2. Physical Fitness Test
Objectives:
⦿ To determine the fitness level of learners
⦿ To identify strengths and weaknesses for development
and improvement
⦿ To provide baseline data for selection of physical activities
for enhancement of health and skills performance
⦿ To gather data for the development of norms and
standards
⦿ To motivate, guide and advise pupils/students in selecting
sports for recreation, competition and lifetime participation
3. Session Outline:
⦿ Revisit Physical Fitness Test (PFT) and its 2
major components.
⦿ Discuss/Demonstrate the 12 RPFT Activities, its:
- Purpose
- Procedure
- Equipment to be used
- Scoring Rubric
4. Training Objectives:
1. Identify the different components and exercises of
RPFT.
2. Perform the exercises of RPFT.
3. Apply ways of taking good care of one’s body.
5. What is Physical Fitness?
⦿It is the functional capacity of the body that allows
for an improved quality of life. It is the body working
at peak efficiency.
⦿It is the body’s ability to do work with alertness and
vigor
6. Guidelines and Mechanics in the
Administration of RPFT Activities
a. Body Mass Index (BMI)
Weight – the heaviness or lightness of our human body.
Height – the distance between the floor to the top of the
head in standing position.
⦿ Formula:
Weight in Kilograms
[Height in Meter]2
⦿ Equipment:
Bathroom Scale
7. Body Mass Index
⦿ Procedure: (Weight)
1. Wear light clothing before weighing.
2. Before the start of the weighing, adjust the scale to
zero point.
3. On bare feet, stand erect and still with weight evenly
distributed at the center of the scale.
4. Record the score to the nearest 0.5 kilograms
8. Body Mass Index
Height:
⦿ Equipment:
1. Tape measure laid flat to a concrete wall. The zero
point at the bottom of the floor.
2. L-Square
⦿ Procedure:
a. Stand erect on bare feet with heels, buttocks and shoulders
pressed against the wall with tape measure.
b. Place the L-square against the wall with the base at the top of
the head of the person being tested.
c. Record the score to the nearest 0.1 centimeter.
10. ⦿Flexibility – refers to the ability of the joints to move
through a full range of motion.
Zipper Test
a test of upper arm and shoulder girdle flexibility intended to
parallel the strength/endurance assessment of the region.
⚫ Purpose:
To be able to touch the fingertips together behind the back by
reaching over the shoulder and under the elbow.
11. ⦿ Equipment:
Ruler
⦿ Procedure: ( For the Student)
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your
elbow, and 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 across your back, and try to
cross your fingers over those of your right hand.
d. Reach with the right hand over the right shoulder and down
the back as if to pull a zipper of scratch between the
shoulder blades.
12. e. To test the left shoulder, repeat procedure (a-
d) with the left hand over the lest shoulder.
⦿ (For the Tester)
f. Observe whether the fingers touched or overlapped each
other.
g. Measure the distance in which the fingers overlapped.
h. Record the score in nearest 0.1 centimeter.
13. Scoring:
STANDARDS
Score Standards Interpretation
5 6cm and above Excellent
4 4 – 5.9cm Very Good
3 2 – 3.9cm Good
2 0.1– 1.9cm Fair
1 Just touched the fingers Needs Improvement
0 Gap of 0.1 or wider Poor
14. 2. Sit-and-Reach – a test for flexibility of the lower extremities
particularly the trunk.
⦿ Purpose:
To be able to reach as far as possible without bending the
hamstring.
⦿ Equipment:
Tape Measure
⦿ Procedure: (For the Student)
a. Sit on the floor with back flat on the wall. Feet are approximately
12 inches apart.
b. Without bending the back, knees and elbow, place one hand on
top of the other and position the hands on the floor.
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.
15. d. Bouncing or jerking movement is not allowed
e. Do it twice
⦿ Procedure: (For the Tester)
a. As the student assumes the (b) procedure, position the zero
point of the tape measure at the tip of the finger farthest
from the body.
b. See to it that knees are not bent as the student reaches the
farthest that he could.
c. Measure the distance of the farthest reached the nearest 0.1
centimeter.
17. ⦿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.
Endurance may also refer to the ability of the muscles to do
repeated work without undue fatigue.
18. 3-Minute STEP TEST:
⦿ Purpose – to measure cardiovascular endurance.
⚫Equipment:
1. Steps
Height of Steps:
Elementary - 8 inches
Secondary - 12 inches
2. Stopwatch
3. Drum, clapper, clicker, metronome with speaker or anu similar
device
19. ⦿ Procedure (For the Student)
a. Position in front of the step at least 1 foot away
b. At the signal “GO”, step up and down for 3 minutes at a
rate of 96 beats per minute. One step consists of 4 beats –
that is “up for the left foot, up with right foot, down with the
left foot, down with the right foot”.
c. Immediately after the exercise, stand and relax. Don’t talk
for 5 seconds
d. Then, locate right away your pulse. (The first beat is zero)
e. Count the pulse for 10 seconds. Multiply it by 6.
20. ⦿ Procedure (For the Tester)
a. As the student assumes the position in front of the step,
signal :Ready” and “GO”, start the stopwatch for 3 minutes
Step Test.
b. After the test, let the student count his pulse rate for 10
seconds and multiply it by 6.
⦿ Scoring:
Record the 60-seconds heart rate after the activity
21. ⦿Strength – refers to the muscles ability to generate
force against physical objects. In the fitness world, this typically
refers to how much weight can you lift for different strength
training exercises.
Push-up
⦿ Purpose – To measure strength of the
upper extremities.
⦿ Equipment:
Exercise mat or any clean mat
22. ⦿ Procedure: (For the Student)
a. Lie down on the mat, face down in standard push-up position,
palms on the mat under shoulders, fingers pointing forward, and
legs straight, parallel and slightly apart with the toes supporting
the feet.
b. For boys: Straightens the arms, keeping the back and knees
straight, then lowers the arms until there is a 90 degrees angle at
the elbow.
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 degrees angle at the elbows.
c. Perform as many repetitions as possible, maintain a cadence of
20 push-ups per minute. (2 seconds going down-1 sec going up)
d. A maximum of 50 for boys and 25 for girls
23. ⦿Procedure: (For the Tester)
a. As the student assumes the position of push-up, start
counting as the student lowers the body on the ground until
he reaches 90-degrees angle at the elbow.
b. Make sure that the student performs the push-up in a
correct form.
c. The test is terminated when the subject can no longer
perform the push-ups in the correct form (three correction
are allowed) is in pain voluntarily stops, or cadence is
broken.
24. Scoring:
Boys & Girls (Elem)
Score Standards Interpretation
5 21 and above Excellent
4 16-20 Very Good
3 11-15 Good
2 6-10 Fair
1 1-5
Needs
Improvement
0 Cannot execute Poor
Boys & Girls (Sec)
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
25. Basic Plank
Purpose – to measure strength /stability of the coremuscles
Equipment – exercise mats or any clean mat, stopwatch/time
piece
Procedure: (for the Student)
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
26. 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
elbow allows hips to rise
o For the Tester:
a. Ensure the availability of a mat/smooth flooring or anything that
can protect the forearms.
b. Give the signal “Start/Go” and start/press the timer.
c. Make sure that the back of the head, neck, spine and ankles are in
a straight line
d. Give two warnings
e. Stop the time when performer can no longer hold the required
position, or when held the position for at least 90 seconds. Holding
the position beyond 90 seconds is unnecessary.
27. Scoring:
Score Standards 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
28. Skill-Related Fitness
⦿ Speed – The ability to perform a movement in one direction in the
shortest period of time.
40 Meter Sprint
⦿ Purpose – to measure running speed
⦿ Equipment:
1. Stopwatch
2. A flat running Track of at least 50 meters
⦿ Procedure: (For the Student)
a. At the signal “Ready” assume a crouch/kneel position beyond the
starting line. Tips of the shoe should not go beyond the line
b. At the signal “Get Set”, lift buttocks up with both hands on the starting
line
c. At the signal “GO” run to the finish line as fast as you can
29. ⦿ Procedure: (For the Tester)
a. Set the running lane with the measurement of 40
meters.
b. Set the stopwatch to zero point.
c. As you signal “GO”, start the watch and stop it as the
subject crosses the finish line.
d. Record score in seconds.
31. ⦿Standing Long Jump
⦿ Purpose – to measure the explosive strength and power of
the leg muscles.
⚫Equipment:
1. Measuring device at least 3 meter long
2. Meter stick
⚫Procedure: (For the Student)
a. Stand behind the take-off line feet parallel to each other, the
tips of your shoes should not go beyond the line.
b. As you prepare to jump, bend your knees and swing your arms
backward and jump as far as you can.
c. Land on both feet simultaneous
d. Perform the test twice in succession
32. ⦿ Procedure: (For the Tester)
a. Lay the measuring device on the floor.
b. Set a take-off line in the point zero of the measuring
device.
c. After the jump, spot the mark where the back of the heels
of the subject has landed closest to the take-off line.
d. Record the score in the nearest centimeter.
33. Scoring:
Score Standards Interpretation
5 201 cm and above Excellent
4 151 – 200 cm Very Good
3 126 – 150 cm Good
2 101 – 125 cm Fair
1 55 – 100 cm Needs Improvement
34. ⦿ Agility – is the ability to change the direction quickly using a
combination of balance, coordination, speed, strength and
endurance.
Hexagon Agility Test
⦿ Purpose – to measure the ability to move in different
directions quickly while maintaining balance, coordination,
speed, strength and endurance.
⦿ Equipment:
1. Tape measure
2. Stopwatch
3. Chalk or tape for marking the ground
35. ⦿ Hexagon Size:
a. Length of each side is 18 inches for secondary and 12
inches for elementary
b. Each angle is 120 degrees
36. ⦿ Procedure: (For the Student)
a. Start with both feet together inside the hexagon facing
the marked starting side.
b. On the command “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. Continue
the pattern with all the sides of the hexagon.
c. Rest for (1) minute
d. Repeat the test counterclockwise
37. ⦿Procedure: (For the Tester)
a. Start the time at the signal “GO” and stop once the
performer reached the last side
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:
Get the average by adding the (2) results and divide by 2.
Record the time in the nearest minute and seconds
38. Score Standards Interpretations
5 5 sec and below Excellent
4 6-10 secs Very Good
3 11-15 secs Good
2 16-20 secs Fair
1 21-25 secs Needs Improvement
0 Over 25 secs Poor
39. ⦿ Reaction Time – The amount of time it takes to respond to a
stimulus
Stick Drop Test
⦿ Purpose – to measure the reaction time as to how fast a
person can respond to a stimulus, the higher your
score, the faster your reaction time.
⦿ Equipment:
1. 12-inch ruler
2. Armchair or table and chair
40. ⦿Procedure: (For the Student)
a. Sit in an armchair so that your elbow and the lower arm rest
on the desk.
b. The heel of your hand should rest on the desk so that only
the fingers and thumb extend beyond the edge of the desk.
c. As the tester drop the stick, catch it with thumb and index
finger as quick as possible without lifting 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 after you catch the
stick.
41. ⦿Procedure: (For the Tester)
a. Hold the ruler or stick at the top, allowing it to dangle
between thumb and fingers of the subject.
b. The ruler/stick should be held so that the 12-inch mark is
even with your thumb and index finger. No part of the hand
of the subject should touch the ruler/stick.
c. Without warning, drop the stick, and let the subject catch it
with his thumb and index finger.
d. Administer thrice. Be careful not to drop the stick at
predictable time intervals so that the subject cannot guess
when it will be dropped.
42. Scoring:
Record the middle of the three scores (for example: if the scores are 1,
3 and 6, the middle score is 3). In case where the (2) scores are the
same loke 2, 4, and 2, the repeated score shall be recorded.
43. ⦿ Coordination – The ability to use senses with the body parts
to perform motor tasks smoothly and accurately.
Juggling
⦿ Purpose – to measure the coordination of the eye and hands
⦿ Equipment:
1. sipa (washer weighing 4 grams with 5
inches straw) or 20 pcs bundled rubber
bands/any similar materials weighing 4
grams
44. ⦿ Procedure: (For the Student)
a. Stand in an area with no obstruction
b. Hit the sipa/rubber band/similar materials alternately with
the right and left palm upward. The height of the ball being
tossed should be at least above the head
o For the Tester:
a. Count how many times the performer has hit the ball
alternately.
b. Stop the test if the ball drops or after (2) minutes
c. There shall be (3) trials
46. ⦿ Balance – is the ability to maintain state of equilibrium while
stationary or while moving.
Stork Balance Stand Test
⦿ Purpose: to assess one’s ability to maintain equilibrium
⦿ Procedure (For the Student)
a. Remove the shoe and put the hands on the hips.
b. Position the non-supporting foot on the inside knee of the
supporting leg.
c. Raise the heel to balance on the ball of the foot.
d. Do the same procedure with the opposite foot
47. For the Tester
a. Give the subject a (10 minute practice
b. The stopwatch is started as the heel is raised from the floor.
c. The stopwatch is stopped if any of the following 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 the contact with the knee.
4. The heel of the supporting foot touches the floor
5. There shall be (2) trials
48. Scoring:
Record the time taken on both feet in nearest seconds and divide
the score by (2) to get the average percentage score
