UNIVERSAL COLLEGE OF PARANAQUE

Physical Education 1
1st Term, A.Y. 2021-2022
Activity #2

Objectives:
1. Perform physical fitness test based on standard procedures (Appendix)
2. Assess your current physical fitness based on the given indices
3. Evaluate your health based on your interpretation of physical fitness levels

Information for the Activity #2

What Physical Fitness Assessment
How The students will perform physical fitness tests.
Students are required to:
a. Apply proper posture (form) for the physical
fitness test
b. Provide an interpretation based on the results of
their physical fitness test
c. Assess their lifestyle changes before and during
the pandemic based on the results of their
physical fitness test
When The Activity #2 for PE 1 will be held from October 13 –
October 23, 2021
Where The activity will be done at home
Needed Height
information Weight
Physical fitness test form (online)
Screenshot of activities (attached the photos in your file)

Instructions: Provide a brief interpretation based on the results of your physical fitness test.
Write a reflection paper based on your findings. Use the guide questions for your
reference.
Guide questions:
Physical fitness test Reflection paper
1. Difficulty of doing the test 1. Write your experience performing the test
2. Based on indices provided: 2. Explain points where you can improve the
Normal/low/high results of your test
3. Can the values be improved? 3. Will you continue tracking your physical
activity? What will be your plan?
4. Limitations of values 4. Express your opinions on the importance
of being aware of your current health

Format: Use the format for your output.

Paper A4
Font Style Times New Roman
Font size 12
Margins 1 inch per side, justified
Spacing 1.15 pt
Maximum Page: 5 pages
Reference(s) APA Format
 Physical Education 1: Rubric for interpretation of Physical Fitness Test

CATEGORY 6 (Excellent) 4 (Good) 2 (Average) 1 (Poor)

Interpretation The interpretations are valid The interpretations are valid The interpretations are valid The interpretations are not valid
- Are the and straightforward along and however lacked and with no straightforward and with no straightforward
interpretations valid? with good explanations straightforward explanations explanations explanations
Student answered all Student answered all Student answered all questions Student missed questions/parts of
questions in their entirety. questions but lacked in some but with minimal effort or this activity rendering it
Student's answers show detail and depth. Student student missed some incomplete. Student should
understanding of the material should expand on answers questions/parts of this activity. expand on answers through the
and are qualitative and through the use resources, Student should expand on use of resources, research, and
Comprehensiveness
comprehensive covering all research, and literature to answers through the use of literature to validate and support
- Are the explanations
aspects of the questions validate and support answer resources, research, and answer and expand on the
understandable?
proposed and expand on the answers literature to validate and answers with more qualitative
with more qualitative and support answer and expand on and comprehensive summaries
comprehensive summaries the answers with more
qualitative and comprehensive
summaries
Organization Information is very organized Information is organized Information is organized, but The information appears to be
- Is the paper well with well-constructed with well-constructed paragraphs are not well- disorganized.
organized and clear paragraphs and subheadings. paragraphs. constructed.
Quality of information Information clearly relates to Information clearly relates to Information clearly relates to Information has little or nothing
- Are the information the main topic. It includes the main topic. It provides the main topic. No details to do with the main topic.
clear and provides several supporting details 1-2 supporting details and/or and/or examples are given.
good explanation? and/or examples. examples.
Amount of information All topics are addressed and All topics are addressed and All topics are addressed, and One or more topics were not
- Are the information all questions answered with most questions answered most questions answered with addressed.
enough to provide at least 2 sentences about with at least 2 sentences 1 sentence about each.
good explanation? each. about each
 Physical Education 1: Rubric for Reflection Paper
CATEGORY 7 (Excellent)
Thoughts are well
organized and presented
with no ambiguity. The
writing is focused
Writing throughout the reflective
piece. Style of writing is
rich.
Clearly identifies and
illustrates course goals,
strengths, weaknesses,
confusions, and progress
toward goals. highlighting
Self-Awareness/Process
specific examples from the
semester. Honestly
communicates successes
and failures with concrete
examples.
Future Implications Clearly demonstrates a
willingness to change and
learn. Clearly states how the
course experience will be
used in the student's future
career or personal
endeavors and how the
student will increase his/her
competency in areas that
5 (Good)
Thoughts are organized and
logically presented. Some
portions of the material are
more developed and focused
than others. Style of writing
is apparent.
Identifies goals, strengths,
weaknesses, confusions, and
progress over the semester,
although does not use
specific examples from the
semester. Communicates
successes and failures
openly but in general terms.
Willingness to change and
learn. Discusses without
detail how the information in
the course will be used in the
student's future career or
personal endeavors.
Discusses the need to
increase competency in
areas that need improvement
3 (Average)
The material presented is
scattered with gaps and
needs transitions. Style of
writing is generic.
Identifies general goals,
strengths, weaknesses, and
confusions but does not
explain or illustrate these.
Refers to successes and/or
failures in broad and
unsubstantiated terms.
Willingness to change or
learn cannot be determined
from information presented.
Student does not show
detail in his/her exploration
of use of skills in future
endeavors and/or ways to
increase competency in
areas of need.
1 (Poor)
Thoughts are presented in very
general or incomplete terms.
Style of writing is not
discernable. There are obvious
gaps and needs for additional
information.
Does not meet the length
criteria.
Reflection addresses goals,
progress, strengths, weaknesses,
or confusions in vague or
incomplete terms. References to
successes, failures, thoughts,
feelings, or processes regarding
work, self, or students are
missing or too ambiguous to be
understood.
Reflection does not include
information that suggests a
willingness on the part of the
writer to learn or change in any
way. Student does not discuss
future implications or
improvements.
need improvement. without elaboration.
Physical Fitness Tests:
Name: Date:
Age: Sex: (Male/Female)
Resting Heart Rate (1 min):

Part 1: Health Related Fitness

A. BODY COMPOSITION: Body Mass Index(BMI)
Procedure:
1. Obtain your height. Make sure there are nothing equipped on your head and foot. Stand
straight with your heels against the wall. Your eyes must be looking straight ahead.
Record your height in meters (m).
100 centimeter (cm) = 1 meter (m)
e.g.
171.6 cm = 1.716 m

Feet to cm
e.g. 5’ 7”

5 feet x 12 inch/feet = 60 inches

60 inches + 7 inches = 67 inches
67 inches x 2.54 cm/inches = 170.18 cm

2. Obtain your weight. Make sure you are lightly clothed with no jewelries, or anything
heavy. Measure your weight in the morning. Stand straight with hands parallel to your
body and relax. Record your weight in kilograms (kg).

3. Calculate your Body Mass Index based on the Quetelet’s Index. Use the formula:

weight (kg)
¿¿
e.g.
weight = 65.6 kg
height = 1.716 m

65.6
¿¿

4. Classify you BMI results based on World Health Organization (WHO) index for BMI.
Form:
Height(m Weight(kg) BMI Classification
)

Index:
BMI Nutritional status
Below 18.5 Underweight
18.5–24.9 Normal weight
25.0–29.9 Pre-obesity
30.0–34.9 Obesity class I
35.0–39.9 Obesity class II
Above 40 Obesity class III
Reference: https://www.euro.who.int/en/health-topics/disease-prevention/nutrition/a-healthy-
lifestyle/body-mass-index-bmi
 B. CARDIOVASCULAR FITNESS: 3-minute Step Test
Procedure:
1. Provide a box or anything as close to 12 inches for the step test
2. If you have a metronome (you can download an app for this one, set to 96 beats per
minute. If not possible, you can neglect this one.
3. Stand facing the step and as soon as you start the activity, start the stopwatch. You can
rest if you need to, but always remain standing
4. Do the activity for 3 minutes straight. As soon as 3 mins are up, stop immediately, sit
down on the step, and count

Form:
Heart rate per Minute
Before the activity (Resting Heart Rate, 1 min): After the activity

Index:

Ratings for Men, Based on Age

  18-25 26-35 36-45 46-55 56-65 65+
Excellent 50-76 51-76 49-76 56-82 60-77 59-81
Good 79-84 79-85 80-88 87-93 86-94 87-92
Above Average 88-93 88-94 92-88 95-101 97-100 94-102
Average 95-100 96-102 100-105 103-111 103-109 104-110
Below Average 102-107 104-110 108-113 113-119 111-117 114-118
Poor 111-119 114-121 116-124 121-126 119-128 121-126
Very Poor 124-157 126-161 130-163 131-159 131-154 130-151

Ratings for Women, Based on Age

  18-25 26-35 36-45 46-55 56-65 65+
Excellent 52-81 58-80 51-84 63-91 60-92 70-92
Good 85-93 85-92 89-96 95-101 97-103 96-101
Above Average 96-102 95-101 100-104 104-110 106-111 104-111
Average 104-110 104-110 107-112 113-118 113-118 116-121
Below Average 113-120 113-119 115-120 120-124 119-127 123-126
Poor 122-131 122-129 124-132 126-132 129-135 128-133
Very Poor 135-169 134-171 137-169 137-171 141-174 135-155

Reference: Morrow, J.R; Jackson, A.;Disch, J.; and Mood, D. 2005. Measurement and evolution
in human performance. 3rd ed. (Champaign, IL: Human Kinetics) 234; adapted from Y’s Way to
Physical Fitness, 3rd edition 1989, with permission of YMCA of the USA.
C. MUSCULAR STRENGTH AND ENDURANCE

Procedure: Standard push ups

1. Look for a flat surface with enough space and position your hands pointing forward
2. For males, the toes are bent as the foot are pointed to the ground. For females, the knees
should be pointed to the ground with the toes and foot pointed to the ground
3. Position your hands shoulder-width apart and maintain a straight body.
4. As you bend your elbows lower to the ground with your body, your elbows should be at
about a 45-degree angle to your body.
5. Lift your body. This is counted as one push up. Repeat as many as possible in 1 minute
6. Record your results

Procedure: Basic Plank

1. Plant hands directly under shoulders. This should be slightly wider than shoulder width
like doing a push-up.
2. Ground toes into the floor and squeeze your glutes for stability.
3. Your legs should be straightened. Be careful not to lock your knees.
4. Relax your next and spine by looking at a spot on the floor about a foot beyond your
hands. Your head should be in line with your back.
5. Straighten your body and make sure your glutes are not sticking out or your body should
not arch.
6. Hold your plank for as long as possible without compromising your form or breath. Hold
the position for 60 seconds or until failure.

Form:

Standard Push-Ups (1 minute) Basic Plank (Until failure)

Index:
Ratings for Men (Full Push Ups), based on Age
   20-29  30-39  40-49  50-59  60+
 Excellent  > 54  > 44 > 39 > 34  > 29
 Good  45-54  35-44  30-39  25-34  20-29
 Average  35-44  24-34  20-29  15-24  10-19
 Poor  20-34  15-24  12-19  8-14  5-9
 Very Poor  < 20  < 15  < 12  < 8  < 5

Ratings for Women (Modified Push Ups), based on Age

  20-29 30-39 40-49 50-59 60+
Excellent >48 >39 >34 >29 >19
Good 34-48 25-39 20-34 15-29 5-19
Average 17-33 12-24 8-19 6-14 3-4
Poor 6-16 4-11 3-7 2-5 1-2
Very Poor < 6 <4 <3 <2 <1

Reference: American College of Sports Medicine (ACSM)

D. FLEXIBILITY
Procedure: Zipper test
1. Stand erect
2. Place one hand behind the head and back over the shoulder. Reach as far as possible
down the middle of your back
3. Your palm should be touching your body and the fingers directed downwards
4. Place the other arm behind your back, palm facing outward and fingers upward
5. Reach up as far as possible attempting to touch or overlap the middle fingers of both
hands.
6. Scores are based on the gap/overlap
- If the fingertips touch then the score is zero.
- If they do not touch, measure the distance between the finger tips. The gap result is
negative
- if they overlap, measure by how much. The overlap result is positive
7. Repeat the procedures on the left and right. Record you scores in cm

Procedure: Sit and reach

1. Go for a jog or do some stretching for warm up.
2. Remove your shoes and sit on a flat surface
3. Extend your legs in front of the body with toes pointing up and feet slightly apart, with
the soles of the feet against the base of the step. If there is no step, just any flat surface
will do.
4. Place the measuring instrument on the ground between your legs or on the top of the step.
5. Place one hand on top of the other, then reach slowly forward.
6. With the measuring stick fixed (or measuring tape or ruler) in the new position, reach
forward as far as possible, 3 times, holding the position on the third reach for at least 2
seconds while the partner reads the distance on the ruler.
7. Keep the knee of the extended leg straight.
Form:

Zipper Test Sit and Reach

Overlap/Gap (cm.) Score (cm.)
(Yes/No)
Right Left 1st try 2nd try 3rd try Average
If yes, (+)
If no, (-)

Index:
Flexibility Rating Scale Zipper test
Males Females
Classification Zipper test Zipper test
Right Up Right Up Left Up Left Up
High 12.7+ 15.24+ 12.7 10.16+
performance
Good fitness zone 2.54 – 10.16 5.08 – 5.08 – 10.16 2.54 – 7.62
12.7
Marginal zone 0 2.54 2.54 0
Low zone <0 <2.54 <2.54 <0

Men Women
cm cm
Super > +27 > +30
Excellent +17 to +27 +21 to +30
Good +6 to +16 +11 to +20
Average 0 to +5 +1 to +10
Fair -8 to -1 -7 to 0
Poor -20 to -9 -15 to -8
 Very poor < -20 < -15
Reference: Wells, K.F. & Dillon, E.K. (1952). The sit and reach. A test of back and leg
flexibility. Research Quarterly, 23. 115-118.
Part II. Skills-Related Fitness Test
A. Coordination: Alternate-Hand Wall-Toss Test
Procedure:
1. Prepare any kind of small ball (baseball, tennis ball) if you have any. If not, Prepare a
ball made from paper. Make sure the papers are used (we are ecofriendly species ♥).
Make 2 paper balls for juggling
2. Place a mark from a certain distance from a wall. 2 meters or 3 feet are applicable for
the distance.
3. Stand behind the line and face the wall.
4. Throw the ball from one hand in an underarm fashion against a wall and attempted to
be caught with the opposite hand.
5. Throw the ball back against the wall and catch with the initial hand.
6. Continue the test for 30 seconds
7. Record your scores based on the number of cycles

Form:

Score (number of cycles):

Index:

Rating Score (in 30 seconds)

Excellent > 35
Good 30 - 35
Average 20- 29
Fair 15 - 19
Poor < 15

B. Agility: Hexagon Agility Test

Procedure:
1. Prepare a 66cm-sided hexagon in a flat ground
2. Start with both feet together in the middle of the hexagon facing one of the sides
3. Once started jump ahead across the line, then back over the same line into the middle
of the hexagon.
4. Continue to face forward with feet together, jump over the next side and back into the
hexagon.
5. Continue this pattern for three full revolutions.
6. Perform the test both clockwise and counter-clockwise.
7. Record your time.

Form:

Clockwise: Time Counter Clock wise Time Average Time

Gende Excellent Above Average Below Poor

r Average Average
Male <11.2 secs 11.2 - 13.3 secs 13.4 - 15.5 secs 15.6 - 17.8 secs >17.8 secs
Female <12.2 secs 12.2 - 15.3 secs 15.4 - 18.5 secs 18.6 - 21.8 secs >21.8 secs
C. Speed: 40meter sprint (if applicable)

Procedure:
1. Do a thorough warm up to prepare.
2. Start from a stationary position, with one foot in front of the other The front foot must
be on the starting line.
3. As you start running, start the timer simultaneously.
4. Repeat thrice. Record your time in seconds
Form:
Trial 1 Trial 2 Trial 3
Time:
Index:
Poor Average Excellent
Results
>6 5–6 <5

Speed: Punching Speed (Alternative)

Procedure:
1. Do a thorough warm up to prepare.
2. Prepare the stance. If you are right- handed, your left shoulder should always facing
the opponent (and vice versa).
3. Stand with legs shoulder-width apart, knees slightly bent, left foot turned to point
toward your opponent.
4. Make closed fists, and hold your right hand by your chin, left hand down in front of
your face. Chin down, eyes up
5. From starting position, punch with your left hand, twisting your hand so that your
knuckles are up, palm down, when you connect.
6. Snap the movement at the end, and bring the arm back into the starting position to
protect your face and punch with the other arm.
7. Repeat thrice. Record your form
Form:
Trial 1 Trial 2 Trial 3
Velocity (m/s) Left Right Left Right Left Right

Index:

Distance:
1. Mark a 3 feet distance from you and the camera. Make sure that you place the camera
parallel to your arms.
2. Measure how far the hand moves on the screen using a ruler
Time:
1. Convert the distance measure to speed based on the distance of your arm divided by the
time it took to perform a single punch
2. Check the frame rates of your phones (24, 25 or 30) to check the frames per second.
When recording the speed, slow motion the punch and record the time it took to perform
one punch.
- For example the frame rate may be 25 frames per second (1/25 seconds), which
means that there is 0.04 seconds between each frame
e.g. If your hand moves 2 inches between frames, the results will be a velocity of 50
inches/sec
3. Record the results in inches/second.
4. Scoring: the standard unit of speed is meters per second (m/s) or feet per second (fps)
Index:
Needs improvement Good Excellent
Results
> 60 47 - 60 <47
D. Power: Standing Long Jump

Procedure:
1. Mark a line on the ground as your starting location.
2. Start with your feet slightly apart
3. Jump as strong as you can using a two-foot take off and make sure to land with two
foot aligned with each other with swinging of the arms and bending of the knees to
provide forward drive
4. Jump as far as possible, landing on both feet without falling backwards.
5. Mark the back of your foot as the distance travelled and measure
6. Record the results in cm and repeat thrice.
Form:

Distance (cm)
First Trial Second Trial Third Trial

Index
Males Females
Rating (cm) (cm)
Excellent > 250 > 200
Very good 241-250 191-200
Above average 231-240 181-190
Average 221-230 171-180
Below average 211-220 161-170
Poor 191-210 141-160
Very poor < 191 < 141

E. Balance: Stork Balance Stand Test

Procedure:
1. Remove your shoes/foot apparel and place the hands on the hips
2. Position your non-supporting foot against the inside knee of the supporting leg.
3. You have one minute to practice the balance.
4. Raises your heel to balance on the ball of the foot.
5. The stopwatch will start as soon as the heel is raised from the floor.
6. The stopwatch is stopped if any of the follow occur:
- hand(s) come off the hips
- supporting foot swivels or moves (hops) in any direction
- non-supporting foot loses contact with the knee.
- heel of the supporting foot touches the floor
7. Record your results in seconds

Form:

Right Foot: Time Left Foot: Time

Index:
Rating Score (seconds)
Excellent > 50
Good 40 - 50
Average 25- 39
Fair 10 - 24
Poor < 10
 F. Reaction Time: Reaction Time Ruler Test

Procedure:
1. Prepare a ruler and a timer
2. Stand near the edge of a table and rest your elbows on the table and writs extending
over the table
3. Ask someone to hold the ruler vertically in the air between the your thumb and index
finger, but not touching
4. Align the zero mark with the your fingers.
5. You should indicate when they are ready before star.
6. Without warning, the person you asked should drop the ruler and let it drop
7. Catch the ruler as quickly as possible as soon as you see it fall.
8. Record the distance in cm and time in seconds the ruler fell and Repeat Thrice and
take the average score.

Form:

1st Trial 2nd Trial 3rd Trial Average Score

Index:
1. Calculate the average distance the ruler fell using the formula:

t=
√ (2 d )
g
2. Also, you can refer to this table based on the norms adapted from Davis (2000).
Excellen Above Average Average Below Average Poor
t
<7.5cm 7.5 - 15.9cm 15.9 - 20.4 - 28cm >28cm
20.4cm

Reference: DAVIS, B. et al. (2000) Physical Education and the study of sport. 4th ed. London:
Harcourt Publishers. p. 130

Prepared by:

KIMPEE M. REDECIO
Faculty, UCP