program and slowly progress the duration over weeks to minimize risk.
3. Closely monitor Spencer's symptoms and vital signs during exercise for safety.
4. Reassess his risk profile regularly and adjust the program under medical supervision.
The document discusses aerobic dancing as a form of exercise that provides various health benefits such as keeping arteries clear, managing cholesterol, reducing stress, and improving mood. It then lists specific types of aerobic dance like Zumba, jazzercise, ballroom dancing, and belly dancing. The document also discusses strength training and its benefits, providing examples of exercises and tips. Benefits of strength training include increased muscle mass, stronger bones, flexibility, weight control, and balance.
The document describes the objectives and protocols for a Physical Fitness Test (PFT) used in the Philippines. The PFT aims to test students' health-related fitness components like cardiovascular endurance, muscular strength and endurance, flexibility, and body composition. It also tests skill-related components like speed, power, agility, reaction time, coordination, and balance. The test involves various events administered over multiple days, including the 3-minute step test, push-ups, sit-and-reach, and 40-meter sprint. Detailed procedures are provided for administering each test and scoring student performance.
The document provides information on physical fitness tests introduced for the Special Program in Sports and new K-12 program in the Philippines. It discusses the objectives of establishing new testing protocols that are more appropriate and outlines the test components and administration procedures. The tests measure health-related fitness components like cardiovascular endurance, muscular strength and endurance, flexibility, and body composition. They also assess skill-related components such as speed, power, agility, reaction time, coordination, and balance. Detailed instructions are provided on how to perform and score 12 different fitness tests, including the 3-minute step test, push-ups, plank, standing long jump, and 40-meter sprint.
The document discusses the principles of exercise training and their application, including definitions of key terms like training and exercise. It outlines the principles of individuality, specificity, periodization, overload, and reversibility. It provides examples of how to implement progressive overload through increasing frequency, intensity, time, and type of exercise over time. Clinical application of training principles and guidelines from organizations for different populations are also reviewed.
Fitness program: 5 steps to get started
Are you thinking about starting a fitness program? Good for you! You're only five steps away from a healthier lifestyle.
1. Assess your fitness level. You probably have some idea of how to fit you are. But assessing and recording baseline fitness scores can give you benchmarks against which to measure your progress. To assess your aerobic and muscular fitness, flexibility, and body composition.
2. Design your fitness program. It's easy to say that you'll exercise every day. But you'll need a plan.
3. Assemble your equipment. You'll probably start with athletic shoes. Be sure to pick shoes designed for the activity you have in mind. For example, running shoes are lighter in weight than more supportive cross-training shoes.
4. Get started
Start slowly and build up gradually. Give yourself plenty of time to warm up and cool down with easy walking or gentle stretching. Then speed up to a pace you can continue for five to 10 minutes without getting overly tired. As your stamina improves, gradually increase the amount of time you exercise. Work your way up to 30 to 60 minutes of exercise most days of the week.
Break things up if you have to. You don't have to do all your exercise at once so you can weave in activity throughout your day. Shorter but more-frequent sessions have aerobic benefits, too. Exercising in short sessions a few times a day may fit your schedule better than a single 30-minute session. Any amount of activity is better than none at all.
Be creative. Maybe your workout routine includes various activities, such as walking, bicycling, or rowing. But don't stop there. Take a weekend hike with your family or spend an evening ballroom dancing. Find activities you enjoy to add to your fitness routine.
Listen to your body. If you feel pain, shortness of breath, dizziness, or nausea, take a break. You may be pushing yourself too hard.
Be flexible. If you're not feeling good, permit yourself to take a day or two off.
5. Monitor your progress. Retake your fitness assessment six weeks after you start your program and then again every few months. You may notice that you need to increase the amount of time you exercise to continue improving. Or you may be pleasantly surprised to find that you're exercising just the right amount to meet your fitness goals. Starting an exercise program is an important decision. But it doesn't have to be an overwhelming one. By planning carefully and pacing yourself, you can establish a healthy habit that lasts a lifetime. (Mayo Clinic)
This document provides an overview of Modern Arnis including its history, values, equipment, techniques, and principles. It discusses how Arnis originated from Kali in the Philippines before Spanish colonization. It was later renamed Arnis and established as the national sport. The document outlines the 6 stances, 7 basic striking techniques, 3 thrusting techniques, 12 vital striking points, and 5 blocking techniques that are core components of Modern Arnis training. It provides details on the form and application of each technique.
Dlp grade 9 mapeh indoor & outdoor janemilyorallo
The document outlines a daily lesson plan for a MAPEH (Music, Arts, Physical Education, and Health) class in Grade 9. The lesson plan covers indoor and outdoor sports, with a focus on teaching students about badminton. The objectives are to define indoor and outdoor sports, identify examples of each, teach badminton skills, promote an active lifestyle, and explain how sports impact health. Students will learn about badminton equipment and skills like serving, receiving, and smashing. They will play badminton and be evaluated on their skills.
The document provides information on various physical fitness tests that can be used to assess components of physical fitness. It describes tests that measure components like body composition, flexibility, muscular strength and endurance, cardio-respiratory endurance and power. The tests include body mass index, sit and reach, partial curl-ups, trunk lift, push-ups, 1-km run/walk, standing long jump and 40-meter sprint. The document explains the purpose, equipment, procedures and scoring for each of the physical fitness tests.
The document outlines the physical education (PE) uniform requirements, grading system, classroom rules and expectations, and sample PE activities for students. It includes details on the proper PE attire, procedures for medical excuses, and how performances on written works, exams and tasks contribute to grades. Classroom guidelines promote punctuality, uniform compliance, participation and respect. Sample activities cover warm-up games, self-reflections and skill assessments related to health and fitness.
This document discusses the five main components of health-related fitness: body composition, cardiovascular fitness, muscular strength, muscular endurance, and flexibility. It provides definitions and examples for each component, describing how they can be measured and improved through different types of exercises. The document also covers related topics like target heart rate zones, types of muscle contractions, and principles of flexibility and training.
The document discusses the history and classification of sports. It notes that sports have been practiced formally since the first Olympic Games in 776 BC in ancient Greece. Sports are classified as individual, dual, or team based on the number of participants. Individual sports involve one athlete, dual sports two athletes, and team sports three or more athletes competing together. Sports provide both physical and mental health benefits, with physical sports improving cardiovascular health and mental sports enhancing concentration and reducing stress.
This document discusses the 2nd category of physical fitness, which involves components related to enhanced sports performance such as agility, balance, coordination, power, speed, and reaction time. Each component is defined and examples are provided of how it relates to different sports. The components will be assessed using various performance measures and drills.
This document provides information about sports officiating as a module in Physical Education 9. It includes an introduction to sports officiating, pre-assessment activities such as a PAR-Q questionnaire and fitness assessment, instructional activities focused on first aid, and readings on common injuries and their treatment. The goal is to introduce students to the roles and responsibilities of sports officials while also improving their fitness, management skills, and behaviors through both classroom and practical activities related to officiating games.
This document outlines the warm-up, fundamental skills, and cool-down exercises for Arnis training. The warm-up includes jogging, shuffling, kicking exercises. Fundamental Arnis skills taught are proper grip, basic stance, salutation, fighting stance, forward stance, and backward stance. Cool-down involves static stretching of the wrists, fingers, overhead, chest, triceps, elbows, and back. Participants are instructed to practice these warm-up, skills, and cool-down exercises in groups.
The document discusses two sports - futsal and basketball. It describes the origins and introduction of futsal in Uruguay and the Philippines. The basic skills needed for futsal are also outlined, including kicking, dribbling, passing, heading, and tackling. For basketball, the goal is to shoot the ball through the hoop, and key skills include shooting, dribbling, passing, and rebounding. Examples of defensive formations in futsal are also provided.
Physical fitness is defined as the physical condition resulting from different fitness components working together to influence overall physical efficiency. The document outlines various components of physical fitness including endurance, power, speed, and stretch. It provides examples and brief methodologies for each component, describing how endurance involves exercise over long periods of time, power involves exercising against resistance, speed focuses on high velocity over short distances, and stretch aims to improve joint range of movement.
The document discusses creating an effective exercise program by understanding the components of physical fitness and skill-related fitness. It outlines the five components of physical fitness as body composition, cardiovascular endurance, flexibility, muscular endurance, and muscular strength. The six components of skill-related fitness are agility, balance, coordination, power, reaction time, and speed. The document provides examples of how different types of athletes may focus on different components in their training. It also discusses setting goals for an exercise program and the health benefits of regular exercise such as improved heart and lung function, weight management, and reduced disease risk.
This document provides information about street and hip-hop dance styles taught in a 10th grade physical education class. It defines street dance as styles performed outside dance studios, often improvisationally. Hip-hop dance is described as a cultural movement known for its impact on music, specifically hip-hop music. Several street dance styles are then outlined, including b-boying/breakdancing, popping, locking, krumping, tutting, shuffling, and waacking. The origins and characteristics of these styles are described.
Music 7 2nd Quarter Lesson 4 music of the visayasElaine Maspinas
The document provides information about music from the Visayas region of the Philippines. It discusses various vocal and instrumental music styles. For vocal music, it mentions balitaw which is a song-and-dance debate between a man and woman, and lists some examples of Visayan love songs, courting songs, drinking songs, children's songs, and work songs. For instrumental music, it describes rondalla which is a string ensemble from Spain played with a pick or plectrum, and lists common rondalla instruments. It also discusses tultogan which is a bamboo and drum ensemble, and binanog which is a gong, drum and wooden percussion ensemble that accompanies a dance.
- Zumba is a dance fitness program featuring movements inspired by Latin American dances like salsa, merengue, and samba.
- It was created in the 1990s in Colombia by Alberto Perez and has grown into one of the largest dance fitness programs worldwide.
- Zumba classes are high energy workouts that use fast and slow rhythms to tone and sculpt the body, providing both cardiovascular and muscle benefits.
Table tennis, originally called ping pong, is a sport played with paddles and a lightweight ball on a table divided by a net. It was developed in England in the late 1800s as an after-dinner game for British officers stationed in Asia and Africa. Table tennis requires excellent hand-eye coordination and concentration from players as they must position the ball with spin to different areas of the opponent's side of the table. The sport grew in popularity and the first World Championship was held in 1927, with Olympic table tennis debuting in 1988. Key skills include forehand and backhand strokes with topspin or backspin as well as serving.
Principles of fitness assessment studentLeesah Mapa
1. Conduct a thorough medical evaluation and obtain physician clearance due to his high risk status.
2. Begin with a low-intensity walking program and slowly progress the duration over weeks to minimize risk.
3. Closely monitor Spencer's symptoms and vital signs during exercise for safety.
4. Reassess his risk profile regularly and adjust the program under medical supervision.
The document discusses aerobic dancing as a form of exercise that provides various health benefits such as keeping arteries clear, managing cholesterol, reducing stress, and improving mood. It then lists specific types of aerobic dance like Zumba, jazzercise, ballroom dancing, and belly dancing. The document also discusses strength training and its benefits, providing examples of exercises and tips. Benefits of strength training include increased muscle mass, stronger bones, flexibility, weight control, and balance.
The document describes the objectives and protocols for a Physical Fitness Test (PFT) used in the Philippines. The PFT aims to test students' health-related fitness components like cardiovascular endurance, muscular strength and endurance, flexibility, and body composition. It also tests skill-related components like speed, power, agility, reaction time, coordination, and balance. The test involves various events administered over multiple days, including the 3-minute step test, push-ups, sit-and-reach, and 40-meter sprint. Detailed procedures are provided for administering each test and scoring student performance.
The document provides information on physical fitness tests introduced for the Special Program in Sports and new K-12 program in the Philippines. It discusses the objectives of establishing new testing protocols that are more appropriate and outlines the test components and administration procedures. The tests measure health-related fitness components like cardiovascular endurance, muscular strength and endurance, flexibility, and body composition. They also assess skill-related components such as speed, power, agility, reaction time, coordination, and balance. Detailed instructions are provided on how to perform and score 12 different fitness tests, including the 3-minute step test, push-ups, plank, standing long jump, and 40-meter sprint.
The document outlines physical fitness test protocols that were developed for use in Philippine schools. It discusses the objectives of establishing testing standards for health-related and skill-related physical fitness. The tests are designed to be simple to administer and use basic equipment. Example tests described in detail include the body mass index, height, shoulder flexibility zipper test, lower back flexibility sit and reach test. Detailed instructions are provided on administering each test and how to record results.
The document provides information on physical fitness tests that are used to assess students' health-related and skill-related physical fitness. It outlines the objectives of the tests, which are to determine students' fitness levels, identify strengths and weaknesses, provide baseline data for activity selection, and gather data for standards development. Test protocols and administration procedures are also described, including preparing materials, demonstrating proper form, and recording results. Specific tests are explained in detail covering equipment needs, procedures for the performer and partner, and scoring methods. The tests assess components like body composition, flexibility, cardiovascular endurance, strength, speed, power, agility, reaction time, coordination, and balance.
The document describes the protocol for administering physical fitness tests to students in the Philippines. It outlines tests to measure various components of health-related and skill-related fitness, including body mass index, flexibility, cardiovascular endurance, strength, speed, and power. The tests are designed to be implemented in schools to assess student fitness levels, identify strengths and weaknesses, provide baseline data for activity selection, and gather data for standards development. Detailed procedures are provided for administering each test, including necessary equipment and roles for the student and test administrator.
The document outlines physical fitness tests to assess health-related components like cardiovascular endurance, muscular strength and endurance, flexibility, and body composition as well as skill-related components like speed, power, agility, reaction time, and balance. It provides the objectives, equipment needed, and testing protocols for various assessments like the 3-minute step test, push-ups, plank, sit-and-reach, 40-meter sprint, standing long jump, and hexagon agility test. The tests are intended to evaluate students' physical fitness for admission to special sports programs and incorporation into the K-12 physical education curriculum.
- Operate the metronome or clicker at 96
beats per minute.
- Start and stop the stopwatch.
- Record the recovery heart rate.
Scoring:
- Record the recovery heart rate in beats per
minute.
This document outlines the DepEd Physical Fitness Test in the Philippines. It introduces the test and its goals, which are to determine fitness levels, identify strengths/weaknesses, and gather data. The test measures both health-related and skill-related fitness components. It consists of several stations that test items like body composition, flexibility, cardiovascular endurance, muscular strength, and more. Detailed protocols are provided for administering each component of the test.
The document provides information about the DepED Physical Fitness Test in the Philippines, including its goals, components, and specific tests. The test aims to evaluate students' health-related and skill-related fitness. It consists of various fitness tests to measure components like body composition, flexibility, cardiovascular endurance, strength, speed, power, agility, reaction time, and coordination. Detailed instructions are provided for administering tests to measure factors like BMI, waist circumference, push-ups, curl-ups, sprinting speed, basketball throw, long jump, agility, and reaction time. The test is intended to assess students' fitness levels, identify strengths/areas for improvement, and guide choices of physical activities.
The document discusses the administration of a physical fitness test (PFT) given to students. It describes the PFT as measuring both health-related fitness and skill-related fitness. It then lists the specific tests administered to evaluate components of fitness like body composition, flexibility, muscular strength, endurance, and skill-related areas like speed, agility, coordination, and balance. The document provides detailed procedures and protocols for administering each test to determine students' physical fitness levels.
The document outlines the purpose and procedures for administering physical fitness tests to students. It discusses assessing various components of physical fitness like cardiovascular endurance, muscular strength, flexibility, and skill-related components. The tests are intended to evaluate students' current fitness levels, identify areas for improvement, and monitor progress over time.
The document outlines the purpose and procedures for administering physical fitness tests to students to assess their health and skill levels, identify strengths and weaknesses, and monitor improvement. It provides details on the specific tests to be administered, the required equipment, safety considerations, procedures for testing, and how to record and report results. The tests are intended to evaluate various components of physical fitness including body composition, flexibility, cardiovascular endurance, strength, power, agility, reaction time, coordination, and balance.
This document provides information and guidelines for administering a revised physical fitness test (RPFT). It outlines the objectives and components of the RPFT, which include measures of body composition, flexibility, cardiovascular endurance, strength, and skill-related fitness. Detailed procedures and scoring rubrics are provided for each test, including pushups, sit-and-reach, step test, plank, sprint, long jump, hexagon agility, and stick drop reaction time. The goals are to evaluate students' fitness levels, identify strengths and weaknesses, provide health data, and motivate lifelong fitness participation.
This document provides information on assessing various components of physical fitness, including body composition, flexibility, strength, and cardiovascular endurance. It describes tests to measure each component and how to interpret the results. The tests included are body mass index, waist circumference, zipper test, sit-and-reach, push-ups, plank, and step test. Scoring methods and standards for each test are provided to determine if a person's fitness level is excellent, very good, good, fair, or needs improvement. The document aims to outline a revised physical fitness test that measures health-related aspects of physical fitness.
This document defines key terms related to testing, measurement, and evaluation in physical education. It defines a test as a method to determine a student's abilities, while measurement is the process of determining a ratio to a standard unit. Evaluation is the critical assessment of a program's goals. The document also discusses the importance of testing, measurement, and evaluation for progress monitoring, motivation, and predicting achievement. It provides examples of calculating BMI, waist-to-hip ratio, and somatotypes. Finally, it describes several tests used to measure health-related fitness components.
Test and measurment in sports Class XII -UNIT 6 PPTKirtiSharma253
This document provides information on various tests used to measure motor fitness and cardiovascular fitness in sports. It describes tests like the 50m sprint, 600m run, sit-and-reach, pushups, broad jump, shuttle run and Harvard step test. Each test is explained with its purpose, equipment needed, procedure and scoring. The Harvard step test and Rockport walk test are described in detail for measuring cardiovascular endurance. Formulas are provided for calculating the fitness index from results of the Harvard step test.
This document discusses fitness testing for students. It aims to have students determine their fitness levels in areas like cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition. Several tests are described to measure each component, like the three-minute step test for cardiorespiratory fitness and the curl-up test for abdominal muscular endurance. The document provides procedures for administering each test and scales for interpreting results. The overall goal is for students to learn about their health and fitness, identify strengths and weaknesses, and use the baseline information to set goals and create exercise plans.
The document outlines the Physical Fitness Test protocol used in Philippine schools. It was developed to assess students' physical fitness levels based on health-related and skill-related components. The test consists of various stations that measure attributes like body composition, flexibility, cardiovascular endurance, muscular strength, speed, power, agility, reaction time, coordination, and balance. Schools administer the test to students in grades 4-10 at the beginning and end of each school year to track fitness levels and inform physical activity planning.
kindl
Physical education, often abbreviated to Phys Ed. or P.E., is a subject taught in schools around the world. It is usually taught during primary and secondary education, and encourages psychomotor learning by using a play and movement exploration setting to promote health and physical fitness.[1] Activities in P.E. include football, netball, hockey, rounders, cricket, four square, racing, and numerous other children's games. Physical education also teaches nutrition, healthy habits, and individuality of needs.[2]
Physical education programs vary all over the world. When taught correctly, P.E. class can produce positive effects on students' health, behavior, and academic performance.[3]
Contents
1 Pedagogy
1.1 Technology use in physical education
2 By location
2.1 Asia
2.1.1 Philippines
2.1.2 Singapore
2.2 Australia
2.3 Europe
2.3.1 Ireland
2.3.2 Poland
2.3.3 Sweden
2.3.4 United Kingdom
2.4 North America
2.4.1 Canada
2.4.2 United States
3 See also
4 References
5 External links
Pedagogy
Young Portuguese children participating in a school race.
The main goals in teaching modern physical education are:[4]
To expose children and teens to a wide variety of exercise and healthy activities. Because P.E. can be accessible to nearly all children, it is one of the only opportunities that can guarantee beneficial and healthy activity in children.
To teach skills to maintain a lifetime of fitness as well as health.
To encourage self-reporting and monitoring of exercise.
To individualize duration, intensity, and type of activity.
To focus feedback on the work, rather than the result.
To provide active role models.
It is critical for physical educators to foster and strengthen developing motor skills and to provide children and teens with a basic skill set that builds their movement repertoire, which allows students to engage in various forms of games, sports, and other physical activities throughout their lifetime.[5]
These goals can be achieved in a variety of ways. National, state, and local guidelines often dictate which standards must be taught in regards to physical education. These standards determine what content is covered, the qualifications educators must meet, and the textbooks and materials which must be used. These various standards include teaching sports education, or the use of sports as exercise; fitness education, relating to overall health and fitness; and movement education, which deals with movement in a non-sport context.[5]
These approaches and curriculums are based on pioneers in P.E., namely, Francois Delsarte, Liselott Diem, and Rudolf von Laban, who, in the 1800s focused on using a child's ability to use their body for self-expression. This, in combination with approaches in the 1960s, (which featured the use of the body, spatial awareness, effort, and relationships) gave birth to the modern teaching of physical education.[6]
The document discusses various health-related fitness tests that measure components of physical fitness. It describes tests for cardiorespiratory endurance like the beep test and 1-km run/walk. It also covers flexibility tests like the sit-and-reach, as well as definitions and calculations for body mass index (BMI). Safety procedures are outlined for correctly administering and participating in the fitness tests.
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Physical-Fitness-Tests-Presentation-1.pdf
1.
2. INTRODUCTION:
• A review of the existing Physical Fitness Tests (PFT) introduced by Dr.
Aparicio H. Mequi, former Chair, Philippine Sports Commission (PSC)
and Director, Bureau of Physical Education and School Sports (BPESS)
was conducted 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.
• The development of the physical fitness tests was conducted through a
workshop initiated by the Task Force on School Sports (TFSS) and was
subsequently reviewed by the Bureau of Secondary Education (BSE).
This gave rise to the Physical Fitness Tests Manual. The manual is
intended for the use of the public and private schools for the Physical
Education and School Sports Program.
3. • Passing the prescribed standards in the Physical Fitness Tests is a
requirement for admission into the Special Program in Sports. 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 Grades 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 component 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.
4. • 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 schools 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 the tests results, and e) challenging yet joyful
participation among the pupils and everyone involved 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 Program for both elementary (Grades 4, 5 and 6) and
secondary levels.
5. PHYSICAL FITNESS TEST OBJECTIVES:
1. To determine the level of fitness of students.
2. To identify strength and weaknesses 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.
6. 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 on a
quarterly basis, thereafter, to monitor improvement.
• Prepare the following testing paraphernalia:
1. First Aid Kit
2. Drinking Water (and a small towel or bimpo to wipe their
perspiration)
3. Individual score cards.
4. During testing:
a. Body Composition – tape measure, bathroom scale, L- square
b. Flexibility – ruler, tape measure
c. Cardiovascular Endurance – stop watch, step box/stairs
(Elem – 8”, Sec. – 12”), drum
d. Muscular Strength – exercise mat
7. TEST PROTOCOL
e. Speed – stop watch
f. Power – meter stick/tape measure, basketball ball (size 6 for
elementary & size 7 for secondary)
g. Agility – tape measure, masking tape/chalk, stop watch
h. Reaction Time – plastic ruler (24 inches), table or arm chair
i. Coordination – sipa (washer with straw)/20pcs bundled rubber
bands/any similar local materials
j. Balance – stop watch
• Observe the following prior to actual day of testing:
a. The testing stations 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 quarterly testing.
c. With the guidance of the teacher, allow students to go through the
various tests with minimal effort exerted to familiarize themselves
with testing procedures.
8. TEST PROTOCOL
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
9. • Let student record and keep the result of his own performance in the
score card. The school may include the results of the results of the tests
in the school’s Enhanced Basic Education Information System
(EBEIS)/Learner’s Information System (LIS)/ Educational Management
Information System (EMIS).
• The students shall be grouped together and in pairs (buddy system).
• Students should wear appropriate clothing: t-shirt, jogging pants and
rubber shoes, or any suitable sports attire. However when taking the
BMI test, it is recommended that the students wear shorts. Wearing
different clothing in all the testing sessions for BMI could affect the
results.
• Conduct warm-up and stretching exercises before the tests except for
the 3-Minute Step Test.
• Administer the tests in a challenging, encouraging and fun-filled
environment.
10.
11. PART I: HEALTH-RELATED FITNESS
• FORMULA: BODY MASS INDEX (BMI)
BMI = Weight (in Kilograms)
Height (in Meters)²
Example: 30 kg. = 30 = 20. 83 (Normal)
1.20M² 1.44
Classification:
below 18.4 - Underweight
18.5 – 24.9 - Normal
25.0 – 29.9 - Overweight
30.0 – above - Obese
BODY COMPOSITION – is the body’s relative
amount of fat to fat-free mass.
12. - The heaviness or lightness of a person. (In
combination with stature (height) is used to
determine body mass index that indicates whether
one is of normal weight, overweight or obese.)
1. Weight (Body Mass)
13. • Equipment: Weighing or Bathroom scale
• Procedure:
For the Performer:
a. Wear light clothing before weighing.
b. On bare feet, stand erect, and still with weight evenly
distributed on the center on 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.
14. - is the distance between the feet on the floor to the
top (vertex) of the head in standing position.
• Equipment: Tape measure laid flat to a concrete
wall. The zero point starts at the bottom of the floor;
L-square and an even and firm floor and flat wall.
2. Height (Stature)
15. • Procedure:
For the Test Performer:
a. Stand erect on bare feet with heels, buttocks and
shoulders pressed against the wall where the tape
measure is attached.
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. Make
sure that the L-square when placed on the head of the
student is straight and parallel to the floor.
b. Record the score in meters.
• Scoring – record standing height to the nearest 0.1
centimeters. (*** 1meter = 100 centimeter)
16. Purpose – to test the flexibility of the shoulder girdle.
• Equipment: Ruler
• Procedure
• For the Performer:
a. Stand erect.
b. Raise your right arm, bend your elbow, and reach
down across your back as far as possible, extend
your left arm down and behind your back,
Flexibility – is the ability of the joints and
muscles to move through its full range
of motion.
Zipper Test
17. • For the Performer:
(Cont..), 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 procedures a and b
with the left hand over the left shoulder.
• For the Partner:
a. Observe whether the fingers touched or overlapped
each other, if not, measure the gap between the
middle fingers of both hands.
b. Record the distance in centimeter.
Zipper Test
18. • For the Partner:
(Cont..) b. Record the distance in centimeter.
• Scoring – record zipper test to the nearest
0.1 centimeter.
Zipper Test
Points Standard
0 Did not touch fingertips
1 Just touched fingertips
2 Fingers overlapped by 1 - 2 cm.
3 Fingers overlapped by 3 - 4 cm.
4 Fingers overlapped by 5 - 7 cm.
5 Fingers overlapped by 8 cm. and more
19. Purpose – to test the flexibility of the lower back and
extremities.
• Equipment: Tape measure or meter stick, card board
or paper
Procedure
• For the Performer:
a. Sit on the floor with back, head and shoulders flat on
the wall. Feet are 12 inches apart.
b. Interlock thumbs and position the tip of the fingers
on the floor without bending the elbows. Reach up.
Sit and Reach
20. (cont..)
c. Place hands on top of the card board or paper where
the tips of the middle fingers are at the top edge of the
card board or paper. Start the test by pushing the card
board or paper slowly and try to reach the farthest
distance possible without bending the knees. Hold for 2
seconds.
d. Bouncing or jerking movement is not allowed.
e. Do it three times.
Sit and Reach
21. (cont..)
• For the Partner:
a. As the performer assumes the (b) procedure,
position the zero point of the tape measure at the tip of
the middle fingers of the performer.
b. See to it that the knees are not bent as the
performer slides the farthest distance that he could.
c. Record farthest distance reached in centimeters.
• Scoring – record the distance to the nearest
0.1 centimeters.
Sit and Reach
22. • Purpose – to measure cardiovascular endurance.
• Equipment: Stopwatch, drum or clapper
Step: (height) Elementary – 8 inches
Secondary – 12 inches
3 – Minute Step Test
.
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.
23. Procedure
• For the Performer:
a. Position at least one foot away from the step or
bench.
b. At the signal “Go”, step up and down the step/
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 (ct. 1), up with the right foot (ct.
2), down with the left foot (ct. 3), down with the
right foot (ct. 4).
c. Immediately after the exercise, locate your pulse
and wait for the signal to start the counting. (Give
5 sec. to locate the pulse)
d. Don’t talk while taking the pulse beat.
24. (cont..)
e. Count the pulse beat for 10 sec. Multiply it by 6.
• For the Partner:
a. As the student assumes the position in front of
the step, signal, “Ready” and “Go”, start the
stopwatch for 3-minute step test.
b. After the test, allow performer to locate his/her
pulse in within 5 seconds.
c. Give the signal to count the pulse beat.
d. Let the performer count his/her pulse beat for 10
seconds and multiply it by 6.
• Scoring – record the 60-second heart rate after the
activity.
25. Purpose – to measure strength of upper extremities.
Equipment: exercise mats or any clean mat.
Procedure
• For the Performer:
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.
Strength – is the ability of the. muscle to generate
force against physical objects
Push-Up
26. (cont..) b. FOR BOYS: Straighten the arms, keeping
the back and knees straight, then lower the arms
until there is 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). Note: 60 beats/min.
For the Partner:
a. As the performer assumes the position of push-up,
27. (cont..) start counting as the performer lowers his/
her body until he/she reaches 90-degree angle at the
elbow.
b. Make sure that the performer executes the push-
ups in the correct form.
c. The test is terminated when the performer can no
longer execute the push-ups in the correct form, if in.
pain, voluntarily stops, or cadence is broken.
Scoring – record the number of push-ups made.
28. Purpose – to measure strength/stability of the core
muscles.
Equipment: exercise mats or any clean mat.
Procedure
• For the Performer:
a. Assume a push-up position. Rest body on
forearms with the palms and fingers flat on the
floor. Elbows are aligned with the shoulders.
b. Legs are straight with ankles, knees and thighs
touching together.
Basic Plank
29. (cont..)
c. Support weight on forearms and toes; make sure
that your back is flat. Head, neck and spine are in a
straight line.
d. Keep abdominals engaged/contracted; do not let
stomach drop or allow hips to rise.
• For the Partner:
a. Ensure the availability of a mat/smooth flooring or
anything that can protect the forearms.
b. Give the signal “Start/Go” and start/press the time
piece.
c. Make sure that the back of the head, neck, spine
and ankles are in a straight line.
30. (cont..)
d. Stop the time when the performer can no longer
hold the required position, or when the performer has
held the position for at least 90 seconds. Holding the
plank position beyond 90 seconds is considered
unnecessary. (90 sec. – maximum time)
• Scoring – record the time in the nearest sec./min.
31.
32. 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: Stopwatch, running area (40 meter)
Procedure
* For the Performer:
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.
33. • For the Partner:
a. Set the stopwatch to zero (0) point.
b. At the signal “GO” start the watch and stop it as
the performer crossed the finish line.
c. Record time in the nearest 0.00.01 seconds.
• Scoring – record time in nearest
minutes and seconds.
(cont..) c. At the signal “GO”, run to the finish line as
fast as you can.
34. Power – is the ability of the muscle to transfer energy
and release maximum force at a fast rate.
Purpose - To measure the explosive strength and
power of the leg muscles.
Equipment: Tape measure/meter stick
Procedure
• For the Performer:
a. Stand behind the take-off line with the feet parallel
to each other, the tips of the shoes should not go
beyond the line.
Standing Long Jump
35. (cont..)
b. Bend the 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. Perform the test twice in succession.
• For the Partner:
a. Place zero (0) point of the tape measure at the
take-off line.
b. After the jump, spot the mark where the back of
Standing Long Jump
36. (cont..)
of the heel of either feet of the performer has landed
nearest to the take-off line.
c. Record the best distance in meters to the nearest
0.1 centimeters.
• Scoring – record the best distance in meters to
the nearest 0.1 centimeters.
Standing Long Jump
37. Purpose – to measure the ability of the body to move
in different directions quickly.
Equipment: Tape measure, stopwatch, chalk or
masking tape (1 inch width)
Hexagon Size: length – 24 inches (60.5 cm)
each angle – 120 degrees
Option: (16 inches – Elem. / 20 inches – Sec.)
Agility – is the ability to move in different directions
quickly using a combination of balance,
coordination, speed, strength and endurance.
Hexagon Agility Test
38. Procedure
• For the Performer:
a. Stand with both feet together inside the hexagon
facing the marked starting inside. (facing 1 direction)
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 patter with all the sides of the hexagon.
c. Rest for one (1) minute.
d. Repeat the test counterclockwise.
(cont..) Hexagon Agility Test
39. a. Start the time at the signal go and stop once the
performer reached the side before the side where
he/she started.
b. Record the time of each revolution.
c. 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.
(cont..)
• For the Partner:
40. Purpose – to measure the time to respond to a
stimulus.
Equipment: 24 inch ruler or stick; arm chair or table
and chair.
Procedure
• For the Performer:
a. Sit on an armchair or chair next to the table so that
the elbow and lower arm rest on the desk or table
comfortably.
Reaction Time – the amount of time it takes to
respond to a stimulus.
Stick Drop Test
41. b. Place the heel of the hand on the desk/table so
that only the fingers and thumb extend beyond.
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 (3x).
• For the Partner–
a. Hold the ruler or stick at the top, allowing it to
dangle between the thumb and fingers of the
performer.
(cont..) Stick Drop Test
42. b. Hold the ruler/stick so that the 24-inch mark index
finger. No part of the hand of the performer should
touch the ruler/stick.
c. Drop the ruler/stick without warning and let the
performer catch it with his/her thumb and index
finger.
• Scoring – record the middle of the three (3) scores
(for example: if the scores are 21, 18, and 19, the
middle score is 19)
(cont..) Stick Drop Test
43. Purpose – to measure the coordination of the eye
and hand.
Equipment – Sipa (washer w/ straw)/20 pcs. bundled
rubber bands/any similar local materials (4-5 grams)
Procedure
• For the Performer:
a. Hit the sipa/rubber band material alternately with
the right and left palm upward. The height of the
Coordination – the ability to use the senses with the
body parts to perform motor tasks smoothly and
accurately.
Juggling
44. • For the Partner:
a. Count how many times the performer has hit the
material with the right and left hand.
b. Stop the test if the material drops. Record the
number of hits/trial.
• Scoring – record the number of hits the performer
has done.
(cont..)
material being tossed should be at least above the
head. Two trials only.
Juggling
Balance– is the maintenance of equilibrium while
stationary or while moving.
45. Equipment: flat, non-slip surface, stopwatch
Procedure
• For the Performer
a. Remove the shoes and place hands on hips.
b. Position the right foot against the inside 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.
Purpose – to assess ones ability to maintain
equilibrium.
Stork Balance Stand Test
46. • For the Partner
a. Start the time as the heel of the performer is
raised off the floor.
b. Stop the time if any of the following occurs:
• 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 taken on both feet in the
nearest seconds.
(cont..) Stork Balance Stand Test