PHED WEEK 1

Physical Education came from the Latin words “Physica” meaning

physics and “Educatio” meaning education, which means that Physical Education refers
to the training of the bodily organs and power with a view to the promotion of hearts and
vigor. Physical Education is an integral part of general education which aims to develop
the physical, social, emotional, spiritual, and the mental traits of man through physical
activities. World Health Organization (WHO) stated that, to have a sound body, one
must have a sound mind, which means to say that health as state of complete physical,
mental, social wellness and not merely the absence of disease or infirmity.
 
Physical Education (PE) has been a big part of the educational system as it impacts the
mental, emotional, and social wellness of a human being. A research by Schaefer and
Wasyliw, (2018) mentioned that healthier students make better learners. The term
quality physical education is used to describe programs that are catered to a student’s
age, skill level, culture, and unique needs. When we say PE, we can easily think about
the recreational activities done by using our human body such as Dancing, Playing, and
engaging into outdoor activities but that is not the only focus of Physical Education.
Tuliao (2008) mentioned that physical education in college students like you reduce risk
of premature death, reduce the risk of developing and/or dying from heart disease,
reduce the risk of high blood etc. This means that physical education is also focusing on
the healthy lifestyle of a person with the application of recreational or extracurricular
activities.
 
Legal Bases of Physical Education
Legal Bases of Physical Education In accordance with the pertinent provisions of
Republic Act(RA) No. 7722, otherwise known as the “Higher Education Act of 1994” in
pursuance of an outcome-based quality assurance system as advance under CM 046s
2012 and virtue of commission.
 
 Legal bases,acquisition and importance of physical education as part of
the curriculum.
The importance of physical education as part of the curriculum is in the 1986
Philippine Constitution,Article XIV,Section 19. Sec. 19.(1) The State shall promote
physical education and encourage sports programs, league competitions, and amateur
sports, including training and for international competition, to foster self-discipline,
teamwork, and excellence for the development of a healthy and alert citizenry.
 
 The Curriculum Philosophy of Physical Education Movement Enhancement
 For these reasons that same mandated that; Sec. 19 (2) All educational
institutions shall undertake regular sports activities throughout the country in
cooperation with athletic clubs and other sectors.
 
 Constitutional ProvisionThese Constitutional provisions can be achieved in
Physical Education.
According to David(2010), physical education is  basis to the best development
of child and youth. It should be a process of experience, progressing from the simple
type, for small youngsters to non-advanced movement.
 

Functions and Objectives of Physical Education

What do you think are the objectives and functions of Physical Education?
These deals with the connection of how healthy a human being is while executing
recreational activities under physical education.

Functions of Physical Education

 The function of Physical Education is to help the students acquire skills, develop an
affection in their activities, and develop physical skill competence The individual growth
of each student and the development of the total body movement are guided w/ safety
precautions when it comes to physical activities.
The rationale behind this is that learning through health and wellbeing enables children
and young people to:
 
 make informed decisions to improve their mental, emotional,
socialand physical wellbeing;
 experience challengeand enjoyment;
 experience positive aspects of healthy livingand activity for themselves;
 apply their mental, emotional, and social skills to pursue a healthy lifestyle;
 make a successful moveto the next stage of education or work.
 establish a pattern of health and wellbeing that will retain into adult life, and
which will help to promote the health and wellbeing of the next generation.
. 

The primary aims of physical education vary historically, based on the needs of
the time and place. Most modern school systems claim they intend to equip students
with the knowledge, skills, capacities, and values along with the use of enthusiasm to
maintain a healthy lifestyle into adulthood.
Activities included in the program are designed to physical fitness, to develop
motor skills, to instill knowledge and understanding of rules, concepts, strategies, and
 to teach students to work as part of a team, or as individuals, in a wide variety of
competitive activities
 

Objectives of Physical Education

 Physical Development
Through carefully selected physical education activities, an individual who
participates actively will develop and maintain good health and a high level of physical
fitness. The acquisition of physical skills can motivate an individual to participate further
in physical activities: hence, the healthy growth and development of each learner will
improve.
 
For Example: Engaging in different physical activities in PE can help develop your
physical aspects. Just like having a jog for at least 1 hour a day can build strong bones,
strengthen your different muscles, and improves your cardiovascular fitness. This can
maintain a healthy weight and can be your weight-bearing exercise.
 

Social Development
             Participation in Physical Education activities provides opportunities for the
acquisition and practice of desirable social traits necessary for adjustment to happy
living and the social life in general.
Some traits are:
 Friendliness
Forming a good relationship with your physical education classmates can lead to a good
outcome. You can communicate with them easily. Since you will be dealing with your
classmate with dual or group activities you are expected to deal and mingle with them
the whole semester.
 
 Cooperation
To be able to meet your goals, regardless if it’s winning in a sports competition, a
successful group pyramid building, camping or etc. you will be expected to work with
other people. Working with a diverse group of people helps you understand and perform
various roles making you more versatile, inclusive and innovative.
 Good Sportsmanship
The basic things to consider in attaining and developing sportsmanship in
Physical Education includes winning without gloating, respecting one's opponents, and
being able to lose gracefully. Mentioned below are the things to consider for attaining
and developing Sportsmanship in Physical Education.
 If you lose, don't make up excuses.
 If you win, don't rub it in.
 Learn from mistakes and get back in the game.
 Always do your best.
 If someone else makes a mistake, remain encouraging and avoid criticizing.
 Show respect for yourself, your team, and the officials of the game or activity.
  Good Leadership and followership
Leadership skills can come naturally; student learn things along the way that
significantly impacts them later in life. The right words at the right time can make all the
difference. I have here some tips to develop yourself as a good leader and a follower in
Physical Education.

1.  Be a good example.

2. Participate in Group Activities.
3. Emphasize perseverance.
4. Good negotiation skills.
5. Hone decision-making.
6. Practice confident communication.
7. Encourage members for an excellent work.
 
 Honesty in Group Competition
Group competitions in physical education are the most popular type of assessment
used by a physical education instructor.  Fooling around in your group activities implies
that you're also fooling yourself. Just like other people say, honesty is the best policy,
and it begins with yourself.
 

  Emotional Development
The informal nature of physical education offers opportunities for the development of
expression and emotional traits needed for emotional mastery like:
 Self Confidence
During Physical Education activities, as you learn the different rules and objectives of a
game or activity you can develop self-confidence by slowly opening up your natural
talents. Many college student is too shy to show their real talents and real potentials
because of many reasons, one aspect that I can consider is your growing maturity, but
as you engage yourself with other people and adjust your personality in a given task
you can slowly develop your self confidence in physical education.
 
 Self – Control
Self-control is defined as the ability to manage your actions, behavior and emotion. To
develop self – control in PE you must equip your personality with the word patience.
Plenty of things can happen during your physical education class or in any physical
activity in general. You also do not expect to win all the time nor do you expect things
go along your way. Your experiences in physical activities can help you to become more
tolerant and patient with any change that happens especially when they are inevitable.
 Self-Reliance
Unlike other activities where you can ask others for help, the success of any physical
education activities greatly lies in your own skill and willpower. You do not expect
anyone to do the exercise for you to become physically fit. J
 Courage
Many activities in Physical Education requires an act of great courage just like
performance in dance, playing different sports, and participating in recreational
activities.
 Determination
Every goal requires determination. “Since life is never smooth, many of us fall off when
we come across obstacles. But with determination, we can overcome any type of
obstacle (Sama, 2010)” Similar case happens in P.E. activities, success of any activity
will be dependent on your persistence to achieve or complete a task despite the number
of challenges you will have to encounter.
 Personal Discipline
For Example, you can develop personal discipline in physical education by giving
yourself a wide range of understanding. Applying attention, good behavior, being
proactive and being humble college student in Physical Education can to develop
personal discipline.

 
Mental/Cognitive Development
In Physical Education activities, the individual develops his mental capacities as
he learns the mechanical principles of underlying movement. As the students acquire
knowledge and underlying rules and strategies of games and sports as wells as dance
instructions, he or she discovers ways of improving his movement in gymnastics and
dance, and the ability to analyze and give comments.
 
A good example to develop cognitive process in Physical Education is to know how can
you apply the rules of a game/activity and make a creative way of techniques for it. One
thing also to include is know the proper terms and keywords in PE that way you will be
guided to be more creative in a critical thinking situations. For instance, in basketball,
you can develop your mental process by knowing first the rule of the game, engaging
yourself to play in a real basketball game and pursuing yourself to give your best to win
a points on your opponents. Now, how can you apply critical thinking in this type of
games? Think first a strategy on your opponent’s strengths and weaknesses, after that
apply your knowledge of the game, that includes rules, terms, technique, equipment,
proper calls and etc. then apply your best shot and apply all the strength of your body,
physically and mentally. that way you can achieve the goal and win.

PHED WEEK 2
Physical Fitness
Physical fitness is a personal responsibility. Few individuals other than
athletes and military personnel are required to participate in organized fitness programs.
Most people are physically unfit simply because they do not get enough exercises and
others try to stay fit with only light, infrequent activity.
A person’s physical fitness is determined by factors such as age, heredity, and
behavior. Although many people cannot control their age or heredity, their behavior can
help them become physically fit and stay that way. Individuals vary greatly in their
capacity for physical fitness, but almost anyone can improve by exercising regularly.
 

THE COMPONENTS OF PHYSICAL FITNESS

The Components of Physical Fitness may be thought in two different forms. It can be a
health related or skill related.
HEALTH RELARED FITNESS
1. Cardio-Respiratory Endurance
The heart and lungs can function efficiently and effectively over a prolonged time.
Example: Run in place for a prolonged time and then breathe. that way you can see the
cardiorespiratory endurance. Record how many seconds have you accomplished your
endurance 
2. Muscular Strength
Ability to continue selected muscle group movements or a prolonged period of time.
Example: Lay your body down on the floor and then demonstrate at least 5 push-ups
that’s an example of muscular strength. Record the push ups you have demonstrate
3. Flexibility
The Functional capacity of a joint to move through a normal range of motion. The
muscular system is also involved.
 Example: Sit on an open area, widely open your both feet as much as you can, then
bend your upper extremities in between your legs and then reach as much as you can. 
Record how many seconds had you accomplished your flexibility.
4. Body Composition
One of the newest attributes in physical fitness components. It refers to the relative
distribution of lean and fat body tissues.
Example: Somehow after applying the different components of Health-related physical
fitness components, there can be changes in your physical appearance, but it will not
appear in a shortened time. It will take some time to see the changes in your body. Get
a tape measure and determine your waist line.
SKILL RELATED FITNESS
1. Balance
It involves vision, reflexes, and the skeletal and muscular system which, provides the
maintenance of equilibrium.
Find an open place then stand with only one foot. Record the time you had to consume
while standing.
 2. Coordination
It is the ability to integrate the senses with muscles so as to produce accurate, smooth,
and harmonious body movement.
    Go into an open space where you can jog. Start jogging while swinging your arms
like the wings of a butterfly. Observe that two parts of your body are moving in
different directions. That is an example of Body coordination. The activity used
only for two body parts, but it is your discretion how many parts of your body can
move at the same time and also moves in different directions.   
 3. Agility
It is the capacity to change the direction of the body quickly and effectively.
Stand in an open area, open both your feet where you can move freely, hop side to side
while moving your hands upward and downward as quickly as possible. Record your
time of agility.
4. Speed
Ability to move one’s body from one point to another in the shortest possible time.
Find a room where you can run freely. Stand with one wall, set a timer to determine how
fast you will reach the other wall.  Firmly do a running position, then run until you reach
the other wall. That’s an example of Agility.
 
 
 
 
  
 
 
 
5. Power
Power is sometimes confused with strength. Speed contraction is the ingredient, which
is when combined with the strength, it provides an explosive type of movement.
 Find a safe area. Position yourself, imagine an imaginary punching bag where you
can punch. Punch at least three times and record the time interval of every punch
that you are hitting. Punching is the best example of power because you are applying
two aspects, the force of your muscles and the speed contraction of your hand.
6. Reaction Time
The time required to respond or initiate a movement as a result of a given stimulus.
Example: Find a partner where you can play, find a basketball ball where you can tackle
with him/her to seize the ball, set a target time to have the ball, record the time you had
used seizing the ball.
 
Importance of Physical Fitness
Physical activity and exercise are basic needs for everyone. Children,
adolescents, and adults of all ages need regular physical activity.
Physical activity promotes good health and will let you stay active throughout all
stages of your life regardless of your body type or Body Mass Index (BMI).
 What is a BMI?
 Body Mass Index (BMI) is a person’s weight in kilograms divided by the square of
height in meters. A high BMI can be an indicator of high body fatness. BMI can
be used to screen for weight categories that may lead to health problems but it is
not diagnostic of the body fatness or health of an individual.
How can you compute your BMI?
 Body Mass Index is a simple calculation using a person’s height and weight. The
formula is BMI = kg/m2where kg is a person’s weight in kilograms and m 2 is their
height in meters squared.
Step 1: Weigh first your kilograms
Step 2: Determine your Height and convert it into meters
Step 3: Using the blank table compute your BMI.
Step 4: Classify your BMI
Proceed to the activity sheet to compute your BMI before moving to the next
section.
Understanding the benefits of physical fitness and knowing how active you should be
can help you maintain good health and improve your overall quality of life. Here are a
few benefits of regular physical activity that demonstrate the importance of physical
fitness.
Through regular exercises, physical fitness helps the individual:
 In the proper growth of young bones and muscles
 Improve the ability to avoid and recover from illnesses and accidents
 Improve posture and appearance by strengthening muscles that support the
body
 Minimize stress response
 Maintain proper body weight and prevent heart ailment
 Improve organic functions
 Delay the aging process and helps you feel good and younger as a human being
 Experience joy of participation in any recreational or sports activities
Physiology of Exercise
The physiology of exercise is a broad concept that addresses the central issue as to
how the body adapts itself to the demands of physical activity. Physiology is the
academic study of the various processes, systems, and functions of the human body as
influenced by the performance of physical activity. Exercise is a term that has a variety
of possible meanings, each dictated by circumstances. In a sports context, exercise is
the performance, conditioning or training undertaken in respect to a particular athletic or
sporting purpose. Exercise may also be directed to improvement of a person's general
health, physical fitness, or as physical therapy, to augment an existing treatment to
remedy or to ameliorate the effects of a disease or illness upon the body.

MONITORING HEART RATE (MHR)

Resting Heart Rate (RHR)
 This is the number of pulse at rest. The best time to take the RHR is upon waking
up in the morning. The average RHR is 75 beats for males and 80 for females
per minute.
LETS TRY! 
Put your forehand finger and middle finger on any of your hands after waking up, then
observe and count your pulse for one minute. That way you can determine your resting
heart rate. Put the result on your MHR Table.

2. Target Heart Rate (THR)

            This is the 60-80% of your hearts maximum capacity (after deducting age) while
exercising. An ordinary college freshman should approximately have a THR of 130-160
pules beats per minute. This gradually attained in the workout phased and sustained
steady exercises for 20 minutes.
 LETS COMPUTE!
 1st Step: Subsctract your Age in 220
Example : 220 – 21 = 199
 
2nd Step: Multiply 199 into 50% and 85% level of
exertion in exercise.
Basis on exercise:
60 % - Medium level of exertion
80 % - High level of exertion
Example: 199 x 60% = 119.5 (pbm)
                199 x  80% = 159.2 (pbm)
 

Types of Exercises
Physical Exercise is any bodily activity that enhances or maintains physical fitness and
overall health and wellness. It is performed for various reasons, including increasing
growth and development, preventing aging, strengthening muscles and
the cardiovascular system, honing athletic skills, weight loss or maintenance, and also
enjoyment.
 1. ISOTONIC EXERCISE
These refers to exercises where the muscles are made to do some contraction and
relaxation to gain tones. These movements are common to many physical education
activities.
 Two Types of Isotonic Exercise
Concentric Contraction
 The external force on the muscle is less than the force the muscle is generating a
shortening contraction
Eccentric Contraction
 Isometric Exercises are strength exercises where your muscles contract while
you hold a still position.
2. ISOMETRIC EXERCISES
- strength exercises where your muscles contract while you hold a still position.
 
 
  
 
 
 
 
THE COMPONENTS OF EXERCISE
To be healthy we all know that we need to do some form of exercise on a regular basis.
But choosing what type of exercise we should be doing, how long should we be doing it
for and how hard should we be working while we are doing it can be a little confusing. A
complete fitness and exercise program should incorporate four basic components:
Endurance (Aerobic), Flexibility, Strength, and Balance. Each of these components has
specific guidelines, which govern their effectiveness.
 
AEROBIC/Endurance Exercise
Entails vigorous movements such as brisk walking, jogging, running, and
dancing. The body experiences fast breathing, so that the muscles of the heart
and the lungs are exercised. Some common aerobic activities include:
 A brisk walk
 Jogging
 Climbing the stairs
 Playing tennis
 Dancing
 Biking
 Doing yard work like raking, digging and gardening
 Swimming laps
Strength Exercise
Strength training is beneficial in reducing falls and helping you do everyday
activities that require lifting, such as carrying groceries. Some examples of
strength training include:
 Lifting free weights
 Using resistance machines at the gym
 Using resistance bands to leverage your own body weight in building strength
 
Flexibility Exercise
Flexibility exercises can keep your body limber and help you maintain a wide
range of motion. This is important because things like arthritis often limit range of
motion. Here are some ways to improve your flexibility:
 Stretching various parts of the body
  Doing yoga
Balance Exercise
Practicing and improving balance is important for older adults because it can strengthen
the body’s core and help prevent falls. Here are some good balance exercises:
 Heel-to-toe walking
 Standing on one foot
 Practicing tai chi poses

THE ELEMENTS OF EXERCISE

After, knowing the types of exercises lets know now the elements that needs to be
maintained during your regular exercise plan. These four elements are the Frequency,
Intensity, Duration and Types of exercises to be applied. Every college individual needs
a monitoring guideline that will be their path to a healthier life and balanced exercised.
 
 How frequent should the individual exercise be?
FREQUENCY refers to the number of exercise sessions an individual performs per
week at least three to five workouts. In cardiovascular endurance exercise, a strenuous
and demanding workout is usually done the next day by a mild exercise bout. To
maintain an acceptable level of fitness, a minimum of three workouts per week is
usually required.
For a college student requires at least 3 – 5 days per week
 
 How intense or vigorous should the exercise session be?
INTENSITY indicates how hard the exercise can be performed. To measure it in aerobic
activity, the heart rate should be monitored. A productive intensity requires the training
state of heart rate. Which is 60 to 80 percent of the maximum rate possible. Duration
and intensity can be monitored in strength development. For most strength-inducting
activities are high intensity and therefore requires an increase in duration through an
increased number of sets or repetitions.
The intensity of exercise of a college student must be moderate to vigorous.
 How long should an exercise session be?
DURATION refers to the length of each exercise. For developing cardiovascular
endurance, the minimum amount of aerobic exercise should be 20 to 30 minutes. The
intensity of exercise will have an impact on the duration of the fitness session. For most
individuals, monitoring the duration of the activity instead of the intensity is best.
For exercise plan at least 20 – 60 minutes every session of different exercises for a
specific fitness goal.
 What type of exercises should be included?
TYPES - There are three types of Exercises the Isotonic, Isometric and Aerobic
Exercise, but for a college student like you, the best to suggest is the aerobic exercises.
PRINCIPLES OF EXERCISE
 
The human body works in a certain way and if you want to get the most out of it and
reach your physical fitness goals you need to understand how exercise works.
When it’s looked after properly, your body can grow stronger and work better than you
ever thought possible.
So what are the principles of exercise?

1. SPECIFICITY
The exercise program you choose should match your goals. If you want to change the
shape of your body, you need to do activities that will change the shape of your body.
But for your body to change, it needs a reason to.
“Changing your body” is much different from “losing weight.” Losing weight can be
accomplished without exercise and ultimately, all you’re really doing is making a smaller
version of the same body. Sure, the scale might have a lower number, but the image
hasn’t changed: same slumped shoulders, jiggly arms, and a smaller (but still flabby)
belly.
To change the shape of your body you have to do specific, targeted work, like strength
training and intense cardiovascular exercise.

2. OVERLOAD
In order to improve, your exercise needs to be intense!
Let’s continue to use weight loss (fat loss) as an example. Everyone wants to run to
lose fat. (It’s not effective but that’s another article.) You begin running a mile and burn,
say, 100 calories in 15 minutes. You’ve gotten better at running that mile and now you
are more efficient at using energy (i.e. burning calories).
 
Don’t get too excited! Being efficient means burning less calories to run that mile. You
now have to ramp up your physical activity to prevent plateauing. So how do you make
it more intense? The overload principle. Go faster. Run up a hill. Carry someone on
your back. Increase your frequency, intensity, or speed and push your body to the next
level. In other words, GET OUT OF YOUR COMFORT ZONE.
 

3.  PROGRESSION
Let’s say you are hooked on pole dancing. (Don’t knock it; it’s a great workout!)
Remember how sore you were from swinging around the pole a few times? You created
a stress on your muscles because they worked in a new way. You even burned some
calories. But after several months, you’re a pro. If you were in a club, men would be
making it rain! Those simple swings around the pole are so easy that you don’t even
break a sweat.
The next step is progression. Start by climbing up and down the pole, flipping upside
down, and all the other priceless moves. By increasing those fitness levels, you’ll be
constantly pushing your body to the limit.
Once you body adapts to something, it becomes efficient at doing it. Progression takes
you back out of that comfort zone and introduces a whole new ball game.
THE FOOD GUIDE PYRAMID FOR A HEALTHY LIFE
 
The Food Guide Pyramid will guide you on how many recommended servings from
each food group daily.
There are six food groups in the Food Guide Pyramid. The serving requirements of
each individual depends on age, sex, size, and activity level. Each day, we need to eat
at least the lowest serving from each of the food groups.
To meet the daily requirements of vitamins, minerals, protein, fiber, and carbohydrates
of an individual, we all need to eat a balanced diet every day. It includes servings of
foods from different food groups in the Food Guide Pyramid. 
 
This guide suggests that we consume:
 
 Food from fats, oil, and sweet group sparingly.
 At least one glass a day of milk products group.
 For meat, poultry, dry beans, eggs, and nut groups there must be two servings
daily.
 For teenagers, at least 1 egg every day.
 For teenagers, three servings of food from the vegetable group daily.
 Three servings of fruits daily. 
 
The greatest number of serving is from bread, cereal, rice, root crops, and noodles,
which is a minimum of 6 serving and a maximum of 8 servings.
 
For you to grow and develop to the fullest and to improve your nutritional status, it is
important to follow healthy eating guidelines such as:
 
 Eat a variety of foods daily.
 Maintain a healthy weight.
 Eat foods that are low in fat, saturated fat, and cholesterol.
 To lower the risk of heart diseases, avoid too much cholesterol in your diet.
 Consume milk, milk products, and other calcium-rich foods, such as small fish &
dark green leafy vegetables daily.
 Eat plenty of vegetables, fruits, root crops, and grain products.
 Use sugar in moderation. Eating too many sweet foods contributes to tooth
decay.
 Eat clean and safe food, cook food in edible/cooking oil.
 Use iodized salt but avoid excessive intake of salty foods. Too much salt in the
diet may increase the risk of having high blood pressure.
Remember, healthy eating will reduce your risk of suffering from fatal diseases, such as
cancer, heart disease, stroke, and diabetes. Eating healthy foods is important for proper
growth and development. It can also prevent health problems, such as obesity, dental
caries, iron deficiency, and osteoporosis. Women are prone to osteoporosis, so teenage
girls should eat enough foods rich in calcium. It will help build strong bones to protect
them from osteoporosis later in life. Eating a wide variety of foods in moderation daily is
a good practice. Following the Food Guide Pyramid and the Nutritional guidelines for
Filipinos will make it easier for anyone to have a balanced, healthy diet daily.
 
How Many Servings Do You Need as an Adolescent?
A serving is the size of food after it is cook. Do you know that three ounces of cooked
meat are about the size of a deck of cards?
 
The serving sizes below will guide you in measuring the amount of food
and liquid you take daily.
 
 1-1/2 cups (12 ounces) of liquid is the size of a soda-pop can.
 One cup (8 ounces) of food is the size of a large handful.
 1/2 cup (4 ounces) of food is about half of a large handful.
 One ounce of cheese is about the size of a 1-inch cube.
 Two tablespoons (Tbsp.) is about Two times the size of the tip of your thumb
(from the last crease).
 One tablespoon (Tbsp.) is about the size of the tip of your thumb (from the last
crease).
  One teaspoon (tsp) is about the size of the tip of your little finger (from the last
crease).
 

PHED WEEK 3
Physical Fitness Testing is a necessary activity because it will give us information on the
status of over-all physical fitness. The physical fitness test will serve as a guide in determining
what PE activities the students will need to improve any physical fitness component or their
physical fitness component in general. Testing will also serve as the basis to evaluate the
activities of the PE program.
The Physical Fitness Test should be administered at least twice a year, the pre-test (beginning
of the school year) and the post-test (last month before the end of the term). This will provide
information on whether the physical education program in general helps the students achieve
physical fitness.
The PFT is a set of measures designed to determine a student’s level of physical fitness.
PHYSICAL FITNESS TEST OBJECTIVES:
 To determine the level of fitness of students.
 To identify strength and weaknesses for development and improvement.
 To provide baseline data for selection of physical activities for enhancement of health
and skill performance.
 To gather data for the development of norms and standards.
 To motivate, guide and counsel pupils/students in selecting sports for recreation,
competition and lifetime participation.
 TEST PROTOCOLS
 Explain the purpose and benefits that can be derived from the physical fitness tests.
 Administer the test at the beginning of the school year.
 Prepare the following testing paraphernalia:
 First aid kit
 Drinking water
 Small towel or bimpo to wipe their perspiration
 Individual score cards During testing
 
SAFETY GUIDELINES
  Review medical consideration. The PE teacher should identify students who
need medical care. Students should not take the rest if not feeling well or
Suffering from infection.
 Warm up 5 – 10 minutes before physical fitness test.
 Students should not take heavy meals for two hours before test
 Students should wear physical education attire for the test.
 Before taking the test, students must count their pulse rate (at rest). Their initial
pulse rate must not be more than 120 beats per minute. The teacher should
teach the students to count pulse rate to monitor intensity of the activity.
TEST ITEMS PHYSICAL FITNESS COMPONENTS BEING TESTED
Test 1 Standing Long Jump Leg Strength Power
Test 2 Bent Knee Curl Ups Abdominal Strength and Endurance
Test 3 50-meter sprint Speed
Test 4 Push-up (Male) Arm Strength Endurance
Knee push-up (Female) Arm Strength Endurance
Test 5 Shuttle run Agility
Test 6 Sit and Reach Trunk Flexibility
Test 7 1000 Meter Run Cardio-respiratory endurance
Test 8 Three Minute Step Test Leg Strength Power
PFT NO. 1 Standing Long Jump
Procedure:
stand behind a line marked on the ground with feet slightly apart. Use a two-foot
take-off and landing, with swinging of the arms and bending of the knees to provide
forward drive. Then jump as far as possible, landing on both feet without falling
backwards. Record your final attempt using a meter stick.
 Rules:
 Allow two successive fair trials within the testing period.
 The measurement is made from the take-off line to the heel of the foot closer to
the take-off board or line.
 Attempt where the performer loses his balance and falls backward is not counted
 Taking beyond the take-off is considered foul
Common Faults:
 The performer takes more than one swing of the arms.
  The performer does not keep both of his feet behind the front edge of the take-off
board or line at the start of the jump.
 The performer bounced and took several steps before jumping.
 Both feet of performer are not parallel at the take-off.
PFT NO. 2 BENT-KNEE CURL-UPS
Procedure:
Lie on your back with your arms crossed over your chest, keeping your knees slightly bent.
Raise your upper body off the floor by flexing your abdominal muscles. Touch your elbows to
your thighs and repeat. Record the time you have consumed during your curl ups.
 
Rules:
 Only one trial should be allowed.
 No resting between curl-up is permitted.
 The knee must remain bent at right angle for the duration of the exercise.
 The cur-up shall be counted only if the performer:
 Keeps the crossed arms close to his chest; and
 Returns to starting position with the upper back touching the mat or floor before
curling up again.
Common Faults:
 Curling up and uncurling are not performed slowly. Performer bounces off the
floor when executing the curl ups.
PFT NO. 3 REGULAR PUSH-UPS FOR MALES
Procedure:
 Get down on all fours, placing your hands slightly wider than your shoulders.
 Straighten your arms and legs.
 Lower your body until your chest nearly touches the floor.
 Pause, then push yourself back up.
 
KNEE PUSH-UPS FOR FEMALES
Procedure:  
 Place the knees on the floor, the hands below the shoulders and cross your feet.
 Keeping your back straight, start bending the elbows until your chest is almost
touching the floor.
 Pause and push back to the starting position.
 Repeat until the set is complete. PROPER FORM AND BREATHING PATTERN.
 
 
 
Common Faults:
 When the body is not kept straight line from heels and for females the body is not
kept straight from hamstring.
 When the elbows are not fully bent.
PFT NO. 4 SHUTTLE RUN

Procedure:
Find a place to run back and forth between two parallel lines as fast as possible. Set
up two lines of cones 10 feet apart or use line markings, and place two blocks of
wood or a similar object behind one of the lines. Starting at the line opposite the
blocks, on the signal "Ready? Go!" the participant runs to the other line, picks up a
block and returns to place it behind the starting line, then returns to pick up the
second block, then runs with it back across the line.  Record the time duration of
how many runs did you execute use a stopwatch to clearly check the time.
Rules:
 Do not allow the performer to throw the wooden block across the line.
 Allow two trials and record the faster time.
Suggestions for the tester:
 To eliminate the necessity of returning the block after each trial, start the runners
on alternate sides.
 If the testers have stopwatches, it is practicable to have two or more students
running at the same time.
PFT NO. 5 SIT AN REACH
Procedure:
Remove your shoes and sit on a flat surface, legs extended in front of the body, toes
pointing up and feet slightly apart, with the soles of the feet against the base of the step (if there
is no step, just any flat surface will do). Place the ruler on the ground between your legs or on
the top of the step. Place one hand on top of the other, then reach slowly forward. At the point of
your greatest reach, hold for a couple of seconds, and measure how far you have reached. If
you have trouble straightening you legs, get a friend to help by holding the knees down flush
with the ground.
 
Common Faults:
 Trunk flexion movements are not slow and gradual.
  Fast jerky motions are made.
 Knees are not kept straight.
 Finger tips on tape measure are not even, with one hand pushed farther than the
other.
PFT NO. 6 THREE-MINUTE STEP TEST
Procedure:
Begin by demonstrating the alternating stepping to the subject (a box, 1 step stair,
or a chair that has a measurement of 12 inches will do). In time with the beat step
one foot up on the bench (1st beat), step up with the second foot (2nd beat), step
down with one foot (3rd beat), and step down with the other foot (4th beat) an the
so on and then continue the process 0f until 96 steps per minute for boys and 88
minutes for girls. The athlete steps up and down on the platform at the given rate
for a total of 3 minutes.  Immediately stop on completion of the test and sits down
and remains still. Starting within 5 seconds, Use your
Middle and forehand finger to count the beat of your pulse in 60 seconds.
 
Rating For Men
18 - 25 26 - 35 36 – 45
(Age)
Excellent 50-75 51-76 49-76
Good 79-84 79-85 80-88
Above Average 88-93 88-94 92-88
Average 95-100 96-102 100-105
Below Average 102-107 104-110 108-113
Poor 111-119 114-121 116-124
Very Poor 124-157 126-161 130-163
 
Rating For Women
18 - 25 26 - 35 36 – 45
(Age)
Excellent 52-81 58-80 51-84
Good 85-93 85-92 89-96
Above Average 96-102 95-101 100-104
Average 104-110 104-110 107-112
Below Average 113-120 113-119 115-120
 Poor 122-131 122-129 124-132
Very Poor 135-169 134-171 137-171
 
SCORING: PHYSICAL EFFICIENCY INDEX (PEI)
 Record the duration of the certain exercise in seconds
 Multiply the duration of exercise in 100
 Multiply by 5.5 the pulse count for 90 seconds after the test exercise
 Multiply the two results to find out your Physical Efficiency Index
 
PEI = Duration of the Exercise in Seconds x 100
         5.5 x pulse count for 90 seconds after exercise
 
Test No 1.
Duration of the Exercise Push Up 12000
(Sec.) x 100
PEI = PEI = 120 sec x 100 PEI = PEI = 19.61
5.5 x pulse count for 90
5.5 x 112 pbm 612 pbm
sec after exercise

 
 
*** End of Lesson 5-6***