Fitness Evaluation

Students' fitness data is gathered to better understand their present physical state. Improvement plans may be developed to improve learning and teaching in schools using this knowledge. The Fun to Move@JC Project has incorporated the following fitness tests:


1. Body Mass Index (BMI)


2. Shoulder Stretch with FITNESSGRAM®


Curl-Up FITNESSGRAM®



4. 6 minutes (for children aged 9 and under)/ 9 minutes (for children aged 10 and above)


Test of running/walking


Body Mass Index (BMI):


Measuring body composition is the goal.


The following items are required: a stadiometer, a weight scale, a calculator, a pen, and a record page.


Procedures for Testing:


Remove your shoes and dress comfortably.

Height is measured in metres.

weighing yourself in kilogrammes

Calculate your BMI using the formula (weight(kg) / height2(meter2)).

2. Shoulder Stretch with FITNESSGRAM®


The goal is to assess the flexibility of the upper limbs.


The following items are required: a pen and a record sheet.


Procedures for Testing:


Stay calm when standing up.

As if pulling up a zipper or scratching between the shoulder blades, reach across the right shoulder and down the back with your right hand.

Place your left hand behind your back and reach up, attempting to contact the right hand's fingers.

Examine the other side.

Curl-UP FITNESSGRAM®


The goal of this exercise is to test the endurance of the abdominal muscles.


Gym mat with measurement strip (for 5- to 9-year-olds, a strip of 3 inches wide is used; older children should use a strip of 4.5 inches wide);


A4 paper; audio that curls up; pen and record sheet


Position to begin:


• Partner A is laying on the mat in a supine posture.


• Knees bent at about a 140-degree angle


• Stand with your feet flat on the floor and your legs slightly apart.


• Keep your arms straight and parallel to your trunk, with your palms on the mat.


• The A4 paper is in touch with the head.


Procedures for Testing:


Partner B kneels down at partner A's head, counting curl-ups and looking for form breakdowns with his fingers barely touching the closest edge of the measurement strip.

Place the A4 paper beneath the head of partner A. It will help partner B determine whether partner A's head hits the ground on each repeat **. Remarks: If partner A does not use his or her abdominal muscles to move the A4 paper, it wrinkles.

Partner A curls up gently, moving fingers over the measuring strip until fingertips reach the other side; then partner A curls back down until his or her head hits the sheet of paper on the mat, keeping heels in contact with the mat. Slow and steady movement is recommended, with a cadence of approximately 20 curl-ups per minute.

Partner A continues without stopping until he or she can no longer do so or has done 75 curl-ups in 4. 6 minutes (for children under 9 years old)/ 9 minutes (for children aged 10 years and above).

Test of running/walking


The goal of this exercise is to test your cardiorespiratory endurance.


Timer; markers (recommended distance between markers is 10 metres); whistle; pen and record page are all necessary items.


Procedures for Testing:


Within 6 or 9 minutes, the student runs or walks as far as feasible. The distance to run or stroll will be indicated.

The teacher should urge the students to accelerate slowly and maintain a constant pace.

The teacher provides a signal to remind pupils that they have 3 minutes and 15 seconds left, and to remind their companion to keep track of the distance.

Students continue to run until they hear the signal to stop. After the exam, they should walk one or two laps to cool down.

If children are unable to continue running, they may opt to walk. During the exam, the teacher should encourage them.