Perceptions and Self-Assessment of Physical Fitness among Sports Students Through the Implementation of the Physical Fitness Test

This study explored the perceptions and self-assessed fitness behaviors of Sports Strand students at Muntinlupa National High School following the implementation of the Physical Fitness Test (PFT). Grounded in the DepEd K to 12 Curriculum and Republic Act No. 10533, the research aimed to determine how the PFT influences student motivation, goal-setting, and physical health awareness. Using a descriptive quantitative design, data were collected from 30 Grade 12 students through a validated Likert-scale questionnaire. Results revealed that students had a generally positive perception of the PFT, recognizing its value in assessing fitness and promoting self-awareness. The PFT was found to encourage increased physical activity, consistency in fitness routines, and more serious tracking of personal health goals. A strong and statistically significant correlation (r = 0.76, p < 0.01) was found between students’ positive perception of the PFT and their motivation and behavior toward physical fitness. These findings support the conclusion that the PFT serves not only as a physical assessment tool but also as a powerful instrument for engaging students in lifelong fitness habits. To maximize its impact, it is recommended that educators strengthen instruction about each test component, incorporate structured reflection and feedback, encourage long-term fitness planning, utilize digital tools for tracking progress, and foster a supportive learning environment centered on personal growth rather than competition.

Physical Fitness Test, self-assessment

1. Abrantes, R. M. (2020). Effectiveness of physical fitness activities in enhancing the performance of junior high school students. Philippine Journal of Physical Education, 5(2), 45–56. [Google Scholar] [Crossref]

2. Alviar, M. A. (2019). Implementation of physical fitness tests in K to 12 PE curriculum. Journal of Education and Teaching Strategies, 7(1), 29–35. [Google Scholar] [Crossref]

3. Aranes, J. F. (2021). The impact of physical fitness tests on the health awareness of senior high school students. Asia Pacific Journal of Multidisciplinary Research, 9(1), 101–110. [Google Scholar] [Crossref]

4. Baumgartner, T. A., Jackson, A. S., Mahar, M. T., & Rowe, D. A. (2015). Measurement for evaluation in kinesiology (9th ed.). Jones & Bartlett Learning. [Google Scholar] [Crossref]

5. Besa, A. P., & Magno, C. D. (2018). Self-assessment and performance of Filipino high school athletes. Philippine Journal of Education, 94(2), 123–134. [Google Scholar] [Crossref]

6. Cale, L., & Harris, J. (2009). Fitness testing in physical education – a misdirected effort in promoting healthy lifestyles and physical activity? Physical Education and Sport Pedagogy, 14(1), 89–108. [Google Scholar] [Crossref]

7. Castillo, M. T. (2017). Students’ perceptions and academic performance in Physical Education. International Journal of Physical Activity and Health Promotion, 3(1), 56–64. [Google Scholar] [Crossref]

8. Cruz, R. A. (2020). Physical fitness knowledge and skills of PE teachers in public schools. Philippine Normal University Research Journal, 12(3), 77–85. [Google Scholar] [Crossref]

9. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. [Google Scholar] [Crossref]

10. Dela Cruz, J. S. (2018). Student motivation and learning in physical education: A case study. LPU-Laguna Journal of Education, Arts and Sciences, 4(1), 66–72. [Google Scholar] [Crossref]

11. De Ocampo, M. A. (2020). Analyzing the implementation of the DepEd Physical Fitness Test in senior high. Journal of Physical Education and Sport, 2(1), 35–43. [Google Scholar] [Crossref]

12. Domingo, V. E. (2019). Reflective teaching in PE: An approach to learner-centered fitness assessment. Philippine Education Research Forum Proceedings, 18, 88–96. [Google Scholar] [Crossref]

13. Ekelund, U., Tomkinson, G., & Armstrong, N. (2012). What proportion of youth are physically active? Measurement issues, levels and recent time trends. British Journal of Sports Medicine, 45(11), 859–865. [Google Scholar] [Crossref]

14. Fairclough, S., & Stratton, G. (2005). Physical education makes you fit and healthy: Physical education’s contribution to young people’s physical activity levels. Health Education Research, 20(1), 14–23. [Google Scholar] [Crossref]

15. Feliciano, H. P. (2016). Physical fitness levels and academic achievement among high school students. Journal of Educational Measurement and Evaluation, 9(2), 113–121. [Google Scholar] [Crossref]

16. Gonzales, J. A. (2020). PE teachers' perspectives on student self-assessment in fitness testing. Research Journal of Education, 11(1), 59–66. [Google Scholar] [Crossref]

17. Hastie, P., & Buchanan, A. (2000). Teaching responsibility through sport education: Prospects of a coalition. Research Quarterly for Exercise and Sport, 71(1), 25–35. [Google Scholar] [Crossref]

18. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. [Google Scholar] [Crossref]

19. Hernandez, L. F. (2021). Holistic development through physical fitness: A DepEd mandate in action. Philippine Basic Education Journal, 4(2), 90–98. [Google Scholar] [Crossref]

20. Javier, R. M. (2018). Physical activity, assessment, and student engagement: An exploratory study. UPLB Journal of Human Kinetics, 6(1), 21–30. [Google Scholar] [Crossref]

21. Kirk, D. (2010). Physical education futures. Routledge. [Google Scholar] [Crossref]

22. Lorenzo, B. G. (2022). Enhancing physical fitness through performance-based PE assessment. DLSU Education Research Journal, 14(3), 42–51. [Google Scholar] [Crossref]

23. Manalo, D. A. (2017). Fitness testing as a reflection of student motivation and participation. Philippine Journal of Teaching Physical Education, 2(1), 11–18. [Google Scholar] [Crossref]

24. McKenzie, T. L., & Lounsbery, M. A. (2013). Physical education teacher effectiveness in a public health context. Research Quarterly for Exercise and Sport, 84(4), 419–430. [Google Scholar] [Crossref]

25. Morales, M. A. (2019). Physical education and self-efficacy among Filipino adolescents. Journal of Educational Research and Innovations, 3(2), 70–78. [Google Scholar] [Crossref]

26. Morgan, P., & Bourke, S. (2005). An investigation of pre-service and primary school teachers’ perspectives of PE teaching confidence and PE teacher education. ACHPER Healthy Lifestyles Journal, 52(1), 7–13. [Google Scholar] [Crossref]

27. Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71(2), 225–242. [Google Scholar] [Crossref]

28. O'Sullivan, M. (2013). New directions, new questions: Relationships between curriculum, pedagogy, and assessment in physical education. Sport, Education and Society, 18(1), 1–5. [Google Scholar] [Crossref]

29. Penney, D., & Chandler, T. (2000). Physical education: What future(s)? Sport, Education and Society, 5(1), 71–87. [Google Scholar] [Crossref]

30. Ramirez, C. F. (2021). Integrating student feedback into physical fitness programs in public schools. Asian Journal of Educational Development, 5(1), 103–112. [Google Scholar] [Crossref]

31. Reyes, E. T. (2020). Fitness-based physical education curriculum and student motivation. Journal of Curriculum Studies in the Philippines, 8(1), 61–69. [Google Scholar] [Crossref]

32. Sallis, J. F., & McKenzie, T. L. (1991). Physical education's role in public health. Research Quarterly for Exercise and Sport, 62(2), 124–137. [Google Scholar] [Crossref]

33. Santos, P. A. (2018). Student-centered approaches in PE: The case of senior high schools. Journal of Philippine Education and Development, 6(2), 87–95. [Google Scholar] [Crossref]

34. Silverman, S., & Mercier, K. (2015). Teaching for physical literacy: Implications to instructional design and curriculum practice. Journal of Sport and Health Science, 4(2), 150–155. [Google Scholar] [Crossref]

35. Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97–110. [Google Scholar] [Crossref]

36. Tinning, R. (2010). Pedagogy and human movement: Theory, practice, research. Routledge. [Google Scholar] [Crossref]

37. Tolentino, L. B. (2022). Correlation of physical fitness performance and self-assessment among high school students. Laguna State Polytechnic University Research Digest, 10(1), 100–109. [Google Scholar] [Crossref]

38. Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 10. [Google Scholar] [Crossref]

39. Whitehead, M. (Ed.). (2010). Physical literacy: Throughout the lifecourse. Routledge. [Google Scholar] [Crossref]

40. Wuest, D. A., & Bucher, C. A. (2014). Foundations of physical education, exercise science, and sport (18th ed.). McGraw-Hill Education. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study