FW02

POWER
• Long Jump- To perform a long jump, athletes sprint down a runway
and takeoff from a wooden marker board which is about 8 inch wide,
and travel as far as possible in the air, before landing into a sand pit.
No part of the athlete's foot should cross the takeoff board, if it does,
the jump is disqualified. After the jump, the traceable mark on the
sand pit, closest to the takeoff board is used to measure the distance
of the jump. Each athlete gets three attempts in each round.
LONG JUMP
• Vertical Jump- Take the standing height of the subject with one arm
fully extended upward, then have the subject jump-up and touch the
highest possible vane. The jump height is the difference between
standing height and jumping height. Alternatively, you can adjust the
lowest vane to be at the point of the arm fully extended with both feet
on the ground, then the jump height is simply the highest vane
reached. When using this device, it is very handy to have a pole for
resetting the vanes without lowering the unit, and you should place
weights or otherwise stabile the base to avoid tipping. This device
may be used to measure the standard vertical jump off two feet from
a standing position directly underneath, or a single step or run up
vertical jump which is useful for testing in some sports.
VERTICAL JUMP
SPEED
• 30m Sprint- A thorough warm up should be given, including some
practice starts and accelerations. Start from a stationary position, with
one foot in front of the other. The front foot must be on or behind the
starting line. This starting position should be held for 2 seconds prior
to starting, and no rocking movements are allowed. The tester should
provide hints for maximizing speed (such as keeping low, driving
hard with the arms and legs) and encouraged to continue running
hard through the finish line.
30m Sprint
• 10x5 Shuttle- marker cones and/or lines are placed five meters apart.
Start with a foot at one marker. When instructed by the timer, the
subject runs to the opposite marker, turns and returns to the starting
line. This is repeated five times without stopping (covering 50 meters
total). At each marker both feet must fully cross the line
10x5 Shuttle
 AGILITY
• t-Test- Set out four cones as illustrated in the diagram above (5 yards
= 4.57 m, 10 yards = 9.14 m). The subject starts at cone A. On the
command of the timer, the subject sprints to cone B and touches the
base of the cone with their right hand. They then turn left and shuffle
sideways to cone C, and also touches its base, this time with their left
hand. Then shuffling sideways to the right to cone D and touching
the base with the right hand. They then shuffle back to cone B
touching with the left hand, and run backwards to cone A. The
stopwatch is stopped as they pass cone A.
T-Test
• Hexagon- mark a hexagon (six sided shape) on the floor. The length
of each side should be 24 inches (60.5 cm), and each angle should
work out to be 120 degrees. The person to be tested starts with both
feet together in the middle of the hexagon facing the front line. On
the command 'go', they 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. Continue this pattern for three full revolutions. Perform
the test both clockwise and anti-clockwise.
HEXAGON
COORDINATION
• Alternate Hand- A mark is placed a certain distance from the wall
(e.g. 2 meters, 3 feet). The person stands behind the line and facing
the wall. The ball is thrown from one hand in an underarm action
against the wall, and attempted to be caught with the opposite hand.
The ball is then thrown back against the wall and caught with the
initial hand. The test can continue for a nominated number of
attempts or for a set time period (e.g. 30 seconds). By adding the
constraint of a set time period, you also add the factor of working
under pressure.
ALTERNATE HAND
• Wall Toss- A mark is placed a certain distance from the wall (e.g. 2
meters, 3 feet). The person stands behind the line and facing the wall.
The ball is thrown from one hand in an underarm action against the
wall, and attempted to be caught with the opposite hand. The ball is
then thrown back against the wall and caught with the initial hand.
The test can continue for a nominated number of attempts or for a set
time period (e.g. 30 seconds). By adding the constraint of a set time
period, you also add the factor of working under pressure..
WALL TOSS
 BALANCE
• Star Excursion- A standardized warm-up is conducted. The subject
should be wearing lightweight and non-restrictive clothing and no
footwear. The subject stands on one foot in the center of the star with
their hands on their hips. They then reach with one foot as far as
possible in one direction and lightly touch the line before returning back
to the starting position. The support foot must stay flat on the ground.
This is repeated for a full circuit, touching the line in every reach
direction. The assessor should mark the spot on the line where the
subject was able to reach. The test should be repeated three times for
each foot. The trial is invalid if the subject cannot return to the starting
position, the foot makes too heavy of a touch, or if the subject loses
balance.
STAR EXCURSION
• Stork Stand- Remove the shoes and place the hands on the hips, then
position the non-supporting foot against the inside knee of the
supporting leg. Stork Balance Exercise The subject is given one
minute to practice the balance. The subject raises the heel to balance
on the ball of the foot. The stopwatch is started as the heel is raised
from the floor. The stopwatch is stopped if any of the follow occur:

1. the hand(s) come off the hips

2. the supporting foot swivels or moves (hops) in any direction
3. the non-supporting foot loses contact with the knee.
4. the heel of the supporting foot touches the floor.
STORK STAND
REACTION TIME
• Ruler Test- The person to be tested stands or sits near the edge of a
table, resting their elbow on the table so that their wrist extends over
the side. The assessor holds the ruler vertically in the air between the
subject's thumb and index finger, but not touching. Align the zero
mark with the subjects fingers. The subject should indicate when they
are ready. Without warning, release the ruler and let it drop - the
subject must catch it as quickly as possible as soon as they see it fall.
Record in meters the distance the ruler fell. Repeat several times (e.g.
10 times) and take the average score.
RULER TEST
• Batak Reaction Test- Participants stand comfortably in front of the
BATAK board. Light buttons are lit randomly, and the subject must
strike out as many as possible in the allocated time (30 or 60
seconds). As soon as one target is struck the next target lights up.
Plenty of practice is very important, as performance can increase
rapidly in the first few attempts.
BATAK REACTION
TEST
REFERENCES:
VIDEOS
Power
• https://www.youtube.com/watch?v=fXIbLmlUdOQ
• https://www.youtube.com/watch?v=iQbPcbTYX5U
Speed
• https://www.youtube.com/watch?v=fkWziiMdIi8
• https://www.youtube.com/watch?v=kUtHweuM4RM
Agility
• https://www.youtube.com/watch?v=OkN5Ht4PjGo
• https://www.youtube.com/watch?v=eA6CJ-CfbTU
Coordination
• https://www.youtube.com/watch?v=nVczFWR-i4M
• https://www.youtube.com/watch?v=Oeu2DDMyiG4
Balance
• https://www.youtube.com/watch?v=UxDbm7_CWec
• https://www.youtube.com/watch?v=EA_C2wgRuug
Reaction Time
• https://www.youtube.com/watch?v=yn6WRm6TiPk
• https://www.youtube.com/watch?v=cyy4lqRERJM