Department of Education

Special Program in Sports (SPS)

and Physical Education

jezreelhuelarbantolo
Introduction

A review of the existing physical fitness test 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, conducted through a workshop
initiated by the Task Force of School Sports (TFSS), and
subsequently, by the Bureau of Secondary Education (BSE),
gave rise to this Physical Fitness Manual . It is intended to be
used in the public and private schools which intended to adopt
the program.

jezreelhuelarbantolo
 Passing the prescribed standards is a requirement for
admission into the SPS. 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 Grade 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”.

jezreelhuelarbantolo
 Health related components 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 (BMI). Skill-
related components are physical abilities that show
potential for good performance in certain skills (usually in
sports) like running speed, agility, reaction time or
quickness, balance and coordination.

jezreelhuelarbantolo
 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 test results
e) Challenging yet joyful participation among the pupils and
everyone involved in the program.

jezreelhuelarbantolo
 The administration and implementation of the testing
program shall be treated as an essential component of the
Physical Education and Schools Sports Program for both in
the elementary (Grade 4,5 and 6) and secondary levels.

jezreelhuelarbantolo
 PFT Objectives:

1. To determine the level of fitness of students.

2. To identify strength and weakness 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.

jezreelhuelarbantolo
 Test Protocol
 Explain the purpose and benefit that can be derived from
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:

jezreelhuelarbantolo
1.First Aid Kit
2.Drinking Water/Towel
3.Score Card
4.During Testing:

jezreelhuelarbantolo
a. Body Composition – tape measure, weighing scale, L-square
b. Flexibility – tape measure
c. Cardiovascular Endurance – stopwatch step box/stairs
d. Muscular Strength – mat
e. Speed – stopwatch
f. Power – meter stick/tape measure
g. Agility – tape measure, masking tape/chalk
h. Reaction Time – plastic ruler (24 inches)
i. Coordination – sipa
j. Balance - stopwatch

jezreelhuelarbantolo
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 teachers, allow students to go through the

various tests with minimal effort exerted to familiarize
themselves with testing procedures.

d. The tests requiring cardio-vascular endurance and those other

tests which involve the same muscles groups should not be
taken in succession.

jezreelhuelarbantolo
 Day 1 Day 2 Day 3

BMI BASIC PLANK HEXAGON AGILITY

TEST
3 MINUTE STEP 40 M SPRINT JUGGLING
TEST

PUSH UP STANDING LONG

JUMP
STICK DROP TEST STORK BALANCE

SIT & REACH ZIPPER TEST

jezreelhuelarbantolo
• Let students record and keep the result of his/her own performance in the
score card. (EBEIS/LIS/EMIS)
• The students shall be grouped together and in pairs (buddy system).
• The students should wear appropriate clothing: t-shirt, jogging pants, rubber
shoes, or any suitable sports attire. However, when taking the BMI test, it is
recommended that the students wear shorts.
• Conduct warm-up and stretching before the test except for the
3-Munite Step Test.

• Administer the test in a challenging, encouraging, and fun-filled environment.

jezreelhuelarbantolo
jezreelhuelarbantolo
 Formula for Computing BMI

weight ( in kg )
height ( in m )2

example: 30 = 30 = 20.83
(1.20)2 1.44
Classification
Below 18.5 – underweight
18.5 – 24.9 – normal
25.0 – 29.9 – overweight
30.0 – above – obese

jezreelhuelarbantolo
Weight – the heaviness or lightness of a person.
Equipment
Weighing or Bathroom scale calibrated properly
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 of the scale.
For the Partner
a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
Note: Record body mass to the nearest 0.5 kg.

jezreelhuelarbantolo
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
3. An even and firm floor and flat wall.
Procedure
For the 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.

jezreelhuelarbantolo
Flexibility – is the ability of the joints and muscles to move through its full range of motion.

ZIPPER TEST

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, to test the right shoulder; extend your left arm down and behind your back, 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.

jezreelhuelarbantolo
 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.

Scoring – record zipper test to the nearest 0.1

cm.

jezreelhuelarbantolo
 SIT-and-REACH

Purpose – to test the flexibility of the lower back, hamstring and extremities.

Equipments – tape measure or meter stick, card board or paper

Procedure
For the Performer:

a. Sit on the floor with back, head and shoulder 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.
c. Place hands on top of the cardboard or paper where the tips of the middle fingers are at
the top edge of the cardboard or paper. Start the test by pushing the cardboard or paper
slowly and try to reach the farthest distance possible without bending the knees. (hold
for 2 sec.)

jezreelhuelarbantolo
d. Bouncing or jerking movement is not allowed.
e. Do it twice.

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/she could.
c. Record farthest distance reached in centimeters.

Scoring - record the distance to the nearest 0.1 cm.

jezreelhuelarbantolo
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. It is also the ability of the muscle to do repeated work without
fatigue.
3-Munite Step Test
(No Warm Up Needed)

Purpose – to measure cardiovascular endurance

Equipment – step (8 inches Elementary 12 inches Secondary), stopwatch, drum, clapper
or any similar device.
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

jezreelhuelarbantolo
 24 steps per minute. One step consist of 4 beats – that is, up with the left foot (ct1), up with the
right foot (ct2), down with the left foot (ct3), down with the right foot (ct4).
c. Immediately after the exercise, locate your pulse and wait for the signal to start the counting.
d. Don’t talk while taking the pulse beat.
e. Count the pulse for 10 seconds. Multiply it by 6. (110 bpm)

For the Partner:

a. As the student assures the position in front of the step, signal, “Ready” and “Go”, start the
stopwatch for the 3-munite step test.
b. Allow the performer to locate his/her pulse in 5 seconds. (Left)
c. Count the pulse beat.
d. Let the performer count his/her beat for 10 seconds and multiply it by 6.

Scoring – record the 60-seconds heart rate after the activity.

(for non-completer mark didn’t finished but record the pulse beat)

jezreelhuelarbantolo
Strength – is the ability of the muscle to generate force against physical objects.

Push-up
Purpose – to measure strength of upper extremities.

Equipment – mat

Procedure

For the Performer

a. Lie down on the mat; face down in standard push-up position: palm on the mat about
shoulder width, fingers pointing forward, and legs straight, parallel, and slightly 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 elbow Flexibility – is the ability of the joints and
muscles to move through its full range of motion.

jezreelhuelarbantolo
For Girls: With knees in contact with the floor, straightens the arms, keeping the back
straight , then lowers the arms there is a 90-degree angle at the elbow (upper arms are
parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per
minute. (2 sec. going down and 1 sec. going up).

For the Partner:

a. As the performer assumes the position of push-up, start counting as the performers
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, is in pain, voluntarily stops, or cadence is broken. (60 bpm metronome)

Scoring – record the number of push-ups made.

jezreelhuelarbantolo
 Basic Plank

Purpose –to measure strength/stability of the core muscles

Equipment – exercise mats or any clean mat

Procedure

For the performer:

a. Assumes a pus-up position. Rest body on forearms with palms and fingers flat on the
floor. Elbows are aligned with the shoulders.
b. Legs are straight with ankles, knees and thighs touching together.
c. Support weight on forearms and toes; make sure that your back is flat. Head, neck and
spine are in an straight line.
d. Keep abdominals engaged/contracted; do not let stomach drop or allow hips to rise.

jezreelhuelarbantolo
For the partner:
a. Ensure the availability of a mat/smooth flooring or anything that can protect
the forearms.
b. Give signal “Start/Go” and start/press the time piece.
c. Make sure that the back of the head, neck, spine and ankles are straight
line.
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.

Scoring – record the time in the nearest seconds/minute.

jezreelhuelarbantolo
Part II. Skills-Related Fitness

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 with known measurement (40 m.)

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 an-crouch position (buttocks up) with both hands on
the starting line.
c. At the signal “Go”, run to the finish line as fast as you can.

jezreelhuelarbantolo
For the partner:
a. Set the stopwatch to zero point.
b. At the signal “Go” start the stopwatch and stop It as the performer crossed the
finish line.
c. Record time in the nearest 0:00:01 seconds.
Note: If foul repeat the test.

Scoring – record the time in nearest minutes and seconds.

jezreelhuelarbantolo
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/any measuring device if possible in jumping pit.

Procedure
For the Performer:
a. Stand behind the take-off line with feet parallel to each other, the tips of the shoes
should not go beyond the line.
b. Bend 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.

jezreelhuelarbantolo
For the Partner:

a. Place zero point of the tape measure at the take-off line.

b. After the jump, spot the mark where the back of the heel of either feet
of the performer has landed nearest to the take-off line.

c. Record the distance of the two trials.

Scoring – record the best distance in meters to the nearest 0.1

centimeters.

jezreelhuelarbantolo
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
1. Tape measure
2. Stopwatch
3. Chalk or masking tape

Hexagon Size
a. Length of each side is 24 inches
b. Each angle is 120 degrees.

jezreelhuelarbantolo
How to draw a perfect HEXAGON?

jezreelhuelarbantolo
Procedure
For the Performer:
a. Stand with both feet together inside the hexagon facing the marked starting side.
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.
c. Rest for 1 minute.
d. Repeat the test counterclockwise.

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.

jezreelhuelarbantolo
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
1. 24-inch ruler or stick
2. 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 the lower arm rest
on the desk/table comfortably.
b. Place the heel of the hand on the desk/table so that only the fingers and thumb extend
beyond.

jezreelhuelarbantolo
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.

For the Partner

a. Hold the ruler or stick at the top, allowing it to dangle between the thumb and fingers of
the performer.
b. Hold the ruler/stick so that the 24-inch mark is even between the thumb and the 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 scores (for example: if the score are 21, 18 an 19,
the middle score is 19).

jezreelhuelarbantolo
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

1. 4-5 grams bundled rubber bands

Procedure
For the Performer

a. Hit the rubber band alternately with the right and left palm upward. The height of
the material being tossed should be at least above the head. Hand should not be
lower than waist level. Two trials.

jezreelhuelarbantolo
For the Partner

a. Count how many times the performer has hit the material with the
right and left hand. Don’t count up it can’t go beyond top head level.

b. Stop the test if the material drops.

Scoring – record the number of hits the performer has done.

jezreelhuelarbantolo
Balance – is the maintenance of equilibrium while stationary or while moving

Stork Balance Stand Test

Purpose - to assess ones ability to maintain equilibrium.

Equipment:
1. flat, non-slip surface
2. Stopwatch

Procedure
For the Performer
a. Remove the shoes and place hands on the 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.

jezreelhuelarbantolo
d. Do the same procedure with the opposite foot.

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 contract with the knee
The heel of the supporting foot touches the floor.

Scoring – record the time taken on both feet in nearest seconds.

jezreelhuelarbantolo
Physical fitness is not only one
most important keys to a
healthy body, it is the basis of
dynamic and creative
intellectual activity.

John F. Kennedy
Thank you!!!
jezreelhuelarbantolo