PFT

PHYSICAL FITNESS TESTS

 Learning Objectives
Learning Objectives
LEARNING OBJECTIVES
At the end of the session, the participants will be
able to :

 Aware of the different physical fitness tests and

how each test is being conducted
 Interpret the result of the test
 Have a unified scores in all different physical fitness
tests
DEPARTMENT OF EDUCATION
 Learning Objectives
Introduction: LEARNING OBJECTIVES
Under the K to 12 Basic Education Curriculum,
Physical Fitness is one of the major goals of Physical
Education Program and shall be incorporated/adopted
in the PE curriculum from grades 4 to 12.
It should be administered at the beginning of the
school year and at the start of the next semester, to
monitor improvement/progress.
DEPARTMENT OF EDUCATION
PHYSICAL FITNESS TESTS
Part I
Health Related Fitness
PHYSICAL FITNESS TESTS
Part II
SKILLS RELATED FITNESS
 PHYSICAL FITNESS TESTS
Part I – Health Related Fitness
1. Body Mass Index
2. Zipper Test
3. Sit and Reach
4. 3-Minute Step Test
5. Push Ups
6. Basic Plank
Part II – SKILLS RELATED FITNESS
1. 40-m. Sprint
2. Standing Long Jump
3. Hexagon Agility Test
4. Stick Drop Test
5. Juggling
6. Stork Balance Stand Test
 PHYSICAL FITNESS TEST SCORE CARD

Scorecard Name: __________________________________

Sex: __________ Age: ____ Grade & Sec. __________

Address: _____________________________ Date of Birth: ___________

Part I: Health -Rel ated Fi tness Tests

A. BODY COMPOSITION: Bod y Mass In d ex (BMI)

1. Body Mass Index (BMI)

Height (meters) Weight (Kilograms) BMI Classification

B. CARDIO-VA SCUL AR ENDURANCE: 3-Mi n. Step Test

Heart Rate Per Minute
Before the Activity After the Activity

C. STRENGTH
1. Push-Ups 2. Basic Plank
No. of Push-Ups T ime Score
Part II: SK IL L -REL AT ED FITNESS TEST

A. Co o r d i n ati o n : J u g g l i n g B. SPEED: 40-meter Sp ri n t

1st T rial 2nd T rial 3rd T rial T IME

C. A GIL ITY: Hexag o n A g i l i ty Te s t

Cloc kwise: T ime Counterc lockwise: T ime Average

D. POWER: Stan d i n g L o n g J u mp

Distanc e (cm ) Sc ore

1st T rial 2nd T rial

E. B A L ANCE: Sto r k Bal an c e Stan d Te s t

Right Foot: T ime Left Foot: T im e

F. REA CTION TIME: Sti c k Dr o p Te st

1st T rial 2nd T rial 3rd T rial M iddle Score

BODY MASS INDEX
Formula: WEIGHT (in kilograms)
HEIGHT (in meters)²

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
 Suggested Sequence of Test

Day 1 Day 2 Day 3

1. Basic Plank 1. Hexagon Agility Test
1. BMI    
  2. 40-m. sprint 2. Juggling
   
2. 3-minute step test
3. Push-Up 3. Standing Long Jump
   
4. Stick Drop Test 4. Stork Balance
   
5. Sit and Reach 5. Zipper Test
 
 
1. Stick Drop Test
SCORE STANDARD INTERPRETATION

5 0 – 6.0 cm. Excellent

4 6.1 – 12 cm. Very Good

3 12.1 – 18 cm. Good

2 18.1 – 24 cm. Fair

1 24.1 – 30 cm. Needs Improvement

0 Did not catch Poor

 STICK DROP TEST
Purpose – to measure the time to respond to a stimulus.
Equipment: 12-inch plastic ruler
Arm chair or table and chair
Procedure:
For the Performer:
• Sit on a chair with arm rest of a chair next to the table so that the elbow and the lower arm
rest on the desk/table comfortably.
• Place the heel of the hand on the desk/table so that only the fingers and thumb extend
beyond. Index finger and thumb should at least be one inch apart.
• Cath the ruler/stick with the thumb and index finger without lifting the elbow from the
desk/table as the partner drops the ruler. Hold the ruler while the partner reads the
measurement.
• Do this thrice.
For the Partner:
 The partner should stay at the back of the performer.
 Hold the ruler at the top, (12 inch on top, 0 inch at the bottom)
allowing it to hang between the thumb and the index finger of the
performer.
 Hold the ruler even between the thumb and the index finger. No
part of the hand and the performer should touch the ruler.
 Drop the ruler without warning and let the performer catch it with
his/her thumb and index finger.
 Record the score on the upper part of the thumb.
 
Scoring – Record the middle of the three (3) scores (for
example: if scores are 11, 8, and 9, the middle score is 9). In
case where the two scores are the same (for example, 8, 8,
10) the repeated score shall be recorded.
 
 
Coordination – The ability to use the senses with the body
parts to perform motor tasks smoothly and accurately.
2. JUGGLING
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
 JUGGLING
Purpose – to measure the coordination of the eye and hand
Equipment: Sipa (washer weighing 4 grams with 5 inches straw) or 20 pcs.
Bundled rubber bands/any similar local materials weighing 4 grams).
Stopwatch
Procedure:
For the Performer:
 Hit the sipa/rubber band/similar local material alternately with the right and
left palm upward. The height of the tossed material should be at least above the
head.
For the Partner:
• Count how many times the performer has hit the material with the right and
left hand.
• 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.

Balance – is the maintenance of equilibrium while stationary or while moving.

3. Sit and Reach
SCORE STANDARD INTERPRETATION

5 61 cm. and above Highly Flexible

4 46 – 60.9 cm. Flexible

3 31 – 45.9 cm Moderately Flexible

2 16 – 30.9 cm Slightly Flexible

1 0 – 15.9 cm Needs Improvement

 SIT AND REACH
Purpose – to test the flexibility of the lower extremities (particularly the trunk).
Equipment: Tape Measure
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 fingers on the floor without bending the elbows.
C. After the partner has positioned the zero point of the tape measure (at the tip of the
middle finger), the pupil/student starts the test by sliding the hands slowly forward without
jerking, trying to reach the farthest point possible without bending the knees.
E. Bouncing or jerking movement is not allowed.
F. 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.

Scoring – record the farthest distance between the two trials to the nearest
centimeters.
Cardio-vascular 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 muscle to do repeated work without fatigue.
4. Push Up (Girls)
Score Standard Standard Interpretation
(Elementary) (Secondary)
5 21 and above 33 and above Excellent

4 16 – 20 25 – 32 Very Good

3 11 – 15 17 – 24 Good

2 6 – 10 9 – 16 Fair

1 1- 5 1–8 Needs Improvement

0 Can not execute Ca not Execute Poor

 PUSH UP(GIRLS)
Purpose – to measure strength of upper extremities. 
Equipment: Exercise mats of any clean mat
Procedure:
For the Performer:
• 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.
• 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).
• Perform as many repetitions as possible, maintaining a cadence of 20 push-ups
per minute (2 seconds going down and 1 second going up).
For the Partner:
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. The partner should stand in front of the student and his/her eyes
should be close to elbow level to accurately judge the 90-degrees bend.
Make sure that the performer executes the push-ups in the correct form.
The test is terminated when the performer can no longer execute the push-ups
in the correct form, is in pain, voluntary stops, or cadence is broken.

Scoring – record the number of push-ups made.

Maximum: For Girls – 25 push-ups
5. Push Up (Boys)
Score Standard Standard Interpretation
(Elementary) (Secondary)
5 25 and above 50 and above Excellent

4 16 – 24 35 – 49 Very Good

3 11 – 15 25 – 44 Good

2 6 – 10 16 – 24 Fair

1 1- 5 1 – 15 Needs Improvement

0 Can not execute Can not Execute Poor

 PUSH UP(BOYS)
Purpose – to measure strength of upper extremities. 
Equipment: Exercise mats of any clean mat
Procedure:
For the Performer:
• 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.
• 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 the Partner:
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. The partner should stand in front of the student and his/her eyes should
be close to elbow level to accurately judge the 90-degrees bend.
Make sure that the performer executes the push-ups in the correct form.
The test is terminated when the performer can no longer execute the push-ups
in the correct form, is in pain, voluntary stops, or cadence is broken.
 
Scoring – record the number of push-ups made.
Maximum: For Boys – 50 push-ups
6. Hexagon Agility Test
SCORE STANDARD INTERPRETATION
5 5 seconds 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

 HEXAGON AGILITY TEST
Purpose – to measure the ability of the body to move in different directions quickly.
Equipment: Tape measure
Stopwatch
Chalk or masking tape
Hexagon Size:
Length of each side is 18 inches for high school and 12 inches for elementary
Each angle is 120 degrees.
Procedure:
For the Performer:
• Stand with both feet together inside the hexagon facing the marked starting side.
• At the signal “GO”, using the ball of the beet with arms bent in front, jump clockwise over the line, then back
over the dame line inside the hexagon. Continue the pattern with all the sides of the hexagon.
• Rest for one (1) minute.
• Repeat the test counterclockwise.
For the Partner:
Start the time at the signal “GO” and stop once the performer
reached the side before the side where he/she started.
Record the time of each revolution.
Restart the test if the performer jumps on the wrong side of 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.
7. Zipper Test
SCORE STANDARD INTERPRETATION

5 Fingers overlapped by 6 and above Extremely Flexible

4 Fingers overlapped by 4 – 5.9 cm Highly Flexible

3 Fingers overlapped by 2 – 3.9 cm Flexible

2 Fingers overlapped by 0.1 – 1.9 cm Moderately Flexible

1 Just touched the fingers Slightly Flexible

0 Gap of 0.1 or wider Needs Improvement

 ZIPPER TEST
Purpose – to test the flexibility of the shoulder girdle flexibility.
Equipment: ruler
Procedure:
For the Performer:
• Stand erect.
• 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.
• To test the left shoulder, repeat procedures a and b with the left hand over the
left shoulder.
For the Partner:
Observe whether the fingers touched or overlapped each
other, if not, measure the gap between the middle fingers of
both hands.
Record the distance in centimeter.
 
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
8. Stork Balance Stand Test
Age 9-12 13-14 15-16 17 and above Interpretation

5 2.5 mins. 30 sec. – 2 2.6 – 3 mins. 3.1 mins. Excellent

above mins. above above above
4 2 – 2.4 mins 27 – 29 sec. 2.1 – 2.5 sec. 2.6 – 3.0 mins. Very Good

3 7 – 1.9 mins. 24 – 26 sec. 1.6 – 2.0 sec. 2.1 – 2.5 mins. Good

2 2 – 6 sec. 21 – 23 sec. 1.1 – 1.5 sec. 1.6 – 2.0 mins. Fair

1 1 sec. and 18 – 20 sec. 6 sec. – 1 min. 1.0 – 1.5 mins Needs

below Improvement
 STORK BALANCE STAND TEST
Purpose – to assess one’s ability to maintain equilibrium.
Equipment: Flat, non-slip surface
Stopwatch
Procedure:
For the Performer:
• Remove the shoes and place hands on the hips.
• Position the right foot on the side of the knee of the left foot.
• Raise the left heel to balance on the ball of the foot.
• Do the same procedure with the opposite foot.
For the Partner:
Start the time as the heel of the performer is raised off the floor.
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.
There shall be three (3) trials.
 
Scoring – Record the time taken on both feet in nearest seconds.
 9.) 40 – m. Sprint
Standard Norms (in Seconds)
BOYS GIRLS
AGE 9-12 13-14 15-16 17 and 9-12 13-14 15-16 17 and
above above
Excellent <5.0 <5.0 <4.5 <4.0 <7.0 <6.5 <5.5 <4.5
Very 6.1 – 7.7 5.1 – 6.9 4.6 – 5.4 4.1 – 5.4 7.1 – 8.4 6.6 – 7.6 5.6 – 6.1 4.6 – 5.9
Good
Good 7.8 – 8.5 7.0 – 8.0 5.5 – 7.0 5.5 – 6.5 8.5 – 9.5 7.7 – 8.8 6.2 – 7.2 6.0 – 7.0
Fair 8.6 – 9.5 8.1 – 9.1 7.1 – 8.1 6.6 – 7.5 9.6 – 10.5 8.9 – 9.5 7.3 – 8.5 7.1 – 8.1
Needs
Improvement
>9.6 >9.2 >8.2 >7.6 >10.6 >9.6 >8.6 >8.2
 40-m. SPRINT
Purpose – to measure running speed.
Equipment: Stopwatch
Running area with known measurement (40 m.)
Procedure:
For the Performer:
• 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.
• 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.
Record time in the nearest 0:00:01 seconds

Scoring – Record the time in nearest minutes and seconds.

Grade 9
Grade 8
BMI (BOYS)

Below 18.5 (Underweight)

18.5-24.5 (Normal)
24.6-29.9 (Overweight)

Grade 7 112 34 0

Grade 10 48 141 16
64 149 13
74 154 14
Sample Result (BMI)

30 and above (Obese)

4
0
1
0

Below 18.5 (Underweight)

Grade 7110

Grade 1044
Grade 9 59
Grade 8 68

18.5-24.5 (Normal)
24.6-29.9 (Overweight)
144 26
166 13
166 7
15 0

30 and above (Obese)

3
0
2
0
Table 1.1 Body Mass Index (Boys)
Table 1.1 shows the Body Mass Index of Grade 7-10 Boys. In Grade 7, 112 out of 146 learners have the following Body Mass
Index; 74 learners have below 18.5 while 34 learners have a BMI of 18.56 to 24.5. In Grade 8, out of 242 learners, 74
learners have below 18.5; 154 learners have a BMI of 18.5 to 24.5; 14 learners have 24.6 to 29.9 and only 1 learner has a 30
and above BMI. In Grade 9, among the 226 learners, 64 learners have below 18.5; 149 learners have 18.5 to 24.5 and 13
learners have 24.6 to 29.9. In Grade 10, among the 209 learners, 48 learners have below 18.5; 141 learners have 18.5 to
24.5; 16 learners have 24.6 to 29.9 and 4 learners have 30 and above BMI. This means that most of the boys in Grades 8-10
have normal Body Mass Index while in Grade 7, most of the Boys belong to Severely wasted.
 Table 1.2 Body Mass Index (Girls)
Table 1.2 shows the Body Mass Index of Grades 7-10 Girls. Among the 125 girls in Grade 7, 110 have a
Body Mass Index of 18.5; 15 learners have a BMI of 18.5 to 24.5. This means that most of them belong to
severely wasted. In Grade 8, out of 249 girls, majority of them are classified as Normal while 68 learners
belong to severely wasted; 13 learners belong to overweight and 2 learners are classified as Obese. In
general, most of the girls from Grades 8-10 have a NORMAL Body Mass Index while in Grade 7, most of
the girls belong to SEVERELY WASTED.
Thank you for
listening!