Department of Education

MiMaRoPa Region
Schools Division of Calapan City

REVISED
PHYSICAL
FITNESS TESTS
MANUAL
Source: DepEd Order No. 34 series 2019

Introduction
A review of the existing Physical Fitness Tests (PFT) 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, conducted
through a workshop initiated by the Task Force on School Sports (TFSS) and
subsequently, by the Bureau of Secondary Education (BSE), gave rise to this
Physical Fitness Test Manual. It is intended to be used in the public and private
schools which intend to adopt the program.

Passing the prescribed standards 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
or adopted in the PE curriculum in Grades 4 to 12.

The PFT is a set of measures designed to determine a student’s 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 cardio- vascular 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) junior and senior high school.

Physical Fitness Test Objectives

1. To determine the level of fitness of students,

2. To identify strengths 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, and

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 in the start of the
next semester, to monitor improvement/progress.
● 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 properly filled up for distribution to students
4. During testing:
a. Body Composition - tape measure, weighing or bathroom scale
(for schools in the rural areas, seek the assistance of Barangay
Health Centers), L- square
b. Flexibility - tape measure
c. Cardiovascular Endurance - stopwatch, step box/stairs
d. Muscular Strength – mat
e. Speed – stopwatch
f. Power - meter stick/tape measure
g. Agility - tape measure, masking tape/chalk, stopwatch
h. Reaction Time - plastic ruler (12 inches)
i. Coordination - sipa (washer weighing 4 gms. with straw)/20 pcs.
bundled rubber bands/any similar local materials weighing 4 gms.
j. Balance - stopwatch

● 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-the-year testing and subsequent testing.
3. With the guidance of the teacher, 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. However, the suggested test schedule and test
sequence written in DepEd Order No. 34, s. 2019 were
modified in order to align it with the modified class
schedules of learners due to the pandemic situation in the
Philippines. See suggested schedule and sequence of
administering the tests.

Day 1 Day 2
Health-Related PFT Skill-Related PFT
● BMI ● Stork Balance Stand Test
● 3-minute step test ● Hexagon Agility Test
● Zipper Test ● Juggling
● Basic Plank ● Standing Long Jump
● Sit and Reach ● Stick Drop Test
● Push up ● 40 meter sprint
Suggested Sequence of Test

5. Let the tester/partner record the scores in the score card while
the learner/test taker keeps the result of his/her own
performance. The school may include the results of the tests in
the school’s Enhanced Basic Education Information System
(EBEIS)/ Learner’s Information System (LIS)/ Educational
Management Information System (EMIS).
6. The students shall be grouped together and in pairs (buddy
system). This strategy is applicable for a normal classroom
setting. However, since learners are not allowed to go to
school due to the pandemic situation in the Philippines,
learners may ask their parents, guardians, relatives, and/or
other members of the family to assist them while taking the
physical fitness tests.
7. The learners 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 learners wear
shorts. In all testing for the BMI, the same or similar clothing
should be worn by learners. Wearing different clothing in all the
testing sessions for BMI could affect the results.
8. The students should take no food or drinks three (3) hours before
taking the BMI test.
9. Conduct warm-up exercises and dynamic stretching exercises
before the tests except for the 3-Minute Step Test.
10. Administer the tests in a challenging, encouraging, and fun-filled
environment.

● Students who are 15 years of age and above, should answer the PAR Q and
You Questionnaire before taking the tests.

PHYSICAL FITNESS TESTS

Day 1: Health-Related Fitness

BODY COMPOSITION - is the body’s relative amount of fat to
fat-free mass.

BODY MASS INDEX (BMI)

Fig. 1. Weight Fig. 2. Height

FORMULA FOR COMPUTING BODY MASS INDEX

WEIGHT [in Kilograms]

HEIGHT [in Meters] 2

Example: 30 = 30 = 20.83 (NORMAL)

(1.20) 2 1.44

CLASSIFICATION
BELOW 18.5 Underweight
18.5 - 24.9 Normal
25.0 - 29.9 Overweight
30.0 - ABOVE Obese

1. WEIGHT– the heaviness or lightness of a person.

Equipment
Weighing or Bathroom scale calibrated properly.

Procedures

For the Test-taker:

a. Wear light clothing before weighing.
b. On bare feet, stand still and erect with weight evenly distributed on the center
of the scale.

For the Partner:

a. Before weighing, adjust the scale to zero point.
b. Record the score in kilograms.
Scoring
Record body mass to the nearest 0.5 kilogram.

HEIGHT –the distance between the feet on the floor and the top of the head in
standing position.

Equipment
1. Tape measure laid flat to a concrete wall where zero point starts on the floor.
2. L-square; and
3. An even and firm floor and flat wall.

Procedures

For the Test taker:

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 measured. Make sure that the L-square when placed on the
head of the test taker 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

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, clicker metronome with speaker or any similar device

Procedures

For the Test taker:

a. Stand at least one foot away from the step or bench with trunk erect and eyes
looking straight ahead.
b. A three-minute step test consists of two-step sequences. At the signal “Go,”
step up and down on the step/bench for 3 minutes at a rate of 96 beats per
minute. For the first sequence, step up with the left foot (ct. 1), step up with
the right foot (ct. 2), step down with the left foot (ct. 3), and step down with the
right foot (ct. 4). For the second sequence, step up with the right foot (ct. 1),
step up with the left foot (ct. 2), step down with the right foot (ct. 3), and step
down with the left foot (ct. 4). Perform the said step sequences for 3 minutes.
Observe proper breathing (inhale through the nose, exhale through the
mouth).
c. Immediately after the exercise, stand and locate your pulse. Feel the pulse
beats in five (5) seconds. At a signal, start counting the pulse beats to get the
heart rate.
d. Don’t talk while taking the pulse beat.
e. Count the pulse beat for 10 seconds and multiply it by 6.

For the Partner:

a. As the test taker 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 the test taker to locate and feel his/her pulse beats in 5
seconds.
c. Give the signal to count the pulse beats.
d. Let the test taker count his/her pulse beats for 10 seconds and multiply it by 6.
Normal Resting Heart Rate
● Children 7 to 9 years old: 70 to 110 beats per minute
● Children 10 years and older, and adults (including seniors): 60 to 100 beats
per minute
● Well-trained athletes: 40 to 60 beats per minute
Source: MacGill Markus.What Should my Heart Rate Be?.Medical News Today.November 15, 2017.c2004-2020
Healthline Media UK Ltd, Brighton, UK, a Red Ventures Company.Accessed August 14,
2020.https://www.medicalnewstoday.com/articles/321310#resting-heart-rate-and-health

Scoring – record the total number of pulse beats after the activity

Flexibility - is the ability of the joints and muscles to move

through its full range of motion.

ZIPPER TEST

Figure A. Right Shoulder Figure B. Left Shoulder

Purpose – to test the flexibility of the shoulder girdle.

Equipment
Ruler

Procedures
For the Test taker:
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/
overlap your fingers over the fingers of your right hand as if you will 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 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 Fingers overlapped by 2 – 3.9 cm. 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

SIT-AND-REACH

interlock
thumbs

Purpose – to test the flexibility of the lower extremities (particularly the trunk).

Equipment
Tape measure or meter stick

Procedures
For the Test taker:
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. After the partner has positioned the zero point of the tape measure/meter
stick, (at the top of the middle fingers), the test taker will start the test by
sliding the hands slowly forward without jerking, trying 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 test taker assumes the (b) procedure, position the zero point of the
tape measure at the tip of the middle fingers of the test taker.
b. See to it that the knees are not bent as the test taker slides the farthest
distance that he could.
c. Record farthest distance reached in centimeters.

Scoring – record the farthest distance between the two trials to the nearest 0.1
centimeters

Score Standard Interpretation

5 61 cm. and above Excellent
4 46 – 60.9 cm. Very Good
3 31 – 45.9 cm Good
2 16 – 30.9 cm Fair
1 0 – 15.9 cm Needs Improvement

STRENGTH – is the ability of the muscle to generate force

against physical objects.

BASIC PLANK

Purpose – to measure strength/stability of the core muscles

Equipment - exercise mats or any clean mat, stopwatch/time piece

Procedures

For the Test taker:

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 position.
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 will protect the
forearms.
b. Give the signal “Start/Go” and press the stopwatch/time piece.
c. Make sure that the back of the head, neck, spine, and ankles are in a straight
line position.
d. Warn the test taker for every incorrect position. Two (2) warnings are allowed.
e. Stop the time when the test taker can no longer hold the required position, or
when the test taker 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. Maximum of 1 minute and
30 seconds for Boys and Girls

Score Standard Interpretation

5 51 seconds – 1 minute and 30 seconds Excellent
4 46 – 50 seconds Very Good
3 31 – 45 seconds Good
2 16 – 30 seconds Fair
1 1 – 15 seconds Needs Improvement

PUSH-UP

Figure A. Boys Figure B. Girls

Purpose – to measure strength of upper extremities

Equipment - exercise mats or any clean mat

Procedures

For the Test taker:

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, straighten the arms, keeping
the back straight, then lower 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 second going up)
d. For elementary boys and girls: maximum of 25 push-ups
For secondary boys: maximum of 50 push-ups
For secondary girls: maximum of 35 push-ups

For the Partner:

a. Start counting as the test taker lowers his/her body until he/she reaches 90-
degree angle at the elbow. The partner should stand in front of the test taker
and his/ her eyes should be closed to elbow level to accurately judge the 90
degrees’ bend.
b. Make sure that the test taker executes push-ups accurately.
c. The test is terminated when the test taker can no longer execute push-ups
accurately, is in pain, voluntarily stops, or cadence is broken.

Scoring – record the number of push-ups made.

Score Standard Interpretation

5 21 – 25 Excellent
4 16 – 20 Very Good
3 11 – 15 Good
2 6 – 10 Fair
1 1–5 Needs Improvement
0 Cannot execute Poor
Push-up Boys Elementary

Score Standard Interpretation

5 33 – 50 Excellent
4 25 – 32 Very Good
3 17 – 24 Good
2 9 – 16 Fair
1 1–8 Needs Improvement
0 Cannot execute Poor
Push-up Boys Secondary

Score Standard Interpretation

5 21 – 25 Excellent
4 16 – 20 Very Good
3 11 – 15 Good
2 6 – 10 Fair
1 1–5 Needs Improvement
0 Cannot execute Poor
Push-up Girls Elementary

Score Standard Interpretation

5 33 – 35 Excellent
4 25 – 32 Very Good
3 17 – 24 Good
2 9 – 16 Fair
1 1–8 Needs Improvement
0 Cannot execute Poor
Push-up Girls Secondary

Day 2. Skills-Related Fitness

BALANCE – is the maintenance of equilibrium while stationary or while

moving.

STORK BALANCE STAND TEST

Figure a. Right foot Figure b. Left foot

Purpose – to assess one’s ability to maintain equilibrium.

Equipment:
1. flat, non-slip surface
2. stopwatch

Procedures

For the Test taker:

a. Remove the shoes and place hands on the hips.
b. Place the right foot beside the left knee.
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 test taker 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 for each foot (left and right feet)

Scoring
a. Record the time taken from the 3 trials for both feet in nearest
second/minutes.
b. Choose the highest recorded seconds/minutes for the left and right feet
c. Add the highest recorded seconds/minutes from the left and right feet and
divide it by two to get the average.

Score
Age 9 – 12 13 – 14 15 – 16 17 and above Interpretation
41 – 60 sec. 81 – 100 sec. 121 – 150 sec. 161 – 180 sec.
5 (41 sec. – (1 min.& 21 sec. – (2 min.& 1 sec. – (2min.& 41sec. – Excellent
1min.) 1 min. & 40 sec.) 2min.& 30sec.) 3min.)
31 sec. – 61 – 80 sec. 91 – 120 sec. (1 121 – 160 sec.
4 40 sec. (1 min.& 1 sec. – 1 min.& 31 sec. – (2min.& 1sec. – Very Good
min.& 20 sec.) 2 min.) 2min.& 40sec.)

21 sec. – 41 – 60 sec. 61 – 90 sec. 81 – 120 sec.

3 (1 min. & 1 sec. – (1min.& 21sec. – Good
30 sec. (41sec. – 1 min.)
1 min.& 30sec.) 2min.)
11 sec. – 41 – 80 sec.
2 sec.1 – 40 31 – 60 sec.
2 20 sec. (41sec. – Fair
sec. (31 sec – 1min.)
1 min.& 20 sec.)
1 sec. – Needs
1 1 sec. – 20 sec. 1 sec. – 30 sec. 1 sec. – 40 sec.
10 sec. 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
1. Tape measure
2. Stopwatch
3. Chalk or masking tape

Hexagon Size
a. Length of each side is 18 inches for high school and 12 inches for elementary
b. Each angle is 120 degrees.

Procedures

For the Test taker:

a. Stand with both feet together inside the hexagon facing the marked starting
side.
b. At the signal “Go”, jump clockwise over the line using the ball of the feet with
arms bent in front, and then jump back over the same line inside the hexagon.
Continue the pattern in all the sides of the hexagon.
c. Rest for one (1) minute.

d. Repeat the test in a counterclockwise direction.

For the Partner:

a. Start the time at the signal “Go” and stop once the test taker reached the side
before the side where he/she started.
b. Record the time of each revolution.

c. Restart the test if the test taker jumps on the wrong side or steps on the line.

Scoring – Add the time of the two revolutions and divide it by 2 to get the average.
Record the time in the nearest 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

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 the hand

Equipment
1. sipa (washer weighing 4 gms. with 5 inches straw) or 20 pcs. bundled rubber
bands/ any similar local materials weighing 4 gms.
2. stopwatch

Procedures

For the Test taker:

b. Hit the sipa/rubber band/ similar local material upward with the right and left
palm alternately. The height of the material being hit should be at least above
the head.

For the Partner:

a. Count how many times the test taker has hit the material with the right and left
hand.
b. Stop the test if the materials drop or after two (2) minutes.

c. There shall be three (3) trials.

Scoring – Record the highest number of hits the test taker has done.

Score Standard Interpretation

5 41 and above Excellent
4 31 – 40 Very Good
3 21 – 30 Good
2 11 – 20 Fair
1 1 – 10 Needs Improvement
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 strength and power of the leg muscles.

Equipment
1. tape measure/meter, stick/any appropriate measuring device

Procedures

For the Test taker:

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. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward).

d. Test takers must land on both feet.

e. 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 right or left
foot of the test taker has landed nearest to the take-off line.
c. Record the distance of the two trials.

Scoring - Record the best distance in centimeters.

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

REACTION TIME – The amount of time it takes to respond to a stimulus.

STICK DROP TEST

Purpose – to measure the reaction time.

Equipment
1. 12-inch ruler

2. Arm chair or table and chair

Procedures
For the Test taker:
a. Sit on an armchair or a chair beside the table so that the elbow and the lower
arm rest on the desk/table comfortably.
b. Place the side of the wrist near the top edge of the desk/table/arm rest of the
arm chair so that only the fingers extend beyond it. The thumb and index
fingers should be one (1) inch apart.
c. Catch the ruler with the thumb and index fingers without raising or moving the
elbow from the desk/table as the partner drops the ruler. Hold the ruler while
the partner reads the measurement.
d. Do this thrice.

For the Partner:

a. Hold the ruler at the top/ in one of its end tips, allowing it to dangle between
the thumb and index fingers of the test taker.
b. Hold the ruler so that the 12-inch mark is even between the thumb and the
index fingers. No part of the hand of the test taker should touch the ruler.
c. Drop the ruler without warning and let the test-taker catch it with his/her thumb
and index fingers.
d. Examine the measurement indicator of the ruler that was touched by the
upper thumb. Record the measurement in centimeters.

Scoring - Record the middle of the three scores (for example: if the scores are 10,
11, and 9, arrange the score from highest to lowest (9,10,11). Then record the
middle score . (9, 10 ,11). In case the two (2) scores are the same (for example 6, 9
& 6), the repeated score shall be recorded.

Score Standard Interpretation

5 0 – 2.4 cm. Excellent
4 5.08 cm. – 10.16 cm. Very Good
3 12.70 cm – 17.78 cm Good
2 20.32 cm. – 25.40 cm. Fair
1 27.94 cm. – 30.48 cm. Needs Improvement
0 Did not catch Poor

SPEED – is the ability to perform a movement in one direction in

the shortest period of time.

40-METER SPRINT

Ready Get Set Go

Purpose – to measure running speed

Equipment
1. Stopwatch
2. Running area with known measurement (40 meters)

Procedures
For the Test taker:
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 uncrouched 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).

b. At the signal “Go” start the stopwatch and stop it as the test taker crosses the
finish line.
c. Record time in the nearest 0:00:01 seconds

Scoring – Record the time in nearest minutes and seconds.

Standard Norms in Seconds

Boys Girls
17 and 17 and
Age 9-12 13-14 15-16 9-12 13-14 15-16
above above
Excellent <6.0 <5.0 <4.5 <4.0 <7.0 <6.5 <5.5 <4.5
6.1 – 5.1 – 4.6 – 4.1 – 7.1 – 6.6 – 5.6 – 4.6 –
Very Good
7.7 6.9 5.4 5.4 8.4 7.6 6.1 5.9
7.8 – 7.0 – 5.5 – 5.5 – 8.5 – 7.7 – 6.2 – 6.0 –
Good
8.5 8.0 7.0 6.5 9.5 8.8 7.2 7.0
9.5 – 8.1 – 7.1 – 6.6 – 9.6 – 8.9 – 7.3 – 7.1 –
Fair
8.6 9.1 8.1 7.5 10.5 9.5 8.5 8.1
Needs
Improveme >9.6 >9.2 >8.2 >7.6 >10.6 >9.6 >8.6 >8.2
nt

REVISED PHYSICAL FITNESS TEST SCORE CARD

Name: ____________________________ Sex: __________ Age: _______

Part 1. HEALTH-RELATED FITNESS TESTS

A. BODY COMPOSITION: Body Mass Index (BMI)
1. Body Mass Index (BMI)
Height (meters) Weight (Kilograms) BMI Classification
       

B. CARDIOVASCULAR ENDURANCE: 3-Minute Step Test

Heart Rate per minute
Before the Activity After the Activity
   

C. STRENGTH
1. Push up 2. Basic Plank
Number of Push Interpreta-
Score Time Score Interpretation
ups tion
           

D. FLEXIBILITY
1. Zipper Test 2. Sit and Reach
Overlap/ Gap in Interpreta- Best
Score First Try Second Try Score
centimeters tion Score
Right              
Left       Interpretation  

Part 2: SKILL-RELATED FITNESS TESTS

A.
Juggling
COORDINATION:
No. of hits Score Interpretation
     

B. AGILITY: Hexagon Agility Test

Clockwise: Time Counterclockwise:
Average Score Interpretation
(00:00) Time (00:00)
         

C. SPEED: 40 meter sprint

Time Score Interpretation
     

D. POWER: Standing Long Jump

First Trial Second Trial Best Score Score Interpretation
         

E. BALANCE: Stork Balance Stand Test

Right Foot: Time Left Foot: Time
Average Score Interpretation
(00:00) (00:00)
         

F. REACTION TIME: Stick Drop Test

2nd
1st Trial 3rd Trial Middle Score Score Interpretation
Trial