PATH-Fit-2 Module 2 good for two to 3

weeks

Accountancy (Governor Alfonso D. Tan College)

Scan to open on Studocu

Downloaded by Venancio Sanchez

Studocu is not sponsored or endorsed by any college or university

Downloaded by Venancio Sanchez

 GOV. ALFONSO D. TAN COLLEGE

Maloro, Tangub City

Physical Activity Towards Health and Fitness 2

FITNESS TRAINING

MODULE II

PHYSICAL FITNESS
TEST AND
ASSESSMENT

Name: Program/Year:

Downloaded by Venancio Sanchez

Instructor: Course Schedule:

GOV. ALFONSO D. TAN COLLEGE

INSTITUTE OF ARTS AND
SCIENCES
Maloro, Tangub City

Physical Activity Towards Health and Fitness 2

FITNESS TRAINING
COURSE GUIDE

COURSE DESCRIPTION

The course builds on the Movement Competency Training course which

focused on the fundamental movement patterns and core training. Based
on the primary movements (squat, hinge, lunge, vertical push and pull,
horizontal push and pull), fitness training starts with body weight training to
improve balance, coordination, endurance, and flexibility, then progresses
to training for core strength and power, with or without resistance training
equipment. Emphasis is on exercise progression and regression for the
enhancement of skill-related fitness components in preparation for and/or in
conjunction with vigorous physical activities, such as sports participation.

CREDIT UNITS: 2

COURSE PRE-REQUISITE: PATH-Fit 1

COURSE INTENDED LEARNING OUTCOMES

At the end of the semester, a student will be able to:

1. Demonstrate understanding on the concepts of Physical Fitness

training, which includes its components, principles, theories, and
importance.

Downloaded by Venancio Sanchez

2. Display understanding on the concepts and importance of body
weight training and core training to improve one’s state of physical
fitness.

Downloaded by Venancio Sanchez

 3. Perform various exercises on body weight and core training properly.
4. Design a personal physical fitness training program that is
responsive to the personal fitness needs of an individual.
STUDY GUIDE AND MODULE RULES

1. Schedule and manage your time and understand every point of the
module. Read it over and over until you understand the point.
2. Study how you can manage to do the activities of this module in
consideration of your other modules from other courses. Be very
conscious with the study schedule. Post it on a conspicuous place so
that you can always see. Do not ask about questions that are already
answered in the guide.
3. If you did not understand the readings and other tasks, re-read. Focus,
if this will not work, engage all possible resources. You may ask other
family members to help you. If this will not work with again, text me
first so that I can call you or text you back for assistance.
4. Do not procrastinate. Remember, it is not others who will be short-
changed if you will not do your work on time. It will be you.
5. Before you start doing your tasks, read and understand the
assessment tools provided. Do not settle with low standards, target the
highest standards in doing your assigned tasks. I know you can.
6. Quote your sources if there are in answering all the activities.
7. Lastly, you are the learner: hence, you do the module on your own.
Your family members and friends at home will support you but the
activities must be done by you.
Module Distribution and Retrieval Schedule
Activity Module Number Time and Date Retrieval Location
Distribution Modules 1-4
First Retrieval Module 1
Second Retrieval Module 2
Third Retrieval Module 3
Fourth Retrieval Module 4

Contact Information of the Course Facilitator

Name:
Downloaded by Venancio Sanchez
Phone Number:
Email Address:
Facebook Account:

MODULE II

PHYSICAL FITNESS TEST AND

ASSESSMENT

Unit Intended Learning Outcomes

• Demonstrate in-depth understanding on the different concepts
of fitness test and assessment.
• Acknowledge the roles and importance of fitness test and
assessment to achieve fitness goals.
• Assess one’s level of physical fitness by taking the different
physical fitness test and assessment.

INTRODUCTION
Fitness
assessments measure
various aspects of
your body and
its abilities. A
fitness assessment
identifies your current
fitness levels and
serves as a baseline or
starting point of your
body's fitness. You can use
this fitness assessment to
figureout your training
needs and goals.
You
then compare your progress
Downloaded by Venancio Sanchez
over time to the initial fitness
assessment.
A physical fitness test may include a repetition maximum of strength-
based exercises, like squats or bench presses, to assess muscular strength.
It may also involve performing exercises, like bodyweight squats, until
exhaustion, which tests muscular endurance. Tests performed on a
stationary bike can evaluate anaerobic

Downloaded by Venancio Sanchez

fitness. People may also complete walking or step aerobics tests, during
which heart rate is assessed to determine cardiovascular fitness.
These types of tests can be quite helpful in developing a complete
understanding of current health. Physical fitness can play an important role
in an individual’s treatment journey.

Lesson 1:
Assessing the Physical Activity
Readiness

Lesson Learning Objectives

In this lesson, you are expected to:
o Assess one’s readiness in engaging to physical activity
and fitness training using the PAR-Q; and
o Explain the concept and importance of PAR-Q before
engaging to fitness training.

Starting a new habit can be challenging, especially when it comes to

exercise. From joining a fitness facility to showing up for the first
appointment, there are so many steps for beginning a fitness program that it
can be overwhelming to take the first one. Anything that you can do to start
exercising as soon as possible by removing obstacles could be seen as a
good thing. However, there is one crucial step that we should never overlook:
a basic health screen, which is where the Physical Activity Readiness
Questionnaire (PAR-Q) comes in.

What is the Physical Activity Readiness Questionnaire (PAR-Q)?

The Physical Activity Readiness Questionnaire is designed to determine
your safety when starting a new exercise plan. Most people can start an
exercise plan without worry; however, some people may require a
preliminary health check to ensure that they are taking on the right level of
activity for their medical condition.

Downloaded by Venancio Sanchez

 Personal trainers often use the PAR-Q to identify any reasons why their
client shouldn’t start a course of physical exercise. A PAR-Q highlights any
medical conditions or physical inabilities that a client may need to speak
to their health-care

Downloaded by Venancio Sanchez

providers about and that the trainer may need to take into consideration
during training. From a liability point of view, the PAR-Q reduces the risk of
client injury, illness and even accident.

The PAR-Q contains the following seven questions, which are an

essential screen for identifying any pre-existing health conditions:
1. Has your doctor ever said that you have a heart condition and that
you should only perform physical activity recommended by a doctor?
2. Do you feel pain in your chest when you perform physical activity?
3. In the past month, have you had chest pain when you were not
performing any physical activity?
4. Do you lose your balance because of dizziness, or do you
ever lose consciousness?
5. Do you have a bone or joint problem that could be made worse by
a change in your physical activity?
6. Is your doctor currently prescribing any medication for your blood
pressure or a heart condition?
7. Do you know of any other reason why you should not engage
in physical activity?

These seven questions can help raise your awareness about how your
body might respond to exercise. The purpose of the PAR-Q, therefore, is to
determine whether you should have a complete medical evaluation before
participating in vigorous or strenuous exercise.
If you as a client answer yes to any of these questions, you may be an
unsuitable candidate for a certain training. You should seek medical
clearance from your health- care provider before continuing with your
exercise program or seek advice about your limitations for exercise.
The PAR-Q is entirely subjective and based only on the information a
client provides as opposed to objective measurements like height, weight,
or age.

Why You Should Use the PAR-Q?

You should use the PAR-Q because it can identify pre-existing medical
conditions that might be aggravated by an increase in physical activity -
specifically consistent exercise. This makes it an integral part of the
onboarding process with new clients.

Downloaded by Venancio Sanchez

 It can be intimidating to be asked questions about your personal health
history. The PAR-Q is a great way to break the ice and get an important
health assessment in place. Really, the PAR-Q is a must use-tool for all.
With that being said, the PAR-Q is not an extensive medical history.
Yet, the seven questions could identify whether an individual may have a
pre-existing health condition that should be addressed by a medical
professional before beginning an exercise program. A complete medical
history can help you to fully understand a client's specific needs.
The Limitations of the PAR-Q

The PAR-Q cannot identify a specific pre-existing health condition nor

determine why it may exist. It is merely designed to screen whether or not
an individual faces a health risk for increasing his or her level of physical
activity and should receive advice from a medical professional before
beginning an exercise program.
Many clients may think, “it’s the only exercise, I can do it.” But if they
have not exercised for an extended period, their body may not be able to
handle the increased stress of starting an exercise program. These
questions can help identify whether a more thorough exam is necessary.
Nothing is without potential limitations and the PAR Q is only as
effective as the way it is used by the Fitness Professional. Let’s look at some
of these limitations.
1. The form depends on your complete honesty, as a client, from the
outset. Telling a little fib can be pretty common, especially when it
comes to alcohol consumption, smoking and food choices. Be
informed at the outset that you need to understand the complete
picture to help you and assist you with your goals and seek
complete transparency.
2. You, as a client, may not remember everything and can only record
the information you can recall and see as relevant.
3. You, as a client, is not an expert and may not be aware of or
perceive certain risks. Some of these risks could be significant and
detrimental to you pursuing an exercise program.
4. The information given can become out of date very quickly. Take for
example a non-smoking client who subsequently takes up smoking.
A client who likes the occasional drink who is experiencing a
particularly stressful period and finds themselves drinking more
frequently in larger quantities. If you complete the PAR Q at the
initial consultation and then neatly file it away it serves little but a
Downloaded by Venancio Sanchez
short-term purpose. For this reason, information on the form should
be revisited at 6 to 12 monthly intervals or at any point that you
become aware of a lifestyle or health related change.

Downloaded by Venancio Sanchez

Learning Activity 1: Take the PAR-Q Test Now!
Directions: In this activity, assess your readiness in engaging to
physical activity and fitness training using the actual PAR-Q as
discussed in this lesson. Read and understand all the questions
and instructions of the PAR- Q and answer it responsibly with
utmost honesty.
Downloaded by Venancio Sanchez ([email protected])
Downloaded by Venancio Sanchez ([email protected])
Downloaded by Venancio Sanchez ([email protected])
Downloaded by Venancio Sanchez ([email protected])
 Learning Activity 2:
Directions: In this activity, explain the concept and importance of
PAR-Q before engaging to fitness training. Do it by filling-in the
boxes with relevant information about the PAR-Q. Be guided by
questions asked below.

1. Explain the use of PAR-Q and what it is all about?

2. Explain the relevance in taking PAR-Q Test prior to engaging in
Fitness Training and Physical Activity?
3. Explain why PAR-Q has limitations at some point?

1.

2. 3.
All
about
PAR-
Downloaded by Venancio Sanchez ([email protected])
 Lesson 2:
Assessing the Barriers to Physical
Activity
Lesson Learning Objectives
In this lesson, you are expected to:
o Discuss the different barriers to physical activity;
o Assess your own barriers to physical activity participation, and
o Provide personal ways to overcome your barriers to
physical activity participation.

The physiologic, cognitive, and psychological benefits that may be

gained from regular participation in physical activity are vast. But many
technological advances and conveniences that have made our lives easier
and less active, many personal variables, including physiological,
behavioral, and psychological factors, may affect our plans to become more
physically active. Many individuals experience barriers to habitual exercise.
Understanding common barriers to physical activity and creating strategies
to overcome them may help make physical activity part of daily life. People
experience a variety of personal and environmental barriers to
engaging in regular physical activity.

Downloaded by Venancio Sanchez

 Personal, Environmental, and Behavioral Barriers

The degree to which an individual feels barred from participating in

physical activity may be influenced by personal factors, environmental
aspects, and behavioral characteristics. The perceived barriers to physical
activity reviewed below relate to college students, as well as the general
population.

Personal Barriers: Several reasons individuals give for avoiding

participation in regular physical activity are personal in nature. Personal
factors include, but are not limited to: insufficient time, inconvenience, lack
of enjoyment or increased boredom with physical activity, fear of injury, and
feelings of self-consciousness or shame when being physically active (CDC,
2016).

With technological advances and conveniences, people’s lives have in

many ways become increasingly easier, as well as less active. In addition,
people have many personal reasons or explanations for being inactive. The
most common reasons adults don't adopt more physically active lifestyles
are cited as:

• insufficient time to exercise • lack of self-management

skills, such as the ability to set
• inconvenience of exercise
personal goals, monitor
• lack of self-motivation
• progress, or reward progress
• non-enjoyment of exercise toward such goals

• boredom with exercise • lack of encouragement,

support, or companionship
• lack of confidence in their from family and friends
ability to be physically active
(low self- efficacy) • non-availability of parks,
sidewalks, bicycle trails, or
• fear of being injured or having safe and pleasant walking
been injured recently
• paths close to home or the
workplace

The top three barriers to engaging in physical activity across the

adult lifespan are time, energy, and motivation.
Downloaded by Venancio Sanchez
 In a 2013 study that aimed to identify the external and internal
barriers to physical activity and exercise participation among middle-aged
and elderly individuals

Downloaded by Venancio Sanchez

the most common external barriers among the middle-aged and elderly
respondents were 'not enough time', 'no one to exercise with' and 'lack of
facilities'. The most common internal barriers for middle-aged respondents
were 'too tired', 'already active enough', 'do not know how to do it' and 'too
lazy', while those for elderly respondents were 'too tired', 'lack of
motivation' and 'already active enough'.

Environmental Barriers:: Environmental aspects which may influence an

individual’s physical activity participation are both physical and
psychosocial in nature. Physical barriers in the environment include: lack of
access to gyms and workout facilities, inadequate sidewalk coverage, few
parks/green spaces, or deficiency in walking/biking trails that are safe and
in a convenient location (CDC, 2016). Psychosocial barriers in the
environment include: lack of encouragement, social support, or
companionship with family and friends when trying to initiate a physical
activity program (CDC, 2016). The aforementioned factors may particularly
impact those within academic environments, as college students report a
lack of social support networks or campus environmental/facility-related
obstacles as major barriers to physical activity (Brown, Huber, & Bergman,
2006).

Behavioral: Behavioral characteristics play an important role in shaping

perceptions of physical activity participation. Individuals who struggle with
self- management skills may not set effective personal health goals or
engage in proper goal monitoring and progression (CDC, 2016). Further, low
confidence and low self- efficacy (i.e., one’s situational self-confidence for a
behavior) in their ability to be physically active may prove to be a
significant deterrent to exercise (CDC, 2016). Moreover, lack of motivation
appears to exert a major negative effect on physical activity participation in
both the general population and college student population (Brown, Huber,
& Bergman, 2006; CDC, 2016). College students indicate that low
motivation and increased fatigue play a role in prevention of exercise
(Brown, Huber, & Bergman, 2006).

Many factors may play a role in an individual’s participation in, or lack

thereof, physical activity. College students report numerous personal,
environmental, and behavioral barriers to exercise engagement. However,
each of these factors may be appropriately addressed if an individual is
aware of which barrier is most important in preventing their participation in
Downloaded by Venancio Sanchez
physical activity. For example: if a busy class schedule prevents a college
student from exercising, the student may plan activity into their daily
schedule by enrolling in a specialty physical activity class from the
academic course listings such as rock climbing, etc.

Downloaded by Venancio Sanchez

 Common Barriers to Physical Activity for College Students

Perceived barriers to physical activity may significantly impact an

individual’s behavior choices, and prevent the individual from engaging in
exercise. College students face unique challenges to being physically
activity, as they strive to balance academic, professional, and social
opportunities and duties. A sample of full-time college students between the
ages of 18-24 identified student-specific factors which may either be
considered beneficial, or detrimental, to physical activity participation. The
common perceptual factors identified by these students are listed below,
and are categorized as either a barrier to, or benefit of, physical activity
participation (Brown, Huber, & Bergman, 2006).
Barriers to Physical Activity Benefits of Physical Activity

Low motivation Psychological improvement

Lack of peer interest Social benefits

Inconvenience (challenging
Physical appearance
gym/facility location or
no equipment availability)
Time constraints (exercise
Feeling of productivity
interrupts work/school/social
duties)
Identity improvement
Lack of confidence in using equipment
(enhanced self-
concept and attitude)

Overcoming Barriers to Physical Activity

Health care professionals can help people identify barriers to

exercise and make suggestions for how they can overcome these barriers.
The Centers for Disease Control and Prevention makes suggestions for
overcoming physical activity barriers:

Lack of time Identify available time slots.

• Monitor your daily activities for one week. Identify at least three
30-minute time slots you could use for physical activity.
Downloaded by Venancio Sanchez
• Add physical activity to your daily routine. For example, walk or
ride your bike to work or
shopping, organize school activities around
physical

Downloaded by Venancio Sanchez

 activity, walk the dog, exercise while you watch TV, park farther
away from your destination, etc.
• Select activities requiring minimal time, such as walking, jogging,
or stair climbing.

Social influence

• Explain your interest in physical activity to friends and family.

Ask them to support your efforts.
• Invite friends and family members to exercise with
you. Plan social activities involving exercise.
• Develop new friendships with physically active people. Join a
group, such as a hiking club.

Lack of Energy
• Schedule physical activity for times in the day or week when
you feel energetic.
• Convince yourself that if you give it a chance, physical activity
will increase your energy level; then, try it.

Lack of Motivation
• Plan ahead. Make physical activity a regular part of your daily or
weekly schedule and write it on your calendar.
• Invite a friend to exercise with you on a regular basis and write
it on both your calendars.
• Join an exercise group or class.

Fear of Injury
• Learn how to warm up and cool down to prevent injury.
• Learn how to exercise appropriately considering your age,
fitness level, skill level, and health status.
• Choose activities involving minimum risk.

Lack of Skill
• Select activities requiring no new skills, such as walking, climbing
stairs, or jogging.
• Take a class to develop new skills.

Lack of Resources
Downloaded by Venancio Sanchez
 • Select activities that require minimal facilities or equipment, such
as walking, jogging, jumping rope, or calisthenics.
• Identify inexpensive, convenient resources available in your
community (community education programs, park and recreation
programs, worksite programs, etc.).

Weather Conditions

• Develop a set of regular activities that are always available

regardless of weather (indoor cycling, aerobic dance, indoor
swimming, calisthenics, stair climbing, rope skipping, mall
walking, dancing, gymnasium games, etc.)

Learning Activity 1: Discussion on the Barriers to Physical

Activity
Directions: In this activity, discuss the different barriers to physical
activity participation. Write your discussion on the empty boxes
provided below.

1. Personal Barriers

3. Environmental Barriers 2. Behavioral Barriers

Downloaded by Venancio Sanchez ([email protected])
 Learning Activity 2: Take the Barriers to Being Active Quiz Now!
Directions: In this activity, assess your own barriers to physical
activity participation by answering the Barriers to Being Active
Questionnaire. Carefully follow the instructions of the
questionnaire and answer it honestly.

Barriers to Being Active Quiz

What keeps you from being more active?

Directions: Listed below are reasons that people give to describe why they
do not get as much physical activity as they think they should. Please read
each statement and encircle the number which corresponds to how likely
you are to say each of the following statements:

Some Some
Very Very
How likely are you to say? Likely
what what
Unlikely
Likely Unlikely
1. My day is so busy now, I just don’t
think I can make the time to include 3 2 1 0
physical activity in
my regular schedule.
2. None of my family members or friends
like to do anything active, so I don’t 3 2 1 0
have a chance
to exercise.

Downloaded by Venancio Sanchez

3. I’m just too tired after work to
3 2 1 0
get any exercise.

4. I’ve been thinking about getting more

3 2 1 0
exercise, but I just can’t seem to get
started

5. I’m getting older so exercise can be 3 2 1 0

risky.

6. I don’t get enough exercise because I

3 2 1 0
have never learned the skills for any
sport.
7. I don’t have access to jogging
3 2 1 0
trails, swimming pools, bike
paths, etc.
8. Physical activity takes too much time
away from other commitments—time, 3 2 1 0
work, family,
etc.
9. I’m embarrassed about how I will look
3 2 1 0
when I exercise with others.
10. I don’t get enough sleep as it is. I just
couldn’t get up early or stay up late to 3 2 1 0
get some
exercise.
11. It’s easier for me to find excuses not to
3 2 1 0
exercise than to go out to do
something.

12. I know of too many people who have

3 2 1 0
hurt themselves by overdoing it with
exercise.
13. I really can’t see learning a new sport
3 2 1 0
at my age.

14. It’s just too expensive. You have to take

3 2 1 0
a class or join a club or buy the right

Downloaded by Venancio Sanchez

 equipment.
15. My free times during the day are too
3 2 1 0
short to include exercise.

16. My usual social activities with family or

3 2 1 0
friends to not include physical activity.

17. I’m too tired during the week and I need

3 2 1 0
the weekend to catch up on my rest.

18. I want to get more exercise, but I just

3 2 1 0
can’t seem to make myself stick to
anything.
19. I’m afraid I might injure myself or have a
3 2 1 0
heart attack.

20. I’m not good enough at any physical

3 2 1 0
activity to make it fun.

21. If we had exercise facilities and showers

3 2 1 0
at work, then I would be more likely to
exercise.

Follow these instructions to score yourself:

• Write the circled number in the spaces provided, putting together the
number for statement 1 on line 1, statement 2 on line 2, and so on.

• Add the three scores on each line. Your barriers to physical activity fall
into one or more of seven categories: lack of time, social influences, lack of
energy, lack of willpower, fear of injury, lack of skill, and lack of resources. A
score of 5 or above in any category shows that this is an important barrier
for you to overcome.

Downloaded by Venancio Sanchez

 Learning Activity 3: Overcoming the Barriers to Physical Activity
Directions: This activity is in conjunction to learning activity 2.
Identify the different barriers to physical activity which you scored
more than 5 from the activity 2 and provide your personal ways
on how to overcome these barriers.

Score
Barriers to Being Obtained
Personal Ways to Overcome these
Barriers Physically Active from the
Quiz

Lack of Time

Social Influence

Downloaded by Venancio Sanchez

 Lack of Energy

Lack of
Willpower

Fear of Injury

Lack of Skill

Lack of
Resources

Lesson 3:
Assessing the Physical Fitness
Level
Lesson Learning Objectives
In this lesson, you are expected to:
o Identify the different physical fitness tests;
o Conduct a physical fitness test to assess one’s fitness level

It is important to conduct fitness tests before starting a fitness-training

program. It is also important to use the results to design a suitable program
and have them as baseline data, which can be used to monitor and improve
performance. A performer’s results can be compared against normative
published data, data collected from peers (from people of a similar age with
similar abilities), and against their own previously collected data. The
information can be analyzed and evaluated – and used to draw conclusions
about the performer’s strengths and weaknesses.
This knowledge can be used to justify recommendations to a performer
about how they can improve their fitness to meet their long-term goals.
Downloaded by Venancio Sanchez
The results from

Downloaded by Venancio Sanchez

fitness tests can also be very useful as part of the medium-term goal-
setting process, lending the weight of authority to suggestions about which
fitness training methods are most appropriate.

1. Sit and Reach Test

• Test for Flexibility

What do you need?

A box and a measuring tape or a sit and reach table

How do you do the test?

1. Sit comfortably on the floor with your legs straight out in front of you.
2. Place the measuring tape, with 0cm level with your feet, parallel with
your legs. If you are using a sit and reach table, the measurements are
already marked.
3. Put the soles of your feet, shoulder width apart, against the box/table.
4. Make sure your knees are locked/straight, as this is what determines
hamstring flexibility. If your knees bend during the test, the results will
be inaccurate.
5. With your hands stretched towards your feet, lean forward, and reach
as far as possible with your fingertips. If possible, reach beyond the end
of your toes and over the top of the box. You must make sure, however,
that there are no jerky movements while doing this and that you are
able to hold the reach for at least two seconds.
6. You get three chances to stretch forward and then the fourth is
measured.
7. The distance that your fingers touch on the measuring tape/sit and
reach table will be your score. If you don’t make it to your toes then you
will get a negative score, showing the distance you were from 0cm.
8. The sit and reach test can be measured in centimeters or inches.

Advantages of the Sit and Reach Test:

• It is a well-known test.
• It is quick and easy to perform.
• There is a lot of normative data to use for comparison.

Disadvantages of the Sit and Reach Test:

• Variations in length of individuals’ arms, legs, and trunk can make
comparisons between people misleading.
Downloaded by Venancio Sanchez
• The test focuses specifically on the flexibility of the lower back and
hamstrings, so does not measure the flexibility of other parts of the
body.

Downloaded by Venancio Sanchez

 2. Illinois Agility Run Test
• Test for Speed and Agility

What do you need?

• Flat, non-slip surface
• 8 cones (you may use
any alternatives)
• Stopwatch
• Assistant Partner

How do you do the test?

1. Set up the course, as
shown in the diagram.
2. Warm up before beginning
the test.
3. Lie face down on the floor at the ‘Start’ cone.
4. When your assistant gives the command ‘Go’ and starts the stopwatch,
jump to your feet, and run around the cones in the correct order to the
finish.
5. Your assistant should stop the stopwatch and record your time when
you pass the ‘Finish’ cone.

The following are the national norms for 16 to 19-year-olds:

Excellent Above Average Average Below Average Poor
Male <15.2 seconds 15.2-16.1 seconds16.2-18.1 seconds 18.2-19.3 seconds >19.3 seconds
Femal <17.0 seconds 17.0-17.9 seconds18.0-21.7 seconds 21.8-23.0 seconds >23.0 seconds
e
(Source: Davis, B. et al., Physical Education and the Study of Sport, Mosby Publishing, 2000)

Advantages of the Illinois Agility Run Test:

• It is cheap and easy to conduct.

Disadvantages of the Illinois Agility Run Test:

• Human error can lead to inaccuracies in timing.
• Weather conditions and the surface can affect the results.

3. One-Minute Press-Up Test

Downloaded by Venancio Sanchez
 • Test for Muscular Endurance

What do you need?

• Stopwatch
• Partner

How do you do the test?

1. Take up the starting position, with your
arms straight, elbows locked, body
straight, hands placed slightly wider than
shoulder-width apart (with fingers
pointing forward), and both feet on the
floor.
2. From the starting position, on the
command ‘Go’, start the press-up by
bending your elbows and lowering your
body until the shoulders drop below the
level of the elbows. Then return to the
starting position. Pausing to rest is
permitted only in the starting position.
3. Your partner should count how many full
press-ups are completed in one minute or up to the point where the
performer retires from the test.

Advantages of the One-Minute Press-Up Test:

• It is quick and easy to set up.
• No specialist equipment is required.

Disadvantages of the One-Minute Press-Up Test:

Downloaded by Venancio Sanchez

 • The press-up must be technically correct for it to count, and what
makes a technically correct press-up is open to interpretation. This can
lead to disputes about the total number.
• The performer will get tired if they stay in the ready position for too
long. This can make testing many people simultaneously, difficult.

4. One-Minute Sit-Up Test

• Test for Muscular Endurance What do you need?
• Stopwatch
• Assistant Partner
How do you do the test?
1. Lie on a carpeted or cushioned floor with your knees bent at
approximately right angles and your feet flat on the ground. Your
hands should be resting on your thighs.
2. Squeeze your stomach, push your lower back flat, and raise your upper
body high enough for your hands to slide along your thighs to touch
the tops of your knees. Don’t pull with your neck or head and keep
your lower back on the floor. Then return to the starting position.
3. Your partner should count how many full sit-ups are completed in one
minute or up to the point where the performer retires from the test.

Advantages of the One-Minute Sit-Up Test:

• The test is simple to perform.
• It requires minimal equipment.
• Large groups may be tested at once.

Disadvantages of the One-Minute Sit-Up Test:

• It is difficult to determine when a correct sit-up has been performed so
there may be a dispute about the total number.

5. Body Mass Index (BMI)

Downloaded by Venancio Sanchez

 • Test for Body Composition
Your BMI provides a way of calculating whether or not your body is of an
ideal weight. A BMI test is designed for men and women over the age of 18,
and although people under the age of 18 can use it, their results should not
be taken to have any significant meaning.

What do you need?

• Weighing scales marked in • Calculator
kilograms
• Partner
• Measuring tape

How do you do the test?

• Measure your weight in kilograms.
• Measure your height in meters (so 182cm is actually 1.82m).
• Calculate your BMI using this formula below:

weight (kg)
BMI = height (m) x height
(m)
NHS Direct (UK) provides the following assessment of BMI measurements. If
your BMI is:
• Less than 18.5kg/m2 you are underweight for your height.
• 18.5 to 24.9kg/m2 you are an ideal weight for your height.
• 25 to 29.9kg/m2 you are over the ideal weight for your height.
• 30 to 39.9kg/m2 you are obese.
• Over 39.9kg/m2 you are very obese.

Advantages of BMI:
• It involves a simple calculation using standard measurements.

Disadvantages of BMI:
• Muscle weighs more than fat, so bodybuilders and trained athletes will
often have a BMI in excess of 25kg/m2 without being overweight.
Learning Activity 1: Different Physical Fitness Tests
Directions: In this activity, identify the different physical fitness
tests. Provide an example of fitness test (aside from the
discussion) with corresponding brief descriptions for each fitness
component. Write the examples and its brief description on the
table provided below.

Downloaded by Venancio Sanchez

Fitness Tests for Health-Related Fitness Components

Downloaded by Venancio Sanchez

Health-Related
Fitness Test Test Brief
Description Fitness

Body
Composition

Cardiovascular
Endurance

Muscular
Endurance

Muscular
Strength

Flexibility

Fitness Tests for Skill-Related Fitness Components

Skill-Related
Fitness Test Test Brief
Description Fitness

Speed

Agility

Downloaded by Venancio Sanchez

 Power

Balance

Reaction Time

Coordination

Learning Activity 2: Self-Administration of Physical Fitness Test

Directions: In this activity, administer the different physical
fitness tests discussed in this lesson to assess your current
fitness level. Complete
the form below with necessary information and actual results based on
the tests that you conducted yourself. Make sure to perform the test
and answer the fitness form honestly.

Physical Fitness Test Form

Name:
Age: Height: Weight: Blood Type:
Risk Factor Status:
Resting Heart Rate: Resting Blood Pressure:

Fitness Test Test Result Instructor’s Evaluation

Test Body Composition

Downloaded by Venancio Sanchez

 BMI (Body Mass
Index

Test for Muscular Endurance

One-
Minute
Press-up
Test
One-Minute
Sit-up Test
Test for Speed and Agility
Illinois Agility
Run Test
Test for Flexibility
Sit and Reach
Test
Test for Balance
Stork
Balance
Stand Test

Fitness Trainee’s Signature PATH-Fit Instructor

UNIT
PERFORMAN
CE
ASSESSME
NT
In this module, you have learned the concepts physical fitness test and
assessment. You are also able to identify the different fitness test and
assessment to find out an individual’s level of fitness. Aside from the
theories thought in this module, you were given also the opportunity to self-
Downloaded by Venancio Sanchez
administer those assessments. Well, to assess the knowledge and skills that
you’ve learned in this module, get ready for your unit performance
assessment as shown below.

Performance Task II: Fitness Test and Assessment Demonstration Video

Downloaded by Venancio Sanchez

Directions: Create a demonstration video about the different physical fitness
test. Discuss the definition, purposes, materials needed, and scoring for
each test. Demonstrate the proper way of conducting the test to come up
with an accurate result. Demonstrate at least 3 physical fitness tests. You
may include those tests discussed in this module and/or you may freely
browse on the internet for more tests. Submit your video output at our
official learning management system. Be guided by the rubrics below.

Criteria Description Percentage

This refers to the completeness,
Content exactness and accuracy of the 50%
information provided in
the video.
This refers to the video/audio
Video
quality, editing, removal of 30%
Technicality
unnecessary images,
noises, etc.
Over-All This refers to the over-all impact,
20%
Performance aesthetic
value, and appeal of the video
Total 100%

References

2020 PAR-Q+. (n.d.). Retrieved from

nasm.org: https://www.nasm.org/docs/pdf/parqplus-2020.pdf?
sfvrsn=401bf1af_12
Barriers to Being Active Quiz. (n.d.). Retrieved from physio-
pedia.com:
https://www.physio-pedia.com/images/8/8d/Barriers_to_health_quiz.pdf
Barriers to Physical Activity. (n.d.). Retrieved from physio-
pedia.com: https://www.physio-pedia.com/Barriers_to_Physical_Activity
Barriers to Physical Activity. (n.d.). Retrieved from
open.lib.umn.edu:
https://open.lib.umn.edu/physicalactivity/chapter/2-5-barriers-to-
physical-activity/

Downloaded by Venancio Sanchez

MCCALL, P. (n.d.). EVERYTHING YOU NEED TO KNOW ABOUT THE PAR-Q.
Retrieved from blog.nasm.org: https://blog.nasm.org/everything-you-
need-to- know-about-the-par-q
What is a PAR-Q? (n.d.). Retrieved from
protectivity.com:
https://www.protectivity.com/knowledge-centre/what-is-par-q/

Downloaded by Venancio Sanchez

Wood, R. (2008). Stork Balance Stand Test. Retrieved from
topendsports.com:
https://www.topendsports.com/testing/tests/balance-stork.htm

GADTC VISION

GADTC is integral to Tangub City’s becoming a center

for learning and eco-cultural tourism by producing God-
centered citizens committed to be the light of the world.

GADTC MISSION

To provide opportunities for continuing education for

faculty and staff, providing upgraded facilities for quality
and research- based instruction to students towards
community engagement and linkages to industry.

Institute of Arts and Sciences

VISION
 Downloaded by Venancio Sanchez ([email protected])
The GADTC-Institute of Arts and Sciences is the Heart
of the
 Institute of Arts and Sciences
MISSION

The GADTC-Institute of Arts and Sciences shall produce

globally competitive and value-oriented professionals
who appreciate tradition and innovation and contribute
to the understanding of the diversity of cultures
producing socio- cultural and environment related
researches to further serve the Institute and the
community.
Downloaded by Venancio Sanchez ([email protected])