ey Ss a aa ae Department of Education PHYSICAL FITNESS TESTIntroduction ‘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 new trends and latest researches in the field of physical fitness while responding to issues on test qualities and administration. The Bureau of Secondary Education (BSE), on its own initiative, has revived the Physical Fitness Test (PFT) for schools implementing the Special Program in Sports (SPS) and likewise to other private and public schools that intend to offer the program. ‘The PFT is one of the admission requirements for students in the program. Moreover, under the K to 12 Basic Education Curriculum, Physical Fitness is the ultimate goal of the Physical Education Program. It is in this light that eventually, the PFT shat! be incorporated/adopted in the PE curriculum from Grades 4 to 10. ‘The PFT 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 Tests. Bach component comprises several tests and specific testing protocols. There are one thousand and one tests used worldwide but the choice of the tests considered time- efficiency in the administration, availability of equipment, simplicity of the procedures, and practicality of the tests ‘Test administration shall be treated as an essential component of the Physical Education and School Sports Program. Roth elementary (Grades 4, 5 and 6) and secondary papils/students shall undergo the tests 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. The school may include these score cards in the school's MIS. Physical Fitness Test Goat 1. Podetermine the level of fitness. 2, Toidentify strengths and areas for development/improvement 3 Toidentify bases for physical activities. 4. Togather and analyze data for norms and standards setting. 5. To motivate and guide students in choosing sports activities they would like to participate in.Test Protocol ‘* The following testing paraphernalia are necessary: First Aid Kit Drinking Water (instruct students to bring their drinking jugs) Individual score cards, properly filied up for distribution to students During testing: Peer a. Body Composition- tape measure, bathroom scale, L-square b. Flexibility- ruler, tape measure ¢. Cardiovascular Endurance- stop watch, step box/stairs, drum 4. Muscular Strength- exercise mat e. Speed- stop watch . f. Power- meter stick/tape measure, basketball ball (size 6 for elementary and size 7 for secondary) & Agility- tape measure, masking tape/chalk, stop wateh h. Reaction Time- plastic ruler (24 ittches), table or arm chair i. Coordination- crumpled bond paper (legal size) J. Balance- stop watch + Prior to actual day cf testing, familiarity testing sessions should be held advising students to go through without exerting maximum effort. © Explain the purpose and benefits that can be derived from physical fitness test. ‘© Make sure that the test score cards are filled up and ready for distribution to students (name, age, gender, etc.) prior to testing. Set up stations (in form of circuit training) ready for use one hour before actual testing begins to ensure smooth flow of traffic. Divide the students into groups, by pairs (buddy system) and assign them into different stations. Students should wear appropriate clothing: t-shirt, fogging pants, and rubber shoes, ‘* Conduct warm-up and stretching exercises before the tests. Conduct testing in a joyful, challenging, cneouraging, ond fun-filled environment.PHYSICAL FITNESS TEST Part I: Health-Related Fitness | Body Composition - is the body's relative amount of fat to fat-free mass. L Body Mass index (B iD) FORMULA FOR COMPUTING BODY MASS INDEX WEIGHT Lin Kilograms] HEIGHT fin Meters] 2 Example: _20_= 30 _ = 20.83 (NORMAL) (20)? aq 1. Weight- the heaviness or lightness ofa person. Equipment Bathroom scale Procedure For the test taker: a, Wear light clothing betore weighing. b. On bare feet, stand erect and still with weight evenly distributed on the center of the scale. For the partner: 8, Before the start of weighing, adjust the scale to zero point. ». Record the score in kilograms, Scoring ~ record body mass to the nearest 0 kilograms2. Height —the distance between the feet on the floor to the top of the head in ‘standing position. Equipment : 1. Tape measure laid flat to a concrete wall. The zero point starts at the bottom of the floor. 2. L-square; and 3. An even and firm floor and flat wall. Procedure For the test taker: a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall with tape measure. : For the partner: a. Place the I-square against the wall with the base at the top of the head of the person being tested. b. Record the score in meters. Scoring — record standing height to the nearest 0.1 centimeter “** | meter = 100 centimeter Purpose — to measure visceral fat which contributes to more risk of cardiovascular disease and diabetes than fat located in other areas. Equipment ‘Tape measure a. Wear light clothing before taking waist circumference. b. On bare waist, stand erect and wrap tape measure around waist. For the partner: a. Record the score in centimeters. Scoring — record body mass to the nearest 0.1 centimetersi ‘Men 1 | Centimeter | Inches | Centimeter; Very High 7 3120 347 P10 High [100-120 395-47 90-109 Normal 102 40 88 Low _ 80-99 BL5-30 70-89 VeryLow | <80 <315_ | <0 Flexibility - is the ability of the joints to move through a full range of motion. ‘Zipper Test Purpose ~to test the upper arm and shoulder girdle flexibility intended to parallel the strength/endurance assessment of that region. ‘The Gngertips should touch together behind the back by reaching over the shoulder and under the elbow . Equipment Ruler Procedure For the Student: a, Stand erect, b. To test the right shoulder, raise your right arm, bend your elbow, and reach down across your back as far as possible. €. At the same time, extend your left arm down and behind your back, bend your elbow up across your back, and try to cross your fingers over those of your right hand. 4. Reach with the right hand over the right shoulder and down the back as if to pull a zipper or seratch between the shoulder blades. e. To test the left shoulder, repeat procedure (a-d) with the left hand over the left shoulder. For the Tester: Observe whether the fingers touched or overlapped each other. Measure the distance in which the fingers overlapped ¢. Record the score in centimeter. veScoring — record zipper test to the nearest 0.1 centimeter Sit-and-Reach Purpose — to test the flexibility of the lower extremities particularly the hamstring, Tester should reach as far as possible without bending the hamstring Equipment ‘Tape measure Procedure For the Student: a Sit on the floor with back flat on the wall. Feet are approximately 12 inches apart . Without bending your back, knees and elbows, place one hand on top of the other and position the hands on the floor. @ After the tester has positioned the zero point of the tape measure, start the test by reaching the farthest point possible without hending the knees. For the Tester: a, As the student assume the (b) procedure, position the zero point of the tape measure at the tip of the finger farthest from the body. 4. See to it that the knees are not bent as the student reaches the farthest that he could. ©, Measure the distance of the farthest reached. £. Record the score in centimeter. Scoring ~ record sit and reach to the nearest 0.1 centimeters| Cardiovascular endurance - js the ability of the heart, Jungs and blood vessels to { detiver oxygen to working muscles and tissues, as well as the ability of those | rauscles and tissues to utilize the oxygen, Endurance may also refer to the ability of the muscie to do repeated work without fatigue. g-Minute STEP TEST Purpose ~ to measure cardiovascular endurance Equipment 1. Step Height of step: + Elementary - 8 inches * Secondary -12 inches 2, Stopwatch Procedure For the Student: a. Position in front of the step. ‘b. At the signal “Go,” step up and down a 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, up with the right foot, down with the left foot, down with the right foot, immediately after the exercise, stand and relax, Don’t talk. c. Rightaiter the activity, locate your pulse. (The first beat is zero.) d. Count the pulse for 10 seconds, Multiply it by 6. For the Tester: a. As the student assumes the position in front of the step, signal, “Ready” and “Go”, start the stopwatch for the 3-minute step test. b. After the test, let the student count his pulse for 10 seconds and multiply it by 6. Scoring — record the 60-second heart rate after the activityoe ae Strength — is the ability of the muscle to generate force against physical objects. In the fitness world, this typically refers to how much weight you can lift for difference strength training exercises, | Purpose - to measure strength of upper extremities Equipment - Exercise mats or any clean mat | Procedure | For the Student: a. Lie down on the mat, face down in standard push-up position, palm on the mat under shoulders, fingers pointing forward, and legs straight, parallel, and slightly 1 apart, with the toes supporting the feet b. FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower the arms until there is a 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 and knees 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 | second going up). | For the Tester: a. As the student assumes the position of push-up, start counting as the student lowers his body on the ground until he reaches 90-degree angle at the elbow. ‘Make sure that the student performs the push-ups in the correct form. ¢. The test is terminated when the subject can no longer perform the push-ups in the correct form (three corrections are allowed), is in pain, voluntarily stops, or cadence is broken. s Scoring - record the number of push-ups made.eee ee ee Purpose - to measure strength of the abdominal muscles, Equipment - Exercise mats or any clean mat Procedure For the Student; @ Assume a lying position with feet flat on the floor and knees bent at about 90 degree hands palm down at the sides with fingertips touching the first tapcline. b. Complete a slow, controlled curl-up, sliding fingertips along the floor until they touch the second tapeline, ¢. The curlup should be performed at a rate of one every 3 seconds or 20 curl-ups per minute (2 seconds going up and 1 second going down). 4. There should be no rest at the bottom position and perform as many cutl-ups as possible without stopping. For the Tester: a. Ensure a mat that has tapeline set 12 em apart , One curl up is counted each time the stadent’s shoulder blade touches the floor. ¢. Make sure that the student performs the curl-ups in the correct form. 4d, The test is terminated when the subject can no longer perform the curl-ups in the correct form (three corrections are allowed), is in pain, voluntarily stops, or ‘cadence is broken. Scoring - record the number of curl-ups made.oe SR Part Hl Skills-Related Fitness Test ‘Speed — is the ability to perform a movement ina short peried of ime. Purpose —o measure running speed Equipment 1. Stopwatch 2. Running area with known measurement (40 meters) Procedure For the Student: a. Stand behind the take-off line, the tips of your shocs should yo beyond the line, b. At the signal “GO”, run to the finish line as fast as you can. Procedure For the Tester: Set the running area with the measurement of forty (40) meters. Set the stopwatch to zero (0) point. AS you signal “GO" start the watch and stop it as the student crossed the finish line, 4d. Record score in the nearest PoP 20:01 seconds Scoring ~ Record the time in nearest minutes and seconds.Skills-Related Fitness Test Speed — is the ability to perform a movement in a short period of time. 40 Meter Sprint Purpose — to measure running speed Equipment 1. Stopwatch 2. Running area with known measurement (40 meters) Procedure For the Student: a. Stand behind the take-off line, the tips of your shoes should go beyond the line. b. At the signal “GO”, run to the finish line as fast as you can. Procedure For the Tester: a. Set the running area with the measurement of forty (40) meters. b. Set the stopwatch to zero (0) point. ¢. As you signal “GO” start the watch and stop it as the student crossed the finish line. 4. Record score in the nearest 0:00:01 seconds Scoring - Record the time in nearest minutes and seconds.Power - is the ability to transfer energy into force at a fast rate. Basketball Pass Purpose — to measure the explosive strength and power of the upper body muscles. Equipment 1. Basketball (preferably size 7) 2. Throwing area Procedure For the Student: 4 Sit on the floor on buttocks with your head and back resting against the wall while your legs are stretched in front of the body. b. Using the chest pass, push the ball with two hands as far as possible. Make sure that your head, shoulders and buttocks remain attached in the wall ¢. Perform the test 3x. The farthest distance will be recorded. Procedure For the Tester: a See that the position of the student is in the right form. Dd. Set the point zero (0) of the measurement at the edge of the wall. ©. After the throw, spot the mark where the base of the ball has first made contact on the floor on the first bounce closest to the take-off line. 4d. Record score in the nearest 0.5 meters, Scoring — Record the distance to the nearest 0.5 metersae ee Re Standing Long Jump Purpose — to measure the explosive strength and power of the leg muscles, Equipment 1. Tape measure accurate to 0.1 centimeters at least three (3) meters long and placed firmly on the floor, 2. Meter stick. Procedure For the Student: a. Stand behind the take-off line, the tips of your shoes should not go beyond the line, b. As you prepare to jump, bend your knees and swing your arms backward and jump as far as you can. ¢. Perform the test twice. The farthest distance will be recorded. Procedure For the Tester: Lay the tape measure (in centimeters) on the floor, Set the take-off in the point zero (0) on the tape measure. ©. After the jump, spot the mark where the back of the heels of the student has tanded closest to the take-off line. 4. Record score in the nearest 0.1 cm. oe Scoring - Record the score in meters to the nearest 0.1 centimeters.'y — is the ability to change direction quickly using a combination of balance, coordination, speed, strength, and endurance Hexagon A; Purpose — to measure the ability to move quickly while maintaining balance Equipment — 1. Tape measure 2. Stopwatch 3. Chalk or tape for marking the ground Procedure For the Student: (Buddy System) a. Start with both feet together in the middle of the hexagon facing the front line. b. On the command “GO”, jump ahead across the line, then back over the same line into the middle of the hexagon. ¢. Then, continuing to face forward with feet together, jump over the next side and back into the hexagon. 4. Continue this pattem for three full revolutions, €. Perform the test clockwise and counterclockwise For the Tester: a. Mark a hexagon (six sided shape) on the floor. The length of each side should be 24 inches and each angle should work out to be 120 degrees. 'b. Record the time taken to complete three full revolutions, ‘The best score from two trials is recorded, ©. If the student jumps the wrong line or land on a line then the testis to be restarted ‘Scoring - Record the time in nearest minutes and seconds.Reaction Time — The time elapsed between stimulation and the beginning of reaction to that stimulation. Stick Drop Test Purpose — to measure the reaction time as to how fast a person can respond to a stimulus, the higher the score, the faster the reaction time. Equipment — 1. ruler or sticks of 24 inches long, 2. amchair or table and chair Procedure For the Student: @. Sit in an armchair or chair next to the table so that your elbow and lower am rest on the desk/table comfortably. b. The heel of your hand should rest on the table so that only the fingers and thumb extend beyond the edge of the desk/table. ¢. As the tester drops the stick, catch it with your thumb and index finger as fast as possible without lifting your elbow from the desk. It is important that you react only to the dropping of the stick. 4d. Your score is the number of inches read on the ruler just above the thumb and index finger after you catch the yardstick. For the Teste a, Hold the ruler or stick at the top, allowing it to dangle between thumb and fingers of the student b, The ruler/stick should be held so that the 24 inch mark is even with your thumb and index finger. No part of the hand of the student should touch the ruler/stick ¢. Without waming, drop the stick, and let the student catch it with his thamb and index finger. 4. Give the test three times. Be careful not to drop the stick at predictable time intervals, so that the student cannot guess when it will be dropped. Scoring — Record the middle of your three scores (for example: if your scores are 21, 18, and 19, your middle score is 19)eS ee ‘Coordination — The ability to use the senses with the body parts to perform motor tasks smoothly and accurately Paper Juggling Purpose — to measure the coordination of the individual in the performance of motor tasks Equipment — 1. apiece of erumpled paper (legal size) Procedure For the Student: a. Stand comfortably in an obstruction free area, D. Hit the crumpled paper six times alternately with your right and left palm in upward motion, ¢. Perform the test twice. ‘The most number of hits will be recorded. For the Tester: a. See to it that the student hit the crumpled paper six times altemately with right and left palm, . Count up how many times the student has hit the crumpled paper. Scoring - Record the times the student has hit the crumpled paper.Le Ree ems | amen Balance — is the maintenance of equilibrium while stationary or while moving Stork Balance Stand Test Purpose — to assess the ability to balance on the ball of the foot, ‘Equipment — 1. Flat, non-slip surface 2. Stopwatch Procedure For the Student: a. Remove your shoes and place your hands on your hips. b. Position the non-supporting foot against the inside knee of your supporting leg. ¢. Raise the heel to balance on the ball of the foot. Perform the test twice. The best time will be recorded. For the Tester: a. The student is given one minute to practice the balance. ‘The stopwatch is started as the hell is raised from the floor. b. The stopwatch is stopped if any of the follow occur: ‘© the hand come off the hips + the supporting foot swivels or moves 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 in nearest seconds.CSSD ‘Overweight Obese Extrome Obatity HBT HA DMN RBH BT BHA A OH AT OM SD OH ‘Boy Weight (pounds) 110 126 129 196-9198 143-146 959 152 182 467 172 177 461 786 181 196 201 205 210 215 229 224 220 234 Zo 2M BAB 259 258 124 128 133 198 143 148 159 156 163 168 173 170 189 108 189 198 209 200 212 217 Zee ZEF Dae AIT DAZ Der 252 257 202 267 123 128 190 198 143 148 189 186 158 165 174 170 184 180 104 189 204 200 216 220 225 280 295 240 245 250 255 281 266 271 776 190195 201 206 244 217 222 227 232 238 243 248 254 269 284 289 27S 280 285 1G1 186 202 207 213 218 204 220 IS 20 24S 251 256 262 267 279 276 264 2B 205 135 14F +46 452 153-153 189 175 180 155 191 107 203 208 214 220 225 231 257 242 248 254 269 265 270 278 22 287 293 250 204 “40 15 181 167 163 169 174 100 186 192 197 206 208 215 221 227 282 238 244 250 255 262 267 273 279 285 201 296 302 308 314 “4h 160 186 162 188 174 180 106 192 106 204 210 216 222 228 294 240 248 252 258 264 270 ZTE 282 298 24 300 308 312 318 32H ‘a8 185 161 167 173 179 185 192 196 204 210 216 225 226 ZIB Zat 247 259 260 285 272 77B 264 281 297 308 900 315 322 Bz 8 186 101 196 206 211 247 225 200 296 242 249 255 261 268 274 280 287 205 200 305 312 919 325 501 3a SHH 80 197 203 210 216 223 230 296 243 249 250 ZE2 269 ZTE 282 289 285 902 SOB 915 BAz SDB 35 TAI ME 254 ‘74 181 108 195 202 200 215 222 229 235 249 280.257 254 ZT 278 785 292 250 305 313 820 S27 Ao 41 348 965 362 380 376 ‘79 185 199 200 208 215 222 220 296 243 250 257 286 272 Z7O 286 2H BOL SOE SHS 422 S20 398 343 S51 358 365 372 979 8 ATT 184 191 199 206 218 221 208 235 262 250 258 265 272 279 267 204 302 208 S16 324 S31 238 SO 353 961 968 975 989 3H0 387 182 168 197 206 212 219 227 235 262 250 257 255 272 280 288 2A 302 310 318 425 333.940 HR 55 963 9TH 7B 3H6 369 401 408 184 202 710 218 225 295 241 249 256 264 272 2ED 287 205 MOG 911 318 125 9M 3A2 380 558 965 GTS 381 389 306 406 412 420 182 160 188 178 184 192 200 200 218 224 232 240 248 258 2M 272 279 287 296 SOS 311 919 SUT BOS 94° 951 950 367 975 38D 904 99 407 415 423 401 156 16 972 180 189 197 205 218 221 280 290 286 264 265 271 279 257 205 04 312 420 SUB SUS SAA 362 351 360 S77 385 304 4N2 410 418 42E 425 443 ‘Sars Ape ta Oia use hoctan Em, Doan nea Ose h Aas Te Ew Par