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 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.
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.
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.
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.
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 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.
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.
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.
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.
This document outlines the administration of a physical fitness test (PFT) given to students. It describes the PFT as a series of tests that evaluate students' health and physical skills. The tests measure abdominal strength, arm strength, flexibility, cardiovascular endurance, power, agility, and speed. The document provides details on personnel needed, test sites, components of the test, procedures for each component, and scoring. It aims to help students evaluate their physical fitness strengths and weaknesses.
Anil Dahiya ... PPT on chapter-6 Test & Measurement in SportsANIL DAHIYA
This document provides information about various fitness tests used to measure motor abilities, cardiovascular fitness, and flexibility in sports and for senior citizens. It describes tests that measure general motor abilities like the standing broad jump, zig zag run, and medicine ball throw. It also explains how to administer tests of cardiovascular fitness like the Harvard step test and Rockport test. Finally, it outlines the six tests that make up the Rikli and Jones senior fitness test battery: chair stand, arm curl, chair sit and reach, back scratch, eight foot up and go, and the six minute walk.
This document provides guidance on administering fitness assessments through the Khelo India program. It outlines the battery of tests to be used for different age groups, including tests of body composition, coordination, balance, strength, flexibility, cardiovascular endurance and speed. Detailed instructions are provided on how to properly perform and score each test. The document emphasizes the importance of preparation, pacing, and safety for the assessments.
This document provides guidance on administering fitness assessments through the Khelo India program. It outlines the battery of tests to be used for different age groups, including tests of body composition, coordination, balance, strength, flexibility, cardiovascular endurance and speed. Detailed instructions are provided on how to properly perform and score each test. The document emphasizes the importance of preparation, pacing, and safety for the assessments.
The document provides information on various physical fitness tests for different age groups. It describes tests for measuring motor fitness, general motor ability, cardiovascular fitness, and flexibility in youth as well as tests for senior citizens. The motor fitness tests for youth include 50m run, 600m run/walk, sit and reach, partial curl ups, pushups, broad jump, and shuttle run. Tests for general motor ability include standing broad jump, zigzag run, and medicine ball put. The Harvard step test and Rockport walking test measure cardiovascular fitness. Tests outlined for senior citizens focus on functional fitness and include chair stands, arm curls, sit and reach, back scratch, 8-foot up and go, and 6-minute walk.
This document provides information about various fitness tests used to measure motor fitness, cardiovascular fitness, and senior citizen fitness. It describes tests such as the 50m sprint, 600m run, pushups, sit and reach, and Harvard step test. Computation methods for fitness indexes from tests like the Harvard step test and Rockport walk test are also outlined. Finally, the document discusses the Rikli and Jones senior fitness test battery.
This document describes a test of dynamic balance called the balance beam walk test. The purpose is to assess active balance through the ability to maintain balance while walking along an elevated beam. The test involves having a subject walk the entire length of a standard gymnastics balance beam steadily without falling off within six seconds, repeated over three trials. Their performance is scored on a 5-point scale by three judges to improve reliability. The test can be used as a screening measure of balance for activities like gymnastics.
This document describes a test of dynamic balance called the balance beam walk test. The purpose is to assess active balance through the ability to maintain balance while walking along an elevated beam. The test involves having a subject walk the entire length of a standard gymnastics balance beam steadily without falling off within six seconds, repeated over three trials. Their performance is scored on a 5-point scale by three judges to improve reliability. The test can be used as a screening measure of balance for activities like gymnastics.
This document provides an overview of anthropometric measurements that will be taken as part of the NDIS-2021 survey. It discusses:
1. What anthropometry is and why we do anthropometric measurements - to assess nutritional status at both individual and population levels.
2. The importance of good quality measurements to get an accurate picture of nutritional status and allow comparisons over time.
3. The specific anthropometric measurements that will be taken - weight, length/height, mid-upper arm circumference, waist circumference, and calf circumference in different age groups. Equipment and standardized measurement techniques are outlined.
Tennis is an anaerobic sport that requires bursts of speed and power interspersed with periods of recovery. To assess the physical attributes of a female college tennis player, tests were conducted to measure anthropometrics, body composition, speed, agility, power, anaerobic and aerobic capacity, and strength. The results showed the player had a VO2max of 49.0 ml/kg/min, vertical jump height of 43cm, 300yd shuttle run time of 52.1 seconds, and 20m sprint time of 3.05 seconds, indicating superior power, speed and aerobic fitness levels.
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.
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 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.
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.
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.
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.
This document outlines the administration of a physical fitness test (PFT) given to students. It describes the PFT as a series of tests that evaluate students' health and physical skills. The tests measure abdominal strength, arm strength, flexibility, cardiovascular endurance, power, agility, and speed. The document provides details on personnel needed, test sites, components of the test, procedures for each component, and scoring. It aims to help students evaluate their physical fitness strengths and weaknesses.
Anil Dahiya ... PPT on chapter-6 Test & Measurement in SportsANIL DAHIYA
This document provides information about various fitness tests used to measure motor abilities, cardiovascular fitness, and flexibility in sports and for senior citizens. It describes tests that measure general motor abilities like the standing broad jump, zig zag run, and medicine ball throw. It also explains how to administer tests of cardiovascular fitness like the Harvard step test and Rockport test. Finally, it outlines the six tests that make up the Rikli and Jones senior fitness test battery: chair stand, arm curl, chair sit and reach, back scratch, eight foot up and go, and the six minute walk.
This document provides guidance on administering fitness assessments through the Khelo India program. It outlines the battery of tests to be used for different age groups, including tests of body composition, coordination, balance, strength, flexibility, cardiovascular endurance and speed. Detailed instructions are provided on how to properly perform and score each test. The document emphasizes the importance of preparation, pacing, and safety for the assessments.
This document provides guidance on administering fitness assessments through the Khelo India program. It outlines the battery of tests to be used for different age groups, including tests of body composition, coordination, balance, strength, flexibility, cardiovascular endurance and speed. Detailed instructions are provided on how to properly perform and score each test. The document emphasizes the importance of preparation, pacing, and safety for the assessments.
The document provides information on various physical fitness tests for different age groups. It describes tests for measuring motor fitness, general motor ability, cardiovascular fitness, and flexibility in youth as well as tests for senior citizens. The motor fitness tests for youth include 50m run, 600m run/walk, sit and reach, partial curl ups, pushups, broad jump, and shuttle run. Tests for general motor ability include standing broad jump, zigzag run, and medicine ball put. The Harvard step test and Rockport walking test measure cardiovascular fitness. Tests outlined for senior citizens focus on functional fitness and include chair stands, arm curls, sit and reach, back scratch, 8-foot up and go, and 6-minute walk.
This document provides information about various fitness tests used to measure motor fitness, cardiovascular fitness, and senior citizen fitness. It describes tests such as the 50m sprint, 600m run, pushups, sit and reach, and Harvard step test. Computation methods for fitness indexes from tests like the Harvard step test and Rockport walk test are also outlined. Finally, the document discusses the Rikli and Jones senior fitness test battery.
This document describes a test of dynamic balance called the balance beam walk test. The purpose is to assess active balance through the ability to maintain balance while walking along an elevated beam. The test involves having a subject walk the entire length of a standard gymnastics balance beam steadily without falling off within six seconds, repeated over three trials. Their performance is scored on a 5-point scale by three judges to improve reliability. The test can be used as a screening measure of balance for activities like gymnastics.
This document describes a test of dynamic balance called the balance beam walk test. The purpose is to assess active balance through the ability to maintain balance while walking along an elevated beam. The test involves having a subject walk the entire length of a standard gymnastics balance beam steadily without falling off within six seconds, repeated over three trials. Their performance is scored on a 5-point scale by three judges to improve reliability. The test can be used as a screening measure of balance for activities like gymnastics.
This document provides an overview of anthropometric measurements that will be taken as part of the NDIS-2021 survey. It discusses:
1. What anthropometry is and why we do anthropometric measurements - to assess nutritional status at both individual and population levels.
2. The importance of good quality measurements to get an accurate picture of nutritional status and allow comparisons over time.
3. The specific anthropometric measurements that will be taken - weight, length/height, mid-upper arm circumference, waist circumference, and calf circumference in different age groups. Equipment and standardized measurement techniques are outlined.
Tennis is an anaerobic sport that requires bursts of speed and power interspersed with periods of recovery. To assess the physical attributes of a female college tennis player, tests were conducted to measure anthropometrics, body composition, speed, agility, power, anaerobic and aerobic capacity, and strength. The results showed the player had a VO2max of 49.0 ml/kg/min, vertical jump height of 43cm, 300yd shuttle run time of 52.1 seconds, and 20m sprint time of 3.05 seconds, indicating superior power, speed and aerobic fitness levels.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
3. 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.
4. • 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
components are physical abilities that show
(BMI). Skill-related
potential for good
performance in certain skills (usually in sports) like running speed, agility,
reaction time or quickness, balance and coordination.
5. • 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.
6. 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.
7. 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
8. 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.
9. 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
10. • 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.
11.
12. PARTI: HEALTH-RELATEDFITNESS
• FORMULA: BODY MASS INDEX (BMI)
BMI = Weight (in Kilograms)
Height (in Meters)²
= 30 = 20. 83 (Normal)
1.44
Example: 30 kg.
1.20M²
Classification:
below 18.4
18.5 – 24.9
25.0 – 29.9
30.0 – above
- Underweight
- Normal
- Overweight
- Obese
BODY COMPOSITION – is the body’s relative
amount of fat to fat-free mass.
13. - 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 (BodyMass)
14. • 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.
15. - 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)
16. • 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)
17. Flexibility – is the ability of the joints and
muscles to move through its full range
of motion.
Zipper T
est
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,
18. • 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
19. • 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
20. 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
21. Sit and Reach
(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.
22. (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
23. .
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: Stopwatch, drum or clapper
Step: (height) Elementary – 8 inches
Secondary – 12 inches
24. 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.
25. (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.
26. 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
• 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.
27. (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,
28. (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.
29. Basic Plank
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.
30. (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.
31. (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.
32.
33. 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.
34. (cont..) c. At the signal “GO”, run to the finish line as
fast as you can.
• 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.
35. 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 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.
36. (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
37. (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
38. 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 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.)
39. 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
40. (cont..)
• For the Partner:
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.
41. 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: 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.
42. 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
43. 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
44. 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 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
45. (cont..)
material being tossed should be at least above the
head. Two trials only.
• 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.
Juggling
Balance– is the maintenance of equilibrium while
stationary or while moving.
46. Purpose – to assess ones ability to maintain
equilibrium.
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.
Stork Balance Stand Test
47. • 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