Physical Fitness And PFT Activities PDF

Physical Education ================== A quality physical education program...... ========================================== - Emphasizes knowledge and skills for a life time of physical activity - Keeps students active for most of the class time - Provides many different physical activity...

Physical Education ================== A quality physical education program...... ========================================== - Emphasizes knowledge and skills for a life time of physical activity - Keeps students active for most of the class time - Provides many different physical activity choices - Meets needs of all students especially those who are not athletically gifted - Features cooperative, as well as competitive games A quality physical education program...... ========================================== - Develops student's self-confidence and eliminates practices that humiliates students. - Teaches self-management skills, such as goal-setting and self-monitoring. - Helping adolescents make the transition to a physically active adult lifestyle. - Teaches cooperation, fair-play and responsible participation in physical activity. - Is an enjoyable experience for students. Physical Fitness ================ - The body's ability to function effectively and efficiently without undue fatigue in work, leisure activities, to meet emergency situations and to resist diseases from sedentary lifestyle. Components of Physical Fitness ============================== - HEALTH-RELATED FITNESS - SKILL-RELATED FITNESS- fitness MUSCULAR - STRENGTH =================== - The ability of the muscle to exert maximal effort in a brief duration. Cardiovascular Endurance ======================== - The ability of the lungs, heart, and blood vessels to deliver adequate amounts of oxygen to the cells to meet the demands of prolonged physical activity. Flexibility =========== - The ability of the muscles and joints to go through a full range of motion. Body Composition ================ - Refers to the proportion of lean body mass to fat body mass. Speed ===== - The ability to perform a task or move from one point to another in the shortest possible time. Agility ======= - The ability of an individual to quickly shift or change direction of the body from one point to another. Power ===== - The ability to perform one maximum effort in the shortest possible time. - It is the product of both speed and strength. Balance ======= - The ability to stay in equilibrium in relation to changes in body position. - It maybe static or dynamic. Reaction Time ============= - The amount of time it takes to respond to a stimulus. Coordination ============ - Is the integration with hand and/ or foot movements with the input of the senses. 3-Minute Step Test ================== - To measure cardiovascular endurance. Equipment : 1. Step : Height of Step: 12 inches 2. Stopwatch 3. Metronome 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 consist of 4 beats - that is, up with the left foot (count 1) up with the right foot (count 2) down with the left foot (count 3) down with the right foot (count 4). c. Immediately after the exercise, locate your pulse and d. Don\'t 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\" b. After the test allow the performer to locate his/her pulse in 5 seconds. c. Give the signal to count the pulse beat. Resting Heart Rate ================== - Put your middle and index finger to either your radial artery on your wrist or your carotid artery in your neck. - Once you find your pulse, count how many beats occur in 10 seconds and multiply this number by 6. That is your resting pulse. Maximum Heart Rate (Hrmax) ========================== - Is the fastest and hardest your heart can beat when doing activity. Target Heart Rate (THR) ======================= - Is a desired range of heart rate reached during aerobic exercise which enables one's heart and lungs to receive the most benefit from a workout. - In this method there is an element called ***intensity*** which is expressed as percentage. The THR can be calculated as a range of 65 -- 85 % intensity. Target Heart Rate Calculation: ============================== 1. 220 -- Your Age = [ ] 2. [ ] x.70 = Target Heart Rate Zipper Test - The test is a simple measurement of the flexibility and mobility of the shoulder joint. ===================================================================================================== Procedure: ---------- 1. Stand erect. 2. 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. 3. 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. - To measure the explosive strength and power of the leg muscles. 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 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 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. Standing Long Jump ================== - To assess one's ability to maintain equilibrium. Stork Balance Stand Test ======================== - Equipment: ---------- 1. Flat, non-slip surface 2. Stopwatch Procedure: ---------- a. Remove shoes and place hands on the hips. b. Position the right foot against the inside knee of the left foot. c. Stay as long as you can d. Do the same procedure with the opposite foot. For the partner: ================ a. Start as the heel of the performer is raised off the floor. b. Stop the time if any of the following occurs: - The hands come off the hips - The supporting foot swivels or moves(hops) in any direction - The non-supporting foot loses contact with the knee - The right and left heel of the supporting foot touches the floor. Stork Balance stand Test ========================  - 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" for elementary b. Each angle is 120 degrees 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. Hexagon Agility Test ==================== - To measure the strength of upper extremities. 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. 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). 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. A maximum of 50 push-ups for boys and 25 push-ups for girls. 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. The partner should stand in front of the student 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. Push-ups ========  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 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 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 d. Give two (2) warnings. e. 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. Basic Plank =========== For the performer: ================== a. Hit the sipa/rubber band/similar local material alternately with the right and left palm upward. The height of the tossed material 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 or after two c. There shall be three (3) trials. Juggling ========  Procedure for the Performer: ============================ a. Sit on the floor with back, head and shoulders flat on the wall. Feet should be 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 (at the tip of the middle finger), the pupil/student starts the test by sliding the hands slowly forward without jerking, trying to reach the farthest point 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. Sit and Reach interpretation ============================ - Equipment 1. 24-inch ruler or stick 2. Arm chair or table and chair 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 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 performer catch it with his/her thumb and index finger. d. Record the score on the upper part of the thumb. Scoring - Record the middle of the three scores (for example: if 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