You are done now with the lecture portion. At this point, you will experience the physical fitness test designed by the Department of Education. Task 1: Health-Related Fitness Test Body Contposition - is the body's relative amiount of fat Pr to fat-free mass, Body Mass Index (BMI) Formula for Computing Body Mass Index Weight (in kilogram) Height (in meters}? Example: 30 = 30__ = 20.83 (Normal) (1.202 1.44 Classification Below 18.5 ‘Underweight 18.5 - 24.9 Normal 25.0-29.9 ‘Overweight 30.0 = Above Obese 1. Weight refers to the the heaviness of a person. Equipment Weighing or bathroom scale calibrated properly, Procedure: For the Tester: 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 b, Record the score in kilogram Scoring - record the body mass to the nearest 0.5 kilogram2. Height is the distance between the feet on the floor to the top of the head in standing position. Equipment: a. Tape measure laid flat to a concrete wall where zero point starts on the floor b. L-square; and c. An even and firm floor and flat wall Procedure For the Tester: a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall where 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. Scoring - record the standing height to the nearest 0.1 centimeter ***] meter = 100 centimeter 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 a Equipment , a, Ruler Procedure For the Tester a. Stand erect b. Raise your right arm, bend your elbow, and reach 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/across 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 the procedures a and b with left hand over the shoulder. For the Partner a, Observe whether the finger touched or overlapped each other, if not, measure the gap between the middle fingers of both hands. b. Record distance in centimeter.Scoring record zipper test ta the nearest 0.1 centimeter Score | Standard Interpretation 5 Fingers overlapped by 6 cm. and | Excellent above 4 Fingers overlapped by 4—5.9em | Very good 3 Finger overlapped by 2- 3.9 Goad 2 Fingers overlapped by 0.1 - 1.9 em | Fair 1 Just touched the fingers Needs: Improvement o Gap of 0.1 or wider Poor 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. Endurance may also refer to the ability of the muscles to do repeated work without fatigue. 3-Minute Step Test Purpose to measure cardiovascular endurance Equipment a. Step Height of step: 12 inches b. Stopwatch c, Drum, clapper, clicker, metronome with speaker or any similar device. Procedure For the Tester a. Stand at least one foot away from the step or bench with trunk erect and eyes looking straight ahead b. The first step of the sequence should be alternate. At the signal “GO”, step up and down the step/bench for 3 minutes at a rate of 96 beats per minute. One step consists or 4 beats - 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) for the Girst sequence. Then up with the right foot (ct. 1), up with the left foot (ct. 2), then down with the right foot (ct. 3), down with the left foot (et. 4) for the second sequence. Observe proper breathing (inhale through the nose, exhale through the mouth). c, Immediately after the exercise, stand and locate your pulse and in five (5} seconds, or at a signal, start to get the heart rate. d. Don't talk while taking the pulse rate ¢. Count the pulse beat for 10 seconds and 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 multiple it by 6. Scoring - record the 60-second heart rate after the activity. Strength is the ability of the muscles to generate force against physical objects. Push Ups Purpose to measure strength of the upper extremities Equipment a. Exercise mats or any clean mat Procedure For the Tester 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 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). 4. Amaximum of 50 push-ups for boys and 25 push-ups for girls. For the Partner a, As the tester assumes the position of push-ups, start counting as the tester lower his/her body until he/she reaches 90-degree at the elbow. The partner should stand in front of the tester and his/her eyes should be close to elbow level to accurately judge the 90-degree bend 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. Score Standard Interpretation 5 33and above | Excellent 4 25-32 Very Gaadl a 17-24 Good 2 3-16 Fair 1 1-8 ‘Needs Improvement oO Cannot Execute | PoorTask 2: 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 % a. Stopwatch b. Running area with known measurement (40 meters) _/ re Procedure be For the Tester a. At the signal “Ready”, stand behind the take-off line, 4 the tips of the shoes should not go beyond the line and assumes a crouch position. b. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both hands on the starting line. ¢. At the signal “GO”, run to the finish line as fast as you can. For the Partner . Set the stopwatch to zero (0) point. . At the signal “GO”, start the watch and stop it as the performer crossed the finish line. c. Record time in the nearest 0:00:01 seconds Scoring - record the time in nearest minutes and seconds. op Standard Norms in Seconds Boys Age 9-12 13-14 | 15-16 | 17 and above Excellent <6.0 <5.0 <45 <4.0 Very Good 61-77 [51-69] 4.6- | 41-54 5.4 Good 78-85 | 70-80 [55-70] 55-65 Fair 95-86 | 81-91 [71-81] 66-75 Needs 25.6 79.2 78.2 >7.6 Improvement Standard Norms in Seconds Girls Age 9-12 13-14 | 15-16 [17 and above Excellent <7.0 <6.5 5.5 <45 Very Good 71-84 | 66.-76 [56-61] 46-59 Good 8.5-9.5 | 7.7-88 [6.2-7.2| 6.0-7.0 Fair 96-105] 89-95 [7.3-85| 7.1-8.1 Needs >10.6 29.6 >8.6 >8.2 Improvement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 a. Tape measure/meter stick / any measuring device P Procedure c “ For the Tester u a. Stand behind the take-off line with feet parallel to 7 each other, the tips of the shoes should not go ‘ beyond the line q 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. . Do not control the momentum of the jump (continuously move forward) d. Must land on both feet. e. Perform the test twice in succession For the Partner . Place zero (0) point of the tape measure and the take-off line. b. After the jump, spot the mark where the back of the heel or either feet of the tester has landed nearest to the take line. c. Record the distance of the two trials. ° p Score | Standard Interpretation 5 201 cm and above Excellent 4 151 cm= 200 cm Very Good 3 126 cm-150 cm Good 2 101 cm- 125 cm Fair 1 55 cm-100 cm Needs Improvement 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 a. Tape measure b. Stopwatch At s4 c. Chalk or masking tape ‘ *% Hexagon Size a. Length of each side is 18 inches b, Bach angle is 120 degrees Procedure For the Tester a. Stand both feet together inside the hexagon facing the marked side. b. At the signal “GO", using the ball of the feet with arms bent in front, jump clockwise over the line, then back aver the same line inside the hexagon. Continue the pattern with all the sides of the hexagon. c. Rest for one (1) minute d. Repeat the test counterclackwise 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. Score Standard Interpretation 5 S seconds and below | Excellent 4 6-10 seconds Very Good 3 11-15 seconds Good 2 16-20 seconds Fair I 21-25 seconds Needs Improvement o Over 25 seconds, Poor Reaction Time - The amount of time it takes to respond to a stimulus. Stick Drop Test a Purpose - to measure the time to reapond toa stimulus Equipment | a. 12-inch ruler z b. Arm chair or table and chair Ly Procedure For the Tester v \ MOAT a. Sit on the arm chair or chair next to the table / that the elbow and the lower rests on the : desk/table comfortably. b. Place the heel of the hand on the desk/ table so that the fingers and thumb extend beyond. Fingers and thumb should at least be one (1) inch apart.¢. 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 12-inch mark is even between the thumb and the index finger. No part of the hand of the performer should touch the ruler/stick. ¢. Drop the ruler/stick without warning and let the tester catch it with his/her thumb and index finger. d. Record the score on the upper part of the thumb. Scoring - Record the middles of the three scores (for example: if the score are 21, 18 and 19, the middle score is 19). In case where two (2) score are the same (for example 18, 18, 25), the repéated score shall be recorded. Standard Interpretation 0-24 an Excellent 5.08 em-10.16em_ [Very Good 12.70 cm— 17.78 em | Good 20.32 cm — 25.40 em | Fair 27.94 cm — 30.48 cm | Needs Improvement Did not catch Poor Tle 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 a. Sipa (washer weighing 4gms. with 5-inch straw) or 20 pes bundled rubber bands/ any similar local materials weighing 4 gm. Procedure Q For the Tester a. Hit the sipa/rubber bands/similar local material 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 a. Count how many times the performer has hit the material with the tight and left hand b, Stop the test if the material drops or after two (2) minutes. ¢. There shall be three (3) trials. Scoring - Record the highest number of hits the performer has done.Seore | Standard Interpretation 5 41 and above _| Excellent q 31-40 Very Good a 21-30 Good 2 11-20 Fair 1 1-10 ‘Needs Improvement Balance ~ is the maintenance of equilibrium while stationary or while moving. Stork Balance Stand Test Purpose - to asses one’s ability to maintain equilibrium. Equipment a. Flat, non-slip surface b. Stopwatch Procedure For the Tester a. Remave the shoes and place hand on the hips b. Position the right foot on the side of the knee of the left foot. Raise the hell to balance on the ball of the foot. . Do the same procedure with the opposite foot. pe For the Partner . Start the time as the hell of the performer is raised off the floor. The hand/'s come off the hips a. b. Stop the time if any of the following occurs: > > 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 c. There shall be three (3) trials. Scoring ~ Record the time taken on both feet in nearest seconds and divide the score to two (2) to get the average percentage score, Seore/ | 9-12 13-14 15-16 17 and above | Interpretation Age 5 41-60 [81-100 |12i-150 [161-180 sec | Excellent sec sec sec a 31-40 [61-80sec | 91-120 see [121-160 see [Very Good sec 3 21-30 | 41-60sec [61-90 see [81-120see | Good sec 2 11-20 [21-40sce [31-60 sec [41-80sce | Fair sec 1 1-l0see [1-20sec |T-20sec | 1-40 sec Needs Improvement