Physical Education 1

Lecture Notes – Week 5

Objectives:

At the end of the lesson, the students will be able to:

*Describe the health related fitness test and skill related fitness set by
DepEd
* Set FITT goals based on training principles to achieve and / or maintain
HRF

Content:

A. Fitness Exercise Protocol

B. Fitness Testing and Assessment

Procedure:

1. Prayer
2. Checking on Attendance
3. Energizer

Learning Activities:

Instructions: TUG of War! Form two big groups and play tug of war. Your teacher will provide the
rope that you will use. Tug of war is a good activity for team building and physical fitness. Its test your
unity and strength.

Review: The teacher calls a student to ask the question about what topic did they discussed in a previous
lesson

Development of the Lesson:

Physical Fitness Test

Understanding the need for a standardized test on physical fitness, the Department of Education
(DepEd) came up with the DepEd Physical Fitness Test Manual in 2015. Dr. Aparicio H. Mequi, former
chair of the Philippine Sports Commission and director of the Bureau of Physical Education and School
Sports, initiated the review and revision of the existing physical fitness tests to bring in the new trends
and latest researches in the field of physical fitness in response to the issues on test qualities and
administration.

The physical fitness test is a set of measures designed to determine the student’s level of fitness. It has
two components, namely, health related fitness and skill related fitness. According to the Issued Fitness
testing Protocol of the DepEd, the Philippine Physical Fitness Test (PPFT) is a part of the process to
educate the students on the importance of wellness of the body and spirit through well-selected activities.
It will be taken by elementary and high school students at the beginning and at the end of the school
year.

The physical fitness test aims to:

1. Determine the level of fitness of the student,

2. Identify the strengths and areas for development/improvement
3. Identify bases for physical activities, and
4. Motivate and guide students in choosing sports activities that they would like to participate in.

The following guidelines must be observed for the physical fitness testing:

1. The students must be conditioned for the test

2. The students must be in their P.E attire to be able to move freely and without hindrance.
3. The testing stations must be set up in such a manner that there will be no crowding of students.
4. There must be a clear diagram of the flow of traffic from one station to the next station.
5. The first few rounds of the test must be in the form of warm-up for the students to do the correct
execution of the test.
6. The correct way of doing the test must be explained clearly.

7. Scorecards must be ready before the testing day. Your teacher will provide them.

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 8. Scorecards must be collected after the testing.

9. The students must be guided in interpreting and analyzing the test results.

The following materials must be on hand for the physical fitness test:

1. First aid kit 8. Tape measure

2. Scorecards 9. Weighing scale
3. Calculator 10. spirit level
4. Ball pen 11. Drinking
5. Masking tape 12. Masking board
6. Stopwatch 13. Pre-marked wall
7. Tri-square 14. Table and chair

Perform the following exercise according to your teacher’s directions. These will serve as conditioning
exercises before you do the actual tests. Do not strain your body.

1. Zipper test
2. Sit and Reach
3. Step test
4. Push up
5. Curl up
6. Sprint
7. Basketball pass
8. Standing long jump

Fitness Testing and Assessment

Physical fitness testing helps determine the state of your well being and measures the level of
performance of your muscles, heart, and lungs.

The test is divided into two parts. The health related fitness test, includes testing for body composition,
waist circumference, flexibility, cardiovascular endurance, and strength. The skill related fitness test
includes testing for speed, power, agility, reaction time, coordination, and balance.

Part 1. HEALTH RELATED FITNESS TEST

Body composition refers to the amount of the body’s fat free mass as compared to the amount of body
fat. The fat free mass include bone, water, muscle, and tissue while body fat literally refers to the fat
within the body. Being overweight or obese is an indication of excessive accumulation of body fat.

Body Mass Index (BMI)

Formula for computing Body Mass Index

Weight (in kilogram)

Height (in meter)2

Classification
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 Above Obese

Weight

Material

• Bathroom Scale
Procedure

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 For the test maker:

a. Wear light clothing before weighing

b. On bare feet, stand erect and still with weight evenly distributed at the center of the scale.

For the partner:

a. Be sure to adjust the scale to zero point.

b. Record the reading in kilogram.

Scoring: Record body mass in the nearest 0.5 kilogram.

Height

Materials

• Tape measure laid flat to a concrete wall. The zero points starts at
the bottom of the floor.
• L-square
• Even the firm floor and flat wall

Procedure

For the test maker:

• Stand erect on bare feet with heels, buttocks, and shoulders

pressed against the tape measure on the wall.

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.
b. Record the reading in meter.

Scoring: Record standing height in the nearest 0.1 centimeter (1 meter=100 centimeters).

Wait circumference is a good predictor of visceral fat which contributes more to the risk of
cardiovascular disease and diabetes than fat located in other areas.

Material

• Tape measure
Procedure

For the test taker:

a. Wear light clothing

b. Stand erect and wrap the tape measure around your waist.

For the partner:

• Record the reading in centimeter.

Scoring:

Risk MEN WOMEN

Centimeters Inches Centimeters Inches
Very High ➢ 120 ➢ 47 ➢ 110 ➢ 43.5
High 100-120 39.5-47 90-109 35.5-43
Normal 102 40 88 34.6
Low 80-99 31.5-39 70-89 28.5-35
Very Low < 80 < 31.5 < 70 < 28.5

Flexibility refers to the ability of the joints to move through a full range of motion.

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 Zipper Test

Purpose

To be able to touch the fingertips together behind the back by reaching over
the shoulder and under the elbow

Material

• Ruler

Procedure

For the test taker:

a. Stand erect
b. To test the right shoulder, raise your right arm, bend your elbow, reach
down across your back as far as possible.
c. 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.
d. Reach with your right hand over your right shoulder and down your back
as if to pull a zipper or scratch between your shoulder blades.
e. To test the left shoulder, repeat a to d above with your left hand over
your left shoulder.

For the tester:

a. Observe whether the fingers touch or overlap each other.

b. Measure the distance in which your fingers overlap.
c. Record the score in centimeter.

Scoring: Record zipper test to the nearest 0.1 centimeter.

Standard
0 Did not touch fingertips
1 Just touched fingertips
2 Fingers overlapped by 1-2 centimeters
3 Fingers overlapped by 3-4 centimeters
4 Fingers overlapped by 5-7 centimeters
5 Fingers overlapped by 8 centimeters or more

Sit and Reach

Purpose

To be able to reach as far as possible without bending

the hamstring

Material

▪ Tape measure

Procedure

For the test taker:

a. Sit on the floor with back flat on the wall and feet approximately 12
inches apart.
b. Without bending your back, knees and elbows , place one hand on
top of the other and position the hands of the floor.

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 c. After the tester has positioned the zero point of the tape measure,
start the test by reaching the farthest point possible without bending
the knees.
For the tester:

a. As the student assumes the c procedure above, position the zero point of the tape measure
at the tip of the finger farthest from the body.
b. See to it that the knees are not bent as the student reaches the farthest that he/she could.
c. Measure the distance of the farthest reach.
d. Record the score in centimeter.

Scoring: Record sit and reach in the nearest 0.1 centimeter.

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 that
oxygen.

Step test (3minutes)

Purpose

To measure cardiovascular endurance

Materials

a. Step board (12 inches)

b. Stopwatch

Procedure

For the test taker:

a. Position in front of the step.

b. At the go signal, step up and down the step board for 3 minutes
at the rate of 24 steps per minute. One step consist of 4 beats, that
is, “up with the left foot, down with the left foot, up with the right
foot, down with the right foot.”
c. Afterward stand and relax. Do not talk
d. Locate your pulse. Count the pulse rate for 10 seconds. Multiply
it by 6

Scoring: Record the 60 second heart rate after the activity.

Strength refers to the muscle’s ability to generate force against

physical objects.

90 Degree Push Ups

Purpose

To measure the strength and upper extremities

Materials

a. Exercise mat or any clean mat

Procedure

For the test taker:

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a. Get on the mat face down in standard push up position: palms on the mat under shoulders;
fingers pointing forward; and leg straight, parallel, and slightly apart, with your toes
supporting your feet.

b. FOR BOYS: Straighten your arms, keeping the back and knee straight, then lower the arms
until there is a 90 degree angle at the elbows ( upper arms are parallel to the floor).

c. FOR GIRLS: With your knees in contact with the floor, straighten your arms, keeping your
back straight. Then lower your arms until there is a 90 degree angle at the elbows (upper
arms are parallel to the floor).

d. Perform as many repetitions as possible, maintaining a cadence of 20 push ups per minute
(2 seconds going down and 1 second going up)

For the tester:

a. As the student assumes the position of push up, start counting as he/she lowest his/her
body on the ground until he/she reaches a 90 degree angle at the elbow.
b. Make sure that the student performs the push up clearly.
c. The test is terminated when the student can no longer perform the push ups in the
correct form (theses corrections are allowed), feels pain, voluntarily stops, or cadence
is broken.

Scoring: Record the number of push ups made.

Curls up

Purpose

To measure the strength of abdominal muscles.

Material

Exercise mat or any clean mat

Procedure

For the test taker:

a. Assume a lying position with your feet flat on the floor

and knees bent at about 90 degree angle, hands palm down at
the sides with fingertips touching the first tape line.
b. Complete a slow, controlled curl up, sliding fingertips
along the floor until they touch the second tapeline.
c. The curl up should be performed at a rate of one every
3 seconds or 20 curls up per minute (2 seconds going up and 1
second going down).
d. There should be no rest at the bottom position. Perform
as many curls-up as possible without stopping.

For the tester:

a. Ensure that the students performs the curls up in the

correct form.
b. One curl up is counted each time the student’s
shoulder blade touches the floor.
c. The test is terminated when the student can no longer perform the curls up in the correct
form (three corrections are allowed), feels pain voluntarily stops, or cadence is broken.

Scoring: Record the number of curls up made.

Part 2. SKILL RELATED FITNESS TEST

Speed is the ability to perform a movement in a short period.

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 40 Meter Sprint

Purpose

To measure running speed

Material

• Stopwatch

Procedure

For the test taker:

a. Stand behind the take-off line, the tip of your shoes should not go
beyond the line.
b. At the go signal, run to the finish line as fast as you can.

For the tester:

a. Set the running area with the measurement of 40 meters.

b. Set the stopwatch to zero.
c. At the go signal, start the watch and stop it as the student crosses the
finish line. Record the score to the nearest 0:00:01 second.

Scoring: Record the time in the nearest minutes and seconds.

Power is the ability to transfer energy into force at a fast rate.

Basketball Pass

Purpose

To measure the strength and power of the upper body muscles

Material

• Basketball (preferably size 7)

Procedure

For the test taker:

a. Sit/Stand on the floor with head and back resting against the
wall and legs 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
rested against the wall.

For the tester:

a. See that the position of the student is in the right form.

b. Set the point zero of the measurement at the edge of the wall.
c. After the throw, spot the mark where the base of the ball has first make contact on the floor
on the first bounce closest to the take off line.
d. Record the score in the nearest 0.5 meter.

Scoring: Record the distance in the nearest 0.5 meter.

Agility is the ability to change direction quickly using a combination of balance, coordination,
speed, strength, and endurance.

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 Hexagon Agility Test

Purpose

To measure the ability to move

quickly while maintaining balance

Materials
a. Tape measure
b. Stopwatch
c. Chalk or tape for making the ground

Procedure

For the test taker:

a. Facing the front line, stand with both feet together in the
middle of the hexagon.
b. At the go signal, jump forward across the line, then back
over the same line into the middle of the hexagon.
c. Continuing to face forward with feet together, jump over the
next side and back into the hexagon.
d. Continue this pattern for three full revolutions.
e. Perform the test both clockwise and counterclockwise.

For the tester:

a. Mark a hexagon on the floor. The length of each side should be 24 inches (60.5 cm), and
each angle must be 120 degrees.
b. Record the time taken to complete three full revolutions. Record also the best score from
the two trials.
c. If the student jumps the wrong line or land on a line, the test must be restarted.

Scoring: Record the time in the nearest minutes and seconds.

Reaction Time is the time elapsed between stimulation and the beginning
to the stimulus.

Stick Drop Test

Purpose

To measure the reaction time as to how fast you can respond to

a stimulus:
The higher the score, the faster the reaction time

Materials

a. Ruler or stick 24 inches long

b. Table and chair

Procedure

For the test taker:

a. Sit on a chair next to a table, so that your elbow and lower arm
rest on the table comfortably.
b. The heel of your hand must rest on the table, so that only your
fingers and thumb extend beyond the edge of the table.
c. 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.
d. Your score is the number of inches read on the ruler/stick just
above the thumb and index finger you catch the stick.

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 For the tester:

a. Hold the ruler/stick above the student’s fingers. No part of the hand of the student must touch
the ruler/stick.
b. Without warning, drop the stick and let the student catch it with his thumb and index finger.
c. Do this 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 average of your three score. For example, if your scores are 21, 18, and 19,
your average score is 19.

Coordination is the ability to use the senses with the body parts to perform motor tasks smoothly
and accurately.

Paper Throw and Catch

Purpose

To measure coordination in the performance of motor tasks

Material

*Crumpled Paper

Procedure

For the test taker:

a. Stand comfortably in an area with no obstruction.

b. Throw a crumpled paper into the air with your right hand. Catch
it with your left hand.
c. Do this six times.
d. Repeat the task. This time throw the crumpled paper upward
with your left hand and catch it with your right hand.
e. Do this six times.

For the tester:

a. See to it that the student throws and catches the crumpled
paper six times alternately with his/her right and left hands.
b. Count how many times the student does the task correctly.

Scoring: Record the number of times that the student throws and catches the crumpled paper
correctly.

Balance is the maintenance of equilibrium while in a stationary or moving

position.

Stork Balance Stand Test

Purpose

To assess the ability to balance on the ball of the foot

Materials

*Flat, nonslip surface

*Stopwatch

Procedure

For the test taker:

a. Remove your shoes and place your hands on your hips.

b. Position the non-supporting foot against the inside knee of the
supporting leg.
c. Raise the heel to balance on the ball of your foot.

For the tester:

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 a. Give the student one minute to practice the balance.
b. Start the stopwatch as the heel is raised from the floor
c. Stop the stopwatch if any of the following occurs:

• The hand(s) come off the hips.

• The non-supporting foot loses contact with the knee.
• The heel of the supporting foot touches the floor.

Scoring: Record the time in the nearest seconds.

Activity:

Name: Sex: Age:

Grade Level and Section: School:

Part1. HEALTH RELATED FITNESS TEST

A. BODY COMPOSITION: Body Mass Index (BMI)

Height(meters) Weight(Kilograms) BMI Classification

B. WAIST CIRCUMFERENCE

C. FLEXIBILITY

1. Zipper test
2, Sit and Reach

Overlap/Gap (centimeters) Score (centimeters)

Right Left 1st try 2nd try Best Score

D. CARDIOVASCULAR ENDURANCE: 3 MINUTE STEP

Heart Rate per Minute

Before the Activity After the Activity

E. STRENGTH

1. 90 degree push ups 2. Curls-Up

Number of Push ups Number of Curls Up

Part 2. SKILL
RELATED FITNESS TEST

A. SPEED: 40-Meter Sprint

Time 1st Try 2nd try 3rd try

B. POWER: Standing Long Jump

1st try 2nd try 3rd try

Distance (in
centimeters)

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 C. AGILITY: Hexagon Agility Test

Clockwise: Time Counterclockwise Average

(0:00) Time (0:00)
1st Try
2nd try
3rd try

D. REACTION TIME: Stick Drop test

1st try 2nd try 3rd try Average

E. COORDINATION: Paper Throw and catch

Score 1st try 2nd try 3rd try

F. BALANCE: Stork Balance Stand Test

Time 1st try 2nd try 3rd try

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