spqcPPFT-Module.pdf

SUBJECT: Physical Education and Health 1 & 3 TOPIC: Philippine Physical Fitness Test (PPFT) Learning Objectives: To determine the level of fitness. To identify strengths and areas for development/improvement. To identify bases for physical activities. To gather and analyze da...

SUBJECT: Physical Education and Health 1 & 3 TOPIC: Philippine Physical Fitness Test (PPFT) Learning Objectives: To determine the level of fitness. To identify strengths and areas for development/improvement. To identify bases for physical activities. To gather and analyze data for norms and standards setting. To motivate and guide students in choosing sports activities they would like to participate. DISCUSSION Physical Fitness – It is the functional capacity of the body that allows for an improved quality of life. It is the body working at its peak efficiency. Components of Physical Fitness Health-Related Fitness – has a direct relationship to good health and reduces the risk of hypokinetic diseases. Skill-Related Fitness – they are used directly in specific sport or exercise. PHYSICAL FITNESS TEST Part 1: Health-Related Fitness Body Composition – refers to the relative percentage of muscles, fats, bones and other tissues that comprise the body.  WAIST CIRCUMFERENCE Purpose: A good predictor of visceral fat which contributes more risk of cardiovascular disease and diabetes that fat located in other areas. Equipment: Tape Measure Procedure: For the test taker: a. Wear light clothing before taking waist circumference. b. On bare waist, stand erect and wrap tape measure around waist. For the partner: a. Record the score in centimeters. Scoring – record body mass to the nearest 0.1 centimeters (cm) MEN Risk Centimeter Inches Very High 120 and above 47 and above High 100 – 120 39.5 – 47 Normal 102 40 Low 80 – 99 31.5 – 39 Very Low Below 80 Below 31.5 WOMEN Risk Centimeter Inches Very High 110 and above 43.5 and above High 90 – 109 35.5 – 43 Normal 88 34.6 Low 70 – 89 28.5 – 35 Very Low Below 70 Below 28.5 Flexibility – refers to the ability of the joints to move through a full range of motion. SIT AND REACH – a test of flexibility for the lower extremities particularly the hamstring. Purpose: To be able to reach as far as possible without bending the hamstring Equipment: Tape Measure Procedure: For the Student: a. Sit on the floor with back flat on the wall. Feet are approximately 12 inches apart. b. Without bending the back, knees and elbows, place one hand on top of the other and position the hands on the floor. c. After the tester has positioned the zero point of the tape measure, start the test by reaching the farthest point possible without bending the knees. For the Tester: a. As the student assume the (b) procedure, position the zero point of the tape measure at the tip of the finger farthest from the body. b. See to it that the knees are not bent as the student reaches the farthest that he could. c. Measure the distance of the farthest reached. d. Record the score in centimeter. Scoring – record sit and reach to the nearest 0.1 centimeter Standard Interpretation 61 cm and above Excellent 40 – 60.9 cm Very Good 31 – 45.9 cm Good 16 – 30.9 cm Fair 0 – 15.9 cm Needs Improvement Cardiovascular Endurance – the ability of the heart, lungs, and blood vessels to supply fuel and oxygen to the muscles. 3 MINUTE STEP TEST Purpose: To measure cardiovascular endurance Equipment: Step (12 inches) Stopwatch Procedure: For the Student: a. Position in front of the step. b. At the signal “Go”, step and down on a 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, up with the right foot, down with the left foot, down with the right foot.” c. Immediately after the exercise, stand and relax. Don’t talk. d. Right after the activity, locate your pulse. (The first beat is zero.) e. Count the pulse for 10 seconds and multiply it by 6. For the tester: a. As the student assume the position in front of the step, signal, “Ready” and “Go”, start the stopwatch for the 3-minute step test. b. After the test, let the student count his/her pulse for 10 seconds and multiply it by 6. Scoring – record the 60-second heart rate after the activity INTERPRETATION MEN Excellent 50 – 76 Good 77 – 93 Average 94 – 100 Below Average 101 – 107 Poor 108 - 157 WOMEN Excellent 52 – 81 Good 82 – 102 Average 103 – 110  Below Average 111 – 120 Poor 121 - 169 Muscular Strength – ability of the muscles to exert an external force such as lifting or controlling one’s own body weight. 90 DEGREES PUSH-UP Purpose: To measure strength of upper extremities Equipment: exercise mats or any clean mat Procedure: For the Student: a. Lie down on the mat; face down in standard push-up position: palms on the mat under shoulders, fingers pointing forward, and legs straight, parallel, and slightly apart, with the toes supporting the feet. b. FOR BOYS: Straightens the arms, keeping the back and knees straight, then lowers the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor). FOR GIRLS: With the knees in contact with the floor, Straightens the arms, 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 sec going down, 1 sec going up) For the Tester: a. As the student assume the position of push-up, start counting as the student lowers his body on the ground until he reaches 90-degree angle at the elbow. b. Make sure that the student performs the push-ups in the correct form. c. The test is terminated when the subject can no longer perform the push-ups in the correct form (three corrections are allowed), is in pain, voluntarily stops, or cadence is broken. Scoring – record the number of push-ups made. MALE Standard Interpretation 39 and above Excellent 29 – 38 Very Good  23 – 28 Good 18 – 22 Fair Below 17 Needs Improvement FEMALE Standard Interpretation 33 and above Excellent 25 – 32 Very Good 18 – 24 Good 12 – 17 Fair Below 11 Needs Improvement Part 2: Skill-Related Fitness Power – ability to transfer energy into force at a fast rate. STANDING LONG JUMP Purpose: To measure the explosive strength and power of the leg muscles. Equipment: Wide area, non-slip floor Tape measure accurate to 0.1 centimeters at least three (3) meters long and place firmly on the floor; Meter stick Procedure: For the Student: a. Stand behind the take-off line, the tips of your shoes should not go beyond the line. b. As you prepare to jump, bend your knees and swing your arms backward and jump as far as you can. For the Tester:  a. Lay the tape measure (in centimeters) on the floor. b. Set a take-off line in the point zero (0) of the tape measure. c. After the jump, spot the mark where the back of the heels of the student has landed closest to the take-off line. d. Record score in the nearest 0.1 cm. Scoring – record the score in centimeters to the nearest 0.1 cm. MALE Standard Interpretation 250 cm and above Excellent 241 – 249 cm Very Good 231 - 240 cm Above Average 221 – 230 cm Average 211 – 220 cm Below Average 191 – 210 cm Poor Below 191 cm Very Poor FEMALE Standard Interpretation 200 cm and above Excellent 191 - 199 cm Very Good 181 - 190 cm Above Average 171 - 180 cm Average 161 - 170 cm Below Average 141 - 160 cm Poor Below 141 cm Very Poor Balance – the maintenance of equilibrium while stationary or while moving. STORK BALANCE STAND TEST Purpose: To assess the ability to balance on the ball of the foot. Equipment: Flat, non-slip surface Stopwatch Procedure: For the Student: a. Remove the shoes and place the hands on the hip. b. Position the non-supporting foot against the inside knee of the supporting leg. c. Raise the heel to balance on the ball of the foot. For the Tester: a. The student is given one minute to practice the balance. b. The stopwatch is started as the heel is raised from the floor. c. The stopwatch is stopped if any of the following 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 ▪ The heel of the supporting foot touches the floor Scoring – record the time in nearest seconds. Time Interpretation 161 – 180 sec Excellent 121 – 160 sec Very Good 81 – 120 sec Good 41 – 80 sec Fair 1 – 40 sec Needs Improvement Reaction Time – the time elapsed between stimulation and the beginning of reaction to that stimulation. STICK DROP TEST Purpose: To measure the reaction time as to how fast a person can respond to a stimulus, the higher your score, the faster your reaction time. Equipment: Ruler or stick of 24 inches long Arm chair or table and chair Tape measure Procedure: For the Student: a. Sit in an armchair or chair next to the table so that your elbow and the lower arm rest on the desk/ table comfortably. b. The heel of your hand should rest on the desk/table so that only the fingers and the thumb extend beyond the edge of the desk/ table. c. As the tester drop the stick, catch it with the thumb and index finger as fast as possible without lifting elbow from the desk. It is important that you react only to the dropping of the stick. d. Your score is the number of inches read on the ruler /stick just above the thumb and index finger after you catch the yardstick. For the Tester: a. Hold the ruler or stick at the top, allowing it to dangle between thumb and fingers of the student. b. The ruler/stick should be held so that the 24-inch mark is even with your thumb and index finger. No part of the hand of the student should touch the ruler/stick. c. Without warning, drop the stick, and let the student catch it with his thumb and index finger. d. Give the test three times. Be careful not to drop the stick at predictable time intervals, so that the student cannot guess when it will be dropped. Scoring – record the middle of your three scores (for example: if your scores are 21, 18, and 19, your middle score is 19). Standard Interpretation 0 – 4 cm Excellent 5 – 9 cm Very Good 10 – 20 cm Good 21 – 29.9 cm Fair 30 cm and above Needs Improvement Did Not Catch Poor