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Fitness Level of Notre Dame of Marbel University Physical Education Majors:

Basis for the development of Physical Fitness Program.

Celeste, Jason James D.

Monterola, Troy T.

Omanio, Joshua S.

Notre Dame of Marbel University

Dr. Lynou R. Zacal

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APPROVAL SHEET
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ACKNOWLEDGEMENT

The researchers would also like to express deep and sincere gratitude to
our research subject adviser, Doc. Lynou Zacal for providing us invaluable supervision,
and support during the course of our research study.
We would also like to thank our research adviser Mr. Eliseo V. Villaganas for his
empathy, patience, and knowledge that he imparts unto us and for sharing his knowledge
and technical expertise. It was a great privilege and honor to work and study under his
guidance.
The researchers’ gratitude also extends to Doc Ma. Magdalena F. Cobrador, for
allowing us the opportunity to conduct our research among the Bachelor of Physical
Education Students.
Without their help, our research paper would not be possible. Our thanks and
appreciations also go to our respondents who willingly helped with their full cooperation
which has made the research study achieve its smooth completion
We would also like to give thanks for the time and knowledge that you have given us
to conduct this study. To our dearest parents for their deep consideration for
the finances and undying support throughout the making of the research study. As well
as for their words of encouragement to all those nights that we’ve spent
making the research study.
Last but not the least, the researchers would like to give thanks to the Lord, our
Almighty God for the knowledge, intelligence, boldness, and strength to wrap up this
research study. Also, for giving the course this opportunity and involvement that gave us
so much to learn, and we thank you for the guidance all through the end.

To God to Glory!
Jason James D. Celeste
Troy T. Monterola
Joshua S. Omanio
Researchers
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ABSTRACT

The purpose of this study aims to find out where BPED students are weak in

terms of physical fitness and to implement a program that can help the student in

enhancing their skills.

This study will use quantitative research in which we used a slovins formula to

get the average of the respondents. This study will determine the students strength and

weakness in terms of performing the Physical Fitness Test which is a big help, to

enhance the students health and physical fitness.

As a Bachelor of Physical Education student, you will need to improve your

physical as well as mental preparation for any activities that come your way. This

program will also help the student to be physically healthy and to avoid disease while

doing such physical activities. In addition, with this physical fitness program, it will

develop the student’s flexibility, speed, muscular strength, body composition, and

cardiovascular endurance, which are necessary for a lifelong adaptation to healthy

lifestyles. It will also examine their physical related fitness, which is agility, balance,

power, speed, coordination, and endurance. This program will help the Bachelor of

Physical Education students be physically and mentally ready all the time. As a result of

this study, we found out that many students are not good in balancing and coordination

because base on the result many student get 44.77 mean in right foot and 39.88 mean in

the left foot in performing stork balance while other students got 2.49 in performing

coordination which is juggling when performing the skills, which means that this

program can identify the student’s weaknesses in every physical fitness test.
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Therefore, we must have a plan for helping the Bachelor of Physical Education

students be active in activities and to be physically and mentally healthy in all aspects so

that it’s easier for them to stick to their fitness routine and become more motivated.

Keywords: Physical Fitness Program, Physical Related Fitness

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TABLE OF CONTENTS
Page No.
Acknowledgement 4
Abstract 5
Table of Contents 7
List of Tables 8
List of Figures 9
List of Appendices 10
INTRODUCTION 11

Review of Related Literature 17

Theoretical framework 28

Statement of the problem 28

Significance of the Study 30

Definition of Terms 31

METHOD 33

Research Design 33

Locale of the Study 33

Participants of the Study 36

Research Instruments 36

Data Collection 36

Data Analysis 37

Conclusion 83

Recommendation 83

References 85
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LIST OF TABLES

Table 1: Demographic Profile of NDMU BPED Students 39

Table 2: What are the physical fitness levels of NDMU BPED students 41

Table 3: What is the relationship between demographics and each of

both health-related and skills-related fitness? 46

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LIST OF FIGURES

Figure 1. Conceptual Framework 13

Figure 2: Location Map of Koronadal City 33

Figure 3. Research Design Paradigm 34

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LIST OF APPENDICES

Appendix A Request letter 89

Appendix B Fitness Test tool 90

Appendix C Statement of the Problem 91

Appendix D Curriculum Vitae 93

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Introduction

Background of the Study

People in today's society are particularly interested in technology and lose sight

of the value of physical activity in promoting physical fitness. People's health may be

impacted by inactivity, which may result in a decline in their level of physical fitness if

they refrain from participating in physical activities that can improve it. (Citation) The

two areas of physical fitness are health-related fitness and skills related fitness. These

two areas of physical fitness plays a vital role in maintaining and developing our

capabilities in performing different physical activities, also it can help us to prevent such

diseases and maintain our body to be physically fit and healthy. (Citation)

In addition Obesity is one of the major health concerns related to fitness and has a

global impact. According to WHO, over 1.9 billion adults and 340 million children and

adolescents aged 5-19 were overweight or obese in 2016. Unhealthy eating habits and a

lack of physical activity are the main contributors to this issue. Extensive research has

evidenced that engaging in physical activities and consuming healthy food can help

prevent or curb obesity-associated illnesses such as diabetes and heart diseases.

According to the Global action plan on physical activity 2018-2030, the world's

population is at risk of failing to meet the physical activity levels recommended with the

current trends.
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Addressing health-related fitness and skill-related fitness is crucial in the

Philippines. According to the Philippine National Health Survey, non-communicable

diseases (NCDs) such as heart disease, stroke, and diabetes are the leading causes of

death in the country. These diseases can be prevented by engaging in regular physical

activity and consuming healthy food, which are key components of health-related fitness.

Despite this, only 23.6% of Filipino adults meet the recommended physical activity

levels. This low level of physical activity is not only a risk factor for NCDs but also

reflects the low level of health-related fitness among Filipinos. According to a Sun Life

report, six out of ten Filipinos do not engage in any regular physical activity, but the

majority of them are still positive about their general health. However, a more recent

study on global trends in inadequate physical activity found that nearly 40% of Filipinos

are insufficiently active. Guthold et al. found that 30% of Filipino males and 50% of

Filipino females were insufficiently active. Given that physical inactivity is a recognized

risk factor for many chronic diseases, these findings are concerning. Promoting physical

activity among college students could be a crucial tactic for ensuring that they form

consistent physical activity habits that they can maintain throughout adulthood. (citation)

Their is a study conducted about the fitness level but conducted in senior high school

at Notre Dame of Marbel University IBED conducted by Jay Ford et al., 2019. Where

physical fitness program help the NDMU IBED students how to engage in physical

activities that will enhance their level of physical fitness and this study is created to

change the lifestyle of the students and also to develop their physical fitness.
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In terms of those problem, the physical fitness level of the BPED students in

NDMU should be maintained because other students are not flexible and have a health

problems that may affect them when they will perform physical activities which is very

visible in BPED students in NDMU. In relation to the problem there are BPED students

that has low fitness level wherein they need to develop their weaknesses in terms of

having low fitness level in order for them to manage different physical activities that

involves in their course.

In addition, students should be familiar and aware of both health and skill related

fitness to ensure that they can perform different physical activities from low intensity to

vigorous type of physical activity, and encourage them to participate in physical fitness

program as well as to maintain their healthy lifestyle. BPED students are more on having

a physical activities, therefore they need to be physically active in order for them to

prevent undue fatigue. As mentioned those problems, this research was conducted to

determine the physical fitness level of NDMU BPED students and the results will be the

basis for the program development in physical fitness program.

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Conceptual Framework

The conceptual framework shows the process on how to develop physical fitness

program base on the result of the physical fitness test of the BPED students in NDMU.

Figure 1. Conceptual Framework

Physical Education

Physical Fitness

Physical Related fitness

Health-Related fitness
 Agility
 Cardiovascular endurance  Balance
 Body composition  Coordination
 Flexibility  Power
 Muscular strength  Reaction time
 Muscular endurance  Speed

Physical Fitness Program Development

Physical Education

Concepts of measurement in physical education are presented in this college-level text

to enable the preservice physical education major to develop skills in determining pupil
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status, designing effective physical activity programs, and measuring student progress.

Although academic performance stems from a complex interaction between intellect and

contextual variables, health is a vital moderating factor in a child's ability to learn. The

idea that healthy children learn better is empirically supported and well accepted (Basch,

2010), and multiple studies have confirmed that health benefits are associated with

physical activity, including cardiovascular and muscular fitness, bone health,

psychosocial outcomes, and cognitive and brain health (Strong et al., 2005).

Given that the brain is responsible for both mental processes and physical actions of

the human body, brain health is important across the life span. In adults, brain health,

representing absence of disease and optimal structure and function, is measured in terms

of quality of life and effective functioning in activities of daily living. In children, brain

health can be measured in terms of successful development of attention, on-task

behavior, memory, and academic performance in an educational setting. This chapter

reviews the findings of recent research regarding the contribution of engagement in

physical activity and the attainment of a health-enhancing level of physical fitness to

cognitive and brain health in children.

Before outlining the health benefits of physical activity and fitness, it is important to

note that many factors influence academic performance. Among these are socioeconomic

status (Sirin, 2005), parental involvement (Fan and Chen, 2001), and a host of other

demographic factors. A valuable predictor of student academic performance is a parent

having clear expectations for the child's academic success. Attendance is another factor
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confirmed as having a significant impact on academic performance (Stanca, 2006; Baxter

et al., 2011).

Both skill-related and health-related fitness can be used to characterize physical

fitness. Speed, agility, balance, coordination, power, and response time are the

components of skill-related fitness, which is connected to motor skill performance or

sport. Health-related fitness, which includes body composition, flexibility,

cardiorespiratory endurance, and muscular strength and endurance, was the article's main

topic. As suggested by the name, fitness-related to health is crucial to overall health.

Children who are not physically fit have a higher risk of metabolic and cardiovascular

illness. From childhood through adulthood, many conditions are at risk for developing.

Additionally, children's academic performance and bone health may both benefit from

activity. Currently used tests to measure child fitness. The elements of health-related

fitness are discussed in detail below, together with definitions for a healthy level of

fitness.

Health-related fitness

The health-related fitness (HRF) curriculum model is widely used in physical education

to promote healthy behaviors and the lifelong adoption of a healthy lifestyle (Haerens et

al., 2011). Most scholars agree that some general agreed-upon purposes of HRF in

physical education are to promote a healthy and active lifestyle (Fairclough et al., 2002)

by providing personally relevant, interesting, and enjoyable activities that positively

influence adolescents to engage in these activities outside of school (Hassandra et al.,

2003). Scholars have conceptualized HRF in a number of ways. One conceptual aim of
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HRF is to maximize physical activity during lessons and keep students active in

moderate to vigorous physical activity (MVPA) for at least 50% of class time (Nelson et

al., 2011; Sallis et al., 2012; Webster et al., 2015; Webster et al., 2016). Focusing solely

on MVPA can have an immediate impact, but physical education that does not go

beyond a focus on MVPA limits the possibility of learning a variety of skills (Dwyer et

al., 1983). Some have argued that HRF will be a by-product of teaching within the

multiactivity framework in that pupils learn the skills and dispositions to participate in a

lifetime of health-based activity (Webster et al., 2016). As a result, the effects of an HRF

program in terms of health may be delayed. Those scholars have suggested that

traditional team sports–based approaches to physical education might not be ideal for

teaching health-enhancing behaviors if physical educators are focused on making a

meaningful contribution to health promotion and in the process assisting young people to

be active and healthy adults (Haerens et al., 2011; Webster et al., 2016).

Review Related Literature

This chapter presents the review of related literature and studies that support this

study.

Cardiovascular Endurance

Cardiovascular endurance. According to Franklin, "Cardiovascular endurance is

measured by looking at the maximum uptake of oxygen and how it's used during intense

exercise. Is a measure of how well you can do exercises that involve your whole body at

moderate to high intensity for an extended time. Improving your cardiovascular

endurance can make it easier for you to carry out your daily tasks. It is also a measure of
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how well you can do exercises that involve your whole body at moderate to high

intensity for an extended time. Improving your cardiovascular endurance can make it

easier for you to carry out your daily tasks. In measuring the cardiovascular endurance,

the participants will do the twelve minute walk/run test. (citation)

Body Composition

Body composition. It is the proportion of fat mass to lean body mass. A stronger

cardiovascular profile later in life and a decreased risk of death are linked to a healthier

body composition during childhood and adolescence. According to Eisenmann,

children's total fitness as measured by maximal oxygen uptake (VO2max) is less

significantly correlated with bad health conditions (like metabolic syndrome) than body

composition (fatness). For boys, a healthy body fat range is 10% to 25%, and for girls,

17% to 32%. (citation)

Body composition may not be reliably estimated by only measuring body mass

because it fluctuates with chronological age, growth, and maturation. It is possible to

measure body composition with a variety of technologically advanced tools and

techniques, all of which have varied degrees of accuracy. These techniques, which also

include expensive hardware and/or radiation exposure, include magnetic resonance

imaging, computed tomography, dual-energy x-ray absorptiometry, bioelectrical

impendence, and air displacement plethysmography. The foundations, benefits, and

drawbacks of each of these approaches have been examined. Due to its combination of

accuracy, cost-effectiveness, and safety, dual-energy x-ray absorptiometry is regarded as

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the gold standard among these sophisticated techniques for validation studies of body

composition and other research. (citation)

In measuring body composition, is you need to get the body mass index (BMI),

waist-to-hip ratio, and waist circumference (abdominal fat) of the students.

Flexibility

Flexibility. The term "flexibility" refers to the capacity of a joint to move across its

whole range of motion. Flexibility according to Gummerson "it is the absolute range of

movement in a joint or series of joints that is attainable in a momentary effort with the

help of a partner or a piece of equipment." This definition tells us that flexibility is not

something general but is specific to a particular joint or set of joints. Flexibility is a joint-

specific property, and a joint's extensibility is influenced by the extensibility of its

surrounding noncontractile tissues, such as the joint capsule, ligaments, and tendons.

There is insufficient data to calculate the connection between flexibility and health.

(citation)

A goniometer, an inclinometer, or a tape measure are typically used to evaluate

flexibility, or available motion, at a specific joint. However, measuring every anatomical

joint in a body part or extremity is not a useful way to gauge or assess overall flexibility.

As a result, single measurements intended to indicate overall flexibility are frequently

included in flexibility screenings and field tests. The sit and reach test, which evaluates
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flexibility in the gastrocnemius, hamstring, buttock, lumbar, thoracic, and scapular

regions, is the most often used measurement. Alternatives for evaluating flexibility

include the back saver sit and reach test and the modified sit and reach test, although

their use may be constrained since normative data have not yet been made public. In

measuring the flexibility of the participants, they should do the sit and reach test and

shoulder flexibility test. (citation)

Strength

Strength. Physical fitness for health includes both muscular strength ("maximum

force application") and muscular endurance ("repeated, high resistance muscle

contractions"). (citation)

Independent of cardiorespiratory endurance, a negative relationship between muscle

mass and clustering metabolic risk variables has been demonstrated. Numerous research

have shown evidence for some possible health-related advantages of strength training in

kids and teenagers, even though conclusions are constrained due to methodological

constraints of the studies. Although there have been some positive short-term impacts,

resistance training has not been shown to produce statistically significant long-term

changes in body composition (such as weight, limb circumference, or skinfolds). In

obese kids, resistance training has been demonstrated to offer some protection against the

loss of fat-free mass after weight loss. However, efforts to involve kids and teenagers in
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strength training shouldn't be put on hold since there isn't methodologically sound and

reliable evidence yet, and more thoroughly planned research are still being conducted.

Readers are directed to a more thorough analysis of the particular program design for

pediatric resistance training by Faigenbaum and Myer. (citation)

It hasn't always been advised for kids and teenagers to participate in resistance (or

strength) training programs because of the high danger of damage. Injury to the

epiphyseal plates was a concern since it could affect growth and development. Many of

the reported injuries, according to the majority of the data, were caused by insufficient

training, excessive weight, and/or a lack of adult supervision. Strength training poses

little harm to kids and teenagers when done under the right supervision and according to

a prescribed exercise program. Additionally, it was believed that children's lack of

circulating androgens prevented them from increasing their physical strength through

resistance training. Resistance training has been found to help young people increase

their muscular strength, and both girls and boys and young people and adults experience

improvements that are similar in relative magnitude. As strength improvements

associated with resistance training were not maintained over a period of detraining, it

appears that resistance training is responsible for these strength gains rather than just

development and maturation. Despite the fact that muscular strength and muscular

endurance are distinct ideas with distinct physiological underpinnings, testing frequently

combines the two into a single measure known as muscular strength/endurance. Because

measurements of physical strength/endurance are unique to a specific muscle group,

testing should ideally cover all relevant muscle groups. Despite the well-known value of

specificity in muscle group testing, there hasn't been much written about muscle-specific
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testing procedures, particularly for kids and teenagers without neuromuscular diseases.

To measure the strength, the participants will do one-minute push-ups, one-minute, bent-

knee sit-ups and leg-bend test. (citation)

Skill-related fitness

Skill-related fitness is broken down into six different components; agility, speed,

power, balance, coordination, reaction time. These skill-related components are

movements that are necessary for an individual to successfully demonstrate a variety of

motor skills and movement patterns. While essential, these skill-related components of

fitness are not employed and emphasized routinely in the physical education setting yet

can be extremely enjoyable for students. Therefore, the purpose of this article is to

describe and outline various activities that can be integrated in the physical education

setting to focus on skill-related components of fitness, (Thomas Demet and Zachary

Wahl-Alexander 2019).

Agility

Agility. According to Sheppard and Young (2006) "agility is a rapid whole body

movement with change of direction or velocity in response to a stimulus.” Is the capacity

to move fast and change course with ease. For instance, basketball players are highly

agile. They must quickly react to the movement of the ball and other players by jumping,

sliding, twisting, and backpedaling in all directions. Their body must be trained to react

quickly and shift direction when necessary. To measure the agility of the students, they

will do the illinois agility test comprises a weaving running course , mark by cones ,

which has to be completed in the shortest possible time. The facilitator will mark out the
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course to the exact measurements required, participant starts in a face-down lying

position at the start line, and ensure accuracy of timing with two timers at the finish line.

(citation)

Balance

Balance. Gymnasts, yogis, skaters, and surfers all require highly developed balance

skills in order to engage in their respective activities. But not just these athletes can gain

from practicing balance. (citation)

Your capacity to alter your body position so that you remain upright is referred to

as balance. It has to do with proprioception, or being aware of where your body is in

relation to other objects, and being able to adapt your position as your center of gravity

shifts as a result of movement. (citation)

Few sports do not involve a significant amount of balance work, and many

activities need good balance for both performance and safety. For instance, balance

training is beneficial for trail runners since it can assist them avoid falling or rolling their

ankle after stumbling over a root or slipping on a muddy road. To measure the balance

the participant will do the standing stork test in a way that the participant places their

hand on hips and one foot on inside knee of the opposite leg, raises their heel and holds

the balance for as long as possible, and the score is taken as the total time the participant

held the balance successfully(citation)

Coordination
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Coordination. Numerous sports and hobbies, such as badminton, golf, soccer,

basketball, football, racquetball, archery, softball, ultimate frisbee, and more call for a

highly developed hand-eye (or foot-eye) coordination. Each one demands that you be

able to view an outside item and act swiftly with your hands and/or feet to complete a

predetermined task. To measure the participant’s coordination, the participants will do

the Alternate hand wall toss test in a way that, they will stand exactly two metres from a

smooth-surfaced wall, throws the ball with one hand and catches with the other and

repeats, and non-participant counts number of successful catches in 30 seconds. (citation)

Power

Power. It mixes strength and quickness. In essence, it refers to how quickly you can

produce your maximum force. Those who use their brute strength in brief, all-out

attempts are referred to as "power athletes" in sports. Examples include Olympic

weightlifters, football players, and gymnasts. (citation)

However, players in other sports like tennis, basketball, and volleyball might also

gain by gaining more strength. Leg power is needed to jump for a rebound, while upper-

and lower-body strength are needed to firmly spike a volleyball. To measure the power,

the participants will do the Vertical jump test in a way that, the participant stands

sideways onto wall and measures height with an up-stretched arm, jumps as high as
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possible and marks wall at peak of the jump on three occasions, and the average distance

between the standing and jumping height is taken as the score. (citation)

Reaction time

Reaction time. refers to how rapidly you can react to a stimulus outside of yourself.

Consider a tennis match for a moment. The greatest players respond nearly immediately

when the ball leaves their opponent's racquet, running in the direction they anticipate the

ball will land.

Your mind-body link strongly influences how quickly you react. Your body

responds in accordance with how your mind interprets the stimuli that is seen by your

eyes.

This mind-body reaction is largely influenced by one's familiarity with the

relevant sport or activity. A skilled tennis player can nearly quickly read and anticipate a

ball's path. They can respond to the stimulus more rapidly (and accurately) thanks to this

expertise.

A rookie tennis player, on the other hand, might see the ball leave the opponent's

racquet, but they won't be able to process what they see as quickly, which will slow

down their reaction time. To measure the reaction time, the participants will do the ruler

drop test wherein, they will hold a 30 cm ruler above the open hand of the participant,

the 0 cm mark must be directly between the thumb and index finger, non-participant

drops the ruler with no warning and participant catches, and the score is taken from

where the top of the thumb hits the ruler after three tests provides an average. (citation)
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Speed

Speed. Perhaps the 100-meter sprint comes to mind when you consider speed.

However, speed is always relative. Elite sprinters need to be exceptionally quick for only

approximately 10 seconds. On the other hand, if a marathon runner wishes to increase

their speed to record a new personal best, they might seek to lower their race pace per

mile from 10 minutes to 9.5 minutes, a tempo they would have to sustain for little over

four hours. Although these two fictitious athletes exercise differently, they both aim to

get faster for their respective sports. So, depending on the sport you're training for, your

speed training will change. High-intensity interval training (HIIT) is one of the finest

techniques to increase speed in any sport. (citation)

Through repeated challenges to your aerobic and anaerobic systems, this training

teaches your muscles, heart, and lungs to get used to operating at higher levels of

intensity. It entails working at an all-out or almost all-out effort for specific periods of

time, followed by predetermined intervals of rest. To measure the speed, the participants

will do the 30 metre sprint test, wherein there is a mark out of a 30 metre distance on an

even, firm surface. The participant takes a rolling start so that they are running at full

speed as they hit the start line, and ensure accurate timing by using two timers. (citation)

Physical fitness program development

Physical fitness program development. Obesity, children's lack of physical fitness,

and their causative dependence are linked to numerous diseases that can be prevented,

making them a severe current and future public health issue. The improvement of many

physiological and morphological variables in children can be attributed to two factors:

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quality diet and regular and effective physical activity during childhood. Additional

advantages of physical activity for kids' psychological, lifestyle, social, and cognitive

development include a plethora of other advantages. Since parents sometimes worry

about their children's safety and economic restrictions limit their physical activity outside

of school, a significant portion of children's physical activity is currently concentrated in

regular physical education (PE) programs in schools. This is particularly problematic in

Slovenia during the first years of school when PE lessons are frequently taught by

generalist teachers without the necessary PE teaching skills. This can lead to less

effective physical fitness development, increased risks of obesity, and a decline in motor

skills and functional abilities, all of which can have negative effects on outcomes in

adulthood.

Furthermore, the available research suggests that programs with required physical

activity components, such regular PE sessions, are preferable to those based on

educational interventions since adherence is ensured. We therefore sought to ascertain

whether the troubling trends could be reversed within the framework of the educational

system and the current PE curriculum, without the use of time-limited external

interventions that would be less economically effective or unique voluntary intervention

programs, and with the partial allocation of already available human resources in

schools.

The amount of time allotted, the facilities and equipment available, the

curriculum's contents, the number of students to a teacher, and the instructor's

qualifications, in our opinion, determine the quality of physical education. Among these,
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it is clear that the PE outcomes are determined by the PE curriculum and its effective

execution. The official PE curricula serve as a foundation for potential interventions and,

in some situations, have the power to reduce the subject's impact. In the case of Slovenia,

the physical education curriculum places insufficient focus on health-related topics or

views them as unexpected side consequences of the acquisition of motor skills and

sporting abilities. (citation)

Our objective, by removing the other four elements, was to determine whether the

competences of specialized PE teachers have an impact on children's physical

development and fitness. The implementation of the curriculum, in contrast, depends on

teachers' teaching competencies. We looked at whether the difference in time allotted to

developing teaching competencies affects the caliber and efficacy of planning and

teaching competencies of both profiles. Slovenian generalist teachers receive between

175 and 355 hours of instruction related to PE teaching over the course of their five years

of study, while specialist PE teachers receive over 1,600 hours. (citation)

Theoretical Framework

Physical Fitness Theory and Practice

The most frequently used PA assessment methods that are used in research will be

discussed in this paper. An overview of the strengths and limitations of the techniques

should make the choice of an appropriate assessment method for a specific research

question well considered. Three types of PA assessment methods can be distinguished:

criterion methods, objective methods and subjective methods. As PA is defined as bodily

movement resulting in energy expenditure, it should be clear that ‘direct calorimetry’

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(measuring EE by measuring heat production or heat loss) is the gold standard for PA

assessment against which the validation of other methods should be made. This

assessment method however is in most cases not feasible due to practical reasons.

Indirect calorimetry, measurement of heat production, or EE by measuring oxygen

consumption and/or carbon dioxide production should be used as criterion measurement

for validation. Objective PA assessment methods include activity monitors (pedometers

and accelerometers) and heart rate monitoring.

Statement of the Problem

This study aims to assess the physical fitness levels of Bachelor of Physical

Education students of Notre Dame of Marbel University as basis for the development of

physical fitness program.

Specifically, it will answer the following:

1. What is the demographic profile of NDMU BPED students in terms of:

1.1 Age;

1.2 Sex; and

1.3 Year level?

2. What are the physical fitness levels of NDMU BPED students along the following:

2.1 Health-Related Fitness

2.1.1 BMI
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2.1.2 Muscular Strength

2.1.3 Muscular Endurance

2.1.4 Flexibility

2.2 Skills-Related Fitness

2.2.1 Agility

2.2.2 Balance

2.2.3 Coordination

2.2.4 Power

2.2.5 Reaction Time

2.2.6 Speed

2.2.7 Cardiovascular Endurance

3. What is the relationship between demographics and each of both health-related and

skills-related fitness?

4. What physical fitness program can be developed based on the results of the study?

Significance of the Study

As a result of this research's contribution to our society, teachers will now have a

foundation upon which to build fitness programs that will help students improve their
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physical and health-related fitness as well as their general knowledge of the advantages

of fitness programs for growth and development.

This study adds to the amount of knowledge already available about the significance

of physical fitness. One element that may affect student success is physical fitness. This

study is beneficial to the following:

Teachers. This study may be used to reorganize and assess physical fitness level

of the students and give them the best possible instruction in physical fitness. Based on

the needs of the individual students, physical education teachers might differentiate their

instruction.

Coaches . It is a person who can guide and helps their clients reach their goals using

exercise and nutrition. Typically, these coaches are found in micro gyms. These coaches

don't just preach a certain type of exercise and diet.

Students. It is thought to be useful to students since it has a big impact on the

students' progress and physical fitness. Encouragement should be given to the students to

take part in having a good physical fitness level. Students should also feel comfortable

participating as fully as possible in physical education sessions.

Future researchers. They can use this study to supplement their data and

improve how they interpret the findings of their research on physical fitness programs.

Definition of Terms

Definition of terms contains the definition of some of the terms commonly used in

public involvement in research and explanation that related to this study.

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Physical Activity – The World Health Organization (WHO) (2020), defines physical

activity as any bodily movement produced by skeletal muscles that requires energy

expenditure – including activities undertaken while working, playing, carrying out

household chores, travelling, and engaging in recreational pursuits.

Physical Education – According to the Centers for Disease Control and Prevention

(2020), Physical education is the foundation of a Comprehensive School Physical

Activity Program. It is an academic subject characterized by a planned, sequential K–12

curriculum (course of study) that is based on the national standards for physical

education. Physical education provides cognitive content and instruction designed to

develop motor skills, knowledge, and behaviors for physical activity and physical fitness.

Supporting schools to establish physical education daily can provide students with the

ability and confidence to be physically active for a lifetime.

Physical Fitness – According to Corbin and Le Masurier (2021), physical fitness is the

ability of the body to work efficiently to allow a person to be healthy and perform

activities for everyday living.

Health-related fitness (HRF)- is a multidimensional construct that, according to theory,

combines body composition, flexibility, muscular strength, and endurance with

cardiorespiratory endurance.

Body composition- is the proportion of fat mass to lean body mass. A stronger

cardiovascular profile later in life and a decreased risk of death are linked to a healthier

body composition during childhood and adolescence.

 33

Flexibility- refers to the capacity of a joint to move across its whole range of motion and

it is also a joint-specific property, and a joint's extensibility is influenced by the

extensibility of its surrounding noncontractile tissues, such as the joint capsule,

ligaments, and tendons.

Physical fitness program development- Obesity, children's lack of physical fitness, and

their causative dependence are linked to numerous diseases that can be prevented,

making them a severe current and future public health issue. The improvement of many

physiological and morphological variables in children can be attributed to two factors:

quality diet and regular and effective physical activity during childhood.

Method

Research Design

This study will be using a quantitative descriptive method according to Reichheld

(2021) it is a type of research design that aims to systematically obtain information to

describe a phenomenon, situation, or population which aims to address the problem

statement, the researchers describe the survey results using the descriptive approach. The

researchers will use the information they have gathered to discuss and analyze the

findings in order to create a fitness program that closes the gap between programs for
 34

physical fitness and health-related fitness. They will also talk about how health-related

fitness and physical fitness are related in this study.

Locale of the study

The study will take place at Notre Dame of Marbel University.

Notre Dame of Marbel University is a sectarian institution situated in the

culturally pluralistic province of South Cotabato, in the island of Mindanao, Philippines.

It is the first high school to open in South Cotabato and Koronadal Valley. It is a

Catholic educational, its runs by the Marist Brothers or FMS (Fraters’ Maristae a

Scholis), a Catholic religious order from France. It offers pre-school, elementary, high

school, college and postgraduate courses.

In order to explore and learn more about the fitness levels of Notre Dame of Marbel

University's physical education majors and serve as the foundation for a program to

enhance physical fitness, the researchers opted to conduct their research there
 35

Figure 2. Location Map of Koronadal City

Research Paradigm

Physical Fitness Assessment: Basis for Physical Fitness Program Development

Demographic Profile Locale of the study

Notre Dame of Marbel University

A. Health-Related Fitness
B. Skilled-Related Fitness

Participants of the study

Relationship between demographics and

 36

DepEd Physical Fitness tool

Data Gathering

Data Analysis

Descriptive Analysis

Respondents

The respondents of the study are the selected students of Notre Dame of Marbel

University with a course of Bachelor of Physical Education.

Sampling Techniques

The participants of this study must be a bona fide student of Notre Dame of

Marbel University, must be part of Bachelor of Physical Education, and has

willingness to be surveyed in order for the researchers to collect data. The researchers
 37

used slovin’s formula to get the sample size of the respondents. It is computed as

n=N/(1+Ne2).

Research Instruments

For this investigation, DepEd Physical Fitness tool DO_s2019_034 is the tool that the

researchers used to measure and assess the physical fitness of their respondents. The

DepEd Physical Fitness tool is made up of inquiries pertaining to the participants in the

researchers' study.

Based on their particular study issues, the researchers devised and employed a DepEd

Physical Fitness tool for data collection. It was reviewed and given the thumbs up by

their research teacher and consultant and includes the four key questions. Appendix D

has a sample copy.

Data Collection

For permission to begin collecting data, the researcher included a letter of consent

from the research adviser. Following approval. The researchers begin by requesting

consent from the respondents by asking willingness to participate in our study to collect

datas. Data interpretation will follow after collecting of the data. Gathering the data is

one of the most difficult aspects of the research because it requires careful analysis and

verification of the information. The researchers must take into account participant

feedback when gathering data.

Data Analysis
 38

Data were analyzed using descriptive analysis, which involves looking at quantitative

findings to expound the study's data. To comprehend the study, a procedure of

conducting the physical fitness test using the DepEd fitness test tool and formulate a

program based on their level of fitness.

Health and skill- Mean Classification Verbal interpretation

related fitness

Zipper Test Right 3.53 GOOD The fitness level of the respondents in this area

was classified as good.

Zipper Test Left 2.01 GOOD The fitness level of the respondents in this area

was classified as good.

Sit and Reach 51.82 VERY GOOD The fitness level of the respondents in this area

was classified as very good for they performed

well.

Hexagon Agility 6.26 VERY GOOD The fitness level of the respondents in this area

Test was classified as very good as they perform well.

Stork Balance 39.88 NEEDS The fitness level of the respondents in this area

Stand Test ( Left IMPROVEME was classified as needs improvement as they

foot) NT perform the skill in very low standard.

 39

Stork Balance 44.77 FAIR The fitness level of the respondents in this area

Stand Test ( Right was classified as fair as they perform the skill in

foot) low standard.

Juggling 2.49 NEEDS The fitness level of the respondents in this area

IMPROVEME was classified as needs improvement as they

NT perform the skill in very low standard.

Standing Long 161.16 VERY GOOD The fitness level of the respondents in this area

Jump First Try was classified as very good as they perform the

skill well.

Results and Discussion

This present the data gathered from the Bachelor of Physical Education students

who are the respondents of this study. The data that were presented are based on their

physical Fitness test during the data collection. To complete the study, it is necessary to

analyze the data collected as well as discuss the data presented in order to answer the

research questions. As already indicated in the research methodology, data was

interpreted trough frequency count, average, and mean.

SOP 1: What is the demographic profile of NDMU BPED students in terms of:

Table 1.1 Demographic Profile of NDMU BPED Students in Terms of Age

 40

Year Old Frequency Percentage

19 12 19%

20 21 31%

21 23 34%

22 10 15%

23 1 1%

24 1 1%

Total 69 100.00%

Table 1.1 shows that most of the NDMU BPED students are 21 years old with a

percentage of 34% of the total population. 31 % of the population are students ages 20.

19% of the population are students ages 19. 15% of the population are the students ages

22. The lowest percentage of students when it comes to the age of 23 and 24 with the

same percentage of 1% each.

Table 1.2 Demographic Profile of NDMU BPED Students in Terms of Sex

 41

Sex Frequency Percentage

Female 34 49%

Male 35 51%

Total 69 100.00%

Table 1.2 Shows that 51% of the students in NDMU BPED is a male and 49%

were females. In this table, it shows that most of the students in NDMU BPED are male.

Table 1.3 Demographic Profile of NDMU BPED Students in Terms of year level

Year Level Frequency Percentage

1st year 21 31%

2nd year 23 33%

3rd year 25 36%

Total: 69 100.00%
 42

Table 1.3 Shows that 31% of the students in NDMU BPED were coming from 1 st

year. 33% are from the 2nd year and 36% which is the majority of the respondents were

from the 3rd year.

SOP 2: What are the physical fitness levels of NDMU BPED students along the

following:

2.1 Health-Related Fitness

Table 2.1.1 BMI

Health Related Fitness Mean Classification

BMI 21.32 NORMAL

The table shows that the Physical Fitness Levels of NDMU BPED students in

terms of health-related fitness. The BMI of NDMU BPED students in terms of health-

related fitness is normal with the mean of 21.32.

Table 2.1.2 Muscular Strength

Health Related Fitness Mean Classification

Push ups 10.00 FAIR

 43

The table shows that the Physical Fitness Levels of NDMU BPED students in

terms of health-related fitness. The muscular strength of NDMU BPED students in terms

of health-related fitness were classified as fair with the mean of 10.00.

Table 2.1.3 Muscular Endurance

Health Related Fitness Mean Classification

Basic Plank 51.67 EXCELLENT

The table shows that the Physical Fitness Levels of NDMU BPED students in

terms of health-related fitness. The muscular endurance of NDMU BPED students in

terms of health-related fitness were classified as excellent with the mean of 51.67.

Table 2.1.4 Flexibility

Health Related Fitness Mean Classification

Zipper Test Right 3.53 GOOD

Zipper Test Left 2.01 GOOD

Sit and Reach 51.82 VERY GOOD

 44

In this table, it shows that in terms of physical fitness levels of NDMU students,

sit and reach is the highest with a mean of 51.82, which is classified as very good,

followed by the zipper test right hand with a mean of 3.53, and the zipper test left hand

with a mean of 2.01.

Table 2.2 Skills-Related Fitness

Table 2.2.1 Agility

Skills related Fitness Mean Classification

Hexagon Agility Test 6.26 VERY GOOD

In this table it shows that Physical Fitness Levels of NDMU BPED students in

terms of Skills related fitness Hexagon Agility Test with the mean of 6.26 and it

classified as very good.

Table 2.2.2 Balance

Skills related Fitness Mean Classification

Stork Balance Stand Test ( Left foot) 39.88 NEEDS

IMPROVEMENT
 45

Stork Balance Stand Test ( Right foot) 44.77 FAIR

In this table it shows that Physical Fitness Levels of NDMU BPED students in

terms of Skills related fitness stork balance using left and right foot with the mean of

39.88 and 44.77 and it classified as needs improvement for the left foot and fair for the

right foot.

Table 2.2.3 Coordination

Skills related Fitness Mean Classification

Juggling 2.49 NEEDS

IMPROVEMENT

In this table it shows that Physical Fitness Levels of NDMU BPED students in

terms of Skills related fitness juggling with the mean of 2.49 and it classified as needs

improvement.

Table 2.2.4 Power

Skills related Fitness Mean Classification

Standing Long Jump First Try 161.16 VERY GOOD

Standing Long Jump Second Try 170.09 VERY GOOD

 46

In this table it shows that Physical Fitness Levels of NDMU BPED students in

terms of Skills related fitness which is standing long jump with the mean of 161.16 and

170.09 and it is both classified as very good.

Table 2.2.5 Reaction Time

Skills related Fitness Mean Classification

Stick Drop Test 11.84 VERY GOOD

In this table it shows that Physical Fitness Levels of NDMU BPED students in

terms of Skills related fitness which is the Stick drop test with the mean of 11.84 and it

classified as very good.

Table 2.2.6 Speed

Skills related Fitness Mean Classification

40 meter sprint 7.71 NEEDS

IMPROVEMENT

In this table it shows that Physical Fitness Levels of NDMU BPED students in

terms of Skills related fitness which is the 40 meter sprint with the mean of 7.71 and it

classified as needs improvement.

 47

Table 2.2.7 Cardiovascular Endurance

Skills related Fitness Before After

3 minute step Test 79.59 102.74

In this table it shows that Physical Fitness Levels of NDMU BPED students in

terms of Skills related fitness which is the 3 minute step test before the activity with the

mean of pulse rate 79.59 and after the activity increased into 102.74.

SOP3: What is the relationship between demographics and each of both health-

related and skills-related fitness?

Table 3.1 BMI of NDMU BPED Students in terms of age

Age Height Weight BMI Classification

19 165.54 56.18 20.53 NORMAL

20 161.78 54.24 20.62 NORMAL

21 160.04 54.96 21.28 NORMAL

22 162.94 61.20 23.05 NORMAL

23 165.00 76.00 27.90 OVERWEIGHT

 48

24 162.00 75.00 28.60 OVERWEIGHT

The table shows that students between the ages of 19- 22 years old have a normal

BMI with a mean of 18.80, 20.53, 20.62, 21.28, and 23.05 respectively. On the other

hand, students between the ages of 23 and 24 with a BMI of 27.90 and 28.60

respectively. None were classified as obese.

Based on the result, most of the students have a normal BMI after getting their

height and weight. This indicates that a person is within the normal weight range for his

or her height.

Table 3.2 Muscular Strength of NDMU BPED Student in terms of age after

performing push ups

Age No. of push-ups Classification

19 11.27 FAIR

20 11.43 FAIR

21 8.92 NEEDS IMPROVEMENT

 49

22 9.40 FAIR

23 13 FAIR

24 4 NEEDS IMPROVEMENT

Shown in this table that students aged 19,20,22 and 23 were classified well as fair

with a mean rating to the number of push-ups that they managed to perform with a mean

of 11.27,11.43,9.40, and 13 respectively. When it comes to muscular strength, students

aged 21 and 24 need improvement after accumulating a mean rating of 8.92 and 4

respectively.

Table 3.3 Muscular Strength of NDMU BPED Student in terms of age after

performing plank

Age Time Classification

19 61.00 EXECELLENT

20 51.10 EXCELLENT

21 51.42 EXCELLENT

22 47.90 VERY GOOD

 50

23 47.00 VERY GOOD

24 24.00 FAIR

As indicated in the table, students between the ages of 19, 20 and 21 were

classified as excellent as to the duration of their plank with a mean of 61.00, 51.10 and

51.42 respectively. Garnering a mean of47.90 and 47.00, students whose ages were 22

and 23 were classified as Very Good. Lastly the student ages 24 were classified as fair

after accumulating a mean of 24.00. as to his or her muscular strength after performing

the plank

Table 3.4 Flexibility of NDMU BPED Student in terms of age after

performing zipper test using their left hand

Age Left Classification

19 2.91 GOOD

20 2.12 GOOD

21 1.90 FAIR
 51

22 1.40 FAIR

23 0.00 POOR

24 0.00 POOR

Scrutinized in this table that BPED students of NDMU whose age is between 19

and 20 were classified as good after performing the zipper test using their left hand

which means that their fingers overlapped by 2- 3.9 cm. While the BPED students ages

21 and 22 were classified as fair after performing the zipper test using their left hand

which their fingers di not overlapped by 2-3.9 cm. Lastly the ages 23 and 24 were

classified as poor for they did not reach the needed standards in performing the zipper

test using their left hand.

Table 3.4 Flexibility of NDMU BPED Student in terms of age after

performing zipper test using their right hand

Age Right Classification

19 4.14 VERY GOOD

20 4.02 VERY GOOD

21 3.25 GOOD
 52

22 2.80 GOOD

23 2.00 GOOD

24 0.00 POOR

Scrutinized in this table that BPED students of NDMU whose age is between 19

and 20 were classified as very good after performing the zipper test using their right hand

which means that their fingers overlapped by 4-5.9 cm. On the other hand, students

whose age is between 21-23 were classified as good after performing the zipper test

using their right hand which means that their fingers overlapped by 2-3.9. Lastly, student

ages 24 were classified as poor after accumulating a mean of 0.0 in the zipper test using

their right hand.

Table 3.5 Flexibility of NDMU BPED Student in terms of age after

performing sit and reach

Age Sit and Reach Classification

19 53.82 VERY GOOD

20 57.29 VERY GOOD

21 47.04 VERY GOOD

 53

22 49.30 VERY GOOD

23 44.00 GOOD

24 41.00 GOOD

Table 2.1.4 shows that the interpretation in terms of sit and reach for students

with ages between 19-22 is very good with a mean of 53.82, 57.29, 47.04, and 49.30

respectively. On the other hand, students between the age of 23 and 24 were classified as

good. This result shows that most of the students in NDMU BPED were very good in sit

and reach which reflects their performance as to flexibility.

Table 3.6 Cardiovascular Endurance of NDMU BPED Student in terms of

age after performing a 3-minute step.

Age Before After

19 80.55 102.73

20 82.76 102.90

21 78.50 102.04

22 75.80 100.20
 54

23 80.00 103.00

24 64.00 98.00

In this table, the result shows that before the BPED students perform the 3-minute

step test it shows that their heart rate is low, on the other hand when they finished to

perform the 3-minute step test their heart rate increased. The students ages 19, their heart

rate mean before performing is 80.55 and after they perform their hear rate mean

increases to 102.73. The students ages 20, their heart rate mean before performing is

82.76 and after they perform their heart rate mean increases to 102.90. The students ages

21, their heart rate mean before performing is 78.50 and after they perform their heart

rate mean increases to 102.04. The students ages 22, their heart rate mean before

performing is 75.80 and after they perform their heart rate mean increases to 100.20. The

students ages 23, their heart rate mean before performing is 80.00 and after they perform

their heart rate mean increases to 103.00. Lastly, the students ages 24, their heart rate

mean before performing is 64.00 and after they perform their heart rate mean increases to

98.00.

Table 3.7 Coordination of NDMU BPED Student in terms of age after

Juggling

Age Juggling Classification

19 2.73 NEEDS IMPROVEMENT

 55

20 2.29 NEEDS IMPROVEMENT

21 2.67 NEEDS IMPROVEMENT

22 2.40 NEEDS IMPROVEMENT

23 3.00 NEEDS IMPROVEMENT

24 2.00 NEEDS IMPROVEMENT

Table 2.2.2 depicts the level of evaluation of students as to Juggling. The data

shows that the accumulated mean was classified as needing improvement which means

that when it comes to coordination BPED students of NDMU with ages 18-24 need to be

practiced.

Table 3.8 Agility of NDMU BPED Student in terms of age after performing

Hexagon Agility Test

Age Hexagon Classification

19 6.27 VERY GOOD

20 5.64 EXCELLENT

21 6.46 VERY GOOD

 56

22 7.50 VERY GOOD

23 3.50 EXCELLENT

24 8.00 VERY GOOD

Table 2.2.3 shows that when it comes to agility, students of NDMU BPED got a

rating of excellent and very good after accumulating a mean between 11-15. The NDMU

BPED students Whose age is 20 and 23 was classified as excellent for they have

performed the hexagon agility test in 5 seconds below. On the other hand the students

whose age is 19,21,22, and 24 were classified as very good for the have performed the

hexagon agility test in 6-10 seconds.

Table 3.9 Speed of NDMU BPED Student in terms of age after performing

40-meter sprint

Age 40 m sprint Classification

19 7.27 FAIR

20 7.46 FAIR

21 7.60 NEEDS IMPROVEMENT

 57

22 8.55 NEEDS IMPROVEMRNT

23 6.35 FAIR

24 10 NEEDS IMPROVEMENT

The table above shows that in the category of speed, students of NDMU BPED

students whose age is 19, 20, and 23 accumulated a mean of 6.6-7.5 which is classified

well as fair. On the other hand other BPED students whose age is 21, 22, and 24 needs

improvement after accumulating a mean greater than 7.6 which is the standard as to their

age to be interpreted as needing improvement

Table 3.10 Power of NDMU BPED Student in terms of age after performing

standing long jump – first try

Age 1st try Classification

19 185.55 VERY GOOD

20 172.48 VERY GOOD

21 147.67 GOOD

22 142.10 GOOD
 58

23 168.00 VERY GOOD

24 129.00 GOOD

Table 2.2.5 reveals that 19 year old students got the highest mean of 185.55

which means that they have very good power. The second highest mean is 172.48 which

means that 20 year old students were also very good at power. The third highest mean is

168.00 where the interpretation is also very good followed by a mean of 21 years old

students equal to 147.67 which is good. The second lowest mean is from 22 year old

students with a mean of 142.10 followed by 24 years old students with a mean of 129.00

which also means good.

Table 3.10 Power of NDMU BPED Student in terms of age after performing

standing long jump – second try

Age 2nd try Classification

19 194.55 VERY GOOD

20 181.95 VERY GOOD

21 157.83 VERY GOOD

22 150.80 GOOD
 59

23 167.00 VERY GOOD

24 134.00 GOOD

Table 2.2.5 reveals that 19 year old students got the highest mean of 194.55

which means that they have very good power as to skills related to Fitness. The second

highest mean is 181.95 which means that 20 year old students were also very good at

power. The third highest mean is 167.00 where the interpretation is very good followed

by a mean of 23 years old students equal to 167.00 which is also very good. The power

of a 21 year old students is also very good with a mean of 157.83. The second lowest

mean is from 22 year old students with a mean of 150.80 followed by 24 years old

students with a mean of 134.00 which also means good.

Table 3.11 Balance of NDMU BPED Student in terms of age after

performing stork balance stand test using right foot

Age Right Classification

19 49.12 FAIR

20 39.75 NEEDS IMPROVEMENT

21 46.74 FAIR

22 53.02 FAIR
 60

23 60.00 FAIR

24 34.00 NEEDS IMPROVEMENT

The result shows that 19, 21, 22, and 23 year old students were classified as fair

at balancing with a mean of 49.12, 46.74, 53.02, and 60.00 which is the highest score

after they perform the Balance Stand test using their right foot are the students whose age

is 23. The 2nd highest mean is 53.02 of 22 year old students which indicates fairness as

to the level of their balance. The balance of 19 year old students was also fair with a

mean of 49.12. The mean of 46.74 for 21 year old students ranked 4 th which also

indicates fair. Following the mean of a 20 years old student is the mean rating of 39.75

which classified as needs improvement and also the students with an age of 24 which Is

equal to 34.00 which is the lowest and also indicates needs improvements as shown in

the table above.

Table 3.11 Balance of NDMU BPED Student in terms of age after

performing stork balance stand test using left foot

Age Left Classification

19 35.57 NEEDS IMPROVEMENT

20 34.85 NEEDS IMPROVEMENT

 61

21 42.01 FAIR

22 48.28 FAIR

23 54.00 FAIR

24 32.60 NEEDS IMPROVEMENT

The result shows that 23 year old students were considered fair as to balance with

a mean of 54.00 which is the highest after they perform the Balance Stand test using their

right foot. the 2nd highest mean is 48.28 of 22 year old students which indicates fairness

as to the level of their balance. The balance of 21 year old students was also fair with a

mean of 42.01. Following the mean of a 21 years old student is the mean rating of the

students with an age of 19 which Is equal to 35.57 which indicates needs improvement.

Second to the lowest mean is 34.85 of 20 years old students which also indicates needs

improvement. The lowest mean is from 24 years old students equal to 32.60 which also

indicates that they need to improve their balance.

Table 3.12 Action time of NDMU BPED Student in terms of age after

performing Stick Drop Test

Age Stick Drop Test Classification

19 12.64 GOOD
 62

20 12.76 GOOD

21 10.70 VERY GOOD

22 11.50 VERY GOOD

23 14.00 GOOD

24 10 VERY GOOD

The record shows the result of skills-related fitness of BPED students in terms of

action time after performing the stick drop test. 24 year old students accumulated the

highest mean of 510 which means very good followed by 21 years old students with a

mean of 10.70 which also means very good. The mean of 11.50 from 22 year old

students also indicates very good. After that is the 19 year old students with a mean of

12.64 which indicates good. The student with the age of 20 was next with a mean of

12.76 which also indicates good. Lastly in those 23 years old students got the lowest

mean of 14.00 which also indicates good.

Table 3.13 BMI of NDMU BPED Students in terms of Sex

Gender Height Weight BMI Classificatio

Female 156.24 50.41 20.59 NORMAL

 63

Male 166.16 61.78 22.1 NORMAL

The table shows that both males and females were normal as to BMI where a

female has a mean of 20.42 and males had a mean of 21.95.

Table 3.14 Muscular Strength of NDMU BPED Student in terms of sex after

performing push ups

Sex Pushups Classifications

Female 6.41 NEEDS IMPROVEMENT

Male 15.11 FAIR

Table 3.14 depicts that males have good muscular strength after performing push

up with the mean of 15.11. On the other hand, females have needs improvement when it

comes to muscular strength because they have a very low mean of 6.41.

Table 3.15 Muscular Strength of NDMU BPED Student in terms of sex after

performing plank

Sex Basic Plank Classifications

 64

Female 41.15 GOOD

Male 60.53 EXCELLENT

Table 3.15 indicates that Males have excellent Muscular Strength after

performing basic plank with the mean of 60.53, while females were good after

accumulating a 37.70 mean.

Table 3.16 Flexibility of NDMU BPED Student in terms of sex after performing

zipper test using their right hand

Sex Mean Classifications

Female 4.52 VERY GOOD

Male 2.65 GOOD

Table 3.16 shows that females have a very good flexibility on their right hand

after they get a mean of 4.53 respectively. On the other hand males have good flexibility

after they get a mean of 2.65.

Table 3.17 Flexibility of NDMU BPED Student in terms of sex after

performing zipper test using their left hand

 65

Sex Mean Classifications

Female 2.53 GOOD

Male 2.88 GOOD

Table 3.17 indicates that both males and females have good flexibility on their

left hand after they get a mean of 2.53 and 2.88 respectively.

Table 3.18 Flexibility of NDMU BPED Student in terms of sex after performing sit

and reach

Sex Mean Classifications

Female 49.69 VERY GOOD

Male 52.11 VERY GOOD

As indicated in this table, females have a mean of 49.69 and males have a

mean of 52.11 which means that both have good flexibility after performing sit and

reach.

Table 3.19 Cardiovascular Endurance of NDMU BPED Student in terms of sex

after performing a 3-minute step.

 66

Sex Before After

Female 79.44 102.65

Male 79.67 102.56

The Cardiovascular endurance of both females and males was good after the

observation of an increase in pulse rate before and after performing the 3-minute step

test.

Table 3.20 Coordination of NDMU BPED Student in terms of sex after

Juggling

Sex Mean Classifications

Female 2.03 NEEDS IMPROVEMENT

Male 3.25 NEEDS IMPROVEMENT

The table indicates that both males and females needs to improve their

coordination after performing juggling with a mean of 2.03 and 3.25 respectively.

Table 3.21 Agility of NDMU BPED Student in terms of sex after performing

Hexagon Agility Test

 67

Sex Mean Classifications

Female 6.93 VERY GOOD

Male 5.53 EXCELLENT

As seen in this table, the males have an excellent agility than the females with a

very good evaluation after accumulating a mean of 5.53 and 6.93 respectively.

Table 3.22 Speed of NDMU BPED Student in terms of sex after performing 40-

meter sprint

Sex Mean Classifications

Female 8.61 NEEDS IMPROVEMENT

Male 6.82 FAIR

The table shows that males are classified as fair as to their speed after performing

a 40m sprint with a mean of 6.82. On the other hand females are classified as needs

improvement as to their speed after performing a 40m sprint with a mean of 8.61

respectively.
 68

Table 3.23 Power of NDMU BPED Student in terms of sex after performing

standing long jump – first try

Sex Mean Classifications

Female 139.44 GOOD

Male 182.03 VERY GOOD

As shown in this table, Males were evaluated as very good as to power after

having a mean of 182.03 in standing long jump. On the other hand, females were

evaluated good because of their mean of 139.44. In the first try, male has greater power

over women.

Table 3.24 Power of NDMU BPED Student in terms of sex after performing

standing long jump – second try

Sex Mean Classifications

Female 146.88 GOOD

Male 192.50 VERY GOOD

As shown in this table, Males were evaluated as very good as to power after

having a mean of 192.50 in standing long jump. On the other hand, females were
 69

evaluated good because of their mean of 146.88. In the second try, male still has greater

power over women.

Table 3.25 Balance of NDMU BPED Student in terms of sex after

performing stork balance stand test using right foot

Sex Mean Classifications

Female 43.89 FAIR

Male 48.83 FAIR

As indicated in this table, both males and females were evaluated as fair in terms

of balance with a mean of 43.89 and 48.83 respectively.

Table3.26 Balance of NDMU BPED Student in terms of sex after performing

stork balance stand test using left foot

Sex Mean Classifications

Female 37.83 FAIR

Male 42.01 FAIR

As indicated in this table, both males and females were evaluated as fair in terms

of balance with a mean of 37.83 and 42.01 respectively.

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Table 3.27 Action time of NDMU BPED Student in terms of sex after

performing Stick Drop Test

Sex Mean Classifications

Female 12.74 GOOD

Male 10.76 VERY GOOD

As shown in the table, males are evaluated as very good with a mean of 10.76; on

the other hand, females results in terms of reaction time after performing the stick drop

test are 12.74, which is classified as good.

Table 3.28 BMI of NDMU BPED Students in terms of year level

Year level Height Weight BMI Classification

1st year 157.64 49.86 19.97 NORMAL

2nd year 166.4 57.87 20.92 NORMAL

3rd year 160.2 57.5 22.18 NORMAL

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As indicated in the table, it shows that the 1 st year, 2nd year, and 3rd year students

were classified as normal in terms of their BMI with a mean of 19.97, 20,92, and 22.18

as indicated in the table above.

Table 3.29 Muscular Strength of NDMU BPED Student in terms of year

level after performing push ups

Year level No. of push-ups Classification

1st year 6.71 NEEDS IMPROVEMENT

2nd year 16.52 FAIR

3rd year 9.42 FAIR

The tables shows that the 2nd year and 3rd year students were both classified as

fair with the mean of 16.52 and 9.42. on the other hand the 1 st year BPED students has

the lowest mean of 6.71 which classified as need improvements.

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Table 3.30 Muscular Strength of NDMU BPED Student in terms of age after

performing plank

Year level Time Classification

1st year 43.48 GOOD

2nd year 54.35 EXCELLENT

3rd year 51.12 EXCELLENT

In this table, it shows that both 2nd year and 3rd year BPED students classified as

excellent in terms of muscular strength with the mean of 54.35 and 51.12. On the other

hand, 1st year BPED students garnered a mean of 43.48 which classified as good. The

tables shows that the 2nd year BPED students has the highest mean among the three year

levels.

Table 3.31 Flexibility of NDMU BPED Student in terms of year level after

performing zipper test using their left hand

Year level Left Classification

1st year 3.36 GOOD

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2nd year 3.72 GOOD

3rd year 1.58 FAIR

In this table, it shows that both 1 st year and 2nd year BPED students classified as

good with the mean of 3.36 and 3.72. while the 3 rd year BPED students were classified as

fair with the mean of 1.58. The table shows that 2 nd year BPED students has the highest

mean in performing zipper test using their left hand.

Table 3.31 Flexibility of NDMU BPED Student in terms of year level after

performing zipper test using their right hand

Year level Right Classification

1st year 5.46 VERY GOOD

2nd year 2.93 GOOD

3rd year 2.77 GOOD

The tables shows that 1st year BPED students have the highest mean in

performing zipper test using their right hand with the mean of 5.64 which classified as

very good. On the other hand both 2nd year and 3rd year which are classified as good with

the mean of 2.93 and 2.77.

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Table 3.32 Flexibility of NDMU BPED Student in terms of year level after

performing sit and reach

Year level Sit and Reach Classification

1st year 53.93 VERY GOOD

2nd year 52.1 VERY GOOD

3rd year 48.85 VERY GOOD

In this table, it shows that all of the year level which are the 1 st year, 2nd year, and

3rd year BPED students were classified as very good with the mean of 53.93, 52.1, and

48.85 upon performing the sit and reach.

Table 3.33 Cardiovascular Endurance of NDMU BPED Student in terms of

year level after performing a 3-minute step.

year level Before After

1st year 81.95 104.62

2nd year 80.39 101.9

3rd year 77.5 100.9

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In this table, the result shows that before the BPED students perform the

3-minute step test it shows that their heart rate is low, on the other hand when they

finished to perform the 3-minute step test their heart rate increased. The pulse rate of 1 st

year BPED students before performing the 3-minute step is 81.95 and after the activity

their pulse rate increased into 104.62. On the other hand the pulse rate of the 2 nd year

BPED students before performing the 3-minute step is 80.39 and after the activity their

pulse rate increased into 101.9. Lastly, the 3 rd year BPED students, their pulse rate before

performing the 3-minute step is 77.5 and after the activity their pulse rate increased into

100.9.

Table 3.34 Coordination of NDMU BPED Student in terms of year level

after Juggling

year level Juggling Classification

1st year 2.24 NEEDS IMPROVEMENT

2nd year 3.04 NEEDS IMPROVEMENT

3rd year 2.58 NEEDS IMPROVEMENT

The table shows that 1st year, 2nd year and 3rd year BPED students coordination

needs improvement for they weren’t able to perform the skills accurately where they

need to improve, they have the mean of 2.24, 3.04, and 2.58.
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Table 3.35 Agility of NDMU BPED Student in terms of year level after

performing Hexagon Agility Test

year level Hexagon Classification

1st year 6.36 VERY GOOD

2nd year 5.39 EXCELLENT

3rd year 6.69 VERY GOOD

As indicated in the table, it shows that 2 nd year were classified as excellent in

agility when it comes to performing hexagon agility test with the highest mean of 5.39.

On the other hand, both 1st year and 3rd year were classified as very good in agility with

the mean of 6.36 and 6.69.

Table 3.36 Speed of NDMU BPED Student in terms of year level after

performing 40-meter sprint

year level 40 m sprint Classification

1st year 8.29 NEEDS IMPREOVEMENT

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2nd year 6.86 GOOD

3rd year 8.14 NEEDS IMPROVEMENT

As indicated in the table, it shows that only the 2 nd year classified as good in

terms of speed for they garnered a mean of 6.86. On the other hand, both 1 st year and 3rd

year were classified as needs improvement with the mean of 8.29 and 8.14.

Table 3.37 Power of NDMU BPED Student in terms of year level after

performing standing long jump – first try

Year level 1st try Classification

1st year 152.81 VERY GOOD

2nd year 190.7 VERY GOOD

3rd year 149.3 GOOD

As the table shows, in terms of long jump, both the 1st and 2nd years were

classified as very good, while the 3rd year was classified as good. In this, the 2nd year

students were the highest in terms of standing long jump with a mean of 190.7, followed
 78

by the 1st year with a mean of 152.81, and the lowest were in the 3rd year with a mean of

149.3.

Table 3.37 Power of NDMU BPED Student in terms of year level after

performing standing long jump – second try

year level 2nd try Classification

1st year 160.38 VERY GOOD

2nd year 200 VERY GOOD

3rd year 158.2 VERY GOOD

As the table shows, in terms of long jump, all the year levels are classified as very

good, with the highest being 2nd year with a mean of 200, followed by 1st year with

160.38, and 3rd year with 158.2. It shows that in the 2nd try, 2nd year students are best

in power in terms of long jump.

Table 3.38 Balance of NDMU BPED Student in terms of year level after

performing stork balance stand test using right foot

year level Right Classification

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1st year 41.83 FAIR

2nd year 49.15 FAIR

3rd year 48.17 FAIR

As indicated in this table, all year levels are classified as fair, with the 2nd year

students being the highest with a mean of 49.15, followed by the 3rd year with a mean of

48.17, and lastly the 1st year with a mean of 41.83. It shows that using the right foot, 2nd

year BPED students are the ones who are good at balancing.

Table 3.38 Balance of NDMU BPED Student in terms of year level after

performing stork balance stand test using left foot

year level Left Classification

1st year 35.34 FAIR

2nd year 38.84 FAIR

3rd year 42.73 FAIR

As indicated in this table, all year levels are classified as fair, with the 3rd year

students having the highest mean of 42.73, followed by the 2nd year with a mean of
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38.84, and lastly the 1st year with a mean of 35.34. It shows that those using the left foot

in 3rd year are the ones who are good at balancing.

Table 3.39 Action time of NDMU BPED Student in terms of year level after

performing Stick Drop Test

year level Stick Drop Test Classification

1st year 13.05 GOOD

2nd year 11.97 VERY GOOD

3rd year 11.5 VERY GOOD

As shown in the table, both the 2nd and 3rd years were classified as very good, while the

1st year indicated good, which shows that the highest in terms of reaction time in

performing the stick drop test is the 3rd year students, whose mean is 11.5 followed by

11.97, which is the 2nd year, and the lowest is the 1st year, which is 13.05.

SOP 4: What physical fitness program can be developed based on the results of the

study?

Table 4.1 Physical Fitness Levels of NDMU BPED students

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Health and skill-related Mean Classification

fitness

Zipper Test Right 3.53 GOOD

Zipper Test Left 2.01 GOOD

Sit and Reach 51.82 VERY GOOD

Hexagon Agility Test 6.26 VERY GOOD

Stork Balance Stand Test ( 39.88 NEEDS IMPROVEMENT

Left foot)

Stork Balance Stand Test ( 44.77 FAIR

Right foot)

Juggling 2.49 NEEDS IMPROVEMENT

Standing Long Jump First 161.16 VERY GOOD

Try

Standing Long Jump 170.09 VERY GOOD

Second Try
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Stick Drop Test 11.84 VERY GOOD

The table indicates the results of Physical Fitness Levels of NDMU BPED

students wherein you can see the those skills that they need to improve specifically the

coordination which is juggling with the low mean of 2.49 which the program will

focused in this skill as well as the balance skill which is the stork balance test with the

mean of 39.88 and 44.77 were classified as needs improvement and fair. On the other

hand the other skills are classified as good and very good. The program that can be

developed in this study based on the results are the balance and coordination skills

because as what we can see in the results of their physical fitness test, the respondents

are lacking in the skills of balance and coordination skills which is under the skill related

fitness.

Base on the result, the program that can be developed in this study are the balance

exercises and the coordination drills which can help the students to improve their balance

and coordination skills, because these two skills has the result of needs improvement.

According to Beek 2016; Beek & Lewbel, 20016, in juggling which is under the

coordination skills, this skills needs to have a rich sensori-motor dynamic to search for

the temporal and spatial constraints of hand and ball motions that is vital to performing

the skill wherein the students really need to have a concentration when doing a juggling

in order for them to get high score, on the other hand in balance skill according to

Williams, 2023 balance skill is not important role in other sports otherwise there are lots

of physical activities where balance skill is required for enhanced performance and safety
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of the performers. That is why this study aims to develop the weaknesses in fitness level

of the BPED students in NDMU where it needs to give focus on the balance and

coordination component of skill related fitness in physical fitness program.

Conclusion

Based on the findings on the data gathered, the Physical Fitness Assessment:

Basis for Physical Fitness Program Development the respondents have gave their effort

to participate on the physical fitness test together with the researchers. This remarked as

successful physical fitness assessment basis for the physical fitness program

development for the BPED students of Notre Dame of Marbel University. This study

measures the capacity and capability of BPED students in Notre Dame of Marbel

University, also it measures the strengths and weaknesses of BPED students during the

physical fitness test.

In conclusion, a good fitness program must include the physical fitness evaluation

as a crucial part, not only as a first step. It offers the data required to develop a tailored,

comprehensive plan that maximizes outcomes while lowering the chance of injury.

Individuals can start a fitness journey that is secure, effective, and highly efficient in

helping the BPED students reach their goal level of physical fitness by basing program

development on these assessments.

Recommendation

The researchers wanted to recommend that:

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They should apply those skills performed in physical fitness test to maintain a

healthy life living, also to avoid such injuries, and to be physically fit. Establish and

participate in seminars and workshops to develop and implement physical fitness

program. Do an action to make it visible to other not just in BPED, for we can be a role

model to avoid such diseases and also it can improve our health status when we involve

ourselves in physical fitness programs for we are not seeking for a perfect lifestyle but

we are hoping for a progressive one.

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APPENDECIES
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Appendix A

Request letter

APPENDIX B

SURVEY QUESTIONAIRE
 90

APPENDIX B

SURVEY QUESTIONNAIRE
 91

APPENDIX C

SOP
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Statement of the Problem This study aims to assess the physical fitness levels of

Bachelor of Physical Education students of Notre Dame of Marbel University as basis

for the development of physical fitness program. Specifically, it will answer the

following:

What is the demographic profile of NDMU BPED students in terms of:

1.1 Age;

1.2 Sex;

1.3 Year level?

2. What are the physical fitness levels of NDMU BPED students along the following:

2.1 Health-Related Fitness 2.1.1 BMI

2.1.2 Muscular Strength

2.1.3 Muscular Endurance

2.1.4 Flexibility 2.2 Skills-Related Fitness

2.2.1 Agility 2.2.2 Balance

2.2.3 Coordination 2.2.4

Power 2.2.5

Reaction Time 2.2.6

Speed 2.2.7 Cardiovascular Endurance

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3. What is the relationship between demographics and each of both health-related and

skills-related fitness?

4. What physical fitness program can be developed based on the results of the study?

Curriculum Vitae

Personal information
 94

Name: Jason James D. Celeste

Age: 21

Address: Prk. Bagongsilang, Brgy. Carpenter Hill, Koronadal City South

Cotabato

Civil Status: Single

Date of Birth: September 14, 2001

Birthplace: Brgy. Kulaman, Senator Ninoy Aquino, Sultan Kudarat

Religion: Roman Catholic

Father’s Name: Nicolas T. Celeste

Mother’s Name: Gina D. Celeste

Educational Background

Elementary: Notre Dame of Kulaman Inc.

High School: Notre Dame of Kulaman Inc.

Senior High School: Notre Dame of Kulaman Inc.

Curriculum Vitae
 95

Personal information

Name: Troy T. Monterola

Age: 21

Address: Prk. Promito, Brgy. Concepcion, Koronadal City South Cotabato

Civil Status: Single

Date of Birth: October 25, 2001

Birthplace: Brgy. Langgal, Senator Ninoy Aquino, Sultan Kudarat

Religion: Roman Catholic

Father’s Name: Tyrone Q. Monterola

Mother’s Name: Mary Jane T. Monterola

Educational Background

Elementary: Langgal Elementary School

High School: Langgal National High School

Senior High School: Notre Dame of Kulaman

Curriculum Vitae
 96

Personal information

Name: Joshua S. Omanio

Age: 21

Address: Prk. Hillside, Brgy. Sta. Cruz, Koronadal City South Cotabato

Civil Status: Single

Date of Birth: October 7, 2001

Birthplace: Koronadal City, South Cotabato

Religion: Roman Catholic

Father’s Name:

Mother’s Name:

Educational Background

Elementary: Koronadal Central Elementary School II

High School: Notre Dame of Marbel University IBED

Senior High School: Notre Dame of Marbel University IBED