What is a fallacy in physical fitness?

According to the dictionary, fallacy is a claim from individuals that something is

true, which in reality, technically wrong.
In the business world, it is the method of selling products using exaggerated
claims to attract buyers. They make use of the newspaper, TV, and other forms of
advertisements. Some examples of health fallacies include buying healthy products like
medicine that will increase muscle development; promote hair growth in a short period
of time and many more. Unfortunately, many people want to try new health products
without even knowing whether it is harmful or beneficial for them.

How do we detect fitness fallacies?

The following must be considered in order to know if a product is good to one’s
health:
 Advertisement of a new health product.
 False claims of uneducated person
 Immediate effects

What are the physical fitness fallacies?

Fitness Fallacies Fitness Facts
Taking a bath after a Bath cleanses the body and has been proven to be
strenuous physical activity is highly hygienic
bad
Drinking cold water after and Drinking water while training is a must. When an
during training exercises individual fails to drink, the salt in the bloodstream and
should be avoided muscles can induce spasms and such reaction is bad
for blood circulation
Lifting weight could stop or Lifting heavy objects does not impede on individual’s
hinder growth growth. If child follows the RDA (recommended daily
allowance), he will grow tall and healthy
Involvement in strenuous Physical activities help lessen the discomfort of
activities during menstruation dysmenorrhea and help the flow of menstruation
period is dangerous and better. However, when the flow of the blood is beyond
might damage the normal, it is suggested to refrain from participating in
reproductive organs strenuous activities.
Using machines can help an To use outside forces like machines instead of our own
individual to lose weight muscles is somewhat ineffective
immediately
People who exercise regularly Having a long life does not only depend on exercises, it
live longer and healthier is just one of the many aspects of living a healthy and
happy life

Other fallacies you must know

 All ballistic movements are potentially harmful
 A major cause of heart disease is lack of aerobic exercise
 Strength training does not play any meaningful role in improving endurance
 Heavy weight training makes you bulky
 Strong and large muscles protect the joints better than smaller muscles

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 The weight remains the same in all free weight exercises
 Stretching always reduces the risk of injury
 Very low resistance training is always safer and more productive

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 Lesson 2
Physical Fitness and Sports Talent Tests

Objectives:
 Determine the fitness level of students
 Identify the strengths and weaknesses for  Physical Fitness Test
development and improvement  Test Protocol
 Provide baseline data for selection of  BMI
physical activities for enhancement of health  Health-related Fitness
and skill performance Test
 Gather data for the development of norms  Skill-related Fitness Test
and standards
 Motivate, guide and counsel pupils/students
in selecting sports for recreation, competition
and lifetime participation

Word Search. Encircle the words that you will find in the group of letters below.

J P S L I D X A G A S
U U M O I B A G R S T
Z S G N K M F I Q S O
I H A G R E A L V I R
P U Q J L A X I A T K
P P C U Z I F T L A B
E E P M N K N Y M N A
R U Z P R A O G P D L
T T K X C R G W F R A
E N E N O P A E X E N
S I A G A S H Z R A C
T R D I C L I M B C E
T P E Q H O P Y W H G
A S R U M A N A G H R
Write the words that you encircle here:

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Physical Fitness Tests

The development of the physical fitness tests was conducted through a

workshop initiated by the Task Force on School Sports (TFSS) and was subsequently
reviewed by the Bureau of Secondary Education (BSE).
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. 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.
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 tests results, and d) challenging yet joyful participation among the
pupils and everyone involved in the program.

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, L-
square
b. Flexibility - tape measure
c. Cardiovascular Endurance - stop watch, step box/stairs
d. Muscular Strength - mat
e. Speed - stop watch
f. Power - meter stick/tape measure
g. Agility - tape measure, masking tape/chalk,
h. Reaction Time - plastic ruler (24 inches)
i. Coordination - sipa (washer with straw)/20 pcs. bundled rubber
bands/any similar local materials
j. Balance - stop watch

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  Observe the following prior to actual day of testing:
1. The testing stations should be safe and free from obstructions.
2. The same equipment and testing stations should be used in the start-of-the-
year testing and subsequent quarterly testing.
3. With the guidance of the teachers, allow students to go through the various
tests with minimal effort exerted to familiarize themselves with testing procedures.
4. The tests requiring cardio-vascular endurance and those other tests which
involve the same muscle groups should not be taken in succession. See
suggested sequence of administering the tests.

Suggested Sequence of Test

Day 1 Day 2 Day 3

BMI Basic Plank Hexagon Agility Test

Zipper Test 40 meter sprint Juggling

Stork Balance Push up Standing Long Jump

3 – minute Step Test Stick Drop Test Sit and Reach

 Let student record and keep the result of his own performance in the score card.
 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. In all testing for the BMI, the same
or similar clothing should be worn by students. Wearing different clothing in all
the testing sessions for BMI could affect the results.
 Conduct warm-up and stretching exercises before the tests except for the 3-
Minute Step Test.
 Administer the tests in a challenging, encouraging, and fun-filled environment.

1. BODY MASS INDEX (BMI)

Body Composition - is the body’s relative amount of fat to fat-free mass.

How to calculate Body Mass Index

Body Mass Index is a simple calculation using a person’s height and weight. The
formula is BMI = kg/m2 where kg is a person’s weight in kilograms and m2 is their height
in meters squared.

A BMI of 25.0 or more is overweight, while the healthy range is 18.5 to 24.9. BMI
applies to most adults 18-65 years.

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 FORMULA FOR COMPUTING BODY MASS INDEX

WEIGHT [in Kilograms]

HEIGHT [in Meters] ²
Example: 30 = 30 = 20.83 (NORMAL)
(1.20)² = 1.44

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

A BMI of 25.0 or more is overweight, while the healthy range is 18.5 to 24.9. BMI
applies to most adults 18-65 years.

Why isn't BMI used for muscle builders, long-distance athletes, pregnant women,
the elderly or young children?

BMI is not used for muscle builders, long distance athletes, pregnant women, the
elderly or young children. This is because BMI does not take into account whether the
weight is carried as muscle or fat, just the number. Those with a higher muscle mass,
such as athletes, may have a high BMI but not be at greater health risk. Those with a
lower muscle mass, such as children who have not completed their growth or the
elderly who may be losing some muscle mass may have a lower BMI. During pregnancy
and lactation, a woman's body composition changes, so using BMI is not appropriate.

A. 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.
 Scoring – record body mass to the nearest 0.5 kilograms

B. Height –the distance between the feet on the floor to the top of the head in standing
position.

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  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:

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 standing height to the nearest 0.1 centimeter

*** 1 meter = 100 centimeter

B. Waist Circumference - Waist circumference is a good predictor of visceral fat which

contributes more risk of cardiovascular disease and diabetes than fat located in other
areas of the body.

 Equipment: tape measure

 Procedure:

For the test taker:

a. Wear light clothing before having your waist circumference taken.
b. On bare waist, stand erect and wrap the tape measure around your
waist.

For your partner:

a. Record the score in centimeters.

Standard
Risk Men Women
Cm inch Cm inch
Very High >120 >47 >110 >43.5
High 100 -120 39.5 – 47 90 – 109 35.5 – 43
Normal 102 40 - 46 88 34.6
Low 80 – 99 31.5 – 39 70 – 89 28.3 – 35
Very Low <80 <31.5 <70 <28.5

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2. ZIPPER TEST

 Purpose –to test the flexibility of the shoulder

girdle.

 Equipment
o 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:

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 the gap/overlap to the nearest 0.1 centimeter

Score Standard Interpretation

5 Fingers overlapped by 6 cm and above Excellent
4 Fingers overlapped by 4 – 5.9 cm Very Good
3 Fingers overlapped by 2 – 3.9 cm Good
2 Fingers overlapped by 0.1 – 1.9 cm Fair
1 Just touched the fingers Needs Improvement
0 Gap of 0.1 or wider Poor

3. STORK BALANCE STAND TEST

 Purpose – to assess one’s ability to maintain equilibrium

 Equipment
1. Flat, non-slip surface
2. Stopwatch

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 Procedure

For the Tester:

a. Remove the shoes and place hands on the hips
b. Position the right foot on the side of the knee of the left foot
c. Raise the left heel to balance 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 of the floor
b. Stop the time if any of the following occurs:
 the hand(s) comes of 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
c. There shall be three 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

Score Age Interpretation

15-16 17 and above
5 121-150 sec 161-180 sec Excellent
4 91-120 sec 121-160 sec Very Good
3 61-90 sec 81-120 sec Good
2 31-60 sec 41-80 sec Fair
1 1-30 sec 1-40 sec Needs Improvement

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4. 3 – MINUTE STEP TEST
 Purpose – to measure
cardiovascular endurance
 Equipment
1. Step
Height of step:
Elementary - 8 inches
Secondary - 12 inches
Tertiary – 12 inches
2. Stopwatch

3. 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

5. 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.

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 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:

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

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

6. 40 M SPRINT
 Purpose – to measure running speed
 Equipment
1. Stopwatch.
2. Running area with known measurement (40 meters)

 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 un-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.

For the Partner:

a. Set the stopwatch to zero (0) point.
b. 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

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  Scoring – Record the time in nearest minutes and seconds.

STANDARD NORMS IN SECONDS

AGE
REMARKS Male Female
15-16 17 and above 15-16 17 and above
Excellent 4.5 and below 4.0 and below 5.5 and below 4.5 and below
Very Good 4.6 - 5.4 4.1 - 5.4 5.6 – 6.1 4.6 – 5.9
Good 5.5 – 7.0 5.5 – 6.5 6.2 – 7.2 6.9 – 7.0
Fair 7.1 – 8.1 6.6 – 7.5 7.3 – 8.5 7.1 – 8.1
Needs 8.2 and above 7.6 and above 8.6 and above 8.2 and above
Improvement

7. STANDING LONG JUMP

 Purpose – to measure the explosive strength and power of the leg muscles
 Equipment
1. Tape measure/meter stick/any measuring
device

 Procedure

For the Tester:

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, and 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. Must land on both feet
e. Perform the test twice in succession.

For the Partner:

a. Place zero (0) 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 tester 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.

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

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 1 55 cm – 100 cm Needs Improvement

8. HEXAGON AGILITY TEST

 Purpose – to measure the ability of the body to move in any direction
 Equipment
1. Tape measure
2. Stopwatch
3. Chalk or masking tape

Hexagon Size:
a. Length of each side is 18 inches
b. Each angle is 120 degrees

 Procedure

For the Tester:

a. Stand with both feet 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.
Continue the pattern with all the sides of the hexagon.
c. Rest for one (1) minute.
d. Repeat the test counter clockwise.

For the Partner:

a. Start the time at the signal go and stop once the performer reached the
side of the hexagon beside where he 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 two (2) to get the
average. Record the time in the nearest minutes and seconds.

Score Standard Interpretation

5 5 seconds and below Excellent
4 6-10 seconds Very Good
3 11-15 seconds Good
2 16-20 seconds Fair
1 21-25 seconds Needs Improvement
0 Over 25 seconds Poor

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9. STICK DROP TEST
 Purpose – to measure the time to respond to
a stimulus

 Equipment
1. 12 – inch ruler or stick
2. Arm chair or table and chair

 Procedure

For the Tester:

a. Sit on an arm chair or chair near to the
table so that the elbow and the lower
arm rests 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 drop the stick. Hold the stick
while the partner reads the measurement.
d. Do this thrice.

For the Partner:

a. Hold the ruler/stick at the top, allowing it to dangle between the thumb
and index fingers of the performer.
b. Hold the ruler/stick so that the 12-inch mark is even between the thumb
and 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 tester catch it with his
thumb and index finger
d. Record the score on the upper part of the thumb

 Scoring – Record the middle of the three scores (for example the scores are 21
19 and 18, the middle score is 19). In case where the two scores are the same,
the repeated score shall be recorded.

Score Standard Interpretation

5 0-2.4 cm Excellent
4 5.08-10.16 cm Very Good
3 12.70-17.78 cm Good
2 20.32-25.40 cm Fair
1 27.94 – 30.48 cm Needs Improvement
0 Did not catch Poor

10. JUGGLING
 Purpose – to measure the coordination of the eye and hand

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  Equipment
1. Sipa (washer weighing 4 gms with 5 inches straw)
or 20 pcs bundled rubber bands/any similar local
materials weighing 4 gms
 Procedure

For the Tester:

a. Hit the sipa alternately with the right and left
palm upward. The height of the material
being tossed should be above the head

For the Partner:

a. Count how many times the performer hit the
material with the right and left hand.
b. Stop the test if the material drops or after two
minutes
c. There shall be three trials

 Scoring – Record the highest number of hits the performer has done

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

11. Sit and Reach

 Purpose – to test the flexibility of the lower
extremities (particularly hamstring muscle)

 Equipment
Tape measure or meter stick
 Procedure

For the Tester:

a. Sit on the floor with back, head and
shoulders. Feet are 12 inches apart.
b. Interlock thumb and position the tip of the
fingers on the floor without bending the
elbows.
c. After the partner has positioned the zero
point of the tape measure (at the top of the middle fingers), the tester
start the test by sliding the hands slowly forward without jerking, trying to
reach the farthest distance possible without bending the knees.
d. Bouncing or jerking movements are not allowed

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 e. Do it twice

For the Partner:

a. As the tester assumes the “b” procedure, position the zero point of the
tape measure on the top of the tester’s middle fingers
b. See to it that the knees are not bent as the performer slide his hands to the
farthest distance he could
c. Record the farthest distance reached in centimeters.

 Scoring – Record the farther distance between the two trials to the nearest 0.1
centimers.

Score Standard Interpretation

5 61 cm and above Excellent
4 46 – 60.9 cm Very Good
3 31 – 45.9 cm Good
2 16 – 30.9 cm Fair
1 0 – 15.9 cm Needs Improvement

12. PUSH - UP
 Purpose – to measure the flexibility of the upper extremities

 Equipment
Exercise mat 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 are 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 900 angle at the elbow
(upper arms are parallel to
the floor)
c. For the Girls: With knees contact with the floor, straighten the arms,
keeping the back straight, then lowers the arms until there is a 900 angle at
the elbow (upper arms are parallel to the floor)

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 d. Performs as many repetition as possible, maintaining a cadence of 20
push – ups per minute (2 seconds going down and I second going up)
e. A maximum of 50 push ups for boys and 25 for girls

For the Partner:

a. As the tester assumes the position of push – up, start counting as the tester
lowers his body until he reaches a 900 angle at the elbow
b. Make sure that the performer execute the push – ups in correct form
c. The test is terminated when the tester can no longer executes push-ups in
correct form, is in pain, voluntarily stop, or cadence is broken.

 Scoring – Record the number of push – ups made

Score Standard 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

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