MODULE 1.

PHYSICAL FITNESS TESTING

Lesson 1: PHYSICAL FITNESS

TESTING

What is Physical Fitness?

The Encyclopedia of Behavioral Medicine defines physical fitness as the “ability to execute daily
activities with optimal performance, endurance, and strength with the management of disease,
fatigue, and stress and reduced sedentary behavior” (Campbell, De Jesus, & Prapavessis, 2013). An
older definition from Gethchell (1992), refers to “the capability of the blood vessels, lungs, and muscles
to perform at optimal efficiency”. While the President’s Council on Physical Fitness and Sports (1971)
defines physical fitness as the “ability to carry out daily tasks with vigor and alertness without undue
fatigue and ample energy to enjoy leisure-time pursuits and meet unforeseen emergencies”. Whatever
the definition people would like to use, there two main concepts that describe physical fitness – ability
to do work (daily activity) and efficiency of doing the work (optimal performance). Thus, a physically fit
individual can carry out daily activities efficiently and effectively.

Categories of Physical Fitness

1. Health-Related Physical Fitness
a. Cardio-Respiratory Fitness refers to the ability of the circulatory and respiratory
systems to supply oxygen during sustained physical activity (Kaminsky, 2010).
b. Body Composition refers to the relative amount or percentage of different types of
body tissue (bone, fat, muscle) that are related to health (Kaminsky, 2010).
c. Muscular Strength related to the ability to perform activities that require high levels
of muscular force (Kaminsky, 2010).
d. Muscular Endurance is the ability of a muscle group to execute repeated contractions
over a period of time sufficient to cause muscular fatigue, or to maintain a specific
percentage of the maximum voluntary contraction for a prolonged period of time
(Kaminsky, 2010).
e. Flexibility is the ability to move a joint through its complete range of movement
(Kaminsky, 2010).
2. Skill-Related Physical Fitness
a. Agility refersto the rapid whole-body movement with change of speed or direction
in response to a stimulus (Sheppard & Young, 2006).
b. Coordination is the ability to use all senses with your body parts, or to use two or
more body parts together (DeMet & Wahl-Alexander, 2019).
c. Balance is the ability to keep an upright posture standing still or while moving (DeMet
& Wahl-Alexander, 2019).
d. Power is the ability to perform one maximum effort of a given exercise in a short
period of time (DeMet & Wahl-Alexander, 2019).

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 1

PATHFIT 2 Exercise-Based Fitness Activities
 e. Speed refers to the ability to perform a movement or cover a distance in a short
period of time (DeMet & Wahl-Alexander, 2019).
f. Reaction Time is the ability to respond quickly to what you hear, see or feel (DeMet
& Wahl-Alexander, 2019).
Things to Consider in Facilitating Physical Testing
1. Factors Related to Selecting and Implementing Test Items
- To ensure that performance on a fitness test is actually a reflection of physical fitness,
it is necessary to consider the reliability, validity, and feasibility of test items; the
standardization of test protocols; and the confidentiality of test results. It is vital as
well for administrators to ensure the safety of fitness test participants by being
sensitive to such variables as participants' pre-existing disease(s), body composition,
and maturation stage (Committee on Fitness Measures and Health Outcomes in Youth,
2012).
2. Factors Related to Test Administration (Committee on Fitness Measures and Health Outcomes
in Youth, 2012)
- protocols and use of proper equipment for fitness test items;
- how to familiarize participants with the test, together with specifications regarding the
amount and type of practice;
- how to communicate consistently with the students in ways that create a positive
and encouraging environment for learners of all ability levels;
- teacher burden;
- participant burden;
- class management during test periods
3. Factors Related to Interpretation of Test Results
- Test administrators and those interpreting and communicating results should be fully
familiar with the meaning of cut-points and the effects of modifiers (e.g., maturation
status, race/ethnicity) for each test. Other variables, such as biology, the emotional
investment of the participant, tester error, equipment, the amount of practice, and
testing conditions, also affect performance on a fitness test. As part of test
interpretation, the test administrator and those interpreting and communicating
results must decide whether the scores are valid or their deviation from expected
results is beyond these sources of error (Committee on Fitness Measures and Health
Outcomes in Youth, 2012).
Assessing One’s Fitness Status
A. Health-Related Physical Fitness
1. Body Mass Index (BMI) The body mass index (BMI) is defined as the ratio of body weight
(measured in kilograms) and the square of the height (measured in meters). The body mass
index is determined as follows:

The following steps can be used with this formula (Adams and Adams, 2009)
1) Weight in pounds divided to 2.2 = Weight in Kilogram (kg)

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 2

PATHFIT 2 Exercise-Based Fitness Activities
 2) Height in inches X 0.0254= Height in Meters(m)
3) Height in meters X height in meters= height in meters squared (m2)
4) Step 1 divided by step 3= BMI

Anthropometric Measurement
A series of quantitative measurements of the muscle, bone, and adipose tissue used to measure the
composition of the body. The main components of anthropometry are height, weight, body
circumferences (waist, hip, and limbs) body mass index (BMI), and skinfold thickness. There are
significant measurements as it signify for probable weight problem (underweight/obesity) and can be
utilized as a reference point for physical fitness program.

2. Component: Flexibility
2.1 Test: Modified Sit-and-Reach
Purpose: To measure flexibility of hamstrings
Equipment: Sit-and-reach flexibility tester, or place a yardstick on top mark at 9 inches on a box
approximately 12 inches high.

Modified Sit & Reach Zipper Test Full Body Trunk Rotation

Procedures:
 Remove shoes and sit on the floor. Place the sole of the foot of the extended leg flat against a

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 3

PATHFIT 2 Exercise-Based Fitness Activities
 box or bench. Bend opposite knee and place the head, back, and hips against a wall with a 90-
degree angle at the hips.
 Place one hand over the other and slowly reach forward as far as you can with arms fully
extended. Keep head and back in contact with the wall. A partner will slide the measuring
stick on the bench until it touches the fingertips.
 With the measuring stick fixed in the new position, reach forward as far as possible, three
times, holding the position on the third reach for at least 2 seconds while the partner
records the distance on the ruler. Keep the knee of the extended leg straight (see
illustration).
 Repeat the test a second time and average the scores of the two trials.

2.2. Test: Zipper Test

Purpose: To measure shoulder flexibility
Equipment: Ruler, Measuring Tape

Procedures:
 Raise your arm, bend your elbow, and reach down across your back as far as possible.
 At the same time, extend your left arm down and behind your back, bend your elbow up
across your back, and try to cross your fingers over those of your right hand as shown in the
accompanying illustration.
 Measure the distance to the nearest half-inch. If your fingers overlap, score as a plus. If
they fail to meet, score as a minus. Score as a zero if your fingertips just touch.
 Repeat with your arms crossed in the opposite direction (left arm up). Most people will
find that they are more flexible on one side than the other.

2.3. Test: Trunk Rotation (Optional)

Purpose: To measure trunk
flexibility Equipment: Ruler,
Measuring Tape

Procedures:
 Tape two yardsticks to the wall at shoulder height, one right side up and the other upside down.
 Stand with your left shoulder an arm’s length (fist closed) from the wall. Toes should be on
the line, which is perpendicular to the wall and even with the 15-inch mark on the yardstick.
 Drop the left arm and raise the right arm to the side, palm down, and fist closed.
 Without moving your feet, rotate the trunk to the right as far as possible, reaching along the
yardstick, and hold it 2 seconds. Do not move the feet or bend the trunk. Your knees may bend
slightly.
 A partner will read the distance reached to the nearest half-inch. Record your score. Repeat
two times and average your two scores.
 Next, perform the test facing the opposite direction. Rotate to the left. For this test, you will
use the second yardstick (upside down) so that, the greater the rotation, the higher the score.
If you have only one yardstick, turn it right side up for the first test and upside down for the
second test.

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 4

PATHFIT 2 Exercise-Based Fitness Activities
 Flexibility Rating Scale
Modified Sit and
Zipper Test Trunk Rotation
Reach
Fitness Category Men Women Men Women Men Women
Right Left Right Up Left
Up Up Up
High Performance zone 16+ 17+ 5+ 4+ 6+ 5+ 20+ 20.5+
Good Fitness Zone 13-15 14-16 1-4 1-3 2-5 2-4 16-19.5 17-20
Marginal Zone 10-12 11-13 0 0 1 1 13.5-15.5 14.5-16.5
Low Fitness Zone <9 < 10 <0 <0 <1 <1 <13.5 <14.5
Corbin, C.B., Welk, G., Corbin W.R., & Welk, K., (2016) Concepts of Fitness and Wellness: A Comprehensive
Lifestyle Approach, Loose Leaf Edition 11th Edition. McGraw-Hill, New York

3. Component: Cardiorespiratory Fitness

Test: 3 Minute-Step Test
Equipment: between 12-16 1/4 inches step box or bench, stopwatch, metronome or cadence tape

Procedures:
 Allow the subject to practice the stepping to the metronome cadence, which is set at 96
beats per minute for men and 88 beats per minutes for women.
88 beats per minute timer https://www.youtube.com/watch?v=Ln9rNK1eeBg
96 beats per minute timer https://www.youtube.com/watch?
v=SZOvr7mNUtM

 The student steps up and down on the platform at the given rate for a total of 3 minutes.
 The student immediately stops on completion of the test and remain on a standing position.
Starting within 5 to 20 seconds recovery, take the heart rate for 15 seconds. Convert recovery
heat rate to beats per minute. (multiply 15 seconds heart rate by:
Scoring: Maximal oxygen uptake (VO2max) in mL/kg/min is estimated according to the following
equation:

Men:
VO2max = 111.33 – (0.42 x recovery heart rate in bpm)
Women:
VO2max = 65.81 – (0.1847 x recovery heart rate in bpm)
Example: The recovery 15-second heart rate for male following the 3-minute step test
is found to be 39 beats. His VO2max is estimated as follows:
15-second heart rate = 39beats
Minute heart rate = 39 x 4 =
156bpm
VO2max = 111.33 – (0.42 x 156) = 45.81 mL/kg/min

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 5

PATHFIT 2 Exercise-Based Fitness Activities
 Fitness Classification
(Based on VO2ma in mL/kg/min)
Male
Age Excellent Good Average Fair Poor
<29 >53 44-52.9 34-43.9 25-33.9 <24.9
30-39 >50 42-49.9 31-41.9 23-30.9 <22.9
40-49 >45 39-44.9 27-38.9 20-26.9 <19.9
50-59 >43 38-42.9 25-37.9 18-24.9 <17.9
60-69 >41 36-40.9 23-35.9 16-22.9 <15.9
>70 >38 33-37.9 21-32.9 13-20.9 <12.9
Women
4.
Age Excellent Good Average Fair Poor
<29 >49 39-48.9 31-38.9 24-30.9 <23.9
30-39 >45 37-44.9 28-36.9 20-27.9 <19.9
40-49 >42 35-41.9 25-34.9 17-24.9 <16.9
50-59 >40 34-39.9 22-33.9 15-21.9 <14.9
60-69 >37 33-36.9 21-32.9 13-20.9 <12.9
>70 >35 31-34.9 20-30.9 12-19.9 <11.9
Source: Hoeger, Werner W.K., Hoeger, Sharon A., Hoeger, Cherie I., and Fawson, Amber L., (2018) Principles and Labs for Fitness &
Wellness,Fourteenth Edition. Cengage Learning, USA

Component: Muscular Strength and Endurance

Muscular strength refers to the ability of a muscle to exert maximum force against resistance
while muscular endurance is the ability of a muscle to exert submaximal force repeatedly over time.
4.1 Test: Flexed Arm Support (Static)
Purpose: To measure muscular strength and endurance of arms
Equipment: Mat or carpet

Female Male

Procedures:
Women: Support the body in a push-up position from the knees. The hands should be outside
the shoulders, the back and legs straight. Lower the body until the upper arm is parallel to the floor or
elbow is flexed at 90 degrees.

Men: Use the same procedure as for women except support the push-up position from the
toes instead of the knee. (same position as for 90 degree push-up.) Hold the 90-degrees position as
long as possible, up to the 35 seconds.

Static Endurance Rating Scale (Flexed Arm Support)

Rating Score in Seconds
High Performance zone 30+
Good Fitness Zone 20-29
Marginal Zone 10-19

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 6

PATHFIT 2 Exercise-Based Fitness Activities
 Low Fitness Zone <10
Corbin, C.B., Welk, G., Corbin W.R., & Welk, K., (2016) Concepts of Fitness and Wellness: A Comprehensive Lifestyle Approach, Loose Leaf Edition 11th
Edition. McGraw-Hill, New York

4.2 Test:
Curl Up (Dynamic)
Purpose: To measure the muscular strength and endurance of abdominal muscle.
Equipment: Mat or carpet

Procedures:
 Sit on a mat or carpet with your legs bent more than 90 degrees so your feet remain flat on
the floor (about halfway between 90 degrees and straight).
 Make two tape marks 4 ½ inches apart or lay a 4 ½-inch strip of paper so that the fingertips
touch one tape mark (or other side of the paper).
 Keeping your heels in contact with the floor, curl the head and shoulders forward until
your fingers reach 4 ½ inches (other side of the strip)
 Lower slowly to beginning position. Repeat one curl-up every 3 seconds. Continue until every
3 seconds.
 Two partners may be helpful. One stands on the cardboard strip (to prevent movement) if
one is used. The second assure that the head returns to the floor after each repetition.

Dynamic Muscular Endurance Rating

Scale
Age: 17-26 Age:27-39
Rating Men Women Men Women
High Performance zone 35+ 25+ 34+ 24+
Good Fitness Zone 24-34 18-24 23-33 17-23
Marginal Zone 15-23 10-17 14-22 9-16
Low Fitness Zone <15 <10 <14 <9
Corbin, C.B., Welk, G., Corbin W.R., & Welk, K., (2016) Concepts of Fitness And Wellness: A Comprehensive Lifestyle Approach, Loose Leaf Edition 11th Edition.
McGraw-Hill, New York

B. Skill-Related Physical Fitness

1. Change of Direction
Pro-Agility Test (5-10-5 Test) (Shaw,
2021) Test Procedure:
• The athlete will stand on the start line in a three-point stance (feet shoulder width apart
with one hand in contact with the ground – if the athlete is going left first, then they must
have their left hand in contact with the ground and vice versa).
• The test administrator will stand in line with the start/finish line and will count “three, two,
one, go.” On “go,” the administrator will press start on the stopwatch, and the athlete
must accelerate 5 yards to the first line, change direction and accelerate 10 yards to the
opposite

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 7

PATHFIT 2 Exercise-Based Fitness Activities
 line, change direction again and accelerate 5 yards to the finish line. Note that the athlete’s
lead hand and foot must make contact with each line when changing direction.
• Once the athlete accelerates through the finish line, the administrator will press stop on
the stopwatch.
• The athlete will complete the test three times in each direction and may have a short rest
in between each test. The best time of the three tests in each direction should be recorded
to the nearest 0.01 seconds.

2. Stork Balance Stand Test (Johnson & Nelson,

1979) Test Procedure:
Remove the shoes and place the hands on the hips, then position the non-supporting foot
against the inside knee of the supporting leg. The subject is given one minute to practice the
balance. The subject raises the heel to balance on the ball of the foot. The stopwatch is started
as the heel is raised from the floor. The stopwatch is stopped if any of the follow occur:
 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.

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 8

PATHFIT 2 Exercise-Based Fitness Activities
  The heel of the supporting foot touches the floor.

Norms:

3. Power (Reactive Strength

Index) Standing Long Jump Test
Procedure:
The athlete stands behind a line marked on the ground with feet slightly apart. A two-foot
take- off and landing is used, with swinging of the arms and bending of the knees to provide
forward drive. The subject attempts to jump as far as possible, landing on both feet without
falling backwards. Three attempts are allowed.

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 9

PATHFIT 2 Exercise-Based Fitness Activities
 Scoring:
The measurement is taken from take-off line to the nearest point of contact on the landing
(back of the heels). Record the longest distance jumped, the best of three attempts.

Norms:

males females

rating (cm) (feet, inches) (cm) (feet, inches)

excellent > 250 > 8' 2.5" > 200 > 6' 6.5'

very good 241-250 7' 11" — 8' 2.5" 191-200 6' 3" — 6' 6.5'

above average 231-240 7' 7" — 7' 10.5" 181-190 5' 11.5" — 6' 2.5"

average 221-230 7' 3" — 7' 6.5" 171-180 5' 7.5" — 5' 11"

below average 211-220 6' 11" — 7' 2.5" 161-170 5' 3.5" — 5' 7"

poor 191-210 6' 3" — 6' 10.5" 141-160 4' 7.5" — 5' 2.5"

very poor < 191 6' 3" < 141 < 4' 7.5"

4. Speed
10- meter Speed Test (Walker,
2016) Procedure:
• Warm-up
Participants should thoroughly warm-up prior to the commencement of the test. Warm-
ups should correspond to the biomechanical and physiological nature of the test. In
addition,

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 10

PATHFIT 2 Exercise-Based Fitness Activities
 sufficient recovery (e.g., 3-5 minutes) should be administered following the warm-up and
prior to the commencement of the test.
• Starting the test
1) Participant ready’s themselves on the start-line (positioned 0.3m behind the first gates
– cones A) in a standing split-stance start position. NOTE: it is important for reliability
that the participant always uses the same starting stance.
2) Participant should be counted down ‘3 – 2 – 1 – GO ‘.
3) If the test administrators are using a stopwatch, then the timekeeper must stand at
the finish line and perform the countdown and time the sprint.
4) On the ‘GO’ signal the participant must accelerate maximally to the finish line as
quickly as possible.
5) Each participant MUST complete a MINIMUM OF THREE SPRINTS, each separated by a
2–3-minute rest if reliable results are desired.
 After the test
Once the test is over, some subjects may react to the previous exertion. To reduce any
problems, the subjects should rest, either sitting or standing, for at least 2-3 minutes. If the
subject feels ill or goes quiet or pale, they should lie down with their feet resting on a
chair. Note: never leave the participant alone after the test.

5. Reaction Time (Mackenzie,

2004) Procedure:
• The ruler is held by the assistant between the outstretched index finger and thumb of the
athlete's dominant hand so that the top of the athlete's thumb is level with the zero-
centimeter line on the ruler.
• The assistant instructs the athlete to catch the ruler as soon as possible after it has been
released.
• The assistant releases the ruler, and the athlete catches the ruler between their index
finger and thumb as quickly as possible.
• The assistant is to record the distance between the bottom of the ruler and the top of
the athlete's thumb where the ruler has been caught.
• The test is repeated two more times, and the average value used in the assessment

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 11

PATHFIT 2 Exercise-Based Fitness Activities
 Norms:

Fitness Goal Setting

Using Smart Goals

- Successful programs train individuals as a level that matches their needs and abilities to meet their
specific goals. Teachers should guide their students to develop specific, measurable, action-
oriented, realistic, and timely goals. Tips for effectively establishing goals include:
1. The student provide the their motivation in achieving the goals while the teacher
guides them how to make those goals realistic, time-bound and develop a plan for
achieving their goals.
2. The teacher should make the students understand their role and responsibilities in
achieving their goals.
3. The teacher should also explain the possible issues that may impede progress and how
to develop alternative options.

Guide Questions for Goal Setting

The students should reflect on these questions so that the goals they set will have a higher chance to
be attained:
1. What resources are available?
2. What schedule can allow the most consistent participation of the fitness activities set?
3. What equipment do the students have access to?
4. In the students perspective, what possible behavior change that could lead in a
better chance of achieving the goal?
5. How committed the student in pursuing the goal set?

Possible Fitness Goals

• Weight Loss/ Fat Loss

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 12

PATHFIT 2 Exercise-Based Fitness Activities
 • Hypertrophy/ Muscle Gain
• Injury Prevention/Rehabilitation
• Improvement of Quality of Life
• Disease Prevention/Management

Activity 1 : Training History

One consideration to be made also is to identify the training history of an individual. If a
student has a sedentary lifestyle and have not yet participated in any organized physical activity, then
fitness goals should lean on a more conservative side. However, if a student has been or currently
participating in an organized physical activity, then training history should be considered (i.e., the
exercises and methods of training used). Thus, it is valuable to know why they, if ever, stopped or to
know their motivations in participating. It is also noteworthy, that active people may have a lesser rate
of fitness improvement due to the principle of accommodation.

Procedures
1. Read the direction of each of the health-related fitness described in the guide manual given.
2. Take tests that are possible to be conducted given the time, equipment, and the space available.
3. Be sure to warm-up before and cool down after the tests.
4. It is alright to practice the tests before trying them. However, you should decide ahead of time
which trial you will use to test your health-related fitness.
5. After completing the tests, write your scores in the appropriate places in the results section.
6. Determine your rating for each of the tests from rating charts in the source materials by shading
the circle that corresponds to your score.

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 13

PATHFIT 2 Exercise-Based Fitness Activities
References

Camarador, R., Camarador, L., Mantala, J., & Serrano, J. (2020). Instructional Material for PHED
10012:
Physical Fitness, Testing Activities and Movement Competency.

Campbell, N., De Jesus, S., & Prapavessis, H. (2013). Physical Fitness. In M. T. Gellman,
Encyclopedia of Behavioral Medicine. New York: Springer. doi:10.1007/978-1-
4419-1005-9_1167

Committee on Fitness Measures and Health Outcomes in Youth. (2012). Fitness

Measures and Health Outcomes in Youth. In I. o. Medicine, & O. M. Pate R,
Fitness Measures for Schools and Other Educational Settings. Washington DC:
National Academies Press (US). Retrieved from
https://www.ncbi.nlm.nih.gov/books/NBK241308/

DeMet, T., & Wahl-Alexander, Z. (2019). Integrating Skill-Related Components of Fitness

into Physical Education. Strategies, 32(5), 10-17.
doi:10.1080/08924562.2019.1637315

Getchell, B. (1992). Physical Fitness: A Way of Life. New York: Macmillian Publishing Co.

Hoeger, W. W., Hoeger, S. A., Hoeger, C. I., & Fawson, A. L. (2018). Principles and Labs
for Fitness & Wellness, Fourteenth Edition. Cengage Learning.

Johnson, B., & Nelson, J. (1979). Practical measurements for evaluation in physical education. 4th
Edit.
Minneapolis: Burgess.

Kaminsky, L. A. (2010). ACSM's health-related physical fitness assessment manual (3rd

edition). Wolters Kluwer Health/Lippincott Williams & Wilkins Health.

Mackenzie, B. (2004). Ruler Drop Test. Retrieved from Brian Mac Sports Coach:
https://www.brianmac.co.uk/rulerdrop.htm

President’s Council on Physical Fitness and Sports. (1971). Physical Fitness Research Digest.
Washington
DC: President’s Council on Physical Fitness and Sports.

Shaw, W. (2021). The pro agility (5-10-5 test). Retrieved from Sport Science Insider:
https://sportscienceinsider.com/the-pro-agility-5-10-5-test

Sheppard, J. M., & Young, W. B. (2006). Agility literature review: classifications, training and
testing.
Journal of Sports Science, 24, 919-932.

doi:10.1080/02640410500457109 m/10m-sprint-test/#toggle-id-1

G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 14

PATHFIT 2 Exercise-Based Fitness Activities
G. Minas / J. Gabunilas/S.Serrano/J. Delfinado/R.Tropa/M. Sabado 15
PATHFIT 2 Exercise-Based Fitness Activities