I.

PHYSICAL FITNESS AND WELLNESS

Learning Objectives

1. Demonstrate personal competence in a variety of physical activities and movement patterns

2. Exhibit performance concepts related to skillful movement in a variety of physical activities
3. Show evidence of active participation in all physical activities through teamwork, cooperation,
and appreciation

Physical Activity and Exercise

Abundant scientific research over the past three decades has established a distinction between
physical activity and exercise. Physical activity is bodily movement produced by skeletal muscles. It
requires energy expenditure and produce progressive health benefits. Physical activity typically
requires only low to moderate intensity of effort. Examples of physical activity include walking to and
from work, taking the stairs instead of elevators and escalators, gardening, doing households chores,
dancing, and washing the car by hand. Physical inactivity, by contrast, implies, a level of activity that is
lower than that required to maintain good health.

Exercise is a type of physical activity that requires planned, structured, and repetitive bodily
movement to call fitness. Examples of exercise are walking, running, cycling, aerobics, swimming, and
strength training. Exercise is usually viewed as an activity that requires high- intensity effort.

Regular moderate physical activity provides substantial benefits in health and well-being for
the majority of people who are not physically active. For those who are already moderately active, even
greater health benefits can be achieved by increasing the level of physical activity.

A. WELLNESS

Most people recognize that participating in fitness programs improves their quality of life. At the
end of the 20th century, however, we came to realize that physical fitness alone was not always
sufficient to lower the risk for disease and ensure better health. For example, individuals who run
3miles (about 5km) a day, lift weights regularly, participating in stretching exercises, and watch their
body weight might be easily classified as having good or excellent fitness. Offsetting these good habits,
however, might be risk factors, including high blood pressure, smoking, excessive stress, drinking too
much alcohol, and eating too many foods high in saturated fat. These factors place people at risk for
cardiovascular disease and other chronic disease of which they may not be aware of.
 Even though most people are aware of their unhealthy behaviors, they seem satisfied with life-
long activity as they are free from symptoms of disease or illness. They do not contemplate change
until they incur a major health problem. Nevertheless, present lifestyle habits dictate the health and
well-being of tomorrow.

Good health no longer is viewed as simply the absence of illness. The notion of good health has
evolved considerably in the last few years and continues to change as scientist learn more about
lifestyle factors that bring on illness and affect wellness. Furthermore, once the idea took hold that
fitness by itself would not always decrease the risk for disease and ensure better health, health
promotion programs and the wellness concept followed.

Wellness is the integration of many different components that expand one’s potential to live (―quality of
life‖) and work effectively to make a significant contribution to society.

The Seven Dimensions of Wellness

Figure 1

Wellness has seven dimensions: physical, emotional,

social, mental, environmental, occupational, and spiritual (see
Figure. 1). These dimensions are interrelated: one frequently
affects the others. For example, a person who is often
emotionally ―down‖ has no desire to exercise, or attend church,
and he or she may be more susceptible to illness and disease.

1. Physical wellness is the dimension most commonly

http://medicinegardenwellness.com/alternative-health-therapies/corporate-on-site/
associated with being healthy, it entails confidence and optimism about one’s ability to protect physical
health and take care of health problems.

Physically well individuals are physically active, exercise regularly, eat a well-balanced diet,
maintain recommended body weight, get sufficient sleep, practice safe sex, minimize exposure to
environmental contaminants, avoid harmful drugs (including tobacco and excessive alcohol), and seek
medical care and exams as needed . Physically well people also exhibit good cardio respiratory
endurance, adequate muscular strength and flexibility, proper body composition, and the ability to carry
out ordinary and unusual demands of daily life safely and effectively.

2. Emotional wellness involves the ability to understand your own feelings, accept your
limitations, and achieve emotional stability. Furthermore, it implies the ability to express emotion
appropriately, adjust to change, cope with stress in a healthy way, and enjoy life despite its occasional
disappointments and frustrations.

Emotional wellness brings with it certain stability, an ability to look both success and failure
squarely is evident, and the emotionally well person radiates the expected joy and confidence. When
failures seem evident, the emotionally well person responds by making the best circumstances and
moving beyond the failure. Wellness enables you to move ahead with optimism and energy instead of
spending time and talent worrying about failures. You learn from it, identify ways to avoid it in the future,
and then go on with the business at hand.

Emotional wellness also involves happiness- an emotional anchor that gives meaning and joy to
life. Happiness is a long term state of mind that permeates the various facets of life and influences our
outlook. Although there is no longer simple recipe for creating happiness, researchers agree that happy
people are usually participants in some category of a supportive family unit where they feel loved.
Healthy, happy people enjoy friends, work hard at something fulfilling, get plenty of exercise, and enjoy
play and leisure time. They know how to laugh, and they laugh often. They give themselves freely to
others and seem to have found deep meaning in life.

An attitude of true happiness signals freedom from the tension and depression that many
people endure. Emotionally well people are obviously subject to the same kinds of depression and
unhappiness that occasionally plague us all, but the difference lies in the ability to bounce back. Well
people take minor setbacks in stride and have the ability to enjoy life despite it all. They don’t waste
energy or time recounting the situation, wondering how they could have changed it, or dwelling on the
past.

3. Mental wellness, also referred to as intellectual

wellness, implies that you can apply the things you have
learned, create opportunities to learn more, and engage your
mind in lively interaction with the world around you. When
you are mentally well, you are not intimidated by facts and
figures with which you are unfamiliar, but you are embrace
Quality of Life A term used to describe
wellness. An individual with quality of life
can enjoyably do activities of life with little
or no limitation and can function
independently. Individual quality of life
requires a pleasant and supportive
community.

the chance too learn something new. Your confidence and

enthusiasms enables you to approach any learning situation
with eagerness that leads to success.
 Mental wellness brings with it vision and promise. More than anything else, mentally well people
are open-minded and accepting faults or shortcomings of others. Instead of being threatened by people
who are different from themselves, they show respect and curiosity without feeling they have to
conform. They are faithful to their own ideas and philosophies and allow others the same privilege.
Their self-confidence guarantees that they can take their place among others in the world without
having to give up part of themselves and without requiring others to do the same.

4. Social wellness, with its accompanying positive self-image, endows you with the ease and
confidence to be outgoing, friendly, and affectionate toward others. Social wellness involves a concern
for oneself and also an interest in humanity and the environment as a whole.

One of the hallmarks of social wellness is the ability to relate to others and to reach out to other
people, both within one’s family and outside of it. Similar to emotional wellness, it involves being
comfortable with your emotions and thus, helps you understand and accept the emotions of others.
Your own balance and sense of self allow you to extend respect and tolerance to others. Healthy
people are honest and loyal. This dimension of wellness leads to the ability to maintain close
relationships with other people.

5. Environmental wellness refers to the effect that our surroundings have on our well-being.
Our planet is a delicate ecosystem. And its health depends on the continuous recycling of its elements.
Environmental wellness implies a lifestyle that maximizes harmony with the earth and takes action to
protect the world around us.

Environmental threats include air pollution, chemicals, ultraviolet radiation in the sunlight, water
and food contamination, secondhand smoke, noise, inadequate shelter, unsatisfactory work conditions,
lack of personal safety, and unhealthy relationships. Health is affected negatively when we live in a
polluted, toxic, unkind, and unsafe environment.

Unfortunately, a national survey of first-year college students showed that less than 20 percent
were concerned about the health of the environment. To enjoy environmental wellness, we are
responsible for educating and protecting ourselves against environmental hazards and also protecting
the environment so that we, our children, and future generations can enjoy a safe and clean
environment.

Steps that you can take to live an environmentally conscious life include conserving energy
(walk to your destination or ride on public transportation, do not drive unless absolutely necessary, turn
off lights and computers when not in use); not littering and politely asking others not to do it either;
recycling as much as possible (paper, glass, cans, plastics, cardboard); conserving paper and water
(take shorter showers, don’t let the water run while brushing your teeth); not polluting the air, water, or
earth if you can avoid doing so; not smoking; planting trees and keeping plants and shrubs alive;
evaluating purchases and conveniences based on their environmental impact; donating old clothes to
Goodwill, veterans’ groups, or other charities; and enjoying, appreciating, and spending time outdoors
in natural settings.

6. Occupational wellness is not tied to high salary, prestigious position, or extravagant working
conditions. Any job can bring occupational wellness if it provides rewards that are important to the
individual. To one person, salary might be the most important factor, whereas to another,he/she might
place much greater value on creativity. Those who are occupationally well have their own ―ideal‖ job,
which allows them to thrive.

People with occupational wellness face demands on the job, but they also have some say over
demands placed on them. Any job has routine demands, but in occupational wellness, routine demands
are mixed with new, unpredictable challenges that keep a job exciting. Occupationally well people are
able to maximize their skills, and they have the opportunity to broaden their existing skills or gain new
ones. Their occupation offers the opportunity for advancement and recognition for achievement.
Occupational wellness encourages collaboration and interaction among coworkers, which fosters a
sense of teamwork and support.

7. Spiritual wellness provides a unifying

power that integrates all dimensions of wellness. Basic
Why should I take a fitness and wellness
characteristics of spiritual people include a sense of course or subject?

meaning and direction in life and a relationship to Most people go to college to learn how to
higher being. Pursuing these avenues may lead to make living, but a fitness and wellness subject will
teach you how to live-how to truly live life to its
personal freedom, including prayer, faith, love, fullest potential. Some people seem to think that
success is measured by how much money they
closeness to others, peace, joy, fulfillment, and
make, making a good living will not help you
altruism. unless you live a wellness lifestyle that will allow
you to enjoy what you earn.
Several studies have reported positive
You may want to ask yourself: Of what
relationships among spiritual well-being, emotional value is a nice income, a beautiful home, and a
solid retirement portfolio if at age of 45 I suffer a
well-being, and satisfaction with life. People who massive heart attack that will seriously limit my
attend church and regularly participate in religious physical capacity or end life itself.

organizations enjoy better health, have lower incidence

of chronic diseases, handle stress more effectively,
and apparently live longer. Prayer is signpost of our spirituality, at the core of most spiritual
experiences. It is communication with a higher power. At least 200 studies have been conducted on the
effects of prayer on health. About two-thirds of these studies have linked prayer to positive health
outcomes—as long as these prayers are offered with sincerity, humility, love, empathy, and
compassion. Some studies have shown faster healing time and fewer complications in patients who
didn’t even know they were being prayed for, compared with patients who were not prayed for.

Altruism, a key attribute of spiritual people, seems to enhance health and longevity. Studies
indicate that people who regularly volunteer live longer. Research has found that health benefits of
altruism are so powerful that doing well for others is good
for oneself, especially for the immune system.
Hypokinetic Diseases or conditions Hypo-
means “under” or “too little” and kinetic means
The relationship between spirituality and wellness “movement” or “activity”. Thus hypokinetic
means “too little activity”. Hypokinetic disease or
is meaningful in our quest for a better quality of life. As with
condition in one associated with lack of physical
the other dimensions, development of the spiritual activity or too little exercise. Examples include
heart disease, low back pain, adult-onset
dimension to its fullest potential contributes to wellness.
diabetes, and obesity.
Wellness requires a balance among all of its seven
dimensions.
 Reality Check

Do you consciously incorporate physical activity into your daily lifestyle? Can you provide examples? Do
you think you get sufficient daily physical activity to maintain good health?

Activity 1. On a scale 1-10 how will you evaluate your wellness in terms of seven dimensions? Justify your
answer.
 B. PHYSICAL FITNESS

Physical fitness pertains to the body’s ability to function efficiently and effectively. It consists of
health-related physical fitness and skill-related physical fitness, which have at least eleven components,
of which contributes to total quality of life. Physical fitness is associated with person’s ability to work
effectively, enjoy leisure time, be healthy, resist hypokinetic diseases or conditions, and meet
emergency situations.

Components of Physical Fitness

As the fitness concept grew at the end of the last century, it became clear that several specific
components contribute to an individual’s overall level of fitness. Physical fitness is classified into health-
related, skill-related, and physiological fitness.

1. Health-related Fitness is related to the ability of the person to perform activities of daily living
without undue fatigue and has a low risk of premature hypo kinetic diseases. Health-related fitness
components are cardio respiratory (aerobic) endurance, muscular strength and endurance,
muscular flexibility, and body composition.
1.1. Cardiorespiratory Fitness- relates to the ability of the circulatory and respiratory systems to
supply oxygen during sustained physical activity. Cardiorespiratory fitness is also known as
cardiovascular fitness, cardiovascular endurance, or aerobic fitness.
1.2. Muscular Strength- relates to the ability of the muscle to exert force. Muscular strength is also
specific in nature.
1.3. Muscular Endurance- relates to the muscle’s ability to continue to performing without fatigue.
Like flexibility, muscular endurance is specific to each major muscle group of the body.
1.4. Body Composition- relates to the relative amounts of muscle, fat, bone, and other vital parts
of the body. There are a variety of other methods assessing body composition, including
formulas to calculate body mass index (BMI). Body composition is the only nonperformance
component of health-related physical fitness.
1.5. Flexibility- relates to the range of motion available at the joint. Flexibility is specific to each
joint of the body. Therefore, there is no general test of flexibility unlike for the cardiorespiratory
fitness where there is a standard test.

2. Skill-related Fitness components consist of agility, balance, coordination, reaction time, speed,
and power. These components are related primarily to successful sports and motor skill
performance and may not be as crucial to better health.
2.1 Agility- is the ability to rapidly and accurately change the position of the body in space.
2.2 Speed-is the ability to perform movement in a short period of time.
2.3 Balance- is the maintenance of equilibrium while stationary or moving.
2.4 Power- is the ability to exert maximum force in a minimum length of time.
2.5 Coordination- is the ability to simultaneously perform multiple motor tasks smoothly and
accurately.
2.6 Reaction Time- is the duration between the stimulation and the response to the stimulus.
II. PHYSICAL FITNESS TESTING

Learning Objectives:

1. Explain the importance of physical fitness assessment

2. Identify the different skill-related and health related fitness tests.
3. Acquire knowledge on how to administer physical fitness tests properly.
4. Develop and foster team building and interpersonal abilities among the students.

A. Measuring Health-related Physical Fitness

1. Component: Flexibility
A. Test: Sit and Reach (YMCA of the USA 2000)
Purpose: to measure flexibility of lower back and hamstring muscle.

Equipment: Sit and Reach Box, or Tape Measure and Masking Tape

Instruction:
 Warm-up properly before the first trial.
 Remove your shoes for the test. Sit on the floor with the hips, back,
and, head against a wall, the legs fully extended, and the bottom of the feet
against the sit and reach box.
 Place the hands one on the top of the other and reach forward as far
as possible without letting the head and the back come of the wall.
 Now your head and back can come off the wall. Gradually reach forward three times, the third
time stretching forward as far as possible for at least 2 seconds. Be sure that
during the reach you keep the backs of the knees flat against the floor.
 Record the final number of fitness reached to the nearest half inch.
 You are allowed two trials, and an average of the 2 trials is used as the final test score.

Flexibility Rating Scale

Classification Men Women
High Performance zone 16+ 17+
Good Fitness zone 13-15 14-16
Marginal Zone 10-12 11-13
Low Zone <9 <10
Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive Lifestyle
Approach. 7th Edition. McGrawHill, USA.
 B. Test: Shoulder Flexibility

Purpose: To measure shoulder flexibility

Equipment: Ruler, Measuring Tape

Instruction:
 Raise your arm bend your elbow, and reach down across your back
as far as possible.
 At the same time, extend your left arm down and behind your back,
bend your elbow up across your back, and try to cross your fingers over
those of your right hand as shown in the accompanying illustration.
 Measure the distance to the nearest half-inch. If your finger overlap, score as plus. If they fail to
meet, score as a minus; use zero if your fingertips just touch.
 Repeat with your arms crossed the opposite direction (left arm). Most people find they are more
flexible on one side than the other.
 You are allowed two trials, and an average of the 2 trials is used as the final test score

Flexibility Rating Scale

Classification Men Women
Right Up Left Up Right Up Left Up
High Performance zone 5+ 4+ 6+ 5+
Good fitness zone 1-4 1-3 2-5 2-4
Marginal Zone 0 0 1 1
Low Zone <0 <0 <1 <1
Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive Lifestyle Approach.
7th Edition. McGrawHill, USA.

2. Component: Cardiorespiratory Fitness

Test: YMC 3 Minute-Step Test
This page describes the procedure for conducting the YMCA version of a step test.
A similar test is the Queens College step test, though it has a higher step and a
different stepping rate for men and women. See the other variations of step tests.

Purpose: To measure cardio-respiratory fitness of an individual. A step test

provides a submaximal measure of cardio-respiratory or endurance fitness (see
also other step tests)

Equipment: 12 inch (30 cm) step, stopwatch, metronome or cadence tape, stethoscope.

Instruction:

 Pre-test: Explain the test procedures to the subject. Perform screening of health risks and
obtain informed consent. Prepare forms and record basic information such as age, height, body
weight, gender, test conditions. Check step height and set metronome. See more details of pre-
test procedures.
  Procedure: Begin by demonstrating the alternating stepping cadence to the subject. In time
with the beat step one foot up on the bench (1st beat), step up with the second foot (2nd beat),
step down with one foot (3rd beat), and step down with the other foot (4th beat.)

 Allow the subject to practice the stepping to the metronome cadence, which is set at 96 beats
per minute (4 clicks = one step cycle) for a stepping rate of 24 steps per minute. The athlete
steps up and down on the platform at the given rate for a total of 3 minutes.

 The athlete immediately stops on completion of the test and sits down and remains still. Starting
within 5 seconds, the tester is to count the subject's heart rate (ideally with a stethoscope) for
one complete minute.

Scoring: The total one-minute post-exercise heart rate is the subject's score for the test.

3. Component: Muscular Strength

3.1 Test: Flexed Arm Support (Static)
Purpose: To measure muscular strength arms
Equipment: Mat or carpet
Instruction:

Women: Support the body in a push-up position from the knees. The hands should be outside
the shoulders, the back and legs straight. Lower the body until the upper arm is parallel to the floor or
elbow is flexed at 90 degrees.
 Men: Use the same procedure as for women except support the push-up position from the toes
instead of the knee. (same position as for 90 degree push-up.) Hold the 90-degrees position as long as
possible, up to the 30 seconds.

Static Endurance Rating Scale (Flexed Arm Support)

Rating Score
High Performance zone 30+
Good Fitness Zone 20-29
Marginal Zone 10-19
Low Fitness Zone <10
Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive Lifestyle Approach. 7 th Edition. McGrawHill, USA.

3.2 Test: Curl Up/Crunches (Dynamic)

Purpose: To measure the muscular strength and endurance of abdominal

muscle.

Equipment: Mat or carpet

Instruction:

 Sit on a mat or carpet with your legs bent more than 90 degrees so
your feet remain flat on the floor (about half way between 90 degrees and
straight).
 Make two tape marks 4 ½ inches apart or lay a 4 ½-inch strip of
paper so that the finger tips touch one tape mark (or other side of the paper).
 Keeping your heels in contact with the floor, curl the head and shoulders forward until your
fingers reach 4 ½ inches (other side of the strip)
 Lower slowly to beginning position. Repeat one curl-up every 3 seconds. Continue until every 3
seconds.
 Two partners may be helpful. One stands on the cardboard strip (to prevent movement) if one is
used. The second assure that the head returns to the floor after each repetition.

Dynamic Muscular Endurance Rating Scale

Rating Men Women
High Performance zone 35+ 25+
Good Fitness Zone 24-34 18-24
Marginal Zone 15-23 10-17
Low Fitness Zone <15 10
Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive Lifestyle Approach. 7 th Edition. McGrawHill,
USA.
4. Component: Body Composition
Test: Body Mass Index (BMI)
Purpose:
The body mass index (BMI) is defined as the ratio of body weight (measured in kilograms) and
the square of the height (measured in meters). Body weight is measured with the individual class in
lightweight shorts and shirt. Reading is recorded to the nearest 0.5 kg. Standing height with the
individual in stocking feet, fully erect, and stretched to full height while keeping the heels flat on the
floor. The body mass index is determined as follows‖

Bodyweight (kg)
BMI=
Height (m)2

The following steps can be used with this formula (Adams and Adams, 2009)

1. Weight in pounds divided to 2.2 = Weight in Kilogram (kg)

2. Height in inches X 0.0254= Height in Meters (m)
3. Height in meters X height in meters= height in meters squared (m2)
4. Step 1 divided by step 3= BMI

Disease Risk According to Body Mass Index (BMI)

Body Composition Rating Scale

BMI Disease Risk Classification
< 18.5 Increased Underweight
18.6-21.99 Low Acceptable
22.0-24.99 Very Low Acceptable
25.0-29.99 Increased Overweight
30.0-34.99 High Obesity I
35.0-39.99 Very High Obesity II
> 40 Extremely High Obesity III
Hoeger, Werner W.K. and Hoeger, Sharon A. (2009) Lifetime Physical Fitness and Wellness,
A Personalized Program, 10th Edition. Wadsworth , Cengage Learning, USA

B. Measuring Psychomotor Skills

The psychomotor domain encompasses the area of skill-related physical fitness and the
development of sports skills. Components skill-related physical fitness includes agility, balance,
coordination, power, reaction time, and speed. These skill related physical fitness form the basis for
developing skills related to particular sports. The development of the component of skill-related fitness
is directly related to the development of sports skills associated with various team, individual, and dual
sports. Basketball, football, and baseball, are some of the more obvious sports that require harmonious
interaction among various body parts.
1. Component: Reaction Time

A. Test: Coin Snatch

Purpose: the purpose of this test is to measure the reaction time of the arms by snatching the coin
falling from the elbow.
Equipment: Coin

Instruction:

1. The coin is to be placed on the elbow.

2. The coin must be caught in one snatch and the snatch is to be achieved on a downward beat of
the same arm and the coin caught palm down.
3. You should be able to snatch the coin in mid-air. If the coin flies across the room before you can
snatch it, you are probably moving your arm too quickly.
1. Practice can be done several times, but once they are ready they will be given one chance. Left
and right. Reaction Time Rating Scale
2. No adhesive of any sort may be used.
Score Attempts Rating

Scoring: The Test scored pass/fail. If the student able 1st Attempt Excellent
to snatch the coin of the same arm the score is recorded Pass 2nd Attempt Good
as pass. Score can also be recorded according to 3rd Attempt Average
number of attempts. 4th Attempt Fair
th th
Fail 5 -6 Attempts Needs Improvement

B. Test: Stick Drop Test

Purpose: to measure reaction time.
Equipment: Yardstick, a table, a chair, and a partner to help with the test.

Instruction:

 Sit in the chair next to the table so that your elbow and lower arm rest on the table comfortably.
The heel of your hand should be placed/be set on the table so that only your fingers and thumb
extend beyond the edge of the table.
 Your partner holds a yardstick at the top, allowing it to dangle between your thumb and fingers.
 The yardstick should be held tightly so that the 24-inch mark is even with your thumb and index
finger. No part of your hand should touch the yardstick.
 Without warning, your partner will drop the stick, and you will catch it with your thumb and index
finger.
 Your score is the number of inches read on the yardstick just above the thumb and index finger
after you catch the yardstick.
 Try the test three times. Your partner should be careful not to drop the stick at predictable time
intervals, so that you cannot guess when it will be dropped. It is important that you react only to
the dropping of the stick.
 Use the middle of your three scores (for example: if your scores 21,18, and 19, your middle
 score is 19). The higher your score, the faster your reaction time.

Reaction Time Scale

Rating Score
Excellent More than 21”
Good 19”-21
Average 16”-18 ¾”
Fair 13”-15 ¾”
Needs Improvement Below 13”
Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive Lifestyle Approach. 7 th Edition.
McGrawHill, USA.

2. Component: Balance
Test: Stork Balance Test
Purpose: To assess the ability to balance on the ball of the foot.
Equipment required: flat, non-slip surface, stopwatch, paper and pencil.

Instruction:
 The stork balance test requires the person to stand on one leg.
 Remove the shoes and place the hands on the hips, then position the non-supporting foot
against the inside knee of the supporting leg.
 The subject is given one minute to practice the balance.
 The subject raises the heel to balance on the ball of the foot.
 The stopwatch is started as the heel is raised from the floor.
 The stopwatch is stopped if any of the follow 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: The total time in seconds is recorded.

Rating Score (seconds)
The score is the best of three attempts. The
Excellent > 50
adjacent table lists general ratings for this test.
Good 40 - 50
Average 25- 39
 Variations: the stork balance test is also
Fair 10 - 24
sometimes conducted with the eyes closed,
Needs Improvement < 10
giving it a higher level of difficulty.

3. Component: Agility
Test: Illinois Agility Test
Purpose: The Illinois Agility Test (Getchell, 1979) is a commonly used test of agility in sports, and as
such there are many norms available.
 Agility is an important component of many team sports, though it is not always tested, and is
often difficult to interpret results.

Equipment: flat non-slip surface, marking

cones, stopwatch, measuring tape,

Instruction:

 The length of the course is 10 meters and the width

(distance between the start and finish points) is 5 meters.
 Four cones are used to mark the start, finish and the two
turning points.
 Another four cones are placed down the center an equal
distance apart.
 Each cone in the center is spaced 3.3 meters apart.
Subjects should lie on their front (head to the start line) and hands by their shoulders.
 On the 'Go' command the stopwatch is started, and the athlete gets up as quickly as possible
and runs around the course in the direction indicated, without knocking the cones over, to the
finish line, at which the timing is stopped.

Agility Run Rating Scale (seconds)

Scoring: The table below gives some rating scores
Rating Male Female
for the test Excellent < 15.2 < 17.0
Good 16.1-15.2 17.9-17.0
Variations: the starting and finishing sides can be Average 18.1-16.2 21.7-18.0
swapped, so that turning direction is reversed. Fair 18.3-18.2 23.0-21.8
Needs Improvement > 18.3 > 23.0

4. Component: Speed
Test: AAHPERD 50-Yard Dash
Sprint or speed tests can be performed over varying distances, depending on the
factors being tested and the relevance to the sport.
Purpose: To determine speed, agility and quickness.
Equipment: measuring tape , stopwatch , cone markers, open field
Instruction:
 Two runner should run at the same time (for competition), and all runner should be
instructed not to slow down before crossing the finish line.
 The test involves running a single maximum sprint over 50 yards, with the time
recorded.
 A thorough warm up should be given, including some practice starts and accelerations.
 The front foot must be on or behind the starting line.
 Two trials are allowed, and the best time is recorded.
 AAHPERD 50-yard Dash
Male Female
Percentile Age
16 17+ 16 17+
95 (excellent) 6.0 5.9 7.0 6.8
75 (good) 6.5 6.3 7.5 7.4
50 ( average) 6.7 6.6 7.9 7.9
25 (fair) 7.0 7.0 8.3 8.4
5 (needs improvement) 7.7 7.9 9.9 9.5
Source: Miller, David K. (2006) Measurement by Physical Education, Why and How 5 Edition, McGrawHill

5. Component: Coordination

A. Test: Alternate Hand-wall Toss Test

Purpose: to measure hand-eye coordination
Equipment: tennis ball or baseball, smooth and solid wall, marking tape, stopwatch (optional)

Instruction:

 A mark is placed a certain distance from the wall (e.g. 2 meters, 3 feet).
 The person stands behind the line and facing the wall. The ball is thrown from one hand in an
underarm action against the wall, and attempted to be caught with the opposite hand.
 The ball is then thrown back against the wall and caught with the initial hand. The test can
continue for a nominated number of attempts or for a set time period (e.g. 30 seconds). By
adding the constraint of a set time period, you also add the factor of working under pressure.
 Scoring: This table lists general ratings for the Wall Toss Test, based on the score of the
number of successful catches in a 30 second period.

Coordination Rating Scale

Rating Score (in 30 seconds)
Excellent > 35
Good 30 - 35
Average 20- 29
Fair 15 - 19
Needs Improvement < 15
Source: Adapted from www.topendsports.com

Variations / modifications: There are numerous variations that can be made to the procedures of this
test depending on the desired outcomes: the size, weight and shape of the object, the distance from the
wall, the number of attempts or time period can all be varied. The procedure should be recorded with
the results and kept consistent for future testing of the same subjects.
 B. Test: Wand Juggling/Stick Flip Coordination Test
Purpose: To measure hand and eye coordination
Equipment: The sticks are used to perform a one-half flip and
full flip as shown in the illustrations.

Instruction:

1. One-half flip. Hold two 21-inch (1/2 inch in diameter)

dowel rods, one in each hand. Support a third rod of the same size across the two. Toss the
supported rod in the air, so that it makes a half turn. Catch the thrown rod in the air with two
held rods.
2. Full flip. Perform the preceding task, letting the supported rod turn a full flip.

The test is performed as follows:

1. Practice the half-flip and full flip several times before taking the test.
2. When you are ready, attempt a half-flip five times. Score 1 point for each successful attempt.
3. When you are ready, attempt the full flip five times, score 2 points for each successful attempt.

Coordination Rating Scale

Rating Male Female
Excellent 14-15 13-15
Good 11-13 10-12
Average 5-10 4-9
Fair 3-4 2-3
Needs Improvement 0-2 0-1
Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive Lifestyle Approach. 7 th Edition. McGrawHill, USA.

6. Component: Power

Test: Vertical Jump

Purpose: To measure the leg power

Instruction:
 Hold a piece of chalk so its end even with your fingertips.
 Stand with both feet on the floor and your side to the wall and reach and mark as high as
possible.
 Jump upward with both feet as high as possible. Swing arms upward with both feet and make a
chalk mark on a 5’ X 1’ wall chart marked off in half-inch horizontal lines placed 6 feet from the
floor.
 Measure the distance between the reaching height and the jumping height
 Your score is the best of three jumps.
 Power Rating Scale
Rating Men Women
Excellent 25 ½” or more 23 ½” or more
Good 21”-25” 19”-23”
Average 16 ½”-20 ½” 14 ½”-18 ½”
Fair 12 ½”-16” 10 ½”-14”
Needs Improvement 12” or less 10” or less
Corbin , Charles B., et. al (2008) Concepts of Fitness and Wellness. A comprehensive Lifestyle Approach. 7 th Edition. McGrawHill, USA.

III. Anthropometric Measurement

Relationships of waist circumference and waist–hip ratio to disease risk and mortality

Both generalized and abdominal obesity are associated with increased risk of morbidity and
mortality. The main cause of obesity‐related deaths is CVD, for which abdominal obesity is a
predisposing factor. It is unclear which anthropometric measure is the most important predictor of risk
of CVD in adults – BMI, waist circumference, waist–hip ratio or even hip circumference.
BMI has traditionally been the chosen indicator by which to measure body size and composition,
and to diagnose underweight and overweight. However, alternative measures that reflect abdominal
adiposity, such as waist circumference, waist–hip ratio and waist– height ratio, have been suggested as
being superior to BMI in predicting CVD risk. This is based largely on the rationale that increased
visceral adipose tissue is associated with a range of metabolic abnormalities, including decreased
glucose tolerance, reduced insulin sensitivity and adverse lipid profiles, which are risk factors for type 2
diabetes and CVD. This chapter summarizes the experts’ discussions on the strength of associations
between anthropometric measures and health outcomes. More detailed reviews are provided in several
of the background papers (Huxley, et al., 2010; Qiao & Nyamdorj, 2010a; Qiao & Nyamdorj, 2010b;
Seidell, 2010).
One paper examined how waist circumference, waist–hip ratio and BMI perform in predicting
and differentiating risks of hypertension, dyslipidaemia and diabetes (as major risk factors for CVD),
and risks of CVD events (Huxley, et al., 2010).

HEIGHT (cm) WEIGHT (kg) WAIST CIRCUMFERENCE HIP CIRCUMFERENCE (cm)

(cm)

MALE FEMALE
BODY FAT PERCENTAGE: Remarks: Health Risk
[ ] High 25% or more [ ] High 35% or more
[ ] Slightly High 21% to 24% [ ] Slightly High 31% to 34%
[ ] Normal 10% to 19% [ ] Normal 20% to 30%
[ ] Low Less than 10% [ ] Low Less than 20%

Source: Obesity assessment recommended by

Lohman (1986) and Nagamine (1972)
 MALE FEMALE
WAIST-HIP-RATIO (WHR) Remarks: Health Risk
[ ] High 1.0 + [ ] High .85 +
[ ] Moderate .96 to 1.0 [ ] Moderate .81 to .85
[ ] Low.95 or below [ ] Low .80 or below

Source: https://www.nestle.tt/nutrition-health-wellness/wellness-tools
BODY MASS INDEX (BMI) Remarks: [ ] Level 2 Obese/Very High More than 30
[ ] Level 1 Obese/High More than 25 and less than 30
[ ] Normal/Normal more than 18.5 and less than 25
[ ] Lean/Low Less than 18.5

Source: Japan Obesity Association (Oct. 1999)

The above-mentioned indices refer to the values for obesity judgment
proposed by the WHO, the World Health Organization