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What is It
Physical Fitness as Defined A person who is free from illnesses and can do physical or sports activities and still has an extra energy to do more activities is considered to be physically fit. Physical fitness is a combination of health fitness and body fitness. Health fitness refers to your body’s ability to fight off diseases. Body fitness, on the other hand, refers to the ability to do strenuous physical or sports activities without getting tired easily. It is not enough for someone to only look good and feel good in order to be called physically fit. An individual should consider the kind of lifestyle he/she has including the food he/she takes every day for these can lead him/her to better health. Health Related Fitness This is primarily associated with disease prevention and functional health. Participating in regular health-related fitness helps you control your weight, prevents diseases and illness, improves mood, boosts energy, and promotes better sleep. Health Related Fitness Components
- Body Composition – The combination of all the tissues that make up the body such as bones, muscles, organs and body fat.
- Cardiovascular Endurance – The ability of the heart, lungs, blood vessels, and blood to work efficiently and to supply the body with oxygen.
- Flexibility – The ability to use joints fully through a wide range of motion.
- Muscular Endurance – The ability to use muscles for a long period of time without tiring.
- Muscular Strength – The ability of the muscles to lift a heavy weight or exert a lot of force one time Skills Related Fitness Components
- Agility – The ability to change body positions quickly and keep the body under control when moving.
- Balance – The ability to keep the body in a steady position while standing and moving.
- Coordination – The ability of the body parts to work together when performing an activity.
- Power – The ability to combine strength with speed while moving.
- Reaction Time – The ability to move quickly once a signal to start moving is received.
- Speed – The ability to move all or a part of the body quickly.
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Specific Components of Physical Fitness
- Agility – The ability of the individual to change direction or position in space with quickness and lightness of movement while maintaining dynamic balance.
- Balance – The ability to control organic equipment neuro-muscularly; a state of equilibrium.
- Coordination - The ability to integrate the body parts to produce smooth motion.
- Endurance – The ability to sustain long continued contractions where a number of muscle groups are used; the capacity to bear or last long in a certain task without undue fatigue.
- Flexibility – The quality of plasticity, which gives the ability to do a wide range of movement.
- Organic Vigor – It refers to the soundness of the heart and lungs which contributes to the ability to resist disease.
- Power – The ability of the muscles to release maximum force in the shortest period of time.
- Speed – The ability to make successive movements of the same kind in the shortest period of time.
- Strength – The capacity to sustain the application of force without yielding or breaking; the ability of the muscles to exert efforts against resistance. Physical Activity and Exercise Activities done by the skeletal muscles that utilize energy are called Physical Activities. Activities you are doing at home or in school are considered to be physical activity. It is classified into 4 domains: occupational, domestic, transportation, and leisure time.
- Occupational – These are the activities you do at your workplace (i.e. lifting computers and books, going your friend’s desk, or preparing lunch at the pantry).
- Domestic – These are the activities you do at home (i.e. washing clothes and dishes, gardening, carpentry, baking, or cleaning the house).
- Transportation – These are the activities that involve travelling (i.e. riding a jeepney, tricycle, motorcycle, or bikes).
- Leisure Time – These are the activities you do during recreational activities (i.e. playing, swimming, hiking, or craft making). Exercise , according to a study by Buckworth and Dishman, is the “planned, structured, repetitive bodily movements that someone engages in for the purpose of improving or maintaining physical fitness or health. Aerobic, Muscle-strengthening, and Bone-strengthening Activity Aerobic Aerobic activities, also called endurance activities, are physical activities in which people move their large muscles in a rhythmic manner for a sustained period. Muscle-Strengthening Activity This kind of activity, which includes resistance training and lifting weights, causes the body’s muscles to work or hold against an applied force or weight. Bone-Strengthening Activity This kind of activity, sometimes called weight-bearing or weight-loading activity, produces a force on the bones that promotes bone growth and strength.
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Environmental Influences The influence of the environment on food habits derives from a composite of ecological and social factors. Foods that are commonly and easily grown within a specific region frequently become a part of the local cuisine. Political Influences Political factors also influence food availability and trends. Food laws and trade agreements affect food availability and prices within and across countries. Food labeling laws determine The consumers’ knowledge on the food they purchase. Eating habits are the results of both external and internal factors such as politics and values, respectively. These habits are formed, and may change, over a person's lifetime. Improving Your Eating Habits When it comes to eating, we have strong habits. Some are good (I always eat breakfast.), and some are not so good (I always clean my plate.). Although many of our eating habits were established during childhood, it does not mean it is too late to change them. Making sudden, radical changes to eating habits such as eating nothing but cabbage soup, can lead to short term weight loss. However, such radical changes are neither healthy nor a good idea and will not be successful in the long run. Permanently improving your eating habits requires a thoughtful approach in which you reflect, replace, and reinforce. REFLECT on all of your specific eating habits, both bad and good, and your common triggers for unhealthy eating. REPLACE your unhealthy eating habits with healthier ones. REINFORCE your new, healthier eating habits.
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What’s More
You are done now with the discussion portion. At this point, you will experience the physical fitness test designed by the Department of Education. Task 1: Health-Related Fitness Test 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 kilogram) Height (in meters)^2 Example: 30 = 30 = 20.83 (Normal) (1.20)^2 1. Classification Below 18.5 Underweight 18.5 – 24.9 Normal 25.0 – 29.9 Overweight 30.0 – Above Obese
- Weight refers to the heaviness of a person. Equipment Weighing or bathroom scale calibrated properly. Procedure: For the Tester: 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 b. Record the score in kilogram Scoring – record the body mass to the nearest 0.5 kilogram
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Scoring record zipper test to the nearest 0.1 centimeter Score Standard Interpretation 5 Fingers overlapped by 6 cm. and above Excellent 4 Fingers overlapped by 4 – 5.9 cm Very good 3 Finger overlapped by 2- 3.9 Good 2 Fingers overlapped by 0.1 – 1.9 cm Fair 1 Just touched the fingers Needs Improvement 0 Gap of 0.1 or wider Poor Cardiovascular 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 muscles to do repeated work without fatigue. 3 - Minute Step Test Purpose: to measure cardiovascular endurance Equipment a. Step Height of step: 12 inches b. Stopwatch c. Drum, clapper, clicker, metronome with speaker or any similar device. Procedure: For the Tester a. Stand at least one foot away from the step or bench with trunk erect and eyes looking straight ahead. b. The first step of the sequence should be alternate. At the signal “GO”, step up and down the step/bench for 3 minutes at a rate of 96 beats per minute. One step consists or 4 beats – 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) for the first sequence. Then up with the right foot (ct. 1), up with the left foot (ct. 2), then down with the right foot (ct. 3), down with the left foot (ct. 4) for the second sequence. Observe proper breathing (inhale through the nose, exhale through the mouth). c. Immediately after the exercise, stand and locate your pulse and in five (5) seconds, or at a signal, start to get the heart rate. d. Don’t talk while taking the pulse rate. e. Count the pulse beat for 10 seconds and multiply it by 6. For the Partner a. As the student assumes the position in front of the step, signals, “Ready” and “Go”, start the stopwatch for the 3-minute step test. b. After the test, allow the 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.
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Strength is the ability of the muscles to generate force against physical objects. Push Ups Purpose: to measure strength of the upper extremities Equipment a. Exercise mats or any clean mat Procedure For the Tester 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). d. A maximum of 5 0 push-ups for boys and 25 push-ups for girls. For the Partner a. As the tester assumes the position of push-ups, start counting as the tester lower his/her body until he/she reaches 90-degree at the elbow. The partner should stand in front of the tester and his/her eyes should be close to elbow level to accurately judge the 90 degrees bend. 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. Score Standard Interpretation 5 33 and above Excellent 4 25 - 32 Very Good 3 17 - 24 Good 2 9 - 16 Fair 1 1 - 8 Needs Improvement 0 Cannot Execute Poor
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Power is the ability of the muscle to transfer energy and release maximum force at a fast rate. Standing Long Jump Purpose – to measure the explosive strength and power of the leg muscles. Equipment a. Tape measure/meter stick / any measuring device Procedure For the Tester a. Stand behind the take-off line with feet parallel to each other, the tips of the shoes should not go beyond the line. b. Bend knees and swing arms backward once, then swing arms forward as you jump landing on both feet. Try to jump as far as you can. c. Do not control the momentum of the jump (continuously move forward) d. Must land on both feet. e. Perform the test twice in succession. For the Partner a. Place zero (0) point of the tape measure and the take-off line. b. After the jump, spot the mark where the back of the heel or either feet of the tester has landed nearest to the take line. c. Record the distance of the two trials. Score Standard Interpretation 5 201 cm and above Excellent 4 151 cm – 200 cm Very Good 3 126 cm-150 cm Good 2 101 cm – 125 cm Fair 1 55 cm – 100 cm Needs Improvement Agility is the ability to move in different directions quickly using a combination of balance, coordination, speed, strength and endurance. Hexagon Agility Test Purpose: to measure the ability of the body to move in different directions quickly. Equipment a. Tape measure b. Stopwatch c. Chalk or masking tape Hexagon Size a. Length of each side is 18 inches b. Each angle is 120 degrees Procedure For the Tester a. Stand both feet together inside the hexagon facing the marked side. b. At the signal “GO”, using the ball of the feet, with arms bent in front, jump clockwise over the line, then back over the same line inside the hexagon. Continue the pattern with all the sides of the hexagon. c. Rest for one (1) minute.
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d. Repeat the test counterclockwise. For the Partner a. Start the time at the signal go and stop once the performer reaches the side before the side where he/she started. b. Record the time of each revolution. c. Restart the test if the performer jumps on the wrong side or 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. Score Standard Interpretation 5 5 seconds and 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 Reaction Time is the amount of time it takes to respond to a stimulus. Stick Drop Test Purpose: to measure the time to respond to a stimulus Equipment a. 12 - inch ruler b. Armchair or table and chair Procedure For the Tester a. Sit on the armchair or chair next to the table so that the elbow and the lower rests on the desk/table comfortably. b. Place the heel of the hand on the desk/table so that the fingers and thumb extend beyond. Fingers and thumb should at least be one (1) 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 12-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 tester catch it with his/her thumb and index finger. d. Record the score on the upper part of the thumb.
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Procedure For the Tester a. Remove the shoes and place hands on the hips b. Position the right foot on the side of the knee of the left foot. c. Raise the hell 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 hell 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. c. There shall be three (3) trials. Scoring – Record the time taken on both feet in nearest seconds and divide the score to two (2) to get the average percentage score. Score/ Age 9 - 12 13 - 14 15 - 16 17 and above Interpretation 5 41 - 60 sec
sec
sec 161 - 180 sec Excellent 4 31 - 40 sec 61 - 80 sec 91 - 120 sec 121 - 160 sec Very Good 3 21 - 30 sec 41 - 60 sec 61 - 90 sec 81 - 120 sec Good 2 11 - 20 sec 21 - 40 sec 31 - 60 sec 41 - 80 sec Fair 1 1 - 10 sec 1 – 20 sec 1 - 20 sec 1 - 40 sec Needs Improvement
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PHYSICAL FITNESS TEST SCORECARD
Name: _______________________________________ Sex: _______ Age: _______ Task 1: Health-Related Fitness Test A. Body Composition: Body Mass Index (BMI)
1. Body Mass Index (BMI) Height (meters) Weight (Kilograms) BMI Classification B. Cardiovascular Endurance: 3-Minute Step Heart Rate per Minute Before the Activity After the Activity C. Strength
- Push up 2. Basic Plank Number of Push ups Time **D. Flexibility
- Zipper Test 2. Sit and Reach** Overlap/Gap (centimeters) Score Right Left First Try Second Try Third Try Task 2: Skill-Related Fitness Test A. Coordination: Juggling Score:_____________ B. Agility: Hexagon Agility Test Clockwise: Time(00:00) Counterclockwise: Time (00:00) Average C. Speed: 40 Meter Sprint Time: _____________ D. Power: Standing Long Jump E. Balance: Stork Balance Stand Test Distance (centimeters) Right Foot: Time (00:00) Left Foot: Time (00:00) First Trial Second Trial F. Reaction Time: Stick Drop Test 1 st^ Trial 2 nd^ Trial 3 rd^ Trial Middle Score
