Physical Fitness

Test
Name: Section:
Why is physical activity so important for health and
wellbeing?
We know that staying active is one of the best ways to keep our bodies healthy. But did you know it
can also improve your overall well-being and quality of life? 
Here are just a few of the ways physical activity can help you feel better, look better and live better.
Because, why not?
 It’s a natural mood lifter.
Regular physical activity can relieve stress, anxiety, depression and anger. You know that "feel good
sensation" you get after doing something physical? Think of it as a happy pill with no side effects!
Most people notice they feel better over time as physical activity becomes a regular part of their
lives.
 It keeps you physically fit and able.
Without regular activity, your body slowly loses its strength, stamina and ability to function properly.
It’s like the old saying: you don’t stop moving from growing old, you grow old from stopping
moving. Exercise increases muscle strength, which in turn increases your ability to do other physical
activities. 
Why is physical activity so important for health and
wellbeing?

 It helps keep the doctor away.

Stand up when you eat your apple a day! Too much sitting and other sedentary activities can
increase your risk of heart disease and stroke. One study showed that adults who watch more than 4
hours of television a day had an 80% higher risk of death from cardiovascular disease.
 
Being more active can help you:
 lower your blood pressure 
 boost your levels of good cholesterol
 improve blood flow (circulation)
 keep your weight under control
 prevent bone loss that can lead to osteoporosis

All of this can add up to fewer medical expenses, interventions and medications later in life!
 PAR-Q & YOU

Physical Activity Readiness Questionnaire

Question Yes/No

1 Has your doctor ever said that you have a heart condition and that you should only perform physical
activity recommended by a doctor?

2 Do you feel pain in your chest when you perform physical activity?

3 In the past month, have you had chest pain when you were not performing any physical activity?

4 Do you lose your balance because of dizziness or do you ever lose consciousness?

5 Do you have a bone or joint problem that could be made worse by a change in your physical activity?

6 Is your doctor currently prescribing any medication for your blood pressure or for a heart condition?

7 Do you know of any other reason why you should not engage in physical activity?
Physical Fitness Test Objectives
 1. To determine the level of fitness of students.
 2. To identify strength and weaknesses 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.
Test Protocol
 Explain the purpose and benefits that can be derived from
the 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:
1. First Aid Kit
2. Drinking Water (instruct students to bring their drinking bottles and a
small towel or bimpo to wipe their perspiration)
3. Individual score cards.
4. During testing:
a) Body Composition - tape measure, weighing or bathroom scale,
square
b) Flexibility - tape measure
c) Cardiovascular Endurance - stop watch, step box/stairs
d)Muscular Strength – mat
e)Power - meter stick/tape measure
f) Agility - tape measure, masking tape/chalk
g)Reaction Time - plastic ruler (24 inches)
h)Coordination - sipa (washer with straw)/20 pcs. bundled
rubber bands/any similar local materials
i) Balance - stop watch
Part I: Health-Related Fitness
Body Mass Index (BMI)
FORMULA FOR COMPUTING BODY MASS
INDEX

WEIGHT [in Kilograms]

HEIGHT [in Meters] ²

Example: 30 = 30 = 20.83 (normal)

(120)2 1.44
Classification
BELOW 18.5 Underweight
18.5- 24.9 Normal
25.0- 29.9 Overweight
30.0- ABOVE Obese
1. 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:
c) Before the start of weighing, adjust the scale to zero point.
d) Record the score in kilograms.

Scoring – record body mass to the nearest 0.5 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 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:
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.
Record the score in meters.

Scoring – record standing height to the nearest 0.1 centimeter

*** 1 meter = 100 centimeter
(Insert photo here)

MY B.M.I RESULT
BMI CLASSIFICATION
(Insert photo here)

Click the Score card to insert

your score.
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.

For the Partner:

d) Observe whether the fingers touched or overlapped each
other, if not, measure the gap between the middle fingers of
both hands.
e) Record the distance in centimeter.

Scoring – record the gap/overlap to the nearest

0.1 centimeter
 Zipper Test
SCORE STANDARD INTERPRETATION
5 Fingers overlapped by 6 centimeters Excellent
and above
4 Fingers overlapped by 4 – 5.9 Very Good
centimeters
3 Fingers overlapped by 2 – 3.9 Good
centimeters
2 Fingers overlapped by 0.1 – 1.9 Fair
centimeters
1 Just touched the fingers Needs Improvement
0 Gap of 0.1 or wider Poor
(Insert photo here)

(Insert photo here) MY SCORE (ZIPPER TEST)

Click the Score card to insert

your score.
Sit-and-Reach
 Purpose – to test the flexibility of the lower back and extremities.
 Equipment:
 Tape measure or meter stick
 Card board or paper
 Procedure:
For the Performer:
a) Sit on the floor with back, head and shoulders 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 card board or paper
where the tips of the middle fingers are at the top
edge of the card board or paper. Start the test by
pushing the card board or paper slowly and try to
reach the farthest distance possible without
bending the knees.
d.Bouncing or jerking movement is not allowed.
e. Do it twice.
For the Partner:
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.
See to it that the knees are not bent as the performer slides the farthest distance that he could.
Record farthest distance reached in centimeters.

Scoring – record the distance to the nearest 0.1 centimeters

Sit-and-Reach
 Sit-and-Reach

SCORE STANDARD INTERPRETATION

5 61 centimeters and above Excellent

4 46 – 60.9 centimeters Very Good

3 31 – 45.9 centimeters Good

2 16 – 30 .9 centimeters Fair

1 0 – 15.9 centimeters Needs Improvement

(Insert photo here)

(Insert photo here) MY SCORE (SIT-AND-REACH)

Click the Score card to insert

your score.
3-Minute Step Test
 Purpose – to measure cardiovascular endurance
 Equipment:
 Step
 Height of step:
 Elementary - 8 inches
 Secondary - 12 inches
 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 24 steps per minute. One step consists of 4
beats – that is, up with the left foot (ct 1), up with the right foot
(ct. 2), down with the left foot (ct. 3), down with the right foot
(ct. 4).
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 beat for 10 seconds. Multiply it by 6.
For the Partner:
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, allow performer to locate his/her pulse in
5 seconds.
c)Give the signal to count the pulse beat.
d)Let the performer count his/her pulse beat for 10
seconds and multiply it by 6.
Scoring – record the 60-second heart rate after the
activity
 3-Minute Step Test
 Scoring – record the 60-second heart rate after the
activity.
 Personal Training Heart Rate = 220 – (age)
 Example: 220 – 20 = 200
 THR
 Highest THR 200 (.8) = 160 MAXIMUM
200 (.7) = 140 AVERAGE
Lowest THR 200 (.6) = 120 MINIMUM
(Insert photo here)

(Insert photo here) MY SCORE (3-MINUTE STEP TEST)

Click the Score card to insert

your score.
Push-up
 Purpose – to measure strength of upper extremities
 Equipment:
 exercise mats or any clean mat
 Procedure:
For the Performer:
a) Lie down on the mat; face down in standard push-up position:
palms 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 elbows (upper arms are parallel to the floor).
 FOR GIRLS: With knees in contact with the floor, straightens the arms,
keeping the back 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 1 sec going up)

For the Partner:

a) As the performer assumes the position of push-up, start counting as the
performer 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.

Scoring – record the number of push-ups made.

 Push-up
SCORE STANDARD INTERPRETATION
5 33 and above Excellent
4 25 – 32 Very Good
3 17 – 24 Good
2 9 – 16 Fair
1 1–8 Needs Improvement
0 Cannot execute Poor

 Push Up Secondary Boys

 Push-up
SCORE STANDARD INTERPRETATION
5 33 and above Excellent
4 25 – 32 Very Good
3 17 – 24 Good
2 9 – 16 Fair
1 1–8 Needs Improvement
0 Cannot execute Poor

 Push Up Secondary Girls

(Insert photo here)

(Insert photo here) MY SCORE (PUSH-UP)

Click the Score card to insert

your score.
Basic Plank
 Purpose – to measure strength/stability of the core muscles
 Equipment:
 exercise mats or any clean mat
 Procedure:
For the Performer:
a) Assume a push – 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 a straight line.
 d) Keep abdominals engaged/contracted; do not let stomach drop or
allow hips to rise.
For the Partner:
e) Ensure the availability of a mat/smooth flooring or anything that
can protect the forearms.
f) Give the signal “Start/Go” and start/press the time piece.
g) Make sure that the back of the head, neck, spine and ankles are in
a straight line.
h) 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.

 Basic Plank
SCORE STANDARD INTERPRETATION

5 51 seconds and above Excellent

4 46 – 50 seconds Very Good

3 31 – 45 seconds Good
2 16 – 30 seconds Fair
1 1 – 15 seconds Needs Improvement
(Insert photo here)

(Insert photo here) MY SCORE (BASIC PLANK)

Click the Score card to insert

your score.
Part II. Skills-Related Fitness
Stick Drop Test
 Purpose – to measure the time to respond to a stimulus.
 Equipment:
 24-inch ruler or stick
 Arm chair or table and chair
 Procedure:
For the Performer:
a) Sit on a chair with arm rest or a 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. Fingers and thumb should at least be one
inch apart.
 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:

e) Hold the ruler or stick at the top, allowing it to dangle between the thumb and
fingers of the performer.
f) 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.
g) 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 scores are
21, 18, and 19, the middle score is 19). In case where the two scores are the
same (for example 18, 18 & 25), the repeated score shall be recorded.
 Stick Drop Test

SCORE STANDARD INTERPRETATION

5 0 – 6 centimeters Excellent
4 6.1 – 12 centimeters Very Good
3 21.1 – 18 centimeters Good
2 18.1 – 24 centimeters Fair
1 24.1 – 30 centimeters Needs Improvement
0 Did not catch Poor
(Insert photo here)

(Insert photo here) MY SCORE (STICK DROP TEST)

Click the Score card to insert

your score.
Juggling
 Purpose – to measure the coordination of the eye and hand
 Equipment:
 sipa made of washer with straw (washer is 4.6 grams)
 Procedure:
For the Performer:
a) Hit the sipa alternately with the right and left palm upward. The height of the
material being tossed should be at least above the head.
For the Partner:
b) Count how many times the performer has hit the material with the right and left
hand.
c) Stop the test if the material drops.

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

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

Juggling
SCORE STANDARD INTERPRETATION

5 41 and above Excellent

4 31 – 40 Very Good
3 21 – 30 Good
2 11 – 20 Fair
1 1 – 10 Needs Improvement
(Insert photo here)

(Insert photo here) MY SCORE (JUGGLING)

Click the Score card to insert

your score.
Stork Balance Stand Test
 Purpose – to assess ones ability to maintain equilibrium.
 Equipment:
 flat, non-slip surface
 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.
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 contact with the knee.
 the heel of the supporting foot touches the floor.

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

 Stork Balance Stand Test

Score/Age 9 - 12 13 - 14 15 - 16 17 and above Interpretation

5 41 – 60 seconds 81 – 100 121 – 150 161 – 180 Excellent

seconds seconds seconds
4 31 – 40 seconds 61 – 80 seconds 91 – 120 121 – 160 Very Good
seconds seconds
3 21 – 30 seconds 41 – 60 seconds 61 – 90 seconds 81 – 120 Good
seconds
2 11 – 20 seconds 21 – 40 seconds 31 – 60 seconds 41 – 80 seconds Fair

1 1 – 10 seconds 1 – 20 seconds 1 – 30 seconds 1 – 40 seconds Needs

Improvement
(Insert photo here)

(Insert photo here) MY SCORE (JUGGLING)

Click the Score card to insert

your score.
Name: Section: Age:

HEALTH-RELATED FITNESS RESULTS

PFT RESULT/SCORE INTERPRETATION
Body Mass Index (BMI)

Zipper Test

Sit-and-Reach

3-Minute Step Test

Push-up

Basic Plank

Click a test from the PFT column to direct you to that

particular test!
 SKILL-RELATED FITNESS RESULTS

PFT RESULT/SCORE INTERPRETATION

Stick Drop Test

Juggling

Stork Balance Stand Test

Click a test from the PFT column to direct you to that

particular test!
REFLECTION:

What are the importance of this activity and how can it be beneficial to you and to everyone
else?

(write your answer here)

A few REMINDERS:
1. Click our school logo to direct you to the
folders where you will submit this presentation.
2. Use this name format: Surname,Firstname_PFT
Ex: Santiago,Roy_PFT
3.Double check your work if you have
accomplished all the Physical Fitness Test.
Always remember: