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1 INTRODUCTION A review of the existing physical fitness tests for the purpose

1 INTRODUCTION A review of the existing physical fitness tests for the purpose of establishing testing protocols considered to be more current and appropriate for the Special Program in Sports (SPS) and in K to 12 program, conducted through a workshop initiated by the Task Force on School Sports (TFSS), and subsequently, by the Bureau of Secondary Education (BSE), gave rise to this Physical Fitness Test Manual, It is intended to be used in the public and private elementary and high schools which intended to adopt the program. Passing the prescribed standards is a requirement for admission to SPS. Moreover, under the K to 12 Basic Education Curriculum. Physical Fitness is one of the major goals of the Physical Education program and shall be incorporated/adopted in the PE curriculum from Grades 4 to 12. 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 cardiovascular endurance or stamina, muscular strength and endurance, flexibility and the appropriate body mass index (BMI).Skill related components are physical abilities that shoe 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 suits various condition 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 the test results, and d) challenging yet joyful participation among the students and everyone involved in the program. The administration and implementation of the testing program shall treated as an essential component of the Physical Education and school Sports Programs for both in the elementary (Grades 4, 5 and 6) and Secondary levels (Junior High and Senior High School). PHYSICAL FITNESS TEST OBJECTIVES 1. To determine the level of fitness of students. 2. To identify physical strength and weaknesses of students for development and improvement. 3. To provide baseline data for selection 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 students in selecting sports recreation, competition and lifetime participation. TEST PROTOCOL  Explain the purpose and benefits that can be derived from the physical fitness test.  Administered the test at the beginning of the school year and the start of the semester, to monitor the progress.  Prepare the following testing paraphernalia 1. First Aid Kit 2. Drinking Water (instruct students to bring their drinking bottles and small towel to wipe their perspiration. 3. Individual score cards, properly filled up for distribution to students. 4. During testing: a. Body Composition-tape measure, weighing or bathroom scale(For schools in the rural areas, seek the assistance of Barangay Health Centers), L-Square b. Flexibility-tape measures c. Cardiovascular Endurance-stop watch, step box/stairs. d. Muscular strength-mat e. Speed-stop watch f. Power- meter stick/tape measures g. Agility-tape measures, masking tape/chalk h. Reaction time-Plastic ruler (12 inches) i. Coordination-20 pcs bundled rubber bands/any similar local materials weighing 4 grams j. Balance-stopwatch 2  Observe the following prior to actual day of testing: a. The testing stations should be safe and free from obstruction b. The same equipment and testing stations should be used in the start of the year testing and subsequent testing c. With the guidance of the teachers, allow students to go through the various test with minimal effort exerted to familiarize themselves with testing procedures. d. The tests requiring cardio-vascular endurance and those other test which involve the same muscle groups should not be taken in succession. See suggested sequence of administering the test. Day 1 Day 2 Day 3 BMI 3 minute step test Basic Plank 40 meter sprint Push up Stick Drop Test Sit and Reach Hexagon Agility Test Juggling Standing long Jump Stork Balance Zipper Test Suggested Sequence of Test e. Let tester record the scores while the student keeps the result of his own performance in the score card. The school may include the results of the tests in the school’s Enhanced Basic Education Information System (EBEIS)/Learner’s Information System (LIS)/ Education Management Information System (EMIS). f. The students shall be grouped together and in pairs (buddy system). g. 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 session for BMI could affect the results h. The students should take no food or drinks three (3) hours before testing. i. Conduct warm-up exercises and dynamic stretching exercises before the tests except for the 3-Minute Step Test. j. Administer the tests in a challenging, encouraging, and fun-filled environment. 3 PHYSICAL FITNESS TESTS Part I : HEALTH-RELATED FITNESS Body Composition – is the body’s relative amount of fat to fat-free mass. Body Mass Index (BMI) FORMULA FOR COMPUTING BODY MASS INDEX WEIGHT (in Kilograms) HEIGHT ( in Meters) Example: 30 = 30 = 20.83 ( NORMAL ) (1.20) 1.44 CLASSIFICATION BELOW 18.5 Wasted 18.5 – 24.9 Normal 25.0 – 29.9 Overweight 30.0 – 39.9 Obese 40 and above Extremely 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 foot, 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 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 Performer: a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall where the tape measure is attached. 4 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. Measure the height from the base of the L-square. c. Record the score in meters. Scoring - record standing height to the nearest 0.1 centimeter *** 1 meter = 100 centimeter 3. Waistline-Locate your upper hipbone.Find the proper spot by placing your hands around your waist, squeezing slightly and then moving your fingers downward until you feel the top curve of your hips.Place a tape measure around your bare stomach just above the upper hipbone.Record in centimeters (cm) 4. Hip line.Place tape measures in the widest part of hip in line with pubis. Computation: WHR= Waist Circumference (cm) Hip Circumference (cm) 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 flexibility. 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/ 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 procedures a and b 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 score in centimetre. 5 SCORING - Record zipper test to the nearest 0.1 centimeter. SCORE STANDARD 0 Did not touch the fingertips 1 Just touched the fingertips 2 Fingers overlapped by 1-2 cm. 3 Fingers overlapped by 3-4 cm. 4 Fingers overlapped by 5-7 cm. 5 Fingers overlapped by 8 cm. and more Sit-and-Reach Purpose – to test the flexibility of the lower extremities ( particularly the trunk). 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 should be 12 inches apart. b. Interlock thumbs and position the tip of the fingers on the floor without bending the elbows. c. After the partner has uploads/s3/ pftests-guide.pdf