DEPARTMENT OF EDUCATION

REGION III
Schools Division of Cabanatuan City
Maharlika Highway, Cabanatuan City

PHYSICAL EDUCATION
(Physical Fitness Test)

SELF-LEARNING MODULE
 OBJECTIVES

1. Recognize the physical activity habits in terms of health-related fitness

components;

2. Assess the strengths and weaknesses in the components of HRF;

3. Design physical activities that promote cardiovascular and muscular fitness.

COMPETENCY

- Undertakes physical activity and physical fitness assessments; PE7PF-Ia-h-23

- Set goals based on assessment results. PE7PF-Ia-24

- Prepares an exercise program. PE7PF-Ic-27

 Physical Fitness Test

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.
 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!

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, L-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)

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:
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***
 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)

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:
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.
 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.

3-Minute Step Test

 Purpose – to measure cardiovascular endurance

 Equipment:
▪ 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***
 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.***

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.
a) Keep abdominals engaged/contracted; do not let stomach
drop or allow hips to rise.
 For the Partner:
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 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.

Part II. Skills-Related Fitness

Stick Drop Test

 Purpose – to measure the time to respond to a stimulus.
 Equipment: 24-inch ruler or stick and 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:
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.
 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:
a) Count how many times the performer has hit the material with
the right and left hand.
b) Stop the test if the material drops.

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.
 THIS IS A PERFORMANCE TASK!
IT MUST BE SUBMITTED IN SCHOOL.
 THIS IS A PERFORMANCE TASK!
IT MUST BE SUBMITTED IN SCHOOL.

INSTRUCTION:
 Ask one of your family members to help you do the Physical Fitness Test.
 Write your scores in the SCORE CARD.
 THIS IS A PERFORMANCE TASK!
IT MUST BE SUBMITTED IN SCHOOL.

MY REFLECTION

Guide questions:

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

 What are your fitness goals based on the result of your PFT?

 Make a 3 times a week exercise program:

 REFERENCES

Pictures and Illustrations

https://image.shutterstock.com/image-illustration/woman-doing-sports-exercises-knee-260nw-1503037856.jpg

https://www.google.com.ph/url?sa=i&url=https%3A%2F%2F2.zoppoz.workers.dev%3A443%2Fhttps%2Fwww.vecteezy.com%2Fvector-art%2F162096-man-doing-push-up-vector-
illustration&psig=AOvVaw3ykIzrKrH88-
4QYouX_xlx&ust=1603505071833000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCNCx6Y7QyewCFQAAAAAdAAAAABAD

This module is based on the Powerpoint presentation created by

sir Roy Santiago.