Department of Education

PHYSICAL
FITNESS TESTS
MANUAL

Introduction
A review of the existing Physical Fitness Tests (PFT) introduced by Dr. Aparicio H.
Mequi, former Chair, Philippine Sports Commission (PSC) and Director, Bureau of Physical
Education and School Sports (BPESS) was conducted for the purpose of establishing testing
protocols considered to be more current and appropriate for the Special Program in Sports
(SPS) and in the new K to 12 program.
The development of the physical fitness tests was conducted through a workshop
initiated by the Task Force on School Sports (TFSS) and was subsequently reviewed by the
Bureau of Secondary Education (BSE). This gave rise to the Physical Fitness Test Manual.
The manual is intended for the use of the public and private schools for the Physical
Education and School Sports Program.
Passing the prescribed standards in the Physical Fitness Tests is a requirement for
admission into the SPS. Moreover, under the K to 12 Basic Education Curriculum, Physical
Fitness is one of the major goals of the Physical Education Program and shall be
incorporated/adopted in the PE curriculum from Grades 4 to 10.
The PFT is a set of measures designed to determine a students level of physical
fitness. It is intended to test two categories of physical fitness commonly referred to as
health-related and skill-related. Health-related components refer to those physical
attributes which enable a person to cope with the requirements of daily living such as cardiovascular endurance or stamina, muscular strength and endurance, flexibility and the
appropriate body mass index (BMI). Skill-related components are physical abilities that
show potential for good performance in certain skills (usually in sports) like running speed,
agility, reaction time or quickness, balance and coordination.
In determining the level of health-related and skill-related physical fitness status,
several test items are applied. These tests were specifically selected to suit various conditions
existing in schools such as a) the time it takes for a test to be completed, b) availability of
equipment and facilities, c) ease and simplicity in administering the test, d) easy recording of
tests results, and d) challenging yet joyful participation among the pupils and everyone
involved in the program.
The administration and implementation of the testing program shall be treated as an
essential component of the Physical Education and School Sports Programs for both in the
elementary (Grades 4, 5 and 6) and secondary levels.

Physical Fitness Test Objectives

1. To determine the level of fitness of students.
2. To identify strength and weaknesses for development and improvement
3. To provide baseline data for selection of physical activities for enhancement of
health and skill performance.
4. To gather data for the development of norms and standards.
5. To motivate, guide and counsel pupils/students in selecting sports for recreation,
competition and lifetime participation.

Test Protocol

Explain the purpose and benefits that can be derived from the physical fitness tests.

Administer the tests at the beginning of the school year and on a quarterly basis,
thereafter, to monitor improvement.

Prepare the following testing paraphernalia:

1. First Aid Kit
2. Drinking Water (instruct students to bring their drinking bottles and a small
towel or bimpo to wipe their perspiration)
3. Individual score cards.
4. During testing:
a. Body Composition - tape measure, weighing or bathroom scale, Lsquare
b. Flexibility - tape measure
c. Cardiovascular Endurance - stop watch, step box/stairs
d. Muscular Strength - mat
e. Speed - stop watch
f. Power - meter stick/tape measure
g. Agility - tape measure, masking tape/chalk,
h. Reaction Time - plastic ruler (24 inches)
i. Coordination - sipa (washer with straw)/20 pcs. bundled rubber
bands/any similar local materials
j. Balance - stop watch

Observe the following prior to actual day of testing:

1. The testing stations should be safe and free from obstructions.
2. The same equipment and testing stations should be used in the start-of-theyear testing and subsequent quarterly testing.
3. With the guidance of the teachers, allow students to go through the various
tests with minimal effort exerted to familiarize themselves with testing
procedures.
4. The tests requiring cardio-vascular endurance and those other tests which
involve the same muscle groups should not be taken in succession. See
suggested sequence of administering the tests.

BMI

Day 1

Day 2
Basic Plank

Day 3
Hexagon Agility Test

3 minute step test

40 meter sprint

Juggling

Push up

Standing Long Jump

Stick Drop Test

Stork Balance

Sit and Reach

Zipper Test
Suggested Sequence of Test

Let student record and keep the result of his/her own performance in the score card.
The school may include the results of the tests in the schools Enhanced Basic
Education Information System (EBEIS)/Learners Information System (LIS)/
Educational Management Information System (EMIS).

The students shall be grouped together and in pairs (buddy system).

The students should wear appropriate clothing: t-shirt, jogging pants, rubber shoes,
or any suitable sports attire. However, when taking the BMI test, it is recommended
that the students wear shorts. In all testing for the BMI, the same or similar clothing
should be worn by students. Wearing different clothing in all the testing sessions for
BMI could affect the results.

Conduct warm-up and stretching exercises before the tests except for the 3-Minute
Step Test.

Administer the tests in a challenging, encouraging, and fun-filled environment.

PHYSICAL FITNESS TESTS

Part I: Health-Related Fitness

Body Composition - is the bodys relative amount of fat to fat-free mass.

Body Mass Index (BMI)

FORMULA FOR COMPUTING BODY MASS INDEX
WEIGHT [in Kilograms]
HEIGHT [in Meters]
Example:

30 =
(1.20)

30__ = 20.83 (NORMAL)

1.44

BELOW 18.5
18.5- 24.9
25.0- 29.9
30.0- ABOVE

1.

CLASSIFICATION
Underweight
Normal
Overweight
Obese

Weight the heaviness or lightness of a person.

Equipment
Weighing or Bathroom scale calibrated properly

Procedure
For the Performer:
a. Wear light clothing before weighing.
b. On bare 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 point.
b. Record the score in kilograms.
Scoring record body mass to the nearest 0.5 kilograms
2.

Height the distance between the feet on the floor to the top of the head in standing
position.
Equipment
1. Tape measure laid flat to a concrete wall. The zero point starts at the bottom of
the floor.
2. L-square; and
3. An even and firm floor and flat wall.
Procedure
For the Performer:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the
wall where the tape measure is attached.
For the partner:
a. Place the L-square against the wall with the base at the top of the head of the
person being tested. Make sure that the L-square when placed on the head of the
student is straight and parallel to the floor.
b. Record the score in meters.
Scoring record standing height to the nearest 0.1 centimeter
*** 1 meter = 100 centimeter

Flexibility - is the ability of the joints and muscles to move through its full range of motion.

Zipper Test

Purpose to test the flexibility of the shoulder girdle.

Equipment
Ruler

Procedure
For the Performer:
a. Stand erect.
b. Raise your right arm, bend your elbow, and reach down across your back as far as
possible, to test the right shoulder; extend your left arm down and behind your
back, bend your elbow up across your back, and try to reach/ cross your fingers
over those of your right hand as if to pull a zipper or scratch between the shoulder
blades.
c. To test the left shoulder, repeat procedures a and b with the left hand over the left
shoulder.
For the Partner:
a. Observe whether the fingers touched or overlapped each other, if not, measure
the gap between the middle fingers of both hands.
b. Record the distance in centimeter.
Scoring record the gap/overlap to the nearest 0.1 centimeter

Sit-and-Reach

Purpose to test the flexibility of the lower back and extremities.

Equipment
Tape measure or meter stick
Card board or paper
Procedure
For the Performer:
a. Sit on the floor with back, head and shoulders flat on the wall. Feet are 12 inches
apart.
b. Interlock thumbs and position the tip of the fingers on the floor without bending
the elbows.
c. Place hands on top of the card board or paper where the tips of the middle fingers
are at the top edge of the card board or paper. Start the test by pushing the card
board or paper slowly and try to reach the farthest distance possible without
bending the knees.
d. Bouncing or jerking movement is not allowed.
e. Do it twice.
For the Partner:
a. 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.
b. See to it that the knees are not bent as the performer slides the farthest distance
that he could.
c. Record farthest distance reached in centimeters.
Scoring record the distance to the nearest 0.1 centimeters

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 muscle to do repeated work without fatigue.

3-Minute Step Test

Purpose to measure cardiovascular endurance

Equipment
1. Step
Height of step:
Elementary - 8 inches
Secondary - 12 inches
2. Stopwatch
3. Drum, clapper or any similar device
Procedure
For the Performer:
a. Position at least one foot away from the step or bench.
b. At the signal Go, step up and down the step/ bench for 3 minutes at a rate of 24
steps per minute. One step consists of 4 beats that is, 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).
c. Immediately after the exercise, locate your pulse and wait for the signal to start
the counting.
d. Dont talk while taking the pulse beat.
e. Count the pulse beat for 10 seconds. Multiply it by 6.
For the Partner:
a. As the student assumes the position in front of the step, signal, Ready and Go,
start the stopwatch for the 3-minute step test.
b. After the test, allow 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

Strength is the ability of the muscle to generate force against physical objects.

Push-up

Purpose to measure strength of upper extremities

Equipment - exercise mats or any clean mat
Procedure
For the Performer:
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)
For the Partner:
a. 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.
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.

Basic Plank

Purpose to measure strength/stability of the core muscles

Equipment - exercise mats or any clean mat
Procedure
For the Performer:
a. Assume a push up position. Rest body on forearms with palms and fingers flat
on the floor. Elbows are aligned with the shoulders.
b. Legs are straight with ankles, knees and thighs touching together.
c. Support weight on forearms and toes; make sure that your back is flat. Head,
neck and spine are in a straight line.
d. Keep abdominals engaged/contracted; do not let stomach drop or allow hips to
rise.

For the Partner:

a. Ensure the availability of a mat/smooth flooring or anything that can protect the
forearms.
b. Give the signal Start/Go and start/press the time piece.
c. Make sure that the back of the head, neck, spine and ankles are in a straight line.
d. Stop the time when the performer can no longer hold the required position, or,
when the performer has held the position for at least 90 seconds. Holding the
plank position beyond 90 seconds is considered unnecessary.
Scoring record the time in the nearest seconds/minute.

Part II. Skills-Related Fitness

Speed is the ability to perform a movement in one direction in the shortest period of time.

40-Meter Sprint

Purpose to measure running speed

Equipment
1. Stopwatch.
2. Running area with known measurement (40 meters)
Procedure
For the Performer:
a. 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.
b. At the signal Get Set, assume an un-crouch position (buttocks up) with both
hands on the starting line.
c. At the signal GO, run to the finish line as fast as you can.
For the Partner:
a. Set the stopwatch to zero (0) point.
b. At the signal GO start the watch and stop it as the performer crossed the finish
line.
c. Record time in the nearest 0:00:01 seconds
Scoring Record the time in nearest minutes and seconds.

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
1. tape measure/meter stick/any measuring device
Procedure
For the Performer:
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 the balls of both feet. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward).
d. Perform the test twice in succession.
For the Partner:
a. Place zero (0) point of the tape measure at the take-off line.
b. After the jump, spot the mark where the back of the heel of either feet of the
performer has landed nearest to the take-off line.
c. Record the distance of the two trials.
Scoring - Record the best distance in meters to the nearest 0.1 centimeters.

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
1. Tape measure
2. Stopwatch
3. Chalk or masking tape

Hexagon Size
a. Length of each side is 24 inches (60.5 cm)
b. Each angle is 120 degrees.
Procedure
For the Performer:
a. Stand with both feet together inside the hexagon facing the marked starting 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.
d. Repeat the test counterclockwise.
For the Partner:
a. Start the time at the signal go and stop once the performer reached 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.

Reaction Time 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
1. 24-inch ruler or stick
2. Arm chair or table and chair
Procedure
For the Performer:
a. Sit on a chair with arm rest or a chair next to the table so that the elbow and the
lower arm rest on the desk/table comfortably.
b. Place the heel of the hand on the desk/table so that only the fingers and thumb
extend beyond. Fingers and thumb should at least be one 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 24-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 performer catch it with his/her
thumb and index finger.
Scoring - Record the middle of the three scores (for example: if the scores are 21, 18,
and 19, the middle score is 19). In case where the two scores are the same
(for example 18, 18 & 25), the repeated score shall be recorded.

Coordination The ability to use the senses with the body parts to perform motor tasks
smoothly and accurately.

Juggling

Purpose to measure the coordination of the eye and hand

Equipment
sipa made of washer with straw (washer is 4.6 grams)
Procedure
For the Performer:
a. Hit the sipa alternately with the right and left palm upward. The height of the
material being tossed should be at least above the head.
For the Partner:
a. Count how many times the performer has hit the material with the right and left
hand.
b. Stop the test if the material drops.
Scoring Record the number of hits the performer has done.

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

Stork Balance Stand Test

Purpose to assess ones ability to maintain equilibrium.

Equipment:
1. flat, non-slip surface
2. stopwatch
Procedure
For the Performer:
a. Remove the shoes and place hands on the hips.

b. Position the right foot against the inside knee of the left foot.
c. Raise the left heel 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 heel 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.
Scoring Record the time taken on both feet in nearest seconds.